How might we amplify disruptive thinking in education to bring about positive change in our community? – A #GTASYD moonshot.

As part of my moonshot from the 2014 Google Teacher Academy in Sydney, I am seeking ways to highlight disruptive thinking and ideas in education.

How did I arrive at this? A striking difference from previous academies was that a Design Thinking process was employed, as a vehicle to generate a problem for solving and creating sustainable change by educators who attend the academy. Attendees were encouraged to think about an area of interest and a “chunky” problem that they wished to solve. These ideas were to be brought to the academy for further investigation.

It was during the immersion phase prior to the academy and within the very early stages of the 1st day that I started to narrow in to an area of interest….that of system reform, hack schooling, or disruption in education from traditional norms and systems.

My overall sentiment on this issue is that often in schools we are bogged down by the day-to-day structures and internal / external forces and influences that dictate the learning for our students. Coupled together with fixed-mindsets, schools can be hard places to change, and at times,  difficult for re-imagination to take place. Whilst there are pockets of innovation happening around the globe, we can’t really say that education has hit it’s mass tipping point as yet.

This was confirmed during the synthesis phase where fellow attendees at the academy were grouped to think critically about their area of interest by using hexagonal thinking. The aim of the exercise was to think of the factors within the issue and consider where the links and connections exist.

Whilst the hexagons can be placed in an almost infinite number of ways, here is just one way of viewing the problem with all signs pointing to “conformity”. (Humorously, the group decided that the the surrounding factors around conformity were too many, so therefore justified the use of a 7-sided shape).

 

From this phase, we were encouraged to generate a question for inquiry. This was developed around the following structure: How might we (ACTION) (WHAT) for (WHOM) in order to (CHANGE SOMETHING). The question I have developed is:

  “How might we amplify disruptive thinking in education to bring about positive change in our community”

 

ACTION: Amplify – Encourage, highlight and celebrate were considered but to amplify means to make louder, increase, magnify, intensify, or heighten. I have chosen this word because I believe there are already great things happening in some schools which we should bring to the forefront for everyone to see, and that if we can create stimulus and aim to change mindsets in “laggard” schools then we might just reach a tipping point in education where we can realise a whole vision for the future of education.

WHAT: Disruptive Thinking – includes ideas, systems, process and models which throw away or “hack” the traditional norms of education and are not encumbered by the status-quo.

WHOM: Education – including all stakeholders. Educators, parents, students, systems / bureaucracy.

CHANGE SOMETHING: Positive change in our communities – This idea is two fold. First, that through disruptive thinking we are made aware of the possibilities for improving schools and ultimately students. Secondly, that the impact is not only on students in the present within their school and community, but for life and therefore making an impact on wider communities.

If this moonshot is to be a reality, I believe that we would see an incremental improvement in the conversations that take place around education reform, and the actions that schools take place around the globe to bring positive change in their communities (10x thinking).

I aim to make this moonshot a reality with a two pronged attack.

Firstly, I wish to make an impact within my own school community. I will need to consider the influencing forces in my school setting and the avenues to hack / rethink to improve opportunities for schooling. Having said this, I think my school setting does “buck the trend” from the status-quo in a lot of ways but there are always opportunities for improvement. Moreover, I hope to use these experiences as learning opportunities for myself and our school which can be shared to the wider community.

Secondly, I wish to examine what is happening locally, nationally and globally in education in regards to disruptive ideas. I aim to curate resources which highlight narratives of rethinking education which is not encumbered by traditional norms or influences. I also aim to share and provoke wider professional networks through teacher PD, conferences, and social learning networks.

Last week at the academy I created a Google Form and sent this out to my PLN. The aim of the form was to immerse myself in the problem again, and find out what other educators around the globe think about this issue. I am also using it to connect with people and to find out whether they are willing to help me curate some of the interesting ideas around disruption.

I have already received a number of responses from Australia and the US. If you are interested in helping this cause, I would love a response on the form below:

http://goo.gl/VvZyUH

Please re-share in your communities!

One thought on “How might we amplify disruptive thinking in education to bring about positive change in our community? – A #GTASYD moonshot.

  1. Pingback: #DisruptEDU – Disrupting the traditional education paradigm in a positive way. | ReconfigurED.

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