Innovation Exchange 2018

This past week I had the opportunity to participate in an awesome professional development experience put on by 2 amazing school districts – Hamilton Southeastern Schools (my home district) and Noblesville Schools. Each day was filled with a morning keynote, followed by tons of choices in concurrent sessions. Anytime I attend something of this nature, I feel it’s successful if I can take at least one idea from each session that I can implement into my practices. As I look at my own notes today, I have so many more ideas than that, but I want to share a few of my key takeaways.

Our opening keynote came from Mark Wagner, President & CEO of EdTech Team. During his keynote he asked us the question “What do you want to learn?” and then challenged us to think about whether or not we were spending time asking our kids this same question. While we have standards to meet, that doesn’t have to be done always based on our expert decisions as the teacher. Wagner argued quite convincingly that learning will be more meaningful for our students if we share with them our goals, what we need them to learn, and then ask them how they want to learn those skills. Wagner encouraged us to think of the changing role of educators, and rather than seeing ourselves as the keepers of knowledge, who then dispense that knowledge to our students, we should start thinking of our role as that of a connector.

Within our own community, there are people who have skills and experiences that are much greater than any of us could ever hope to be able to share with our students. Our job, in part, is to connect our students to the experts they need in order to learn the skills they want to learn.

more than I should

During the second day I had the privilege to listen to Luke Reks, a recent graduate of Noblesville High School. Luke shared with us his experiences in the Innovations class he participated in during his sophomore through senior years of high school. In that time, Luke connected with filmmakers, CEOs, and philanthropists. As part of his learning, he interned on the set of a low budget film starring James Franco and was able to network with Hollywood producers and directors. In a partnership with one of his classmates, Luke is now working to build a school in Africa that will serve youth, bringing them access to learning, and including the Innovations model of learning within its curriculum. Luke reminded me that opportunities are everywhere for our students. As teachers, sometimes we just have to get out of the way of the passions of our learners, and they will take their learning much further than anywhere we can hope to take them.

Also on the second day of the conference, Kerry Gallagher was the keynote speaker. After listening to her keynote, I made it a point to attend one of her concurrent sessions as well. Her keynote was on the effects of technology on our brain, while her concurrent session talked about best practices related to screen time. The information shared in both was based on research from sources that I know and trust – Common Sense Media and the American Association of Pediatrics to name just a couple. There are many people who spend time talking about the bad aspects of screens, and there’s plenty of research and opinion that support the drawbacks of screen time, but as educators, we have to also remember a couple of important things about technology. First, technology is an opportunity that provides our students access to resources, tools, and experts that would never be available to them without the use of technology.  Along with that, Gallagher reminded us that increasingly our students will need to be able to interact with people through the screens in front of them.  Google, Airbnb, Uber, and other transformative companies require their employees to be able to interact with customers through screens.  How are we teaching our students to interact appropriately?

If a student’s first time to interact with a screen is as a preteen using an iPhone with unlimited access to the rest of the world, they won’t have the tools to be able to use that power responsibly. This has me thinking about the importance of digital citizenship lessons for even our earliest learners. As a district that is 1:1 in all grades, kindergarten – 12th grade, we can’t wait until kids are in the middle grades to begin talking about appropriate ways to interact through screens. We can use developmentally appropriate apps to help our students learn those skills beginning at the earliest levels.

Overall, there were so many great takeaways from the 2 days, these are just a few of the highlights for me. Did you attend? What were your main takeaways? Do the thoughts above have you reflecting on your own practices? Share your thoughts in the comments below.

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Compliance diminishes creativity

In last week’s post I was thinking about the idea of student apathy, and how sometimes what you or I might identify as an unwillingness to work might actually be a sign of fear that the student is moving out of his/her comfort zone. One of the suggestions I made for how to handle that issue was to prepare for those students by providing scaffolding for our students to support them as needed.

Have you ever watched a building being built? Living in a neighborhood that is still growing, I get to watch houses being put up constantly. My 6-year-old son loves seeing the excavator or bulldozers doing their things. Around our downtown area, there’s lots of construction going on. A couple days ago I noticed a new building going in right behind our favorite pizza place (Greek’s Pizzeria – possibly the best breadsticks in the whole world!). As they have added to the height of the building, the scaffolding is added for the next level. Builders don’t put up all the scaffolding they need at the beginning, and then begin building – instead they add the scaffolding they need at the “just right” moment.

