Posts Tagged ‘ Innovation ’

Curious

I have been reading Pasi Sahlberg’s book on the lessons to be learned from Finland’s successful education program. Dominant in the PISA assessments since their inception in 2000, this Scandinavian country which set out deliberately to improve its educational system in the 1970’s is used by reformers and politicians alike as the exemplar of high academic standards. And yet, we have largely failed to learn from their experience and methodologies. Increasing the competition among schools, assigning letter grades to schools based upon high stakes testing for a handful of subjects, and denigrating the profession as a group of inadequate part-timers is neither productive nor factual.

Ifinnish lessonsf we cannot learn from Finland’s success, then we should not use the PISA scores as evidence that our educational system is in need of reform. If you decry our mediocrity in international testing, then learn from the international leaders. Emphasize the importance of all subjects, not just those that are tested. Treat our teachers as professionals and compensate them accordingly. Do not hold back those students who have mastered the content. Apply special education as a resource to all students who have difficulty and apply it immediately. Personalize the delivery of learning to each student, not simply through software, but through empathetic personal connections to caring adults.

It’s time to offer practical help and solutions, not just criticism. Take Finland as an example. Take it to heart.

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Questions, not many answers.

Here is an example in The Atlantic of how data is used for analysis that changes strategy. Sabermetrics correlates statistical data to outcomes and has been used for strategy in baseball since Billy Beane began using them in Oakland (Moneyball). It is now as unthinkable in baseball to build a strategy without using this tool as fielding a team without a pitcher. The current controversy is about who should really get credit for the win. What if the pitcher didn’t have a single strike out for the entire game? What if the catcher made every close pitch look like a strike? Does it matter? Only if you are responsible for outcomes.

How do we develop sabermetrics for education? Do we measure outcomes for teachers or students? What’s the educational equivalent of winning the World Series? What’s the equivalent of winning a division title? How about the equivalent of winning one of the 162 games in a season? How about the outcome for each inning of each of those games?

I love baseball, the great American pastime, and the correlation of data to outcomes that sabermetrics has brought to the game make all the more effective and exciting.

More importantly I also love education, the great American ask time. A time of inquiry and discovery. The current correlation of data to outcomes is that a child’s family income is a good predictor of their test scores. Is that as deep as we can go? And once we have the data, can we use the information to change outcomes?

It’s Only Make-Believe

Ever thought about designating a specific make-believe activity for recess at your school? Jerome and Dorothy Singer have. In this blog in Scientific American they talk about the need for pretend play to promote child development. They also mention the Root-Bernstein research indicating that Nobel prize winners and MacArthur geniuses participated more frequently in childhood games about make-believe worlds than a control group.

Perhaps the idea of a built-in ‘pretend play recess’  during the regular school day—where children can get together and explore an infinite amount of possible combinations of ideas, emotions, and perspectives—will one day be just as acceptable as traditional, but no less important, forms for recess and play.

Indeed if creativity and innovation are critical to our world, then we must create opportunities for our students to use their imaginations.

 

Thanks to Barbra Esham for making me aware of this piece in SA!

Ten for Ten?

Lots of talk recently in the Ed Press decrying the high turnover rates among education professionals. If you add the number of teachers who leave the classroom for administration, the numbers are horrific.

Liz Ryan in her recent post in Forbes talks about the ten ways companies drive away talent. Is your district ten for ten?

Matthew May’s Three Hour Vision

Matthew May has it right. We no longer can afford to wait until the annual offsite retreat to react to the latest innovation in the education business. His three hour vision meeting is a good alternative. Perfect? No. But if you build some flexibility and interim decision points into the key projects in the last step, you will be miles ahead.

Educational institutions are notoriously risk averse. What if you get it wrong???

You have still learned much more about the problem than if you did nothing. Still worried? Don’t bet the house, use Peter Sims tactic of Little Bets.

By Any Other Name

All education organizations are risk-averse. It comes with the territory. We believe that no parent will ever entrust their child to an organization that is the institutional equivalent of Fast and Furious. But here’s the thing…every parent (and grandparent) wants their child to receive the absolute best in terms of instruction. Often what that means in this day and age is innovation – at least some variation to our time-honored pedagogy.

Yes innovation is scary. But how can we teach our kids that it’s okay to fail, if we are afraid to fail ourselves? Lisa Bodell, one of my heroes, says in her latest article in Strategy + Business,

Making it safe to try new things is critical for innovation to happen.

And yes, my educator friends, we must innovate! Think about it. By the time our current fourth graders graduate from high school, it will no longer be necessary to know how to manually drive a car. Maybe “FAILURE” just has too much cultural baggage in the educational environment. We need to find another term for a temporary lack of success. Any vocabulary suggestions?

What good is a performance review, if it doesn’t change behavior?

Sheila Heen and Douglas Stone in their article in the January-February issue of Harvard Business Review say that feedback, a necessary component of continuous improvement, is problematic because it creates a tension between two very human needs – the need to learn and grow and the need to be accepted for who we are. They describe the three ways criticism can push your buttons – truth triggers, relationship triggers and identity triggers. then they suggest six ways to be a better receiver, that is ways to find the coaching in the criticism. Here is the article.

http://hbr.org/2014/01/find-the-coaching-in-criticism/ar/1

Understanding and adjusting your attitude when you are receiving or delivering a review is one aspect of the process. This sensitizes the giving as well as the receiving. The other aspect of the productive review is frequency. In order to make reviews more productive they must be delivered frequently. Timing is everything. More work? Not necessarily. Go back and review One Page Talent Management by Marc Effron and Miriam Ort. This technique absolutely nails the productive review process. The review as described by these experts eliminates complexity and adds value…and changes behavior! And isn’t that what you want?