We recently reached out to a number of educators in the June Labs cohort and asked them about creativity routines. We wanted to share three great examples.
1) Creativity Circles
Here is an easy one that you can complete within a few minutes when you wake up or any time of day. Jump to 9:50 in the following TED talk below to hear Tim Brown of IDEO describe the circle exercise. We found a simple printable template that will help you get started.
If you struggle to come up with ideas for drawing in the circles, consider adding some constraints or variations. Try printing different size circles or working with a specific challenge like:
redesign the alphabet
invent a new number system
use only three lines per circle
change the time limit
draw inside and outside of the circles
2) Morning Pages
A stream of conscious writing exercise recommended by Julia Cameron, author of The Artist’s Way. Three pages every day. It is a simple act with the power to slowly chip away at those thoughts that say, “I am not creative.”.
Haiku poetry, known for its beauty and simplicity, is the springboard for this exercise. Find a book of haiku or grab a list from the internet, add some scrap paper and try to sketch a poem a day. Consider applying constraints just like with the circles above. Haikus are limited by syllables, how can you limit your sketches and still communicate the essence?
Rework by Jason Fried. A collection of essays, perhaps better described as a manifesto about building a business that you believe in and doing the best work possible. These short yet powerful missives chip away at our ineffective habits, constrained thought patterns and often ill-conceived notions about work, business, productivity, and life.
Here are some of our favorite quotes:
“Give up on the guesswork. Decide what you are going to do this week, not this year. Figure out the next most important thing and do that. Make decisions right before you do something, not far in advance.”
“Ideas are cheap and plentiful…the real question is how well you execute.”
“Great businesses have a point of view not just a product or service. You have to believe in something. You need to have a backbone. You need to know what you’re willing to fight for. And then you need to show the world.”
“Whenever you can, swap “let’s think about it” for “let’s decide on it.” Don’t wait for a perfect solution. Decide and move forward.”
“Embrace the idea of having less mass. The more massive an object, the more energy is needed to change its direction. Mass is increased by: long-term contracts, excess staff, permanent decisions, meetings, thick process, inventory (physical or mental), hardware, software or tech lock-ins, long term road maps and office politics.”
“Culture is the by-product of of consistent behavior. If you encourage people to share, then sharing will be built into you culture.”
Does Julie Lindsay sleep? I am skeptical. My bet is after you read this interview with her, you’ll be skeptical too. Julie’s incredible collection of roles include educator, innovator, leader, conference organizer, consultant, speaker, lecturer, and more. Following her work around the globe with a map of push pins and string would result in a complicated multidirectional weave of many destinations and connection both in person and virtual: Beijing, Melbourne, Washington DC, Dhaka, among others. Weeks away from the Flat Connections Conference, June Labs sat down to talk with Julie to talk about her awesome work.
1) As you meet people around the world, what inspires you most about education and its future? If you can share a specific story, perhaps from your recent travels in India or elsewhere.
What is inspiring about the future of education is the willingness of teachers and schools to use digital technologies to connect and collaborate. Uptake in the past 8 or so years has been slow generally, but now that more schools have access through mobile devices and wireless Internet learning ubiquitously with others beyond the immediate school environment is growing.
Of the many examples I could share is a school in India, Choithram International School, who have taken on global learning this year and embedded global collaborative projects across the curriculum. All teachers are designing new learning experiences and joining global projects to provide experiential learning for global competence.
2) Similarly, what worries you about education? What obstacles are most seriously preventing innovation to occur? Are there barriers that seem common to education regardless of location or monetary resources?
Oh yes! Similarities across the world with barriers include two main obstacles: mandatory testing, and Internet filtering – both of which I believe are not needed or perhaps only in very small amounts. These imposed restrictions are stifling creativity and preventing true digital citizenship skills to develop. At younger age levels it may be more necessary to filter learning resources, but what we are seeing is blatant blocking of tools such as Skype or Google e.g. YouTube and therefore preventing rich resources from being used in the classroom.
3) Do you see technology as a levelling tool for those in the developing world? Or is there a widening gap between those with access and those without?
Well in many respects technology is a levelling tool and developing countries have the opportunity to leap-frog over what many of us in schools have been through in the past 20 years. Mobile technologies and access to resources through different ways of connecting have and will continue to broaden opportunities for learning. Focus must be on teacher education however – and the importance of this has been highlighted in the #TeacherTuesday blog posts I have written recently as part of a UNESCO initiative to highlight education needs in different countries and situations.
In many respects the developing world are so focused on basic literacy that technology does not come into the picture. Poverty is cruel, and too many young people are living in politically unstable situations across the world. I do not see the digital divide widening between developing and non-developing world as I see it widening between different systems across the world. For example, schools in Australia have spent much money on Smartboard installations without giving enough thought to how technology can support connected and collaborative learning that leads to co-creation with others at a distance. Maybe a modern classroom needs a SmartBoard….I am not convinced of course…..pedagogically money is wasted and therefore other technologies are not afforded, such as iPads and access to good Internet speeds.
4) At June Labs, our mission is to develop structures which allow educators and students to participate in the creation of tools that they will use in their classrooms. We are building a bridge between the companies that develop the technologies and the people in schools. How can educators work to build more bridges across the many rivers that separate people?
