Pure Genius: Be KIND, CURIOUS, & CREATIVE

"I am not an educational expert; rather, I am a passionate educator who wants to bring about positive and meaningful change." 

Me, too, Don Wettrick! Me, too!

"I challenge myself to pick up new skills that will make an impact on my students and feed my own curiosity."

Me, too, Don Wettrick! Me, too!

Since introducing 20Time several years ago, I've struggled with students to help them find what they are passionate about; we've dug deep to help unearth creativity; I've shaped and reshaped my project expectations trying to find the BEST practice; and I've also gotten frustrated about the stuck and stagnant mindsets of both students and the education world. Wettrick talks about in his book that "constraints lead to creativity." Well, that is definitely true. The reality of our current system is "Teachers must be innovative in their approach to teaching, learning, and designing new experiences" because the standardized tests, mandated learning standards, and politically oscillating world are not going to end anytime soon. There are so many constraints put on teachers (and students) in the educational journey, that we are going to have to get creative if we are going to develop innovative problem solvers instead of good test takers.

In the early chapters of this book, Wettrick encourages us to create a culture of creativity and
innovation, "find the key concept for your class." I realized that the three underlying emphases in my lesson plans, relationships with students, and ideas for the future, revolve around KINDNESS, CURIOSITY, and CREATIVITY (which are essentially what the signs on my door to my classroom say--what a fabulous coincidence!). I want students to be good people, really listening to others; I want them to ask questions and pursue ideas; and I want them to make the world a better place by innovatively solving problems. This also explains why I get so frustrated with standardized tests: they can't measure these fundamental ideas.

I'm only halfway through the book, but here's what I want to do in my classroom:

• Start the year in a creative and challenging way: maybe build Rube Goldberg machines the first week; watch TED Talks; something that encourages my 3 key concepts. 
• Also, starting the year with smaller 20Time projects so they understand what the process looks like before we devote an entire semester to one project. Maybe in the fall students do one 20Time Project per month, allowing them to try out different passions they have, not feeling like that have to get locked into one idea, and teaching them how to ask engaging questions, manage time, and present well. 
• Students choose the standards they are going to work on. Or they develop the expectations for what a "Mastery level" or "Exceeds Expectations" project looks like for each standards. I love the idea that they tell me how they are going to be assessed and what those standards look like. 

I'm so pumped to continue reading this book and making my classroom and my students better:

"Is education about earning a grade, or is it really about fostering learning and creative engagement? We need to put the focus on the process of creativity and development, not on earning a grade for compliance." 

YES. YES. YES. 

More places to pursue these ideas:
Daniel Pink's TED Talk "The Puzzle of Motivation"
Tina Seelig's book, inGenius
Creative Confidence by Tom and David Kelly of IDEO

Courageous Edventures: Pursuing the Horizon of Innovation

"We must be courageous. We must be bold." To really make a difference in our world, in our lives, in the lives of others (e.g. students), it's about "embracing the possibility of failure, preparing for potential storms and inevitable rocky shores. It means taking a set of fresh eyes to chart a course around the many challenges, the naysayers."

In a world of insecurities, plenty of reasons to be fearful, and lots of criticizing opinions, sometimes we have to be willing to set sail on our own to find better and more beautiful places. Magiera maps out succinctly and transparently just how teachers (or really, professionals) can go from frustration to innovation.

So often people don't like their situations. But we must be people who do not just complain--be solution finders! And balance that with goal of innovation, newness, betterment with sound judgment about what the goal is and should be: "my goal shouldn't simply be to do something new for the sake of it being new or to get better using these new tools. Rather, my focus should be to solve existing problems with new methodologies--and in the process, to reimagine how teaching and learning could look and feel like."

I've been on a journey to really try to innovate in my classroom for about the two years. It's been a process. It's a good thing I watched Zootopia and connected on a pretty spiritual level with the bunny Judy Hopps and her approach to life-- "Try Everything" -- and her mantra, "Ready to make the world a better place?" I started finding ideas I thought were really cool, tech-forward, stretched my kiddos and decided I'd give things a try no matter if the success was guaranteed or not. I've had several projects or ideas that would be considered fails, but my goal was simply to learn something and help someone.

Magiera's book journeys from a "Gripe Jam," a time to throw out (but also problem-solve) frustrations, developing organizational plans, to overcoming common obstacles, and ideas to innovate. Her ideas can be adjusted to fit classrooms of kindergarteners to seniors. She mentions 20% Time (Yes! My fav!), student-led tech teams, problem-based learning (something I want to do more), Makerspaces, digital portfolios, and how to inspire with Rube Goldberg machines (ARE THESE NOT AMAZING?).

As I read through this book, I realized that in order to truly soak this in, to put Jennie's ideas into action, I need to slow down. Don't rush through her read. Some of the chapters are wonderfully practical--take time to stop for a couple of days, process, write down your own experiences and reflections, and then pick the book back up to continue the journey.

At my core I'm a teacher, a opportunity-door-opener. I can't help it, it's just in the fiber of my being. Many of my colleagues are the same. I challenge you, whether you are a professional educator or a restless soul longing for more, to go on a "Courageous Edventure," setting sail into the unknown, willing to reach out for the horizon despite the fears and obstacles. Because don't you know, life is better when we are moving forward, chasing awesome, and pursuing purpose.