A big-picture vision for nurturing innovators in Lower School. Guest post @CliffordShelley #MVPSchool

The letter to parents quoted below came from Mount Vernon Presbyterian School‘s Lower School Division Head, Shelley Clifford. I’m so fortunate that she is my sons’ principal.

Dear Mount Vernon Families,

In the spirit of starting with questions, what do you hope for your child to learn this semester? The Lower School teachers returned on January 6 and reflected upon this question. How might we intentionally use the 94 remaining days of this school year to inspire and encourage our children to pursue their unique passions and gifts? Specifically in the month of January, Lower School will focus on the Mount Vernon Mindset, Innovator.

Innovators explore and experiment in a climate of change. They build resilience through risk-taking and setbacks. Innovators create unique ideas with value and meaning. Kindergartners will practice their empathy and innovation skills by embarking on their first Design Thinking Project. Be sure to ask your Kindergartner about the Gingerbread Challenge. Second graders have already begun exploring the essential question, “How does learning about inventors and inventions affect our outlook on the world and help us be creative thinkers and innovators?”

All students are engaging in visible thinking routines, long-term projects, and discoveries that focus on habits of an innovator. These habits include: starting with questions, engaging in observations, and thriving from collaboration with others.

Regular practice of these skills builds curiosity, so much so we would like to join you in celebrating your child’s sense of wonder as you encourage him or her to observe and experiment at home. Embrace the endless “Why?” questions, and make associations between the strange and the familiar. Finally, collaborate with your learner and encourage him or her to collaborate with other people who may have different perspectives.

If you would like to explore one of our favorite resources on this topic, check out The Innovator’s DNA; here is a link to the book.

Kind regards,

Shelley Clifford

Head of Lower School

[excerpt posted with permission, as guest post]

PROCESS POST: What Guy Hoffman Could Teach Us About Our School Day!

There are so many reasons for educators to watch the TED talk below – “Guy Hoffman: Robots with Soul.” As for me, I am paradoxically inspired, mesmerized, puzzled and saddened by Hoffman’s talk.

When I watch and listen to Hoffman, I think of what he must have been like as a K-12 student. What amazing curiosity, drive, passion, and persistence this learner must have had – must continue to have. Through his work, I am inspired by what contributions robotics and roboticists will make in our lives.

And yet I am saddened by the conversations I can imagine that some (many?) schools would have regarding the content and context of such an idea-generating talk.

“What department would we place this course in? He wants to build robots as part of his learning, so it must be ‘Engineering Class,’ right?”

“We don’t have a course called ‘Engineering.’ Maybe we just put it in physics?”

“But how would we cover all the stuff we are already doing in physics? There’s no time or room to add robotics like this in my course.”

“Could it go in a math class? Hoffman mentions math in the talk, doesn’t he?”

“No, it should go in Drama class. Weren’t you listening? He said he took a drama course and method acting is what really helped him break through in the contrast between the computing mind and the adventurous mind.”

“But Drama is just a semester elective. Our kids could never get this work done in just a semester, given the basics of acting that we need to cover.”

“It should go in computer animation, when we get that class up and running.”

“What about psychology? He talks about emotions, and our ‘Human Psych’ course is the only course that has ’emotions’ in the learning outcomes.”

“Why not biology? After all, he is using human biology as a mechanism for understanding how to make the robots more ‘human.'”

“Are you kidding me? When would we have time to build robots in 10th grade biology? It’s AP, for goodness sake?”

“Look, if he wants this to be part of his schooling, he’s gonna need to find a faculty sponsor, and the faculty member will need to create a course proposal. It’s already December, so our deadline is passed. Any course proposal would need to be submitted by NEXT December, and then we might add the course the FOLLOWING year, if the academic committee approves the course. And forget about team teaching with a math, drama, physics, and biology teacher-team. That’s way too many resources to commit to an elective, non-essential course.”

WHAT IF…

OR — we could build in time during the school day for passion-driven, cross-curricular learning. So what if the 17-year-old version of Guy Hoffman’s idea doesn’t fit neatly into one of the silo-ed, department-organized, subject-area courses? Those course structures only represent part of our school day and school week. We don’t just organize by departmental subject area. We co-organize by student-interest and make space for just this kind of exploring, searching, questioning, experimenting, and integrating.

After all, we know that to nurture innovators, they must have time, room, and opportunity to practice observing, questioning, experimenting, networking, and associating.

