When teachers solve problems, they inspire their students to solve problems, too. How can teachers use their best strategies as a launching pad for deeper learning and professional growth? And how can curiosity, co-creation, and collaboration before a lesson idea is formed be a game-changer for classroom practice?
On this episode of Tch Talks, Ashley Lamb-Sinclair, Instructional Specialist and Deeper Learning Coach for Fern Creek High School in Louisville, Kentucky and 2016 Kentucky Teacher of the Year, joins us to talk about her work with School Startup. This pilot program is where three cohorts of Teacher-Founders are engaged in the design process to rethink and redesign deeper learning in their classrooms and professional learning communities.
She also shares her recent adventures as founder and CEO of Curio Learning, an app that helps teachers discover new ideas and curate them in a personalized way. The app also facilitates collaboration with other educators in order for them to grow as professionals and find the ways to best help their students.
Ashley believes that if every teacher woke up to the awesome influence he or she has, there would be a drastic overhaul of the system and that — bottom line — it takes a teacher to transform learning.
There’s just something about teachers — I don’t know if it’s nature, nurture, or some combination of the two, but teachers are clever. If you need a problem solved in a way that is practical, economical, innovative, and immediate, your best bet is to find a teacher and present your problem as a challenge.
Teachers also know the value of iteration. They understand that we learn from our first attempts that fail, and they’re cool with it. Add to this mix a willingness to learn from the iterations of others and a strong bias against reinventing the wheel, and you can see why teachers are among the most resourceful, ingenious, and inspired individuals. Teachers are hackers, no doubt!
Though we may be problem solvers at heart, the classroom is unpredictable and perfection is a pipe dream. We march forward with good intent, but there always seems to be that one thing that didn’t work out quite like we planned. The more complex the puzzle, the harder we work to devise a solution.
Thank you to everyone who joined us as we discussed hacking education.
Did you solve that problem that’s been standing between you and “Classroom Zen” this summer? If not, it’s time to choose a hack you discovered in the chat, or dream up an original hack, and get to work!
Continue to think about ways to solve problems and put your hack to the test this year. If you have questions, reach out. And remember to follow the Tchers you connected with in the chat so we can continue the conversation and get better together!
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Think back to a time you implemented a new idea with a group of your peers. What made it successful or challenging? For me, this process is both exciting and intense, wanting the idea to work and also understanding the stress that such changes bring about.
This school year, I’m trying a new role on for size — Instructional Coach. In this role, I’ll be bringing a lot of new ideas to the table. I’m nervous, energized, and filled with hope. Yet, I needed some reminders on how to successfully implement new ideas within systems that may or may not have equivalent buy-in from all members.
Enter Mark Barnes, author of Hacking Education: 10 Quick Fixes for Every School (special thanks to Mark’s co-author, Jennifer Gonzalez, as well). This summer, a group of 50 educators and I embarked on a journey as we read their book. Now, we’re preparing to implement hacks as individuals at our respective schools. In talking with Mark via Google Hangout, he guided our thinking with five key elements that will help provide focus and direction as we implement new ideas in our systems. Read more