If I liked The Innovator's Mindset before, I LOVE it now. The first three chapters are useful, reflective, and show that George Couros understands what it's like to be on the receiving end of change, not just an innovator. One of the main problems that I have with educational consultants and other people who try to push their programs on schools is that they start from a place that assumes there are major flaws in the organization and that people don't really want to change. This book doesn't assume that; in fact, it assumes the opposite. I love that. It makes me WANT to change. And, with the idea that "...innovation is not about changing everything; sometimes you only need to change one thing. That experience can lead to new and better learning opportunities" (60), it makes me hopeful that I CAN and WILL change.
One thing that really resonated with me at the beginning of this book was the idea linked to Simon Sinek's "Start with Why" idea (his TED Talk is one that I have been shown by several administrators, and it's actually pretty good). I have often said that we have complicated teaching beyond all reason, and to see this idea echoed in a book that I think is very practical and important is affirming. Couros writes that "...it scares [him] to think that we have taken the most human profession, teaching, and have reduced it to simply letters and numbers" (18). Grading, standardized tests, data meetings - these have their place, but I would argue that we have elevated them beyond that place. Instead of focusing on these things, Couros says that we need to empower our students and inspire innovation instead of demanding compliance. As Katie brought up a while ago, there is a time for learning the rules and following them (as a society, we agree to rules and consequences if those rules are broken, and they have their place in school as well), but there is also a time for making sure that learners can come up with their own paths.
I like the "learner/leader" instead of "student/teacher" dichotomy because it reminds me that teachers are also learners and students are also leaders. This is something that I will try to remember as I continue to teach. Sometimes, I need to give my students information quickly and efficiently so they can do something with that information, and I have no problems with lecturing at those times. But what this section of the book made me think about was if there are times when I can change that to let them discover the information on their own. Ideas like "...translating knowledge into action is perhaps even more important than acquiring information" (34) and "Innovation starts not by providing answers, but by asking questions" (38) make it clear that the students are missing out on crucial opportunities for learning when I am the one who is posing the questions (even if I DO have them look for answers on their own). The example of the mitosis lesson that Lisa changed in chapter three was a great example of how this can be done simply but effectively. I sometimes think that "Would I want to be a learner in this classroom?" is a difficult question for me to ask myself because I'm usually the happiest in what we would call a "traditional" classroom. I like to listen, I like to take notes, and I generally don't like to be asked to work in groups or be creative with showing my learning. But I do have to be responsive to my learners, and although I'm sure there are learners like me in my room, I am equally sure that there are learners totally unlike me who need me rethink some of my techniques.
Finally, the inclusion of empathy and reflection in this section, especially the third chapter, gave me hope and made me very happy. I think these are two essential qualities for all humans, regardless of age, career, background, etc., and the importance that is placed on them for innovation makes me think that perhaps, becoming better innovators can make us better people.
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