Details

Iterate

The Secret to Innovation in Schools
1. Aufl.

von: Justin Reich
20,99 €
Verlag:	Wiley
Format:	EPUB
Veröffentl.:	18.09.2023
ISBN/EAN:	9781119913528
Sprache:	englisch
Anzahl Seiten:	304

In den Warenkorb

Als Gutschein

DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.

Beschreibungen

Titelbeschreibung

Innovate and implement new, effective ways of teaching in your school In Iterate: The Secret to Innovation in Schools, veteran educator, MIT professor, and incorrigible innovator Justin Reich delivers an insightful bridge between contemporary educational research and classroom teaching, showing you how to leverage the cycle of experiment and experience to create a compelling and engaging learning environment. In the book, you'll learn how to employ a process of continuous improvement and tinkering to develop exciting new programs, activities, processes, and designs. The author draws on over two decades of experience with educators, education researchers, and school leaders to explain how to apply the latest advances in the academic literature to your school, classroom, or online/hybrid course. You'll also find: <ul><li>Complimentary access to two popular courses archived at the MIT Open Learning Library: Launching Innovation in Schools and Design Thinking for Leading and Learning</li> <li>Insights grounded in extensive scholarly experience in design and innovation from Prof. Reich and the MIT Teaching Systems Lab</li> <li>Strategies for combining the most effective evidence-based teaching methods with the flexibility and creativity displayed by schools during the COVID-19 pandemic</li></ul> An invaluable strategic playbook for innovative teaching, Iterate: The Secret to Innovation in Schools is perfect for PK-12 school and district leaders, teacher leaders, and educators.

