Curiosity and creativity - islands of innovation are not enough

I've been doing a lot of thinking about creativity lately. I often get asked to deliver workshops with titles that contain 'creative' or 'innovative.' This can pile on the pressure, but what does it actually all mean?

For example, it could mean using Post-It notes to make Curiosity Glasses that allow children to take on different personalities, and often involves simple yet powerfully effective ideas.

For me though, there is one key element and therefore one key enemy of curiosity, creativity and serendipity. It's not SLT, Ofsted of the DfE, but the islands of innovation that don't develop into archipelagos and then continents. What we really want, is the Pangea of innovation.

Let me explain. All of the innovation that went into my last geography department, fell by the wayside when the staff left. So the challenge is how to maintain the forward charge? Staffrm is a great start, but I believe we need to connect the islands of innovation that exist within and between departments inside schools.

This is even more important in the current shifting landscape of knowledge. After all, all truly great knowledge was discovered by the creative questions and curious inquiry. Knowledge is not fixed, but develops with scientific, historical, geographical, mathematical and other forms of curiosity. the curiosity of academics who seek to expand their continents of knowledge. The trouble with islands of innovation is that they are isolated. Once the key player moves on, the great ideas die.

I'll leave you with a question: what are you doing to create continents of curiosity and creativity?

Comments

High Impact, Low effort

This month is the start of the #29daysofwriting challenge. I enjoyed this last year and will be using my Staffrm account to post. I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff. If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been ...

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment i...

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words...

David Rogers

Search This Blog