“Discovery doesn’t happen in a vacuum, which is why doing things, however imperfectly at first, opens us up creatively.” – Peter Sims, Little Bets: How Breakthrough Ideas Emerge from Small Discoveries
In the book Little Bets: How Breakthrough Ideas Emerge from Small Discoveries, author Peter Sims proposes that by making several “little bets” within our respective careers, we will eventually discover and develop ideas that are both achievable and affordable to implement in our workplace. Rather than outright rejecting typical organizational models of hierarchy, linear systems, and extreme efficiency, we can spend a little time to take small ideas and experiment with them to make big discoveries and change that are fitting.
In most classrooms, there’s a strong emphasis on teaching facts and minimizing errors. Problem solving is approached from the perspective of getting the right answer; after all, assessment scores determine teacher effectiveness and we have to play the game. The problem with this approach is that these elaborate and predetermined procedures stifle opportunities to experiment and generate new ideas to enhance and reform teaching and learning.
The most effective models of learning are as timeless as our ancestry. Learning doesn’t happen at predetermined times. Learning doesn’t happen at fixed locations; in fact, studies reveal that most learning happens in informal education environments. While we have an argument for reform, we still struggle with innovation. We’re afraid of “messing up.” Quite simply, we don’t have a lot of time to mess things up.
But, it’s better to fix problems than prevent errors. Over time, innovative practices are iterated and refined where they then become valuable assets to the classroom. For example, in my third year of teaching, I piloted a web-based RTI program in my class that I developed. It linked results from student assessment data to resources (videos, practice problems, notes, etc.) relevant to the standards attached to each problem. Students would then individually work on their specific areas of need; it was dynamic, accessible, and highly targeted.
In a nutshell, here’s what happened: students who were going to already do well did that much better, but there was no difference in the scores for students whose scores were already low. I didn’t adequately address the lack of the motivation from these students. With the next iteration, I tweaked the software and addressed classroom management factors to increase motivation. Assessment scores for this population improved the following year.
Here’s another example: at one point in time, the ballpoint pen was an unwelcomed tool in the classroom. Students had used pencils for so long; why use a pen? For one, they’d forget how to sharpen pencils; secondly, what would they do when they ran out of ink? It took people willing to make “little bets” for pens to become acceptable artifacts in the classroom.
How can you make these “little bets” to welcome innovation? Here are six fundamentals that the author proposes:
Follow this path of discovery before believing your ideas have no place in the classroom. Like the ballpoint pen, we need pioneers and advocates for new tools and models of learning.
For further reflection, check out the video below that captivates the essence of making “little bets.”
With Kinect, advanced learning analytics within most classrooms is a definite possibility; properly designed and integrated, data collection can move far beyond just gathering assessment data.
Imagine a swivel holding multiple Kinects and projectors mounted from a classroom ceiling. With Kinect’s player recognition capabilities, every individual’s participation throughout a lesson can be assessed by interpreting individual’s gestures. Then, this data can be assessed and stored to provide the teacher objective feedback regarding students’ facial cues and body language relevant to learning.
Assuredly, interpreting body language isn’t simple; much has to be considered before making broad generalizations. However, we can’t deny that a large percentage of communication is nonverbal; therefore, if an instructor has access to long-term data that reveals specific behavioral trends, direct intervention can be timely, direct, and accurate. Assuredly, this could serve as an outstanding RTI tool.
I certainly see a place for this in many learning environments, but keep in mind that this is 100% speculation on my part.
Check out this video below of Microsoft’s Lightspace to gain perspective and a glimpse of how this technology may apply to classrooms.