Inhaltsverzeichnis

Introduction: The Secret to School Improvement 7 My Best Teaching Ever: Wilderness Medicine 7 Creating Time and Space for Iteration 9 Iterative Improvement at MIT 10 Three Cycles for Iterative Improvement 11 The Cycle of Experiment and Peer Learning 13 Design Thinking for Leading and Learning 15 Collaborative Innovation Cycle 17 Three Principles for Iteration 18 Think In Cycles and Spirals 19 Act in Short Design Cycles 19 Improve in Community 19 Chapter 1: What is the Cycle of Experiment and Peer Learning? 21 Changing the Complex, Fine-Grained Work of Teaching 24 Teachers Primarily Change Their Pedagogy in Response to Other Teachers 26 Three Phases to the Cycle of Experiment and Peer Learning 27 Experiment 28 Experience 29 Plan 32 What’s missing from the Cycle of Experiment and Peer Learning 33 Evaluation and Measurement 34 Loss 35 Power, Difference, and Design Justice 37 Leadership and the Cycle of Experiment and Peer Learning 40 Chapter 2: Spinning the Cycle of Experiment and Peer Learning 44 Creating More Opportunities for Experimentation 46 Pointing a Light: Targets of Difficulty 47 Making Time: Summer Innovation Funding 47 Finding the Resources All Around You: Students as Designers 49 Innovation Staffing: Department Heads, Coaches, and Teachers on Special Assignment 50 Using the Bully Pulpit 51 Making Team Learning Richer: Looking at Student Work and Instructional Rounds 53 The Proof of the Pudding: Looking at Student Work 53 Getting into Classrooms: Instructional Rounds 54 Institutional Learning: Ramping up Planning through Peer-to-Peer Learning 56 Meeting Times are Instructional Sharing Times 58 Teacher Led Peer-to-Peer Learning 59 Seeing Outside Expertise as the Catalyst Teacher to Peer-to-Peer Learning 61 Rowing in the Same Direction: Creating Common Instructional Language and a Shared Vision 62 Preparing to Communicate Together: Creating a Common Instructional Language 62 Developing a Shared Vision: Right-Sized Goals 64 Iterating Forward with The Cycle of Experiment and Peer Learning 66 Chapter 3: What is Design Thinking? 68 From Waterfalls to Sprints: A Brief History of Design 71 From Dewey to Design Thinking 74 The Design Justice Critiques of Design Thinking 76 Getting Started with Design Thinking for Leading and Learning 78 Key Principles to Design Thinking for Leading and Learning 81 Six Phases for Design Thinking for Leading and Learning 84 Discover 84 Focus 88 Imagine 91 Prototype 93 Try 97 Reflect & Share 99 Reflection and Inclusion 101 Conclusion 102 Chapter 4: Getting Started with Design 104 Discover 104 Research to Discover: Surveys, Interviews, and Observations 104 Iterating on Discovery 106 Combining Local Knowledge with Education Research 108 Focus 109 Going from Observable Data to Underlying Challenges 109 Finalizing a Focus Area 112 Imagine 113 User Personas (or Community Personas) 114 Imagine by Analogy 115 Imagining from Flare to Focus 117 Prototype 118 Sketching and Storyboarding 119 Paper Prototyping and Wireframing 121 Physical Prototyping and Rehearsals 123 Try 124 When to Try Out Your Prototypes 125 How to Try Out Your Prototypes 126 Who Should Try Out Your Prototypes 130 Reflect & Share 132 Design Crits 132 Conclusion 134 Chapter 5: The Collaborative Innovation Cycle 136 Four Phases of the Collaborative Innovation Cycle 139 Developing the Collaborative Innovation Cycle with Peter Senge 142 Looking Inwards and Outwards, Setting the Frame for the Collaborative Innovation Cycle 143 Systems Thinking in Schools 143 Who Leads? Distributed Leadership in Schools 145 Key Principles for the Collaborative Innovation Cycle 146 Bringing People Together Around Ideas They Care About 147 Four Questions for Innovation 150 Refining a Vision and Getting to Work 154 Building from Personal Visions to Shared Vision 155 Managing Difference in a Shared Vision 159 The Someday-Monday Dilemma 161 Getting to Work: The Cycle of Experiment and Peer Learning, and Design Thinking for Leading and Learning 164 Working Together Through Ups and Downs 165 Four Fields of Listening 171 Tools for Better Listening: The Ladder of Inference 176 Addressing Disagreement Through a Bias to Action 180 Measuring Progress and Adjusting 183 Key Principles for Measuring Progress and Adjusting 184 Distinguishing Assessment from Evaluation 186 Gathering Evidence from Artifacts of Learning 188 Gathering Evidence from People 193 Using Assessment to Revitalize Initiatives and to Get Unstuck 198 Conclusion 199 Chapter 6: Tools and Strategies for the Collaborative Innovation Cycle 201 Activities for Bringing People Together Around Ideas They Care About 201 Visions for a Powerful Learning Environment 202 Four Questions for Innovation 204 Asset Mapping 208 Activities for Refining a Vision and Getting to Work 211 Exploring Possible Visions: Rightboro Scenarios 211 Refining a Vision: The Someday/Monday Starter Kit 218 Part 1 - Someday: What Does Awesome Look Like? 218 Part 2 - Monday: Concrete Steps 220 Activities for Working Together Through Ups and Downs 221 Activity: Left-Hand Column Case 222 Activities for Measuring Progress and Adjusting 225 Assessment Planning Scenarios 225 Assessment Plan 230 From Launching Innovation in Schools to Sustaining Innovation in Schools 232 Conclusion: Cycles, Endings, and Beginnings 234 Balancing Coherence and Innovation 234 When Cycles End 235 Final Thoughts: Inclusion and Joy 237 Appendix 1: Design Thinking Starter Project Walkthrough: Helping a Friend with a Routine or Event 239 Step 1: Discover: Prepare for & Conduct an Initial Interview 239 Prepare & Conduct Interview Template 241 Example Interview 243 Step 2: Focus: Identify a Specific Design Problem 246 Key Takeaways Template 247 Key Takeaways Example 248 Step 3a: Imagine new Solutions 250 Brainstorm Template 251 Brainstorm Template 253 Step 3b: Choosing a Solution for Prototyping 254 Step 4: Prototype Your Solution 255 Step 5: Try out your Prototype, Get User Feedback, and Iterate 258 Design Hypothesis Tryout Template 259 Feedback Template 261 Feedback Example 263 Step 7: Reflect and Share 266 Appendix 2: Design Thinking for Leading and Learning in Practice Walkthrough 268 Discover 269 Discover 1a: Find Your Team 269 Discover 1b: Review The School Change Status Quo 269 Discover 1c: Identify a Problem of Practice 270 Discover 1d: Identify Stakeholders 272 Discover 1e: Gather Stakeholder Perspectives on Your Problem of Practice through Interviews, Observations, Student Work, or Surveys 272 Discover 1f: Research and Comparison schools 275 Focus 276 Focus 2a: Thinking About Needs (Focus) 276 Step 3: Brainstorm Solutions (Imagine) 278 Step 3b: Evaluate Ideas (Imagine) 279 Step 4: Plan Initial Steps (Prototype) 280 Step 5: Take a Step and Iterate (Try) 284 Step 7: Reflect & Share 286

Autorenportrait

Justin Reich started his career as a high school history teacher and is now an associate professor at MIT and the director of the Teaching Systems Lab. He is the author of Failure to Disrupt: Why Technology Alone Can’t Transform Education. He earned his doctorate from the Harvard Graduate School of Education.

Back cover copy

A flexible, creative, research-backed approach to making a lasting difference in education Teaching and learning can happen better and faster when we follow a cyclical process of launching, evaluating, and improving what we do. Instead of waiting until the beginning of a new semester or new unit to try new things, we can embrace a mindset and a practice of testing out small changes all the time. The result of making iteration central to education is greater gains and improved learning outcomes. In this book, leading educational innovator Justin Reich shows you the way. Iterate: The Secret to Innovation in Schools bridges research and practice, offering a concrete framework and hands-on guidance for educators and education leaders who want to bring the spirit of experimentation to their work. “Justin Reich stands out as one of the most brilliant minds in education reform. In his latest book Iterate: The Secret to Innovation in Schools, he masterfully combines his extensive academic research and vast experience as an educator to create an immensely useful resource for guiding change in schools. This book offers an invaluable blend of concepts, strategies, and tools that empower school leaders and individuals to understand and effectively design innovation within educational communities.” —Tom Daccord, Co-Founder of EdTechTeacher

