A thorough, sophisticated literature review is the foundation and inspiration for
substantial, useful research.
Boote & Beile, 2005
Monday, February 11, 2008
Friday, February 1, 2008
Innovation Configurations
Innovation Configurations are models created as a method of coming to common understandings of a change or implementation. An IC Map is a tool used to create a vision and concrete understanding of what something looks like in practice.
The primary reason schools are not able to fully realize the benefits professional development has on student learning is because there is a lack of shared vision for what the change can bring. Individual visions inspire individuals. Therefore, they are nothing more than dreams for what could be, manifested only in the minds of those who possess them. Because we operate in an educational system that lacks time and opportunity for collaboration and shared networking, educators are placed into positions everyday that force them to balance their own dreams and visions for student success, with grounding principles and standards of achievement provided to them by outside entities who claim to know best about how to teach THEIR students.
It is my belief that a shared vision for student success must have multiple pathways that allow for individual buy-in and shared ownership for what drives the profession of teaching and the business of learning.
The primary reason schools are not able to fully realize the benefits professional development has on student learning is because there is a lack of shared vision for what the change can bring. Individual visions inspire individuals. Therefore, they are nothing more than dreams for what could be, manifested only in the minds of those who possess them. Because we operate in an educational system that lacks time and opportunity for collaboration and shared networking, educators are placed into positions everyday that force them to balance their own dreams and visions for student success, with grounding principles and standards of achievement provided to them by outside entities who claim to know best about how to teach THEIR students.
It is my belief that a shared vision for student success must have multiple pathways that allow for individual buy-in and shared ownership for what drives the profession of teaching and the business of learning.
Levels of Use
There are multiple issues surrounding the varied levels of need in respect to individual professional growth. Understanding the levels at which teachers desire to participate in their own professional learning is key to obtaining the necessary buy-in that is needed to impact students in classroom settings.
Designing an Innovative Framework
As I'm thinking about the design, implementation, and assessment of impact of an IPDP Plan... what are the driving forces and grounding principles that should remain at the forefront of my innovation?
Happy Hour "Build a Bridge" 1/31
My idea would be to roll the paper tight enough that the bag could suspend from it using the strap.
HAPPY HOUR DISCUSSION:
Reflect in your blog about the experience. In particular, think and write about:
• Your perception of your role/identity at the beginning of the process. I
My response was limited and I was a lonely person left to cross the bridge alone.
• Your perception of your role/identity as things progressed.
I thought I knew more than I did and soon discovered there were pieces of the directions that I missed or misunderstood. What seemed a much easier task suddenly had more dimension and opened up possibilities. My role shifted from leader of my own ideas to listener, supporter, and encourager.
• Your successes and frustrations along the way: How did you feel about your successes?
How did you feel about your frustrations? What actions/changes in behavior did the successes instigate? What actions/changes in behavior did the frustrations instigate?
I felt most successful when the group was successful. I felt I played a smaller role, initially less important.. but in the end, I celebrated a group success. I was frustrated with the time allowed and especially anxious as the time ticked by near the end. I wasn’t sure anyone was going to complete the task in the time allotted, and at one point suggested we “look it up on the internet” opting to take the easy road when it seemed impossible. I felt more intensity around getting it done as I saw others getting closer to the formation of a working design.
• What was your role, contributions, and level of commitment to the group from the perspective of your peers.
My role was more supportive as I found myself tearing tape and taking direction from the rest of the group. I was contributing more in the supporting sense rather than through a leadership position. I hope my peers saw me as a flexible and open-minded.
• Were you an innovator? In what way did you contribute to your group’s creative process?
With strong innovators in my group, I found it more difficult to think innovatively as I tend to be more of an introspective thinker, taking my time to take in multiple ideas first before diving into trying new things out. I’m not sure I contributed very creatively as there was already a viable design in the working.
This experience was a great reminder that in Communities of Practice.. situation matters!
HAPPY HOUR DISCUSSION:
Reflect in your blog about the experience. In particular, think and write about:
• Your perception of your role/identity at the beginning of the process. I
My response was limited and I was a lonely person left to cross the bridge alone.
• Your perception of your role/identity as things progressed.
I thought I knew more than I did and soon discovered there were pieces of the directions that I missed or misunderstood. What seemed a much easier task suddenly had more dimension and opened up possibilities. My role shifted from leader of my own ideas to listener, supporter, and encourager.
• Your successes and frustrations along the way: How did you feel about your successes?
How did you feel about your frustrations? What actions/changes in behavior did the successes instigate? What actions/changes in behavior did the frustrations instigate?
I felt most successful when the group was successful. I felt I played a smaller role, initially less important.. but in the end, I celebrated a group success. I was frustrated with the time allowed and especially anxious as the time ticked by near the end. I wasn’t sure anyone was going to complete the task in the time allotted, and at one point suggested we “look it up on the internet” opting to take the easy road when it seemed impossible. I felt more intensity around getting it done as I saw others getting closer to the formation of a working design.
• What was your role, contributions, and level of commitment to the group from the perspective of your peers.
My role was more supportive as I found myself tearing tape and taking direction from the rest of the group. I was contributing more in the supporting sense rather than through a leadership position. I hope my peers saw me as a flexible and open-minded.
• Were you an innovator? In what way did you contribute to your group’s creative process?
With strong innovators in my group, I found it more difficult to think innovatively as I tend to be more of an introspective thinker, taking my time to take in multiple ideas first before diving into trying new things out. I’m not sure I contributed very creatively as there was already a viable design in the working.
This experience was a great reminder that in Communities of Practice.. situation matters!
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