‘I’ve got no idea how to use Sketchup, so how can my pupils use it?’

This post follows on my reflections about #IEF_2010.  It’s a post that illustrates the point that innovative teachers are not alone in the world, and far from mad!  Often, an innovative teacher will feel like a mad person in a room shouting at the rain.  Meeting other ‘mad people’ from around the world makes one feel less mad, especially when it comes from some of the speakers below.  But first a story…

Google Sketchup is a tool that allows users to create 3D buildings and models. These can then be embedded in Google Earth.  I first learned about the programme via Noel Jenkins, but thought I couldn’t possibly use it with classes as I knew very little about it. Then  thought ‘What if?’ What if I took the risk.  So, I put Sketchup on a number of machines in school, and told pupils that it was there but had no clue how to use it. The result?  Some great work using the tool.

I’ve also always preferred to dive straight into complicated topics, even assessments, without much build up.  I encourage this in my team.  The logic being that young people will work out the knowledge that they need in order to pass the assessment. 

So what’s the point in the story and what has it got to do with the Innovative Education Forum?

The point is that a little voice always told me that this was not the way to do things.  Then I was lucky enough to hear Professor Sugata Mitra speak.  In effect, his main point was that young people will learn without any help. 

The message is repeated elsewhere. When reading Super Freakonomics on the plane back, I was struck by the implementation of a new computer system in an ER in Chicago.  There was a a huge battle to get the system implemented, so the designer loaded the programme on to on computer and attached a sign ‘Beta Test: Do Not Use.’  The result was that doctors and nurses started to play around with the system.  They liked it, and now that system is marketed by Microsoft and has a home in many hospitals.

There are two messages in this story. The first is that adults are just like kids – we are all mixed ability learners.  The second is that learning had taken place without any real intervention after an educated risk was taken.

So , what does this mean for the classroom and subject leadership?

I think means that as teachers we have to take risks.  We can do this by not knowing the outcome, or allowing pupils to learn.

This leads to the thought that subject leaders should allow their staff to take risks.  Sometimes, for example, a risk may result in a lower set of Key Stage 3 Levels, however the learning may still have been better.  It also means that we should support behaviour and allow colleagues the confidence to trust young people to be independent.

I don’t think that risks should be taken all of the time, however – how can anyone improve without taking any?