Outside-the-box: A follow up
Posted November 19, 2014on:
There are two parts of my reflection today.
First, I use word clouds to illustrate what participants thought at the end of an interactive talk I gave yesterday on educational innovation. Then I answer two questions that participants asked in a Google Form.
I asked participants to complete an exit ticket. Among the tasks were two questions:
- What is your main takeaway from the talk?
- What might you do differently to innovate?
I collected the responses in a Google Form and Spreadsheet, and then used Tagxedo to generate a word cloud.
Here is one for the first question.
It is no surprise that “creativity” and “innovation” featured prominently since these were the foci of the talk. But I am glad that some of the key points like unleashing pupils, unboxing them, failing forward, and (not waiting to be fully) prepared stuck with participants.
The actionable items were varied.
Reading their individual statements in full and in context, the largest words are actually less meaningful because they were necessary fillers about the main topic. The mid-sized concepts like needing to unlearn and relearn, outwitting obstacles, exciting (students), and (leveraging on) emotions are key to teachers unboxing themselves.
I would also like to address two questions teachers asked in the exit form.
The first question was: Since space and time is needed, how do teachers innovate as they need to finish a given syllabus?
The second was: In the context of our education scene where so much time and emphasis is placed on results, where and how do we find time to innovate n let our minds go free?
The questions, while phrased differently, have exactly the same roots. They deal with the issue of time and view the problem of balancing classroom innovation and completing a syllabus or getting good results as a zero-sum game.
The thinking is that something old must give way for something new to move in. I imagine that teachers feel like they are balancing a full glass of acid above their heads and want to know how much is going to be removed before more acid is poured in. Pouring in without taking out is going to burn them.
After consulting a few educators at #edsg chat last night, I have concluded that you can play a different zero-sum game or break out of that paradigm altogether.
In lay speak, pour in something that neutralizes the acid or stop playing the acid-balancing game.
1. Zero-sum game 1: Modular curriculum design
In this approach, teachers do not teach every topic over the whole year. They only focus on specific topics that they prepare all materials for: Teaching, learning, practice, assessment, etc. Teachers might work in teams if they have larger cohorts.
The result is that the curriculum race still gets run while teachers get creative with the topic(s) they are assigned and do less (or even no) work for non-assigned topics. Teachers get more time to think of innovative approaches and get to observe and critique their colleagues when they are not teaching.
2. Zero-sum game 2: Integrated or overlapping curriculum design
The main idea of this approach is to identify redundancies or commonalities in subject silos and attempt to teach them at the same time. Volume is both a Math and Science concept, so why teach it twice? There is reading comprehension in complex Math problems and report writing in Science, so why not combine it with Language? The stories and examples in Language can be Math or Science in nature.
An ideal outcome of such an approach is a more holistic and interdisciplinary curriculum. Even if that is not the goal of curricular redesign, more porous silos create better communication and understanding between teachers of different content areas. If such conversations go beyond “What do you teach?” to “How to you teach it?” teachers might discover new ways of doing old things.
3. Play a new game
Compared to changing high-stakes testing, curricular redesign is easy. Exams and tests are not likely to be de-emphasized in our system any time soon even though there is less focus on just getting good grades.
Teachers have to ask themselves which of these they value the most: A) the test of schools, B) the test of life, or C) both.
Most teachers are already in mode A. Progressive teachers and change agents prefer to look beyond the temporary road hump that is the exam and prefer to prepare kids for more important things in life.
A few teachers want both good results and well-adjusted kids. This is a tall order, but not outside their reach. The main strategy is not to hot-house and prepare students for exams hoping that this will teach resilience.
Quite the opposite. Kids should be given opportunities to think creatively and critically first, possibly with the help of curricula that is modular, overlapping, or integrated. It is their capacity to think first instead of regurgitating content that will help them operate outside subject silos and to transfer knowledge and skills from one domain to another.