When is the just right moment in education to provide that scaffolding? If you provide too much scaffolding too early, and you give it to all your students, you may take away some of the opportunities for choice. In one of the first years I was at Riverside, I decided that I wanted my students to do a project at the end of our unit on Ancient Greece. I had them research a Greek God or Greek Hero, then create a poster. At the beginning of the project, I gave them a list of resources that I suggested, I gave them a detailed rubric, we talked about what the final project might look like, and I shared an example that I created. Then I set them free reminding them throughout that they had freedom to use additional sources that they might find in the library, and that they were free to switch up the design however they wanted. On the day the project was due, I had everyone share their work with the class. I must admit, I was a little disappointed that everyone’s poster was almost identical.

I didn’t make the connection in the moment, but as I reflect on it now, I provided too much scaffolding too early in the process. Instead of being there to support the learners as they needed it, I created boundaries that they chose to stay inside of. Instead the resources I gave them acted as a recipe to what success looked like, and compliant kids are going to take the path of least resistance to success.

As we continue down a path of creating learning experiences that allow student choice and voice, we have to remember that true authentic learning doesn’t happen when we have prescribed experiences. It doesn’t happen when we hand out recipes to success.

Control leads to compliance;autonomy leads to engagement.

Reflecting further and thinking back on what I would do differently with that project, I’d probably remove a lot of the stuff that I provided in advance. I’d still prepare a list of potential resources, but I’d hold it back and only share with students who were struggling to find a good resource. I wouldn’t hand out a highly descriptive rubric to all the students, instead I’d create one that left lots of freedom. I definitely wouldn’t create an example of the poster that all the kids could copy! If students weren’t meeting my expectations I’d give them specific feedback on where they were lacking and how they could improve. We’d start with the standards, I’d share with the students our goal and purpose, and then I’d set them free. As I observed their work, I’d add scaffolding to those who needed it, but a lot of kids are probably going to come up with something way better than you imagined when you started the project. Don’t believe me? Try it. What’s the worst that happens? You already have the scaffolding ready, so you share it with all who need it.

What have been your experiences with scaffolding? Have there been times you added too much at the beginning and it was like a recipe? Reflect on that experience and share what you might do to make it better! Let us know your thoughts in the comments below!

Student apathy: #IMMOOC Week 3

During a recent #IMMOOC YouTube Live event, the topic of student apathy came up among the presenters. For any educator who has tried to do something innovative in their classroom, you probably know what this looks like – that student that is really good at “playing school”, but when you give them a task that is innovative, they just struggle to even get started. These are the kids that might ask you for a worksheet in place of the innovative student inquiry project that you are beginning to work on. John Spencer started talking about his take on students who show apathy about those innovative tasks. While I didn’t capture his quote exactly, I tweeted out the general idea of what he shared:

Spencer is a former middle school English teacher, and currently a professor working on training our future teachers to come into the classroom ready to teach in innovative ways. In the book that Spencer co-wrote with AJ Juliani, Launch, Spencer introduces the design cycle he used in his classroom to help his students become creative thinkers and problem solvers.

For those of you who have read my blog in the past few years, you know that I spend a lot of time thinking and writing about the skills that our students will need in order to be successful in the future. In the current model of education that still exists in a lot of classrooms, there can be a lot of focus on assigning and grading.

When we focus narrowly on assigning and grading, we can miss out on the learning

The problem, as Katie Martin points out above, is that when we keep our focus on assigning and grading, we lose sight of actual learning. Think back to your most impactful learning experiences – it could be anything that you are passionate about – for me I think back to learning how to ride a bike. I didn’t learn to ride my bike because my mom wrote out strict lesson plans with specific standards to meet. Instead I learned through time spent on my bike. Nobody told me that I had to know how to pedal the correct way before I could give it a shot. Did I fall down? YES! Did I get back up again? YES! I wanted to be just like the other kids on my street who could ride their bikes.

Going back to that tweet that I shared at the top of this post, I am really intrigued by that idea of fear of uncertainty, of failure, of being outside their normal. This seems like a pretty normal human reaction. Part of the joy of learning to ride a bike is that little bit of fear, mixed with a bit of excitement, that runs through our body as we get ready to pick our feet up off the ground. So how do we get our students past whatever it is that’s holding them back? My best suggestion is through scaffolding.

When we try something that’s new and innovative, we need to be prepared for those students who might struggle to get started. When you’re planning, be thinking about what might be struggles, and then prep for that. Are you asking students to come up with inquiry questions? Have some question stems ready to help them get started. Are you wanting students to research a topic that interest them? Have some general topics that you know your kids are in to as well as locations to go to find information to help them start on a path.

