Current Planning Process
When planning lessons, I tend to rely on the feedback I get from student evaluations to consider how to best innovate. However, I am becoming more aware that this practice can be a double-edged sword. This is because each class is different and has different students, expectations and needs. If, for example, the dominant personality of one class sways toward extraversion then the feedback would reflect that preference. So, if my next group’s dominant preference is introversion, the feedback I might have relied upon to innovate might not actually lead to innovation at all. I am learning that I have a great tool in my evaluations, but to not overly rely upon them. Instead, I need to plan with Fullan’s wisdom in mind, by creating partnership with students and sharing ownership (Fullan, 5).
I have found that checking in and encouraging feedback, in the moment of teaching, can shorten my cycle of innovation. This allows me to hypothesize, validate and experiment right then and there. This reminds me about the research Smith was reflecting upon, when she talked about how innovation could be slowed if it had to undergo the lengthy publication process. Smith described this lag time as being “at odds with the way innovation works” (432).
One thing that limits my own innovation in curriculum planning is the lack of time and focus I need to explore ideas about how to make my classes more engaging and impactful. I have tried many methods of “protecting” this precious time, however; too often this scheduled event gets gobbled up by crisis of the moment. When this happens, I find myself getting resentful because I want to be innovative and know I have the creativity I need to think of novel ideas. I found it pause for reflection when reading Smith’s work, reflecting on Kanter’s research, when she pointed out that “innovation is most likely to flourish in environments that are flexible, responsive and allow for coalition formation and connectedness “(428).
So, I turn to my classmates who may be reading my reflection and I ask:
- Is it just me- or does it seem that teachers don’t get the same consideration for their needs in the creative process, as an artist or musician would?
- Does anyone else struggle with the dilemma?
- If you have successfully navigated this issue, or have advocated for it, what worked for you?
Resources:
Fullan, M. (2013). Great to Excellent: Launching the Next Stage of Ontario's Education Agenda. Ontario Ministry of Education (pp. 1-13).
Smith, K. (2011, August). Cultivating innovative learning and teaching cultures: A Question of garden design. Teaching in Higher Education, 16(4), 427-438.
Sternberg, R. J. (2008). Excellence for all. Educational Leadership, 66(2), 14-19.
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