Smarter, Faster, Better: The Secrets of Being Productive in Life and Business by Charles Duhigg is a book that I had heard about a little while ago and checked it out of the library. It sat on my table and for whatever reason I didn’t read it. I returned it to the library and after reading a few more blog posts and listening to some podcasts, it came up a few more times so I signed it out again and this time I took the time to read it and I am glad that I did. I enjoyed the story telling the most in the book but had a couple of take aways – one on innovation and one on data which I still need to think about a bit more and will write about next.
One of the sections that stuck with me the most was the chapter on innovation, a term that is used quite a bit in education. In the book, creativity is about mixing old ideas with a few new ones in a different way than thought of in the past. I liked this type of definition of creativity – it isn’t about creating something completely new, which I believe is a lot of folks mindsets and can be a roadblock, but it’s remixing and tweaking. “Creative” people seem to be good at taking ideas from different areas and mixing them together better than the “less creative” person is the sense I get from this section. However… a few quotes that I were significant to me:
The creative process is, in fact, a process, something that can be broken down and explained. That’s important, because it means that anyone can become more creative; we can all become innovation brokers. (pg 237)
How do I become an better innovation broker? How do I help the staff and students at my school become innovation brokers? Will this framework help us move ahead as a school community?
The appendix has a summary of the big ideas here are the ones for innovation. All points I will return to as we work to be better at my school.
Creativity often emerges by combining old ideas in new ways – and “innovation brokers” are key. To become a broker yourself and encourage brokerage within your organization:
Be sensitive to your own experiences. Paying attention to how things make you think and feel is how we distinguish cliches from real insights. Study your own emotional reactions.
Recognize that the stress that emerges amid the creative process isn’t a sign everything is falling apart. Rather, creative desperation is often critical: anxiety can be what often pushes us to see old ideas in new ways.
Finally, remember that the relief accompanying a creative breakthrough, while sweet, can also blind us to alternatives. By forcing ourselves to critique what we’ve already done, by making ourselves look at it from different perspectives, by giving new authority to someone who didn’t have it before, we retain clear eyes. (the previous 4 bullet points are from pg 283)
I think as we try and improve in schools it is important to look at what we do in school as well as what is done outside education – is there something that can be combined that would be better for our students and learning? Could the different ideas (or strategies) be from within a school but from different departments? How can we promote a sharing of ideas and get people talking? Maybe I need to think about that pineapple chart talked about in the Hacking Education book I read a while ago.
Who are my innovation brokers at school? How do I support them? What skills, routines, and strategies do I need to develop or improve to become an innovation broker? Good questions that will tumble in my head for sometime.
“It’s easier to act your way into a new way of thinking than to think your way into a new way of acting.” – Millard Fuller
This was a quote I heard on a recent podcast of the Tim Ferris Show with A.J. Jacobs (someone I haven’t heard of before) and it struck me the first time it was said in the show and at the end when it was repeated.
The last time I heard it I was shovelling the snow off the driveway and it had me wondering how does the quote relate to education. Is it a way to challenge one’s paradigms and reflect on practice? For example, if someone doesn’t use formative assessment in their classroom because they believe their current way is much better – can they be challenged to act like they are doing formative assessment to see what happens? Would their beliefs about formative assessment change? Maybe this example is a bad one, or too broad, perhaps a simpler task – act like you want to get to know your students better by greeting them at the door to be more welcoming. Does this make a difference for your relationships with kids and kids learning in your class? Would they change?
Is act your way into a new way of thinking the same as fake it to you make it? Not sure; however, the quote hit and stuck with me for some reason.
We met some great friends and their kids yesterday for a rainy afternoon of sledding and time at their house catching up. The kids hadn’t seen each other since the summer, and while they get along fantastically, the first chunk of time can be a little slow in re-connecting.
Yesterday’s sled activity was a great way to do the re-connecting – being active and having fun let them have easy conversations to get the visit going.