One thing though – some students in your class will be ready to dive right in. Make sure that you don’t provide too many scaffolds for everyone – make sure that students do have some choices that they can make themselves. Save the extra scaffolds for the students who really need them. If you provide too many scaffolds for all, you will end up with work that all looks and sounds the same. That’s not inquiry, that’s not project based learning, that’s a recipe. And when we have a recipe, that means that some students might feel too boxed in, and not enough opportunity for creativity.

I recently saw a tweet from Alice Keeler that I thought summed up the stages that some of our students might go through as we try to move towards a more student-centered model:

With the appropriate steps to help our students who are afraid to go out on a limb, we might be able to get our students through those 7 stages more quickly.  All the better for you and for them!

What are your thoughts? Are there things that you have tried that have helped your hesitant students get going on an inquiry project? Have you had successes that I don’t mention here? Share your thoughts with all of us!

Compliance or empowerment: #IMMOOC Week 2

Are your systems designed for people to

I recently had a post titled Why are we teaching the stuff we’re teaching? The post was based primarily on a single quote from Will Richardson about the fact that we’re aware of all the things that our students are interested in, but today, what we have to focus on is our geometry lesson that we know most of our students won’t be likely to ever use. Reading the quote above got me thinking about that post again. In that post, I was looking at what we can do about our teaching to make sure that we are finding ways to make learning relevant to our students. Today, I’m thinking more about the things that teachers do in their classroom and making sure that the things we ask of them are relevant in the eyes of teachers.

This year in my school, we began the school year with two slogans we wanted to focus on:

  • The Power of Why
  • The Power of Yet

We encouraged our teachers to think about why they did the things they did, and also to focus on having a growth mindset. When we met our students on the first day of school, we encouraged them to do the same. Throughout the year I’ve had conversations with teachers and students about these two ideas – why do we do the things that we do, and what does it mean to have a growth mindset about whatever we are learning or doing.

Even though we have encouraged these ideas, I still think there are things that happen in classrooms that we can’t really identify why we are doing it. And not knowing why we are doing something takes away from the potential value.

For several years now, many of the teachers in my school have had the standards and objectives for their lessons posted on the board, or in their agenda PowerPoints, or however they communicate to their students what they will be doing today. For some teachers, I think the main reason that it’s put there is because the Teacher Effectiveness Rubric that we are all assessed on has a section about lesson objectives, so they include it because that’s what the rubric says to do. That’s all about compliance.

Here’s the thing though. If the only reason you’re doing something is because it’s what you’re supposed to do, how is it serving the learning in your classroom? In her book Learner Centered Innovation, Katie Martin points out that putting the standards and objectives on the board is not just about checking some box. As Martin reminds us in her book: “The reason “they” make teachers put the standards and learning objectives on the board is because when students know what they are supposed to be learning or where they are headed, that knowledge impacts student engagement and achievement.”

So, why are you placing the standards and objectives on your board? Is it about checking some box, or is it done in service of the learning and growth of your students? If we do things with our learners in mind, and we think carefully about how those choices will impact the learning of our students, we can use our actions to guide coaching conversations with our students so that they better understand the reason behind what we do.

In Martin’s book, she talks about the idea of an Innovation Ecosystem, where teachers should feel trusted to learn, improve, and innovate in order to better serve our kids. I hope that through my actions, through the things I say and do around my building, that the staff in my school understand that I hope we all see our school as an innovation ecosystem. I hope the teachers in my school don’t feel bogged down by compliance-based tasks, but rather feel empowered to push the innovative envelope in order to create amazing learning opportunities for our students.

It is my hope that as I continue with my learning throughout this round of #IMMOOC, I learn new ways to help the teachers in my building feel that empowerment! And to the teachers in my building that may not currently feel empowered, and feel that you are bogged down by compliance, please remember that we all have the power of why. If we don’t know why we are doing something, we aren’t going to do it well. Feel free to ask why when something doesn’t square with what you believe is best for your students. Hopefully we can work together to create a solution to those problems.

I’m curious what you do to make sure that there is an Innovation Ecosystem in your school? Or, do you have ideas about how we can create a better innovation ecosystem within our schools? Share your thoughts with all of us in the comments below!