Unpublished endorsement

Praise for Iterate “There are lots of books out there talking about "change" in education. However, Justin has written one of the few, if not the only, one that talks honestly about the negatives of ‘top down’ change being done ‘to’ teachers and students, and points the way to ‘bottom up’ change done ‘with’ teachers, students and their families.” - Larry Ferlazzo, High School educator, author, and Education Week teacher advice columnist "I wish I had a red telephone in my office that I could pick up any time I wanted to talk with Justin Reich about the beautiful, sticky, and crucial work of helping schools evolve. This book will now sit on my desk and play the role of that phone. Iterate is packed with thoughtful perspectives, real stories, and actionable approaches for how we can create the conditions for positive change in schools. And it's all shared in a crisp conversational tone with vibrant illustrations. I never have to call Justin again!" - Sam Seidel, co-author of Hip Hop Genius 2.0 and Creative Hustle; and K12 Lab Director of Strategy + Research at the Stanford School “Perhaps the greatest praise I can give a new book is this: I want to give this to all my educator friends and colleagues. There is so much in this book that ‘works’! I found myself repeatedly saying, ‘Yes! Yes! I agree with that! Yes, that makes so much sense!’ Here’s one: ‘If we want students to try new ideas; teachers must do so, too.’ Or this one, ‘Design as flare and focus,’ or even more powerful the idea of having more adults in schools who still teach part-time. And the best, ‘only teachers can change teaching and learning.’ There are so many invaluable nuggets of wisdom and truth in this book. And the best, most of it is available for free through creative commons. Reich has given the field an important and exciting new resource.” - Linda Nathan, lecturer at the Harvard Graduate School of Education and founding Head of Boston Arts Academy “Justin Reich stands out as one of the most brilliant minds in education reform. In his latest book Iterate: The Secret to Innovation in Schools, he masterfully combines his extensive academic research and vast experience as an educator to create an immensely useful resource for guiding change in schools. This book offers an invaluable blend of concepts, strategies, and tools that empower school leaders and individuals to understand and effectively design innovation within educational communities.” - Tom Daccord, co-founder of EdTechteacher “In Iterate: The Secret to Innovation in Schools, Reich masterfully synthesizes decades of research and practice into a powerful set of strategies that help spark change in education. Acknowledging that schools are complex systems that operate on many levels, the three practical and ready-to-implement approaches shared in this book demonstrate how to engage all stakeholders in collaborative experimentation that works!” - Tom Driscoll, CEO of EdTechTeacher “In The Magic School Bus, Ms. Frizzle gives her students some great advice: ‘Take chances, make mistakes, get messy.’ In his timely new book Iterate, Justin Reich gives similar advice for classroom teachers and school leaders, providing useful examples and practical tips on how to innovate at all levels of the school ecosystem by continually experimenting with new approaches and making changes based on the results, over and over again.” - Mitch Resnick, Professor at MIT, Director of the Lifelong Kindergarten group at the MIT Media Lab, and Developer of the Scratch creative computing community “Iterate is more than a guide—it's an irresistible call to action for educators, leading toward innovation and systemic transformation. Reich, with his impressive wisdom drawn from profound involvement in educational reform, weaves compelling narratives that make this book a captivating journey. Rich in research-based practices, this work is not merely about reading cover to cover, but learning, applying, and iterating upon the myriad lessons and practical strategies it imparts. An essential compass in the pursuit of educational metamorphosis, Iterate masterfully turns insights into action.” - Eric Klopfer, Professor at MIT and Director of the Scheller Teacher Education Program “Reich by no means underestimates the challenges and complexity of promoting innovation in schools and what it can require of teachers and school leaders. But this is a hope-inspiring, energizing book that will be immensely helpful for all educators who are trying to roll up their sleeves and get on with exploring, prototyping, trying, reflecting—and iterating on—the kinds of locally-responsive improvements to teaching and learning that all students need and deserve. Reich deftly and coherently steers the reader through a plethora of ideas—some well-known and some his own—that can be tried out on Monday within a single classroom or used to inform large-scale, systemic change.” - Liz Dawes Duraisingh, Co-Director and Principal Investigator at Project Zero, Lecturer at Harvard Graduate School of Education, and author of Inquiry-Driven Innovation: A Practical Guide to Supporting School-Based Change "Justin Reich has written a gem of a book. Iterate is a how-to manual for climbing out of that rut and rediscovering the creative processes that reside in all of us. It should be on every educator's bookshelf." - Sam Wineburg, Margaret Jacks Professor of Education, Emeritus, Stanford University, Founder of the Stanford History Education Group “This is a book for every educator, community member, family member, and policymaker interested in learning more about the work they do to improve it. Drawing from his rich and robust experiences as well as transdisciplinary perspectives on designing and improving teaching, Reich has produced a powerful book that innovates as it educates.” - H. Richard Milner IV, Cornelius Vanderbilt Chair of Education, Immediate-Past President, American Educational Research Association, and author of The Race Card “Intuitively we know that teachers are the driving force of change and administrators need to create the conditions for this to happen but rarely is that articulated, much less given a road map.” - Melanie Ching, Director of Community & Engagement at What School Could Be