3rd Chapter “Creating Innovators”

In this chapter we learn about Shanna, Jodie, David, and JAmien, four STEM innovators with different backgrounds and schooling . The commonalities between their stories were intrinsic motivation, curative thinking, and expertise of their teachers or mentors. The phrase that really caught me was ” too often students don’t get meaningful feedback on their work.” How as teachers can we give meaningful feedback? Last year I did a book study on Marzano’s book on assessment. We need to make sure assessment are timely, specific and direct. Students need the opportunity to learn from and correct their mistakes. There once was a study done with art students. They were studying pottery and for their final project one group was given the task of creating one perfect pot. The other group was given the task of creating multiple pots. More learning occurred by the group who was able to create multiple pots. Learning from our mistakes through good feedback on assessment will help our students tenfold.

Another quote: “Once again we see the importance of an outlier teacher whose collaborative, project-based, interdisciplinary approach to learning had a profound effect on the development of a young person.”  I truly we can create this at a young age. Students want to explore to be drilled. I would like to start some kind of Passion Project, where students get to find a passion and take action on it.  I continually see the “desire to be helpful” in my students. How do schools and teachers take advantage of that? At our school we have ROAR kids who are fourth and fifth graders who become the leaders of the school. They are in charge of recess equipment and counting Box Tops and morning announcements. As an IB school Students  also participate in 5th gade Exhibition. The exhibition should be a topic the student is passionate about and they are willing to take an action on. I love this idea, but I feel like similar projects should be part of every grade levels’ curriculum.

David’s example that he didn’t learn anything in classes, but more in extra curriculum and conversations with professors and students testifies to the fact that those extra curriculum activities can be what assists our students in their future. Next year I hope to add an extra curriculum in the library.

Jamien’s quote about the important lessons he learned that “number one is patience . . There’s no time for pity parties” made me wonder if we teach that. I currently am a judge for the Battle of the Books. I can see that the teams that are patient are much more successful. It should not be how fast you answer a question but how well you answer the questions.


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