Developing wonder

I was recently having a conversation with a teacher. We were talking about her efforts to integrate more creative, outside the box style of learning activities in her class. She knows that for future success, her students don’t need to simply be able to regurgitate facts – Google can do that for anyone. It’s about what students can do with that knowledge, and she’s struggling with how to get there. You see, some of her students just don’t seem to be able to “think” in a creative way. They seem to prefer to have an activity with direct questions and correct answers. If given a choice between a creative activity that forces thinking in depth of knowledge level 3 or 4 or a worksheet with depth of knowledge level 1, her students would choose the worksheet.

This teacher however, understands that things that are depth of knowledge level 1 may not be what students ultimately need to be successful in the future.  Check out this short video that will show why:

If you search for Siri, Alexa, or Google Home homework help, you will find videos of students going down their worksheet and asking their “smart speaker” the problems they have to solve, and then copying down the answer. If there are other kids who have figured this out, you can guess that your students have too. Personally, I don’t have any problem with students using the tools around them to help them with their homework – I mean, what do most of us do with a question we don’t immediately know the answer to? But I recently read a quote from Yong Zhao, a Foundation Distinguished Professor in the School of Education at the University of Kansas gave me pause and made me think about the types of questions we’re asking students:

If all children are asked to master the same knowledge and skills, those whose time costs less will be much more competitive than those with higher costs. There are many more poor and hungry people in the developing world willing to work for a fraction of what workers in developed countries need. To be globally competitive, developed countries must offer something qualitatively different, that is, something that cannot be obtained at a lower cost in developing countries.

In this quote, Zhao was talking about the standardization of curriculum and teaching methods, and the fact that our standardization fails our students in the long term. You see, when our students from a developed country move into the workforce, they will be too expensive for the jobs that take a low level of thinking. The students from developed nations need to be able to do things with their knowledge, and developing those skills can’t be done from DOK 1 questions on a worksheet. WorksheetsIf a student can turn to Google, Siri, Alexa, or whatever smart tool comes out next to find the answer to your question, then maybe we aren’t asking the right questions.

So here’s the challenge for this teacher. She knows that students will get more out of learning opportunities that push into higher level thinking. She knows that activities that require more creativity are inherently more “sticky” when it comes to student learning. But her students are have not been successful in doing this so far this year. Does that mean we give up? My answer would be no – just as with anything else, we have to keep trying.

Compliance-PinkThe students in our school in general are very compliant. Compliant students sometimes struggle with creative tasks because they want specific directions to follow. They may not remember what it feels like to be creative or curious. Years of compliance in the school setting seems to suck creativity and curiosity out of our students. I think that sometimes students lose that ability to be creative and curious because they have grown accustomed to the amount of scaffolding that we provide for learning activities. That scaffolding can begin to feel a bit like a cage, and students forget how to get out.

I’m not sure how many of you have had the opportunity to be around a kindergarten classroom. I get to visit one on occasion because my wife is a kindergarten teacher. When I walk into the room and listen to what’s going on, all the students have questions, and comments, and wonders. All those students feel creative and love to color, draw, paint, write, tell stories, and so much more! When I talk to the fifth and sixth grade students in my own building, many of them have a hard time identifying their own curiosities, their own interests, their own what ifs.

So how do we bring a little bit of that creativity and curiosity back to our students? One suggestion that seems promising is the idea of a Wonder Day. In a recent blog post by John Spencer (you can access it here) he talks about the idea of a Wonder Day where students spend the day immersed in research on something they are curious about, with an end goal of a multimedia presentation – it could be a blog post, podcast, video, or whatever other multimedia format that the students choose.

If you’d like to see a short intro of what a wonder day project might look like, here’s a 2 minute intro from John Spencer.

And if you’re not sure when you’d have the time for something like this, I love the suggestion that I’ve seen elsewhere that one of the best times to try something new and innovative is when the schedule is a little wacky. In my school, next week is the week of ISTEP, our annual state assessment. Because of the test, we run on a different schedule on each of the test days. I would encourage teachers to think about a time like this as the ideal time to try something new. If it doesn’t work for you to try during your testing window, then maybe you try it right before or after an upcoming break, or on the day of a school assembly, or just because it’s a Tuesday!

Our students need to be able to think. They need to identify their curiosity because, as Ken Robinson shares in his book Creative Schools, “Human achievement in every field is driven by people’s desire to explore, to test and prod, to see what happens, to question how things work, and to wonder why and ask, what if?” If we have the goal of students who are college and career ready, we have to help them develop that wonder.

Less curious

What do you think? Have you seen similar issues to the teacher above? What’s worked for you to spark that curiosity in your students? Share your thoughts in the comments below. Or, if you decide to try a Wonder Day – or something like it – share you experience with us! We’d love to hear about it!

