Creative Schools

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Creative Schools by Mind Map: Creative Schools

1. Chapter 2- One size fits all industrial model does not fit in education as every student has it's own unique personality and are diverse learners.

1.1. Mr. Robinson points out that the problems we see in today's society stem from the pathways our society has created and are not successful ones.

1.2. Teacher's job is to facilitate and not take care of paperwork, administering test to save state budget and other housekeeping jobs that are irrelevant to teaching.

1.3. If left ignored, it gives rise to boredom and students being not engaged and not engaging the 4cs.

2. Chapter 1 Claim Statement #1- Education the world’s biggest business and that the real problem lies deep down in the roots of “teaching the curriculum.”

2.1. Economic Prosperity is one of the reason

2.2. The government's idea of executing education has flaws that are being ignored.

2.3. Data Collection and standardized testing had dominated the teaching industry. It has turned into a number game.

3. Chapter 1 Claim Statement #2 - The society needs to revisit curriculum taught in schools and "what the economy actually needs" for students to be successful.

3.1. Not all students who attend school make it through and earn a college degree.

3.2. As a result, it affects the socioeconomic relations, hence leading to increase in suicide rates among'st young students.

3.3. Secondly, teacher attrition rates are high, due to pressure felt by teachers to meet state standards, with an increase in responsibility and no income raise.

4. Chapter 6 Robinson claims that the motto behind curriculum should allow students to experience creativity, ability to communicate and be able to use criticism to draw inferences in a real world situation, hence making it more diverse, dynamic and allow students to dig deeper.

4.1. The depth is relevant to providing choices as it will help revolutionize the curriculum. For instance, offering choices in a subject area would allow students to dig deeper and understand the underlying concept to be able to apply it to their real life situations.

4.2. In the real world, students come across diverse groups of learners and innovative thinkers with whom they compete in the job market. By providing proper exposure to these diverse groups will allow effective collaboration on a global platform, hence promoting personal strengths and interests.

5. Chapter 6 Educators need to be trained in incorporating a "design thinking" way of deliverable as it will allow students to actively participate in the curriculum by "doing" things which leads to higher engagement and academic success.

5.1. Robinson states that when students participate in active learning, it allows them to collaborate and apply problem solving strategies to solve an authentic real life problem.

5.2. Creating new opportunities to use synchronous and asynchronous communications opens doors to innovative use of technology and allows students to demonstrate 21st century learning skills.

5.3. Robinson suggests that the values of citizenship are better learned in a safe environment where students are provided the opportunity to learn in a well equipped and balanced curriculum that integrate interdisciplinary subjects and allows student engagement in regards to economic, cultural, social and personal life experiences.

5.4. organize curriculum in schools that would promote student buy ins as it would increase student growth and achievement.

6. Chapter 2 - Ken Robinson claims that society should pay attention in raising a child as a "whole" by understanding the economic, social, and political affairs as it plays a vital role in allowing student's to choose their future career choices.

6.1. The problem with today's growing society is that we blindly believe and obey the standards set by the government and hold a student accountable if he/she is unsuccessful.

6.2. Mr. Robinson compare students to the industrial process, where students strenghts and talents are not polished, like the repetitive standards that ss come across.

6.3. Evidence

7. Chapter 7 Ken Robinson claims that assessment is an integral part of teaching and learning and educators must use a variety of assessments and not just standardized tests to hold them accountable for their academic growth and progress.

7.1. Robinson believes that standardized assessments should not be used to evaluate a child's academic progress as it takes away the creativity the aspect which leads to students view of school as a "boring" place instead of a place to be successful and grow. He claims that students should not be assessed by multiple choice questions, but should be graded on their overall portfolio.

7.2. He stresses the importance of understanding a student as a "whole" and requests his audience to think or come up to test students as they get read for the real-world.

7.3. Robinson argues that standadized testing data is closely looked by teachers to find those bubble kids that need extra help and support. In the gist of all this, the average of the middle kids are ignored and bored at school.

7.4. Standardized test curb student's natural creativity, and hindering students to use the5 C's and 4 E as they are stressed out working on multiple choice test questions. To separate value of assessment is to separate description and comparison. I think tests should be more like performance based to allow students to answer open ended questions that will allow students to justify their answer.

