Iterate: The Secret to Innovation in Schools

ISBN-13: 9781119913504 / Miękka / 2023 / 256 str.

Reich

Recenzje

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 B

Spis treści

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

O autorze

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.