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Bo Adams

4 famous failures that became massive successes - 0 views

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    HT Max Hanson
Meghan Cureton

Design Thinking Needs To Think Bigger - 0 views

  • The challenge is to rise above the distraction of the details and widen your field of vision. Try to see the whole world at once and make sense of it.
Bo Adams

The Myth Of The Innovation Lab - 0 views

  • "innovation theater."
  • happens when teams in innovation labs use lean startup tools without really understanding how they work. They take the canvases, sticky notes, whiteboards and bean bags, and they start thinking that they are all set for doing innovation. The teams then focus their attention on making cool products, without thinking about the business models that underlie those products.
  • problem of success
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  • causes the most frustration among people who work inside innovation labs. These are hard working diligent people who understand how to apply lean startup methods and tools the right way. They often succeed in creating great products with good business models. However, when they are ready to take these products to scale they face resistance from their parent company.
  • The lesson learned is to not let the creation of an innovation lab lull you to sleep. You are not in a safe space. The parent company does not love you as much as you think it does. There is still a lot of work to do to get buy-in and support from leaders and key stakeholders.
  • idea that the leaders who funded the lab understand its purpose and support innovation
  • opening of the innovation lab itself often represents innovation theater - played out at the leadership level within the company
  • first symptom of this is the lack of a clear innovation strategy
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    HT TJ Edwards
Bo Adams

The Monthly Recharge - Risk Over Safety - 0 views

  • The learning classroom is active, collaborative, and full of real, thoughtful, academic-discipline-informed discussion with students working together to solve challenging problems
  • But when the teachers see it, really get it, there is no going back. It is what they are after for their students and classes: problem-based, project-based, inquiry-based, discussion-based-all student-centered deep learning.
  • And to pursue learning for their students, teachers must be pedagogical scientists. Every day, in every class, teachers must conduct research and experiments into the most compelling learning experiences for their students. In these experiments is unavoidably innovation.
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    • We can support teacherly innovation/experimentation a host of ways:
      • Establish it as an expectation in posts for jobs and at the time of hiring new teachers.
      • Discuss it in teacher evaluations and self-assessments.
      • Feature examples of it in faculty meetings.
      • Provide innovation grants for summer design work.
      • Give time to teachers (through course loads, class enrollments, course reductions, and even sabbaticals) for innovation work.
Bo Adams

Manor Independent School District - 0 views

  • Whenever you have something innovative and that works, it is like a healthy freshwater fish. When you drop it into a traditional system, it is like dropping a freshwater fish into a saltwater tank. At some point, it dies. Part of the challenge as a district is to identify specific contaminants, the salt in the water. How do you start to turn that into fresh water? How do you create an ecosystem that fully supports and is aligned to implement with fidelity? What does it mean to have strong culture? That is a process, a very deliberate, conscious process.
  • One thing we did at the original New Tech was that we got rid of as many class periods as possible. Authentic work does not get broken down into 'Ok, we're going to focus on this area.' It was more holistic.
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    HT Eileen Fennelly
Bo Adams

Inverse Relationship Between GPA and Innovative Orientation - 0 views

  • I think academic environments are artificial environments.
  • People who succeed there are sort of finely trained, they’re conditioned to succeed in that environment.
  • You want people who like figuring out stuff where there is no obvious answer.
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  • the more experience Google has with hiring, the more inclined they are to hire people with no college at all
  • Increasingly, controlled research studies are also showing no correlation, or even an inverse correlation, between college GPA and innovative orientation or ability.
  • Ironically and tragically, rather than adapt our educational system to the needs of our modern times we have doubled down on the old system, so it is harder today than ever before for young people to retain and build upon their natural curiosity and creativity
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
  • 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.
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  • Scientists should stick to two projects—having only one can be boring; having three can overextend you.
  • 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

7 Questions Principals Should Ask When Hiring Future-Ready Teachers | MindShift | KQED ... - 0 views

  • seven questions that he thinks should become standard in the interviewing and hiring process
  • Question #1: How do you teach students to become problem designers?
  • Question #4: What does your global network look like?
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  • Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?
  • Question #2: How do you manage your own professional growth?
  • Question #5: How do you give students an opportunity to contribute purposeful work to others?
  • Question #6: How do you teach students to learn what you don’t know?
  • Question #7: How do you teach students to manage their own learning?
Jim Tiffin Jr

Your Team Is Brainstorming All Wrong - 2 views

  • demonstrate that groups that use Osborn’s rules of brainstorming come up with fewer ideas (and fewer good ideas) than the individuals would have developed alone.
  • There are several reasons for this productivity loss, as academics call it. For one, when people work together, their ideas tend to converge. As soon as one person throws out an idea, it affects the memory of everyone in the group and makes them think a bit more similarly about the problem than they did before. In contrast, when people work alone, they tend to diverge in their thinking, because everyone takes a slightly different path to thinking about the problem.
  • Early in creative acts it’s important to diverge, that is, to think about what you are doing in as many ways as possible. Later, you want to converge on a small number of paths to follow in more detail.
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  • Many techniques use a structure like this. For example, in the 6-3-5 method, six people sit around a table and write down three ideas. They pass their stack of ideas to the person on their right, who builds on them. This passing is done five times, until everyone has had the chance to build on each of the ideas. Afterward, the group can get together to evaluate the ideas generated.
    • Jim Tiffin Jr
       
      The 6-3-5 technique summarized.
  • allow individual work during divergent phases of creativity and group work during convergent phases.
    • Jim Tiffin Jr
       
      Here is the key to the most productive brainstorming techniques.
  • First, it’s hard for people to describe spatial relationships, so any solution that requires a spatial layout is better described with pictures than with words. Second, a large amount of the brain is devoted to visual processing, so sketching and interpreting drawings increases the involvement of those brain regions in idea generation. Third, it is often difficult to describe processes purely in words, so diagrams are helpful.
  • It’s important that groups have time to explore enough ideas that they can consider more than just the first few possibilities that people generate.
  • Many brainstorming sessions involve people talking about solutions. That biases people toward solutions that are easy to talk about. It may also lead to solutions that are abstract and may never work in practice.
  • a combination of drawing and writing is ideal for generating creative solutions to problems
  • t is often important to spend time agreeing on the problem to be solved. A whole round of divergence and convergence on the problem statement can be done before giving people a chance to suggest solutions. 
    • Jim Tiffin Jr
       
      Wonder if there is a place for this in our HMW work?
  • To develop stronger ideas, you need to manage the conversation so that the team doesn’t converge on a solution before everyone hears what others are thinking.
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    "Early in creative acts it's important to diverge, that is to think about what you are doing in as many ways as possible. Later, you want to converge on a small number of paths to follow in more detail."
Bo Adams

Ideo Studied Innovation In 100+ Companies-Here's What It Found | Co.Design - 1 views

  • Ideo found that the most important element is the organization’s ability to adapt and respond to change
  • Ideo identified six basic vectors that it says are instrumental to an innovative, adaptive company: Purpose, experimentation, collaboration, empowerment, looking out (i.e. staying informed about what’s happening in the industry), and refinement (the ability to successfully execute new ideas).
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    HT Jim Collins
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