We do not learn from experience, we learn from reflecting on experience. ~John Dewey
This week I am sharing my highlights from the chapters 6 & 7 of The Innovator’s Mindset. These chapters focused on learning, particularly engagement vs. empowerment and solidifying learning through reflecting.
Some things resonated for me, specifically the quote from Bill Ferriter about empowerment, and the pages in which Couros juxtaposed School vs. Learning.
At first thought, engagement is something I believe we as teachers look for in our students- we want them to be engaged in the content, engaged in our class, actively doing; engagement is a good thing, right? Reflecting on Ferriter’s quote though, makes engagement more something we are doing to our students to get them to want to learn what we have to teach them. This is not necessarily a bad thing, but as Couros said, something we as teachers should keep in mind when our students are with us. Perhaps we can have both. Perhaps our students can be engaged and empowered at the same time- they can engage with our content and be empowered with choice to use their strengths and passions to share their learning, pursue their questions, and learn more.
I’ll leave you with these highlights.
- It is imperative that we teach learners how to be self-directed and guide their own learning, rather than rely on others to simply engage them
- “Engaging students means getting kids excited about our content, interests, and curricula.” Empowering students “means giving kids the knowledge and skills to pursue their passions, interests, and future.” ~Bill Ferriter
- If you had to choose between compliant, engaged, or empowered, which word would you want to define your students?
- “Freedom is actually a bigger game than power. Power is about what you can control. Freedom is about what you can unleash.” ~Harriet Rubin
- Our job as educators and leaders is not to control others but to bring out the best in them.
- We need to create the same opportunities for our students as those we would want for ourselves.
- Innovation cannot be relegated to a one-off event.
- The shift in our thinking must focus on what learning truly can be, not what is has been.
- School is scheduled at certain times. Learning can happen any time, all of the time.
- School is standardized. Learning is personal.
- School often isolates. Learning is often social.
- School promotes developing your own questions and finding answers.
- Thinking you already know the answer can keep you from exploring new options.
- Before we decide how best to communicate our vision, we have to establish one; we have to articulate the desired characteristics of our learners and the optimal learning environment.
- The people who help set the vision and mission are most likely to embrace it.
- If we want innovative students, we need to be innovative leaders and educators. If we want to create a culture of innovation we must first focus on furthering our own learning and growth.
- Providing choice allows students to build on strengths and interests to make learning relevant and fulfilling.
- DEAR time should be an opportunity not only for reading, but to also “Drop Everything And Reflect.”
- It is important that “innovation” does not become an event for our students but the norm.
- Let’s start asking kids to find problems and give them a sense of purpose in solving something authentic.
- Teaching students how to assess themselves, rather than just do it for them, provides another opportunity for reflection.
- Portfolios are a great way for learners to share their knowledge and document the learning process.
- Looking back helps students develop their own understanding of where they have been, where they are, and where they are going.
- What if we recognized and built on learners’ strengths?
- Dreaming is important, but until we create the conditions where innovation in education flourishes, those dreams will not become reality.