What you are doing is admirable and forward thinking in many respects. Actually asking students what they think about learning, how they want to learn and with what tools is not common in my experience. Too many meetings and conferences around the world focus on what we all think the students need – without actually asking them – or in fact asking the teachers what they really need for learning. Building bridges is a major focus of the Flat Connections Conference (http://flatconnections.com) that brings together both students and teachers at the same live event. A challenge-based process sees student teams and teacher teams develop action plans for future learning, while bouncing ideas off each other for feedback and improvement. Our Flat Connections global projects are also building bridges between classrooms by providing the support and infrastructure for students and teachers to work and learn together. This is beyond the casual global Skype call, learning how to contribute to an online community in a meaningful way is a skill everyone needs to learn – students especially will need this for future vocation.
Educators need to, what we call, ‘flatten’ the classroom walls and bring opportunities into the everyday learning of their classroom. Learning cannot be in isolation now – there are many great programs and initiatives that teachers can hook into that use connection technologies to support collaborative learning, and that give students a voice in their own pathway of learning. This is very important. We call teachers who are open to these new learning experiences ‘teacherpreneurs’. Each school must have at least one – and then build capacity within the rest of the staff.
5) Can you give us a top ten list of action items that educators could do to push our organizations towards the future?
1. Become connected – this is the top of the list! Connect your self to the world as an educator and explore connectivism as a learning paradigm (George Siemens) and use digital technologies to share and curate resources.
2. Be open to alternatives – work within your system, but push the boundaries -and NEVER take NO for an answer. There is always a way, even if websites are blocked etc, there are always alternative ways to reach the same goal.
3. Develop better leadership models – most are outdated within schools – develop a more distributed leadership model where teachers have some autonomy with curriculum and other choices for learning – promote the ‘teacherpreneur’.
4. Work with the technology you have – great things can be achieved with one computer in a class, so don’t put off connecting with the world because of a perceived lack of resources. Keep working on improved resources while leading the way in global learning – it just takes planning and determination.
5. Build communities – use your new-found connectedness and join and build communities that will support you, your school and your students. Professional development is often online now – we are flattening the learning by including alternative conferences where opportunities take place anywhere, anytime. It is through joining and participating in communities that new experiences build capacity as a teacher.
Creative Confidence by Tom and David Kelley. A guidebook for for building your creative skills with useful anecdotes and examples from various companies from two of the most important people in the field of design and design thinking. It includes plans for action including: an outline for approaching innovation, ideas on how to cultivate a creative spark and instructions on gaining empathy to understand customers better. The books speaks to those who doubt their creativity and acts as a refresher course for people with more experience in creative enterprises, applicable for educators, entrepreneurs and dozens of other fields.
Here are some of our favorite quotes:
“The combination of thought and action defines creative confidence: The ability to come up with new ideas and the courage to try them.”
“Individuals who come to believe that they can effect change are more likely to accomplish what they set out to do.”
“Let go of comparison. If you are concerned about conforming or about how you measure up to other’s successes, you won’t perform the risk taking and trailblazing inherent in creative endeavors.”
“Empathy means challenging your preconceived ideas and setting aside your sense of what you think is true in order to learn what is actually true.”
Cultivate the creative spark:
Choose creativity. , decide to make it happen.
Think like a traveler with fresh eyes. Expose yourself to new ideas and experiences.
There is a river. On one side there are educators and on the other side there are companies building educational technology.
The river is fast-flowing, its currents are frigid. It has carved its way through stone for many years separating the two distinct lands.
On one side of this river stands a citadel, a city surrounded by tall gray stone walls. Inside these walls thrives a community of skilled craftspeople, toiling to create new tools and technologies for others to use.
On the other side, is a camp of artisans, diligently working to grow and nurture their community and ensure its future success.
Motivated at times by the potential for profit and at other times by altruism, the craftspeople of the citadel peer out from their perches, high in the towers and watch the enterprising artisans, pondering what types of tools they might need, what they could sell them, what they could share. There are times when they approach the water and yell across the river to a few nearby artisans but the roar of the rapids dulls or confuses the answers to the craftspeople’s questions. The craftspeople return to their workshops and build new objects with little knowledge of the artisan side.
Regularly, the craftspeople wrap their newest inventions in cloth and take them outside the castle walls. The packages might be covered in gold leaf or wrapped with eloquent proclamations. Regardless of its decoration, a trumpet always announces the new inventions, flags are raised and ripple in the wind. The craftspeople crank back the heavy wooden arm of a catapult and aim it towards the other side of the river.
The first trumpet blast provokes a variety of reactions on the artisan’s side. Some scramble about trying to predict how the next package might help them, where it may land. Others worry about the trajectory of the new delivery, worrying about the damage it could incur or the struggles that may ensue. Others are skeptical and remain stationary, doubting this new invention. They remember days when the trumpet would sound and nothing came. They peer cynically towards the mountainous pile of objects, previously launched from the castle, now discarded and neglected.
