For a long time in Ontario, we have relied heavily on standardized test results, and the tested ideas and strategies grounded in research to inform our educational practice.
But does this kind of thinking short-change our kids?
Dr. Chris Dede talks about the importance of spreading pockets of excellence and adapting successful practice into our context.
In “Great to Excellent: Launching the Next Stage of Ontario’s Education Agenda“, Michael Fullan stated (p. 12)
“What Ontario educators and leaders have accomplished in the last nine years is truly remarkable and impressive on a world scale. Yet it is also disturbingly precarious without the focused innovation required for excellence.”
How do we accelerate the use of innovative practices in our classrooms?
In Eureka! Mapping the Creative Mind, we learn that one of the best ways to have a great idea is to have lots of them (Linus Pauling).
Chris Anderson argues that Crowd Accelerated Innovation results from our ability to access a global community of ideas online. “Radical openness” works to spread ideas. Innovation emerges as groups of people “bump up” the best ideas.
Our reality is that we are part of a global community.
The role of a teacher is to ensure that ever single child in the classroom is learning. Teachers are researchers, searching for the best practices to meet the learning needs of each child. Focused, disciplined innovation results from modifying and adapting strategies and ideas that have been successful in other contexts.
Isn’t it important, then, that all teachers know how to effectively access, and contribute to, the global community of ideas?