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

On to part two of George Couros’ book, “The Innovators Mindset.” The first part of the book outlined what innovation is and what it is not, as well as why it is important. In part two, Couros details how innovation can be used to create an environment of empowerment. There is an emphasis on building relationships and sharing ideas and experiences to both unite people and accelerate innovation.

I was surprised at an experience that Couros recounts that sometimes administrators will not allow a teacher to run with a good idea not because it is risky or may have unknown consequences, but because they fear that other teachers will be expected to do the same thing and possibly add more work or stress to their lives. An example was given of a teacher who created a social media page for the class posted videos, photos, and comments about what the students were learning so that the parents could have a better idea of what their child was doing throughout the day. The administrator denied the teacher from continuing the page as they felt that parents would want other teachers to do the same thing and thus create more work for the other teachers. Couros comments, “The fear that drives leaders is not always about failure. Sometimes, the real fear is of success.” To be honest, I had never thought about this as an obstacle to innovation. I understand that leaders don’t want to create more work and stress for the already very busy teachers, but I think the author makes a perfect argument when he says, “If what is best for our learners is our primary concern, equity of opportunities will be created at the highest levels, not the lowest.” I agree with Couros. The young people that step into our classrooms deserve the best teachers and to stunt teachers’ creativity and desire to create learning experiences that will engage and empower not just the students, but their families and the community, would be a grave disservice to everyone.

Another subject that George Couros writes passionately about, is the difference between engaging students and empowering them. He explains that engagement is getting the learners excited about what is being taught and that is great, but not enough. Couros continues that empowering learners is helping them develop the capacity to pursue their passions, interests and future. It is not enough to entertain the students in our classroom, if after the “show” is over they don’t know how to pursue their own passions and obtain knowledge that is important to them. The authors states that, “It is imperative that we teach learners how to be self-directed and guide their own learning, rather than rely on others to simply engage them.”

I am left with both excitement, to get into the classroom and put into practices what I am reading and what seems to align so closely with my own teaching philosophy, and at the same time doubts, concerning my ability to create an environment, a culture, in which my students have a desire to actively pursue their own interests and become self-directed learners. I suppose that it will come with experience and perseverance. 

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