Oh that we might make it so. If not us, then who? If not now, then when?

#iDiploma

Comfort and creativity – part of why I am compelled to explore, create, repeat

From Explore, Create, Repeat – an interview with Marco Cibola

I think it’s very important to never stop learning. There’s a tendency, especially when I’m busy and working for clients, to just become a machine that churns out work that builds a portfolio of clones. There’s a certain comfort and security with repeating what you know and giving the client what they expect. But it can also get boring and unsatisfying. It can feel stagnant. I think that curiosity and going into the unknown is what makes work interesting. I love problem solving, but not when I’ve already solved the problem.

Modifications in brackets made by me, practicing “association” as an innovation skill, and hypothetically creating a riffed quote for myself:

I think it’s very important to never stop learning. There’s a tendency, especially when [we’re] busy and working [in the ambitious school-calendar cycles], to just become a machine that churns out work that builds a portfolio of clones. There’s a certain comfort and security with repeating what you know and giving the [student(s)] what they expect. But it can also get boring and unsatisfying. It can feel stagnant. I think that curiosity and going into the unknown is what makes [school and learning and education] interesting. I love problem solving, but not when [we’ve] already solved the problem.

The Heath Bros advice on New Year’s resolutions

From the “erratically-published newsletter” of Chip and Dan Heath*:

4 RESEARCH-BACKED TIPS FOR STICKING TO YOUR NEW YEAR’S RESOLUTION

Every New Year brings two proud traditions: Making resolutions and then, shortly thereafter, breaking them. Often the full cycle doesn’t take more than a few weeks, which allows well over 11 months to plot the next year’s resolutions.

The research on resolutions is damning: A study of 3,000 people led by Richard Wiseman, of the University of Hertfordshire, found that 88% broke their resolutions. (Even people who resolved merely to “enjoy life more” failed 68% of the time.)

If you want to buck humanity’s sorry performance record, here are four research-based tips to improve your chances of keeping your resolutions:

1.Look for your bright spots.

Psychologists tell us that we are wired to look at the negative. One famous study concluded that, when it comes to the way we think, “bad is stronger than good.” So when it comes to changing our lives, we’ll tend to ask ourselves, “What’s the problem and how do I fix it?” But often we can benefit more by asking a different question: “What’s working and how can I do more of it?” In other words, we can learn from our own “bright spots.”

Nwokedi Idika, an American graduate student in computer science, was a chronic procrastinator. He’d set a goal to work six hours per day on his thesis but found that he only hit the target sporadically. Rather than bemoan his failures, though, he examined his bright spots: What is different about the days when I do manage to complete my six hours? And what he discovered was that, in almost every case, he’d been working early in the morning. So he turned that realization into a strategy: He started setting his alarm for 5:30am every morning.

The early-morning approach worked like a charm. “When I’m up that early, I have no motivation to check email, Facebook, or Twitter because nobody is up to send email or update his/her status,” he said. He defeated procrastination by cloning his bright spots. (Idika became the first African-American student to earn a PhD in computer science at his university.)

2. Make one change at a time.

Over the last 15 years, a series of studies in psychology has confirmed a sobering result: Our self-control is exhaustible. The research shows that we burn self-control in many different situations: when controlling our spending; holding in our emotions; managing the impression we’re making on others; resisting temptations; coping with fears; and many, many others.

Why is this important? Because any life change will require careful self-monitoring and self-regulation—in other words, self-control. Self-control is the fuel that allows change to succeed, but it is limited. For that reason, you will have a better chance of success if you can focus on one change at a time. If you try to change jobs and exercise routines and relationship habits all at once, you are more likely to stall, because you’ve run out of “fuel.”

3. Turn that one change into a habit.

Steve Gladdis of London found that he was constantly falling behind on his personal “to do” list. “Looking at the list on my phone now,” he said, “I need to hang those pictures, phone a friend I haven’t spoken to in a while, extract that box from the back of the shed, investigate child-friendly mousetraps, the list really does go on and on.”

He resolved to create a daily routine: Every morning, like clockwork, he’d finish one task. “Once I’m on a roll, it seems easy to carry on. I remember to look at my list for today’s task because I’m used to doing it, and I almost look forward to ticking off that day’s chore,” he said.

Habits are effective because, once established, they no longer burn self-control. (Think about how little mental energy it requires to take a shower, or make your morning coffee, or to carry out any of the other habits you’ve acquired.) You’ll be more likely to keep your resolution if you can turn it into a habitual behavior—something that happens in the same time and place on a regular cycle.

