This week we had two questions to prompt our reflection. So here goes...
How
might you create or improve your innovation ecosystem that is described in
Chapter 2?
To improve the innovation ecosystem, you should
start by building a shared vision, starting from the administrators and including
all the people involved (teachers, students, support staff, parents). You have
to decide what you think education is about and what the role of the school is.
You have to know where you want to go so you can think about the roads you will
need to build to get there. And you have to know why you are doing this, who it
is for! As Katie says: “We can have the latest technology or the best
curriculum, but if we are not obsessed with who learners are, how to best serve
them, and how to partner with them to move forward, we can fail to make the impact
that we desire and are working so hard to achieve. Part of being learner
obsessed is ensuing that the teachers have time, support, and trust to do what
is best for learners and their classrooms and throughout the school.” (page 51)
I love how she is calling attention to the important role of the administrators
in making this possible. Many times, we are putting so much weight on teachers
to change and forgetting that we are inserted in a whole ecosystem that needs
to be involved. Teachers are only a piece of that puzzle. As Katie cited in
page 60 Gene Wilhoit’s The Vision: “Teachers teach more effectively when they
work in professional cultures where their opinions and input are valued. In
such environments, administrators support teachers as they exchange ideas and
strategies, problem-solve collaboratively, and consult with expert colleagues.”
I love this sentence (page 64): “Empowered teachers empower their students.”
Administrators empower teachers so they can empower their students!
Another aspect I have found is challenging
when bringing in this change is thinking about assessment. In page 60 Katie states
that “What you measure and value influences the type of learners and citizens
your systems are designed to create.” She also points out that “To truly
integrate new learning, it is critical to carve out time to allow for trial and
error, collaboration, and especially coaching and feedback.” That is not what
was happening in the school until recently. It is one of the hardest aspects
for educators to think about (teachers, parents, and, why not, the students
themselves!) in light of this new approach. Until now we associated assessment
to grades that measured concrete chunks of knowledge that students spat out
after “memorizing” the content they should learn. It was an end product, not a
process. If we are to change the ecosystem, we have to rethink how we assess
the process and what we measure in learning. We must redefine what we consider “success”.
Katie sums it up pretty nicely in page 85: “If we are honest, anything that is
worth doing and learning takes time, feedback, critique, and multiple revisions
to improve. To maximize learning opportunities, not only do we need to allow
room for mistakes, but we need to create a culture that relies on learning from
others and build in opportunities to reflect, revise, and improve.” That is
what I see as significant education!
What
does your ideal classroom look like? What examples do you have that you can
connect to the learner-centered experiences described in chapter 4?
Katie talks about building a desired graduate
profile. When we first started planning our STEAM curriculum, we had a Saturday
workshop for all the teachers involved. There we did some hands-on activities
to build our “ideal” student. Basically, we built the person we wanted him/her
to become as an outcome of the experiences he/she would have with us. It was a
great experience because it not only gave us clarity of who we wanted our
students to become, but it also helped us communicate this to the other
stakeholders who were not participating as intimately in the process. It was
also an opportunity for the teachers experience as students the type of
hands-on activity we wanted them to later do with their own students.
This was the result:
We did something very close to what Katie
described in the Significant Learning strategy for building a shared vision of
what we want our classroom to look like and what type of student we want to
graduate. (pages 104-105) And our conclusion was also very similar to hers,
where she describes: “Most often, the learning and growth required productive
struggle, risk, guidance, and mentorship.”
So, we designed lessons using Project Based
Learning as our methodology, looking at our curriculum and bringing the lessons
into a context that would be close to student interests. Our goal was to reach
what Katie describes in page 106: “When we focus on learners and connect to
their interests, needs, and goals, we can create experiences that spark
curiosity, ignite passion, and unleash genius.” That’s what we aimed for.
As we designed the challenges and then the
lessons that would help the students reach their goals, we were studying books
such as The Innovators Mindset, From STEM to STEAM, Invent to Learn, Social
Emotional Learning Handbook amongst others to help build our own list of
characteristics that would define the learning experience we were designing. I
loved Katie’s summary of the “10 characteristics of learner-centered
experiences: personal, agency, inquiry, collaboration, authentic,
critique+revision, productive struggle, goals+accountability, models,
reflection.” (page 107) Ours was pretty close to that as well. We called this
list the essence of what we believed STEAM should be (it was the “soul” of the
curriculum). Our list included: autonomy and protagonism, critical thinking,
design thinking, hands-on solidary learning, contextualized peer learning,
entrepreneurial attitude and creative attitude. But we incorporated many of the
characteristics in Katie’s list into our lesson plans. We found that having
models, allowing time for critique and revision and making sure to include time
and activities for reflection made a huge difference in students’ perception of
their own learning process and helped them understand this new culture of
learning. We had to make their learning process explicit to them so they could
bridge the gap between what they thought they knew about education and the
transformations we were bringing them.
To finish off this post, I’d like to comment
on what Katie wrote in page 114 – “Build the Foundation, not the Ceiling (loved
this!!!) – The best teachers do not use a single approach or follow one
curriculum; they create the context and experiences for diverse students to
learn and grow.” That’s what is so amazing about designing these experiences –
you just add the starting point. It’s beautiful to watch the students taking
off from there and reaching for the sky! That’s what teaching is all about!!!