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Bo Adams

Using Design Principles to Build a Culture of Innovation | Edutopia - 0 views

  • two essential design practices: changing your point of view and prototyping
  • To get started with prototyping, come up with the smallest possible experiment to see if you’re on the right track and avoid the tyranny of the rollout.
Bo Adams

Creating an innovation culture | McKinsey & Company - 1 views

  • we’re also seeing a renaissance of something decidedly traditional: the corporate R&D department.
  • We all need mechanisms and a culture that encourage the embrace of new technologies, kindle the passion for knowledge, and ease barriers to creativity and serendipitous advances
  • Scientists should stick to two projects—having only one can be boring; having three can overextend you.
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  • Conventional wisdom holds that organizations die of starvation from a shortage of good ideas and projects. In reality, they are much more likely to die of indigestion. A surfeit of projects with inadequate staffing makes delivering on anything less likely.
  • R&D leaders need to hire people who are willing to join multiple projects and to move from one to another as needed. Call them ambidextrous; call them system thinkers. These are people who want to solve problems that matter and that take them from invention to final product
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    HT Christian Talbot
Meghan Cureton

Kids, Would You Please Start Fighting? - The New York Times - 0 views

  • The skill to get hot without getting mad — to have a good argument that doesn’t become personal — is critical in life.
  • Yet if kids never get exposed to disagreement, we’ll end up limiting their creativity.
  • Our legal system is based on the idea that arguments are necessary for justice. For our society to remain free and open, kids need to learn the value of open disagreement.
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  • Witnessing arguments — and participating in them — helps us grow a thicker skin.
  • If no one ever argues, you’re not likely to give up on old ways of doing things, let alone try new ones. Disagreement is the antidote to groupthink. We’re at our most imaginative when we’re out of sync. There’s no better time than childhood to learn how to dish it out — and to take it.
  • They discover that no authority has a monopoly on truth. They become more tolerant of ambiguity. Rather than conforming to others’ opinions, they come to rely on their own independent judgment.
  • Instead of trying to prevent arguments, we should be modeling courteous conflict and teaching kids how to have healthy disagreements. We can start with four rules:

    • Frame it as a debate, rather than a conflict.

    • Argue as if you’re right but listen as if you’re wrong.

    • Make the most respectful interpretation of the other person’s perspective.

    • Acknowledge where you agree with your critics and what you’ve learned from them.

  • If kids don’t learn to wobble, they never learn to walk; they end up standing still.
Meghan Cureton

Why I Don't Grade | Jesse Stommel - 2 views

  • grades are the biggest and most insidious obstacle to education.
  • Agency, dialogue, self-actualization, and social justice are not possible in a hierarchical system that pits teachers against students and encourages competition by ranking students against one another.
  • Certainly, metacognition, and the ability to self-assess, must be developed, but I see it as one of the most important skills we can teach in any educational environment.
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  • You should consider this course a “busy-work-free zone.” If an assignment does not feel productive, we can find ways to modify, remix, or repurpose the instructions.
  • I find it strange that teachers and institutions would pre-determine outcomes before students even arrive upon the scene.
  • As educators, we have helped build (or are complicit in) a system that creates a great deal of pressure around grades. We shouldn't blame (or worse, degrade) students for the failures of that system.

  • Authentic feedback (and evaluation) means honoring subjectivity and requires that we show up as our full selves, both teachers and learners, to the work of education. Grades can't be “normed” if we recognize the complexity of learners and learning contexts. Bias can't be accounted for unless we acknowledge it.
  • Because I put myself outside of the grading loop, I can focus all my efforts on feedback and encouragement — on teaching, not grading.” Which leads me to wonder whether “graded participation” is actually an oxymoron. We can't participate authentically, can't dialogue, without first disrupting the power dynamics of grading.
  • “Research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself.”
  • “There is an extreme mismatch between what we value and how we count.”
  • a mixture of things assessed and a mixture of kinds of assessment, because the work of being a doctor (or engineer, sociologist, teacher, etc.) is sufficiently complex that any one system of measurement or indicator of supposed mastery will necessarily fail.
  • “When the how’s of assessment preoccupy us, they tend to chase the why’s back into the shadows.” Grades are not something we should have ever allowed to be naturalized. Assessment should be, by its nature, an open question.
Bo Adams

How School Leaders Can Attend to the Emotional Side of Change | MindShift | KQED News - 0 views

  • for many people, change — at least at first — isn’t about growth or capacity building or learning; it’s about loss.
  • One of the most difficult things about leading change in schools, according to Evans, is that there often aren’t clear structures to deal with conflict or disagreement.
  • difference between congeniality and collegiality
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  • Evans acknowledges that creating a school culture that encourages productive conflict, the hashing out of ideas and differing opinions, is particularly hard because the qualities that make someone a great teacher — nurturing, extending beyond themselves, pulling out the best in people — are not typically the characteristics of someone who is skilled at adult conflict
  • “Almost all of us would rather work with someone who disagrees with us, but who is clear, than with someone who seems to agree with us, but isn’t clear,”
Bo Adams

The Most Important Teaching Skill for the Modern Educator to Master - 0 views

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    HT Matthew Neylon
Bo Adams

Yes, Design Thinking Is Bullshit…And We Should Promote It Anyway - 2 views

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    This guy's got it. Lee-Sean Huang FTW. Should have read this before watching the video from Natasha. Either way, I'm glad I did end up reading it. I really love how he went deeper with his research into the stories... dare I say he did a little "Five Whys" work? Or would that just be a buzzword? :-)
Bo Adams

Natasha Jen: Design Thinking is Bullshit on Vimeo - 1 views

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    Not sure I agree with Natasha on her "crit" of design thinking. Not sure her retorts to some of the examples hold water. Would love to hear your takeaways from this video, Bo. I like her endpoint, about designers surrounding themselves with evidence of their work and their high standards, but not much else.
T.J. Edwards

Innovation vs Circulasticity | EdCan Network - 1 views

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    "Circulasticity"
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