Can these active conversations and opening ice-breakers be transferred to the classroom? Will have to think about how I can incorporate a strategy like this in my math classroom for Semester 2 – is there a different spin I can take on the opening week of community building activities?
the breath. Sounds easy, it isn’t. Try it for 5 minutes, 10 minutes, or your choice.
Your mind and thoughts will wander. Bringing it back is the challenge.
Starting again with this practice over the break has been wonderful.
Winter break always provides some extra time for reading and so far I have finished two books.
Ready Player One by Ernest Cline was a book that AJ Juliani mentioned in his blog post The Best Books of 2016 for Teachers (And Learners). Always interested in reading a fiction book over the break I looked to see if this was available at our local library, it was and I grabbed it. Once I started it was hard to put down and I finished it in few days. Set in 2045 and has lots of 80s references – Atari 2600, TRS-80 and tons of songs and movies – the story is a good one!
I have recently started listening to the The Tim Ferris Show Podcast and on one podcast with Peter Diamandis he talked about his book Bold and what he had written about. Although the book was more business focused and entrepreneurship I was intrigued. I checked the book out of the library and it was another one I couldn’t put down. Some of the take aways from the book:
- Exponential technology and the five that are going to change the world
- the secrets of skunk and how this could relate to education – is this a “design” process that could be used to help us in what schools could like? Is this even doable in a school or district?
- the 10x strategy – if you are going to change go for 10x better not 10% better than the status quo. Again, how would this relate to education and how we look at solving our issues?
- Google’s 8 Innovation principles – some great principles here and again leaves me to think how would these principles be applied to education?
- The billionaire wisdom chapter that gave me a glimpse into Elon Musk (Tesla), Richard Branson (Virgin), Larry Page (Google) and Jeff Bezos (Amazon) – all names I have heard of but didn’t know much about other than the companies they are most connected with.
- Crowd sourcing, crowd funding, building community – some great info and step by step stuff
I can’t help but think – how could some of these principles and ideas be used in education? Some of the mindsets on change and disruption are intriguing to me and I wonder how this might transfer to our problem solving that we need to do in education. If you get a chance to read the book – I encourage you do that – I would love to hear your thoughts on what you learned!
Here are some things that I have been reading and/or watching lately.
10 Ideas for Google’s 2016 Education on Air Conference
How will I use these next semester in my math class?
6 Videos to Spark Creative Thinking
some ideas for design thinking projects
8 “rules of the road” for better mental health
a good analogy to share with staff, students and others
5 Simple Ways to Give Students Feedback During During Project Based Learning #HackPBL
use of conferencing, written feedback and mini-lessons
How To Manage Obstacles That Keep You From Achieving Your Personal Goals
10 Things to think about and a “try this” for each one
Use Winter Break to Renew Your Spirits and Sense of Purpose
Some techniques to ease stress and recharge
10 Learnings From 10 Years of Brain Pickings (animated)
Read and liked the original post but enjoyed the animated version – worth the 7 minutes
Over the past few days it has been great to stumble into a variety of exciting conversations at Bloom. A quick snapshot of the conversations:
#1 – two teachers discussing a 6 point rubric versus the 100 point scale. The discussion about how to use the 6 point rubric and the impact on kids was great. Even better, it was teachers from different curricular areas discussing how to use it in their classrooms
#2 – what is a student data notebook and my discussion of what this was and could look like in an English class or in a math class
#3 – two science teachers collaborating about exciting (usually meaning fire or loud noises) demonstrations and linking it to their course. Even better, the teachers’ willingness to go into each other’s classrooms to demonstrate
#4 – how do we build reading interventions for our middle years students AND what data are we using to help us guide this decision. Further, how do we build this into our weekly schedule
#5 – a teacher finishing Myron Dueck’s Grading Smarter, Not Harder book and discussing strategies
Great conversations for sure. How do we amplify this to all staff? Looking forward to what I stumble into next week . . .