Why are we teaching the stuff we’re teaching?

I recently saw a quote from Will Richardson. It’s kind of long, but I think it’s worth sharing the full quote for context:

More than, what, 90% of what we currently teach and talk about … is quickly forgotten once the next topic in the pacing guide comes up. Climate change, literacy, fake news, #metoo, what it means to be a citizen in a democracy, racism, income gaps, privacy, future jobs, AI, cryptocurrency… We can make a list of things that really matter today (or probably will in the future) a mile long.

And after we do, we have to own up to the fact that, by and large, even though we know that’s the stuff of modern life, we in schools say to kids “Good luck with all of that. Hope you figure it all out. We can’t really deal with that stuff because we have to teach you Geometry, which, btw, we know most of you will NEVER use, but hey, it’s in the curriculum and we’ve been teaching it forever.”

This is one of the many existential questions we need to be grappling with: Why are we teaching the stuff we’re teaching?

Now… before you get all up in arms at me, remember that this is not my quote, but the sentiment behind it got me fired up. I know that when I was in the classroom as a teacher, I spent a lot of time concerned with whether or not my students met the standard, whether or not we covered what needed to be covered. I also know that every year I had at least a handful of students who visibly and very apparently checked out. They didn’t do work (classwork or homework). I got frustrated.  I called their parents. Nothing changed. As I reflect now, I wonder how many other students in my class were simply too compliant – too good at playing the game of school – to take that path of not doing anything, and in actuality were completely bored by whatever we were doing because they didn’t care. I wonder what kind of disservice I did for those students. They were trying to tell me something, but I was too caught up in what I “had to do” to be able to hear what they were saying.

Now, I’m not saying there’s no place for traditional learning in our schools. I use geometry from time to time (I love woodworking, and often use those skills when creating a new design), and I know many of the topics our kids complain about do have real world value, they just don’t see it.

Here’s a quick quiz of some things that we all probably learned while we were in school (I have to admit, I saw this on the Modern Learners blog in a different post by Will Richardson). See how many of these things you can get correct – and NO CHEATING!

  1. What’s the circumference of a circle with a radius of 4?
  2. What Scottish scientist discovered penicillin in 1928?
  3. What geologic era are we in right now?
  4. In the sentence “The swimming pool is closed today,” is the word swimming the gerund or the participle?
  5. What’s the most abundant element in the universe?

I’m going to be honest… I thought I had three, then I checked.  I only had 2. Way back in the day, I’m sure that I passed the test with these questions. I was a compliant kid who did just enough to keep the teachers off my back. But did I truly learn? No way!

A term that I’ve heard before that gets at what Richardson is talking about above is the idea of the relevancy gap. We have this list of standards that our students are expected to learn. We have our preferred methods of teaching those standards. We go through the motions of covering the material, hoping the students do well enough on the test, and then we go on to the next topic.

Think about what you are getting prepared to teach next. We spend a lot of time thinking about “Did our students achieve X?” or “How do we make sure they learned X?” What the relevancy gap asks us to think about “Is X going to matter in the lives our learners are likely to live?”

That question is much more challenging to think about, because it messes up that list of standards, those preferred methods for teaching those standards, the curriculum maps, the pacing guide, and those worksheets and packets that we’ve lovingly created, not to mention the general model of school as we know it.  And here’s the issue with the relevancy gap – if the students don’t see the relevance, you’ll continue to have students who are checked out, and there will continue to be students who are compliantly doing the work while they are bored out of their minds.

RelevanceSo how do we add relevancy to the things that we are teaching our students? I’ve had this conversation with several people recently, and my best suggestion is that we need to help our students see how the thing that they are learning about in class actually applies to their life. Recently in my school, many of the science classes have been learning about outer space. Can we tie last week’s amazing launch of Falcon Heavy into their studies of our solar system? What research could be done on the potential and kinetic energy of a rocket launch? Or what about the fact that there is research on the angle of release of a basketball shot being related to it’s likelihood of going in the hoop? Or maybe there are amazing connections that our students can make to our content that we would never even think of – we just have to get out of the way and let them share!

Whenever I write about these grand ideas, I always try to leave you with some strategies to move forward.  Here are 4 ways that come to mind as ways we can add relevancy for our students:

  1. Discuss how learning can be applied in practice – what is a real world use for your students?
  2. Make a link to local cases – how does this knowledge tie in to something happening in your students’ community?
  3. Relating the subject matter to everyday applications – where might students see this in use in their lives?
  4. Discussing or finding applications in current newsworthy issues and events – what’s happening in our world or in pop culture that can be tied into your content?