4. Set an “action trigger” to start your habit ASAP.

What’s the best way to start a habit?

Let’s say you’re trying to exercise more. You might declare to yourself: Tomorrow morning, right after I drop off Elizabeth at dance class, I’ll head straight to the gym for my workout. Let’s call this mental plan an “action trigger.” You’ve made the decision to follow a certain plan (exercising) when you encounter a certain trigger (the school’s front entrance, tomorrow morning).

Action triggers like these can be surprisingly effective in motivating action. The psychologists Sheina Orbell and Paschal Sheeran studied a group of patients in England with an average age of 68, who were recovering from hip or knee replacement surgery. Some of them were asked to set action triggers for their recovery exercises—something like, “I’ll do my range-of-motion extensions every morning after I finish my first cup of coffee.” The other group did not receive any coaching on action triggers. The results were dramatic: Those patients who used action triggers recovered more than twice as fast, standing up on their own in 3.5 weeks, versus 7.7 weeks for the others.

Psychologists have compared action triggers to “instant habits” because what they do, in essence, is make our behavior automatic when the trigger moment comes. Seize that power for yourself: Jump-start a new habit by setting an action trigger.

—————————————

Good luck with your Resolutions, everyone, and here’s hoping for a fantastic 2014!

Happy New Year,

Chip & Dan

* One can subscribe to the Heath Bros. newsletter on their resources page.

PROCESS POST: Contemplating innovation, homework, practice…and their intersections. An Example. Iteration Three.

A Peek Into Contrasting Homework Assignments

Homework, Option 1

  • In your algebra book, in chapter 7, section 4, do the odd problems. Be sure to show your work. If the assignment takes you longer than 45 minutes of singularly concentrated effort, stop where you are at three-quarters of an hour of working.
  • For social studies, read chapter 12, section 3, and respond to the three “Thought Questions” on page 192.
  • [more like this from your subject-organized classes]

Homework, option 2

[Underlying assumption: the below example is more scaffolded due to the type of academic and school environment that the student learners are used to, and because of the timing of where we are (in the hypothetical scenario) in the traditional school year – early in the cycle. As capacity builds, learners would be less directed and more self-sufficient.]

  • EQ: What is beauty?
  • Observe: As you go through the next 10 days, record in your observation journal instances of your thinking related to our current priority essential question. If appropriate and responsible, take pictures of things you find beautiful and make some notes about why. Ask others what they think, too. Because we are near the beginning of this experience together, I can suggest that the VTR (visible thinking routine) “See, Think, Wonder” might be one way to frame your ethnography notes. Of course, you can devise your own strategy (and you’ll be asked to do this more and more as you practice your Innovators DNA skills); if I, or some other mentor/peer, can help with your observation-strategy plan, let me/them know. Ask questions. We’ll share and review our “Game Plans” and “Gantt Charts” in two days, so we can see various strategies and plans.
  • Question:
    • Record the questions that arise for you as you detail your observations. I don’t want to overly constrain your thinking by suggesting specifics now, but let someone know if you feel yourself in some unresolved struggle about “What kinds of questions should be arising for me?”
    • In relation to your subject-organized classes, tag at least some of your questions by the department name(s) for which those questions seem particularly connected. For example, “What percentage of the population finds this painting beautiful?” might suggest a “Math” tag for a statistics portion of your emerging project.
  • Experiment:
    • Of course, you’ll be experimenting with your observation-strategy plan.
    • Also, use your observation notes to scan for trends and patterns. What hypotheses on beauty seem to emerge for you? Begin to outline – in big-picture terms – the experimental methods you might use to test your hypotheses. If it helps, pretend you are on staff with Myth Busters, like we’ve talked about during our f2f time together.
  • Network & Associate:
    • Suggestion 1 (if needed) – read and comment on the observation-journal entries posted by some of the others in this learning cohort.
    • Suggestion 2 (if needed) – find connections in your independent reading and link to nodes in your learning web on this EQ.
    • Suggestion 3 (if needed) – explore the playlist “6 TED Talks on beauty” and/or listen to the TED Radio Hour episode “What is beauty?
    • What are your suggestions regarding networking and associating with this EQ?

What are your thoughts, reader?

#PuttingOurPracticeWhereOurPurposeIs

+ + +

Related Posts in This Thinking Path: