what is the innovationlab

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what is the innovationlab

  1. 1. InnovationLab ?<br />
  2. 2. When we refer <br />to people <br />without a <br />shelter, we <br />don’t call them<br />we call them homeless.<br />houseless<br />
  3. 3. But a home is <br />more than just <br />a place to <br />live, it’s a <br />sense of <br />belonging.<br />
  4. 4. In that <br />sense, we <br />have many <br />homeless <br />students <br />in our <br />classrooms.<br />
  5. 5. The lab is a space for learners to <br />what, where, when, how, why,… <br />self-regulate<br />
  6. 6. …and with whom <br />they learn. <br />
  7. 7. s pace<br />It’s a <br />of time, resources, and<br />permission, <br />
  8. 8. …for the learner to become…<br />they want to become.<br />whatever<br />
  9. 9. Innovation isn’t about inventions, it is about <br />unlikely<br />connections.<br />Innovation has become a buzzword . Invention and innovation are not the same. <br />Often we don’t have to invent anything new to solve a problem.<br />-Saul Kaplan <br />
  10. 10. The lab is a <br />for <br /> unlikely <br /> connections. <br />hatchery<br />
  11. 11. Connections with people and info we never knew existed or never tapped into before.<br />
  12. 12. We hope these connections will continuously infiltrate the district/community…<br />
  13. 13. …with more<br />for learning. <br />choices<br />
  14. 14. Our UN of sorts.<br />Noun<br />S: (n) United Nations, UN<br />(an organization of independent states formed in 1945 to promote international peace and security) <br />
  15. 15. a purposefully ignorant pause here..<br />something we crave considerations for rather than assumptions..<br />We talk of the achievement gap… of no child left behind, but who decides what achievement really means and to whom, who decides what gap really means and to whom, who decides the what we are being left behind of?<br />We’re wondering if these answers aren’t in unlikely places, places we haven’t yet tapped into. Have we embraced our own ignorance in seeking insight to these questions? And how do we best do that?<br />We often spot seemingly homeless people on the street corner, although, perhaps, some, perhaps women and children, remain invisible. <br />We often spot seemingly homeless students in the classroom, although, perhaps, some, perhaps the 4.0+, remain invisible. <br />How do we make sure we’re doing what matters most? How do we make sure we are listening deeply to global voices, within our world, our community and within ourselves. <br />How do we achieve grace in action? How can we respectfully question every assumption? Can we assume we all want good? <br />Can we spend more energy on trust and offense, rather than doubt and defense?<br />
  16. 16. Currently the lab involves .4% <br />of <br />our <br />district's <br />students. <br />
  17. 17.
  18. 18. Students are creating their own projects/courses per <br />passion.<br />Hebrew<br />Sign Language<br />Robotics<br />Game Design<br />Soccer<br />Russian<br />Programming<br />Mandarin<br />Global Connections<br />Human Trafficking<br />Homelessness<br />Writing a book<br />Music Composition<br />Permaculture<br />Literature of running<br />Music Production<br />Digital Equity<br />
  19. 19. We are working with <br />Jim Folkestad at CSU viaparticipatory action research (PAR), <br />
  20. 20. …in order to create/document a cohesive structure <br />-George Siemens<br />
  21. 21. …to use, validate, scale/share <br />our findings.<br />(detox process)<br />
  22. 22. Lab participants have a daily commitment <br />to research and growth, <br />
  23. 23. …and to <br />self-efficacy,<br />
  24. 24. …and to an unquenchable thirst to give back to our community.<br />Cognitive Surplus - Clay Shirky<br />Power of Pull, p. 208, on Agassi<br />
  25. 25. more on the lab<br />
  26. 26. To..<br />
  27. 27. To..<br />
  28. 28. To..<br />
  29. 29. To..<br />
  30. 30. To..<br />
  31. 31. The goal: learners own their learning.<br />We are working on a stand alone site for owning your learning here.<br />
  32. 32. Linchpins are able to embrace the lack of structure.<br />
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  35. 35. current <br />thoughts…<br />
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  38. 38. click for live view<br />
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  45. 45. more on how we might facilitate (aka facilitatig) that<br />
  46. 46. more on your school design it<br />
  47. 47.
  48. 48. more on expert tutors<br />
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  51. 51. more on your pd design it<br />
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  59. 59. Perhaps redefining ed won’t take much after all.<br />Perhaps shifting around of people.. so that everyone is where they want to be in their learning process... is all we need to work on..<br />Reassigning seat time… ways to improve who<br />is together in a room <br />and why..<br />
  60. 60.
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  62. 62. more on being green about people<br />
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  65. 65. click to see video<br />
  66. 66. Lab proposal for next year…<br />dream with us.. <br />

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