George Couros' "The Innovator's Mindset" Part One

I am currently reading "Innovator's Mindset" by George Couros and so far it has been a great read. Part one of the book is about innovation in education where Couros defines innovation and why it is essential for effective learning in schools. He makes it very clear that the intent of the book is not to dictate what should or should not be done, but to "provoke thought and inspire you to create your own innovative approach in your practice." The first few chapters are filled with examples of practical solutions and questions to ponder concerning the current state of education in the U.S.

Couros uses a definition posited by Carl Bass, "Innovation is process by which we change the world...It's the practical application of ideas and technologies to make new and better things." The author emphasizes that for something to be truly innovative, it must be both new and better, however rit does not necessarily need to be a thing. In education, what this really down to is creating an environment and designing learning experiences in which the learners...learn. It seems obvious, but how much does a student actually learn while in school? I think it may be important at this point to distinguish between learning and memorizing-regurgitating information. A quote from the Center for Accelerated Learning I found especially fitting:

"Learning is creation, not consumption. Knowledge is not something a learner absorbs, but something a learner creates. Learning happens when a learner integrates new knowledge and skill into his or her existing structure of self. Learning is literally a matter of creating new meaning, new neural networks, and new patterns of electro/chemical interactions within one's brain/body system"

I though that was pretty eloquently stated and echoes so much of what I believe as a future teacher. 

Much of the advice that the author gives concerning innovative education is making students the center of the classroom and encouraging them to take responsibility for their own learning. However, Couros points out that students have been condition to "schooling" and are not comfortable with that responsibility and may push back when teachers try new that doesn't include worksheets and multiple choice tests. So a question that I have been pondering, and that I am hoping will be addressed in the following chapters, is how, as a teacher, can I help my students take responsibility for their own learning and actually have a desire to learn? How can I as a teacher inspire young people to want to learn about the world and discover something that they can be passionate about?

I am excited to learn more and use what I learn to inspire others to do some good in the world. Thank you for joining me on my journey.

Michael Cahill