The Innovator’s Mindset
In Part I of The Innovator’s Mindset, George
Couros provides a definition of innovation
and discusses what it should look like in schools. Couros believes that innovation is “...a way of thinking that creates something new and better.” (19) It can emerge
from either invention or iteration, with the latter being “...a
change of something that already exists.” (19)
While the author acknowledges that technology can be
“crucial” in the process of innovation, he emphasizes that innovation is
“...less about tools like computers, tablets, social media, and the Internet,
and more about how [educators] use
those things. (20)
According to Couros, the innovator’s mindset takes growth
mindset “a step further” such that one possessing an innovator’s mindset
believes that a person’s abilities and talents can be developed to the point
that the individual creates “new and better ideas.” (33) From the teacher’s perspective, an
innovator’s mindset means that new and better learning opportunities should be
created in the classroom. These learning
opportunities should be personalized for students based on their interests and
passions. Resiliency and grit are key
ingredients of an innovator’s mindset as well as the sense of freedom to
fail. However, failure should never be
accepted as the final outcome for children.
Instead, the innovator’s mindset is “Try ,fail, and try something else
until you find or create a solution that works.” (38)
In Chapter 3, the author outlines the 8 characteristics
of the innovator’s mindset:
1. Empathetic –
The learning opportunities are learner-centric;
2. Problem
Finders/Solvers – Allowing students through their questions
to both identify problems and find solutions;
3. Risk
Takers – Both learners and teachers should try different
strategies and approaches;
4. Networked
–
“Being in spaces where people actively share ideas makes us smarter.” (52) ie.
Social media, blogs, etc.;
5. Observant
- Sources of learning exist in and outside the
classroom;
6. Creators
–
Creation is crucial to the process of learning;
7. Resilient
–
on the part of both learners and teacher; and,
8. Reflective
–
“Looking back [on new learning] is crucial to moving forward.” (58)
With respect to the final characteristic, Couros laments
that “...few schools focus on encouraging students or educators to ‘Drop
Everything and Reflect.” (58)
Couros also makes 3 other important points in Chapter 3:
- Innovation doesn’t need to be sacrificed because of limited resources; teachers and administrators need to be innovative inside of the box (47);
- “Effective leadership in education is not about moving everyone from one standardized point to the next but moving individuals from their point ‘A’ to their Point ‘B’.” (47); and,
- Leaders can’t expect teachers to be innovative unless they themselves model risk taking.
Throughout the 4 chapters that comprise Part II of The
Innovator’s Mindset, Couros
explains how a culture of innovation can be developed in schools. The
first ingredient is strong relationships.
Teachers should establish relationships with students not only in their
classes but also beyond their classrooms.
The distinction here is between being a classroom teacher and a school
teacher. (74) Administrators must also
forge personal relationships with teachers.
Couros references “the rule of seven touches” (76) to emphasize that administrators should frequently interact in
positive ways with their staffs. States
the author, “If we want meaningful change, we have to make a connection to the
heart before we can make a connection to the mind.” (79)
The second pre-condition for a culture of innovation is leading and learning. Couros’ advice to educational leaders is “If we want ‘innovation’ to flourish in our
schools, we have to be willing to immerse ourselves in the environments where
it is going to happen.” (85) Hence,
“being present in the classroom” will best enable administrators to “learn
first” and then “lead well”. (86) The
author also notes that an important role for school leaders is to “remove
barriers” for teachers so that they can be innovative. (85)
The focus of Chapter 6 is the 3rd
pre-condition for a culture of innovation – student empowerment. Couros maintains that it is not enough to
just engage students – They must also be empowered in their learning, which,
for him, means “...giving kids the knowledge and skills to pursue their passions, interests, and future.”
(96) A strategy he shares for empowering
students is Identity Day, during which all individuals in a school (students,
teachers, support staff, administrators) have “...an opportunity to share
something they were passionate about with the entire school.” (99)
Creating a shared vision is the final element. Couros recommends that all stakeholders in
the school be invited to help create the vision. He also lists 8 classroom lookfors that
inspire innovation – student voice and choice, regular reflection time,
innovation opportunities, focus on critical thinking, both problem solving and
finding activities, self-assessment, and connected learning (ie. Google
Hangouts, Skype, and social media).
Part III: Unleashing Talent is spread over 5 chapters
which provide advice for educational leaders to support teachers in their
efforts to provide innovative learning opportunities for students. Strength-based leadership is the first
area. Couros’ main point is that leaders
should focus on the individual strengths of teachers as, by doing so, leaders
will move their schools from being places with “pockets of innovation” to centres of innovation. (135) While “balancing trust and autonomy”, leaders
also need to provide “strong mentorship”. (127)
Most of all, they need to give teachers “license to take risks” and
support [teachers’] pursuit of their passions. (132)
In Chapter 9, the author argues that technology can be
transformational, particularly when it is personalized for students. However, the main point made in this chapter
concerning technology is that teachers must be provided with training in how to
effectively use technology. Other advice
offered regarding technology includes:
- · Remove hardware and software barriers so less time is spent “...on fixing stuff and more time [is spent] on deep learning” (147);
- · Make certain that students have a sound understanding of digital citizenship and their digital footprint; and,
- · Consider the “balance of risk vs. reward” in all technology decisions – Do the benefits for student and teacher learning outweigh the possible issues? (149)
Couros advocates The “less is more rule” in Chapter
10. He states, “Before [administrators]
add a new initiative, ask ...Is this adding or subtracting to the already full
plates of the educators I serve? (154-55) The author adds that by “presenting
fewer choices to your staff”, teachers can “...go deep, rather than wide and
shallow...” in their “...exploration and
collaboration to allow new and better ideas to emerge....” (156-57)
Couros also maintains that educational leaders must promote
“open, connected learning” for a culture of innovation to develop in their
schools. (171) For him, isolation is the
enemy to innovation. By “being in the
space” of social media both educational leaders and teachers will gain exposure
to innovative ideas. (175) He encourages
administrators to lead by example when it comes to “...sharing [their] learning
every step of the way....” (174)
Couros provides, in Chapter 12, suggestions on how
educational leaders can provide meaningful learning experiences for
teachers. His main point is that
administrators must ensure that there is sufficient time provided “...for
exploration, collaboration, and reflection to allow educators to apply what
they are learning.” (182) Furthermore, he stresses the importance of
creating learning opportunities for teachers “...in the same spaces [ie Google
Apps for Education] and environments that our students experience daily....”
(184)
Part III concludes with some great ideas for educator
professional learning for innovation, including:
- EdCamp – PD sessions that are “developed, created, and led by educators who partake in the event” (187);
- Use of Google Forms for teacher reflection time during workshops;
- Educator Innovation Day – a day for teachers to “tinker and develop innovative ideas both inside and outside of education” (189); and,
- Blogs as digital portfolios and self-assessment.
