Discussion Questions – Innovate Inside the Box

Chapter 14: You Are the Core

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Discussion Questions, Further Reading, Further Viewing, Part III

How would people feel if they got to see the beautiful stories about your classroom and what you do with your learners every single day? In this final chapter, we hope that you take the time to think about “your compelling reason.”

Further Viewing

Questions for Discussion

What has challenged you?
What has been reaffirmed?
What will you do moving forward?

Take some time to reflect, either privately or publicly, on these questions. The most important question of these three is the last. We would love to hear what you will do to move to action.

Chapter 13: Lead from Where You Are

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Discussion Questions, Further Reading, Part III, The Core

Change can be hard and we have to make the choice to change. In this chapter, you will learn more about the importance of moving forward and how building relationships and understanding the journey ahead will help us as we move forward.

Questions for Discussion

Identify one moment that you significantly changed your direction, personally or professionally. What happened and what change did you make because of it? Take the time to reflect and consider sharing it with colleagues.
What is the “story” of your classroom, school, or organization? What is the one you can tell, and what is the one you want to tell?
What are some of the “traditional” barriers to innovation in education, and how can you leverage them to create new and better opportunities for the learners you serve?

Part III: Taking Ownership Over the Process of Learning

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Discussion Questions, Part III

Your story matters, not just to you, but to your entire learning network! While this book works to connect all of the core ideas of an innovator’s mindset to UDL, we hope that you see that everything is connected to the relationships we build and foster. The final two chapters are about you and what you will choose to do with the information you have gained from Innovate Inside the Box. As you read these last two chapters, we encourage you to keep the following in mind:

What influence do you have on yourself?
What influence do you have on others?
Working in education is difficult and you are valued for doing it
You are an important part of this process

In the introduction to section three, we offer the image to the right as a transition because expert learning builds upon equity and promotes empowerment. This visual shows just that, for a more in-depth explanation of the image, see this link.

Chapter 12: Reflection

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Discussion Questions, Further Reading, Further Viewing, Part II, Reflection, The Core

Have you ever had that moment when you realize exactly what you should have done or exactly what you should have said, just way after the fact? That is reflection and it helps us better prepare ourselves for the next time a similar situation arises. In this chapter, you will gain strategies that will help you and your learners “reflect and connect.”

Further Viewing

Highlighting Mistakes: A Grading Strategy

Questions for Discussion

What do you feel guilty about as a teacher? Reflect on that and consider how to move forward. Make a plan!
Consider every class period a process of “choose-do-review.” How will students be accountable for meaningful reflection
In what types of assessments could you “highlight mistakes” to prompt student reflection?

Chapter 11: Resilient

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Discussion Questions, Further Reading, Further Viewing, Part II, Resilient, The Core

What is the difference between failing and failure? How do we practice failing and work towards resiliency? In this chapter, you will explore ways to build a mindset of resiliency within your learning community and take away opportunities to try this out with your learners!

Further Viewing

Questions for Discussion

What concrete strategies can you implement in your learning environment as you provide multiple means of engagement to increase student motivation and help them to embrace their why?
How will you incorporate more discussions on the importance of failing and “bouncing forward” with students while activating their background knowledge of coping strategies?
Students need models of resilience, yet many adults don’t acknowledge setbacks as opportunities for growth. How can encouraging student feedback about our teaching highlight our own struggles and help us to model resilience?

Chapter 10: Creators

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Creators, Discussion Questions, Further Reading, Further Viewing, Part II, The Core

This chapter is more than just a tribute to George’s man crush on Ryan Gosling (seriously though, check out this link for a Google search to see just how serious this crush is). Read this chapter to learn more about how to provide opportunities for your learners to “meaningfully create” instead of just creating for the purpose of being a creator or instead of being solely a consumer. You will gain ideas to use today in your classroom to help your learners demonstrate what they know in non-traditional formats.

Further Viewing

Questions for Discussion

How can you adapt an upcoming assessment into an opportunity for students to create an authentic product? Remember to provide approximately five choices or less to inspire them.
How can you help students to comprehend that creativity can be learned by teaching them four strategies for building creativity?
How will you take action and promote creativity in your classroom using multiple means of action and expression?

Chapter 9: Observant

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Discussion Questions, Further Reading, Further Viewing, Observant, Part II, The Core

With so much information and many opportunities to learn, how do we focus on being observant? How do we design learning opportunities that empower our learners without being overwhelmed with the amount of information available? In this chapter, you will learn strategizes that will help you slow down, listen, find great information and make deep connections.

Further Viewing

Questions for Discussion

How will you allow students to co-design a lesson with you using their powers of observation?
Try the vocabulary activity yourself! Observe the world around you today and identify five words that you’re unsure of. What are they? Share them with us at #InnovateInsideTheBox or with a group of your peers/colleagues.
How can you empower your students to build their powers of observation to identify resources that will help them meet their goals?

Chapter 8: Networked

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Discussion Questions, Further Reading, Further Viewing, Networked, Part II, The Core

“Social media is like water. You can either let us drown or teach us to swim.” -High School Student

This quote starts off the chapter, Networked, because it speaks to the needs of our learners from a student’s perspective. How powerful is it when we can bring the ideas of our entire learning network to our school site or work place? In this chapter, you will explore ways to be a digital leader for your learners. After reading this chapter, you will have a better understanding of the positive power that being networked can have on your learning environment.

Further Viewing

Questions for Discussion

How can you use cogen dialogues to collaborate with students about how to create more opportunities for them to work collectively and network in meaningful ways?
Families provide an amazing resource to foster collaboration and networking. What strategies can you implement to network with families and provide opportunities for students to learn and share the best of the people who are closest to them?
How can you design learning experiences that empower students to take action to create their own networks?

Chapter 7: Risk Takers

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Discussion Questions, Further Reading, Further Viewing, Part II, Risk Takers, The Core

We have to ‘jump first!’ As educators, how powerful would it be if we modeled risk-taking by doing things that are new and better than what we were doing before? In this chapter, you will see examples of educators who are taking risks and removing barriers!

Further Viewing

Girls First Ski Jump

Questions for Discussion

If you knew you could not fail, what risks would you take to improve teaching and learning for all students?
What will you give yourself a “risk-pass” to do in order to improve teaching and learning for all students?
How will you “jump off the cliff” to ask for student feedback about your teaching and learning environment?

Chapter 6: Problem Finders-Solvers

Jun 30, 2019Book StudyBook Study, Chapter Synopsis, Discussion Questions, Further Reading, Further Viewing, Identity Day, Part II, Problem Finders-Solvers, The Core

How empowering would it be to find a meaningful problem and explore ways to resolve or respond to the problem? When we care deeply about a problem, we are more likely to find a meaningful solution and enjoy the learning process. In this chapter, you will learn new ways to help your students become problem finds and problem solvers!

Further Viewing

Questions for Discussion

Think of one problem that is meaningful to yourself as an educator. How can you model the practice of problem-finding to your students while solving something that is significant to your own world?
If you asked your students to identify the most heartbreaking aspects of school, what do you think they would say?
How could you design learning experiences that would help students to solve the problems that prevent them from being successful in school?