What are some of the ways that you add relevancy for your students? Share some of your best ideas in the comments below. We can all appreciate a great idea!

 

And… because we all want to be able to assess our own work, the answers to the quiz above are: 1. ≈ 25.13; 2. Sir Alexander Fleming; 3. Cenozoic; 4. Participle; 5. Hydrogen.  How did you do?

The best time to innovate

Earlier this month, I was looking at a blog by John Spencer, one of the authors of Launch, which is all about design thinking and integrating creative thinking into classroom activities.  The gist of the post was to give some ideas for a creative way to spend the last few days before winter break instead of showing a movie.  You can check that post out here: Ten Creative Alternatives to Showing Movies Before the Break.

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I’m sure you have noticed, when kids are given the opportunity to truly get immersed in an activity that they are interested in and motivated by, they get into this flow state where time just seems to fly.  Once in that flow state, they don’t want to do anything else.

As we continue to move towards more innovative practices in the classroom, it is my hope that we are truly giving students the agency and choice in what and how they learn so that those flow states happen more and more often.  At the same time, I know that there may be some among us that hesitate to dive into highly creative projects.  Maybe you don’t feel like your that creative yourself, maybe you worry about how to motivate the kids, maybe you worry that you don’t have enough time.

Today I’m going to look at one of those factors – time.  There have been many times when I have talked to teachers about some type of creative project that they are considering, and the response that I hear is “I just don’t think I have the time for this.”  Oftentimes those hesitations come from the fear that we might not be able to meet all our standards if we go outside of the box, other times it seems overwhelming to think about a day, or a few days, doing something other than the typical classwork.

Here’s my list of 4 times when it’s a really great time to try something innovative:

  1. Right before a break – Let’s be real, right before a break, no matter when it falls in the school year, whether it’s the three day weekend for Labor Day or President’s Day, a week for fall break or spring break, or a longer break right before winter break or summer break, we are all a little worn out.  Students, teachers, parents, administrators – we’re all looking forward to the chance to take some time away from school to recharge.  Often around breaks when I walk the halls, it’s a question of who is not showing a movie.  If we say we don’t have time to innovate, but we do have time to show a movie, I would like to challenge that thinking.  Before the next break, try something new and innovative with your class and just see how it goes.  If you’re looking for suggestions, the post from John Spencer above contains some really great activities that could be done in any classroom.
  2. The end of a unit – What happens when you wrap up a unit on a Wednesday or Thursday.  Do you dive right into the next unit, or do you do some sort of activity as a pallet cleanser?  That day or two after a unit could be a great opportunity to try out something innovative.  It gets you and your students out of the routine, which is a great way to increase thinking or learning.  Since I’m a runner, I think about it from the perspective of a training plan.  When I’m working up to my next half marathon, there are days where I will go for long, steady state runs to increase strength.  More often than not though, my pace is slower on those days.  A couple times a week I may work in a shorter session where I am doing interval training (moments where I mix some sprints in with some regular or low speed running).  While I generally run more miles on the long run days, I’m more tired after an interval training session.  I’ve taxed my muscles in a different way.  After a few weeks of the interval runs, I find that my pace on my longer runs starts getting faster.  Our brain can act like a muscle at times.  When you teach in a different way, you create new pathways in the brains of your students, which allows new learning to happen, and new ideas to stick!
  3. The first day back from a break So often on that first day back, your students are pumped to be back.  They are excited to see you, to see their classmates, and to get into the learning.  Instead of coming back and going right into the typical routine, switch it up.  Try some form of creative learning.  The fun that goes with these types of creative activities will have the kids begging for more!
  4. Any old time… Just because! – A while back I was reading a post – I honestly can’t remember who it was by – and the author said that the best time to try something innovative is right now.  When we get the desire to try something new, we are often tempted to wait for the better time – the end of the grading period, the start of the next semester, or next year.  The main point of the post though, was that if you believe that an activity would benefit your students, don’t you owe it to them to do it right now?  It was an idea that made sense to me.  The next time you see something that would be new and better for your students, go for it.  Don’t wait for later, just dive in.  What’s the worst that happens?  If it doesn’t go well, you’ve got a great way to model growth mindset.  And if it does, you’ve just created an amazing learning opportunity for your students!

So, what are your thoughts?  Do you have any additional ideas of when it’s a good time to do something innovative for your class?  Share your thoughts in the comments below!

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