3 Images to Further the #InnovatorsMindset

One of my fears when writing, “The Innovator’s Mindset“, was that I would leave something out and that it would be incomplete.  I then came to grips with the idea that although the learning is shared in book form, the learning on the topic, one that I am extremely passionate about, would continue.  Waiting until I figured out every single aspect of what I could write would mean that no book would ever be completed.  I have learned a great deal about innovation and have explored the importance of the #InnovatorsMindset in education after the book.

Below are some images that I have created after the book, that might be complimentary if you have read it, or helpful even if you haven’t.  I will give a brief explanation of each image and why I created it.


Moving from Fixed to Growth to an Innovator’s Mindset

The image below is to differentiate between the different mindsets, and hopefully, shows why moving to the idea of an “Innovator’s Mindset” is crucial for our students, and adults, today.  How we look at situations, and how we think in the face of adversity, will determine what we do and what we create.

The Process of Innovation in Teaching and Learning

Simply stated, every best practice was once an innovation.  As well, small innovations in practice happen daily in classrooms in order for educators to best serve our students.  This could be modifications in reading programs (iteration) that we create when working with students or being open to creating an entirely new way to teach a concept (invention) that serves individuals in a way that was better than before.

A favourite quote;

“If a teacher explains something to a student the same way 100 times and the student still doesn’t get it, it is not the student that is a slow learner.”

The image below is not meant to be linear, but constant adjustments in the way we teach and learn to serve our students.

 

Education Decision-Making Flowchart

Great teachers and leaders find a way.  By starting every decision with, “Is this best for the learner?”, helps to focus on what we need to do, but that doesn’t mean it always gets done.  I say this to people all of the time; somebody, somewhere, is doing the exact same thing you say you can’t do because they are finding a way.

Please note that sometimes the best way to serve our learners is by serving the people who work closest with them on a daily basis.  If teachers are not empowered in their work, they are less likely to feel comfortable doing something different in the pursuit of serving their students.  Serving the learner also means supporting the educator in their pursuit of everyday excellence in their classroom.  They are not counterintuitive but work in conjunction with one another.

 

Two Questions to Ask at the End of a Professional Learning Day

How do we know that our professional learning day was effective?  The best measure is to understand deeply if it made an impact on our classrooms.  If it does not make an impact on our students, was it worth the money and time investment?

 

Hopefully, some of this new thinking shared simply and directly, will help you in whatever work you are doing to lead your school or classroom forward.

Source: George Couros

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