The trumpet sounds again and the package is launched into the air. It lands with a thud, the depth of the sound when it makes contact with the ground reveals its weight before any artisan sees the contents. The artisans find bricks and horseshoes within the gilded cloth. Some immediately pick up the objects and test their use. Some watch and slowly follow. Others sit outside their tents, merely watching the clouds move across the sky.
Soon the artisans realize the bricks do not match their architecture, the shapes are incongruent to their own They go about hacking at the bricks and bending the horseshoes to make them work as best as possible. They use the horseshoes to hammer the corners off of bricks that do not fit. They use other items from around the village, sticky resin from trees to ensure the misshapen bricks stay in place. They go about patching, combining, and mending.
Soon, however, the artisans arrive at the futility of these actions. In response to this disappointment, they yell across the river, but the rushing water swallows their comments. They send doves with messages tied to their ankles. Some don’t return perhaps plucked from the air by falcons. The artisans craft calligraphic notes, roll them into hopeful bottles and toss them from the river banks. Numerous bottles are swept away downstream, dancing in the current until they disappear out of view.
One day an enterprising artisan turns back aways from the river and stares at the pile of detritus from past packages. She decides, “We should build a bridge.”
June Labs is building a bridge that connects the designers and developers of the tech industry with teachers and administrators. We are crossing the moat and knocking on the front gate. We are creating a phrasebook so that the artisans and craftspeople may converse for the benefit of both sides.
How to Succeed in Edtech, written by the founders of Wikipaces is an exploration and a guide outlining their experiences in building a quality product for the education sphere. This work acts as a compass for June Labs, we return to it regularly for direction, comfort, and reality checks.
Here are some of our favorite quotes:
“We define success in ed-tech as building a sustainable company that improves student outcomes, empowers teachers, and increases the reach and efficiency of educational institutions.”
“Build products that will survive the test of time. Build companies that will be around to support students and educators beyond the next fad, the next wave of technology change, the next economic downturn.”
“Helping students must be at the heart of any successful education startup.”
“Teachers are the lynchpin of the educational process and key to ed-tech startup success…”
“Successful ed-tech products will draw a clear line between product adoption and improved student outcomes *and* empower teachers to succeed with the product before it is adopted by their institutions.”
It is early on a Saturday morning in Philadelphia.
I am skipping across Walnut Street.
Well, I am not entirely skipping. I admit, there is an added bounce to my step, a hint of hopscotch. My gait has been lightened. There is the youthful energy of inspiration and joy, yet there is the hesitancy and reservation of adulthood.
Instead of the numbered boxes written in chalk, I am moving towards an arrow on the ground. The words EdcampPhilly propel me forward.
I pause to look for the designated entrance and realize that I am a 35 year old man, skipping, on the way to an event unrecognized by spell check.
I have driven an hour on a Saturday to attend an unconference.
This is professional development not required by my school.
This is an event where they ask you to turn on your devices not shut them down.
This is an event where they encourage you to leave a session if you don’t like it. Leave right in the middle, walk past the presenter, and out the door.
This is an event where none of the workshops are decided upon in advance and where anyone can lead a session about anything. A 10 year old wants to show teachers how Minecraft could be used in the classroom? Done.
I think I have found my tribe.
But who are the Edcampers, the connected educators, the edu-makers and the teacherpreneurs?
We build workarounds.
We attend hackathons.
In the faculty lunch room, we admit to missing the previous night’s episode of American Idol.
We don’t admit that we have never seen a single show but would prefer to build a website, teach ourselves Python, or attend a Meet Up for entrepreneurs.
We know the difference between a Maker Bot and a Makey Makey.
We continue to start sentences with the words, “I’ve got an idea…” despite the eye rolling of friends, colleagues, and significant others.
We teach tomorrow.
We aren’t afraid to fail.
We teach respect.
We inspire kids to always want to try their hardest no matter what.
We focus on possibilities and not problems.
We are #bettertogether.
We flip classrooms.
We find something brilliant in EVERY student.
We invite parents as partners in learning.
We know that learning is endless.
We know that humility is important.
Our most critical responsibility is to care for our students.
We take small steps every day that add up to giant wins.
We attend Edcamps.
We know the value of school librarians.
We use Twitter & social media to build our PLN.
We connect people AND things.
We have to trust our students – who else is gonna teach us this stuff??
We recognize failure as the road to success.
We act rather than acquiesce.
We trust our students.
We empower our students.
We wonder “what if” in the face of “impossible.”
-Mary Beth Hertz
What does June Labs do and how does it connect with these ideas?
Teachers have always developed tools and materials for their classrooms. The list is long: bulletin boards, anchor charts, graphic organizers, but for a number of years, unless they were gifted with significant technology training, educators were left out of the creator role in the digital realm. Now due to increased access to creation tools, teachers can take a more active role in the invention process for their field. This empowerment, combined with partnerships with companies and organizations, will allow teachers to become designers and collaborators, not just passive consumers.
June Labs will disrupt the way education tools are made by creating greater digital channels for exceptional teachers, EDU Gurus, and students to collaborate together with developers and product designers from around the world.
We want innovators, like the ones listed above, the ones on the other side of Walnut Street, to collaboratively develop disruptive learning tools for the future.