8. Chapter 8 I like and agree with Robinson's claim that great school leaders are aware of their school environment and area always working to build a community among students, teachers, parents and staff who share a common set of purpose.

8.1. I absolutely agree with his claim and do feel that my principal demonstrate leadership style where she is constantly trying to build a community of ongoing learners, who is constantly trying to find opportunities for teachers and students to be successful.

8.2. As I read this chapter, I reflect on my principal and do agree that principals who understand their environment, create a culture that allows for creativity, communication and collaboration.

8.3. I agree with Robinson where he states that great schools are "continuously creative." For instance, a few years ago, under the leadership of our principal, Mrs. Loya, initiated blended learning and allowed teachers an opportunity to learn how to personalize learning. Our county supported the initiative and had teachers trained in blended and personalized learning. However, our principal did not coax us to teach a certain way, but encouraged staff members to implement strategies that we learned in our daily instruction, eventually leading to a PL Walkthrough fair for the entire school. I respect my principal a lot and appreciate her leadership skills in the process.

9. Chapter 3 United States should follow the footsteps of their neighboring country "Finland" to better understand why and when were they successful in their education system.

9.1. Finland schools give preference to practical and vocational programs and not necessarily standardized testing.

9.2. It caters towards the teaching of the "whole" child, than tearing the program into bits and pieces like we do in US.

9.3. Finland schools hold students accountable with high standards, but the standardized exams are more at the end of the high school year, ( just like India) than to test students every year.

9.4. Schools rather collaborate at large than compete as they share resources to help students be successful. I think this is one important aspect of teaching those 21st century skills to students.

10. Chapter 8 Mr. Robinson claims that to be a Leader, a principal must be willing to sustain change and have knowledge about support resources needed to attain the job. It could mean transformation of school's culture, as teachers and students buy in the curriculum and feel part of the learning community.

10.1. Collaborative leadership skills demonstrate how a principal creates a shared vision, develop a defined and sustained school improvement plan with the support of a group of parents, teachers and student organization. Allowing staff to collaborate and find meaningful ways to communicate and share ideas pertaining to academic growth and achievement.

10.2. As I was reading this chapter, I was able to make connections with the way my principal interacts with every individual in the building. She is constantly striving to move the school forward by ensuring that every individual feels appreciated and pulls out the best out of everyone.

10.3. We have a leadership team in our school as just like Robinson suggest that " some leaders are collaborative while some act on conviction" is so true. In my school, even though our principal is the leader of eves team, she delegates leadership jobs and allows teachers to collaborate and have a dialogue that would enable them to share ideas and help to build a community of compassionate leaders.

10.4. Our school culture transformed from a traditional way of teaching to using innovative practices and personalizing the curriculum by allowing teachers to learn and attend workshops to understand the breadth of best practices that will benefit students to learn and make real-life connections to the material they learn.

11. Chapter 3 Modern education is distracting students from learning and teachers from teaching as it is full of distractions.

11.1. The standards created by the government is exacerbating our education system and is killing creativity within students as they are tested to the extreme.

11.2. Stealing the 4cs from students as we demand data and testing.

11.3. He mentions about the disconnect between the federal and state government in regards to policy making.

11.4. Root task is to create an environment where students and teachers can flourish by revolutionizing education from ground up.

12. Chapter 9 Robinson claims that life is not linear and one size fits all does not work for all. It is important to personalized the curriculum based on students needs and interests to allow academic growth and progress.

12.1. Robinson states that as each child has a unique "DNA" which means no two children from the same the family is alike, and educators must not judge them by the way their siblings behaved; in other words, there should be no dispositions.

12.2. Educators must understand student as a "whole" child and create learning opportunities based on those interests. For instance, if a student is interested in art, an educator can offer voice and choice where students can exhibit their artistic ability and talents as they also demonstrate an understanding of the content.

12.3. Parents' engagement has a direct relationship in maintaining motivation and achievement, regardless of their social economic standing. Collaboration with parents allows students to see value in education and the interdisciplinary connections as parents attend as guest speakers to talk about real life situations.

12.4. I feel that parents should be trained to allow their child to follow their dream and passion based on their talents and interests. For instance, I have noticed parents who have a background in line of doctors and expect their child to follow or pursue the ladder in being a doctor without asking their child about their interests, talents, or goals due to which the child feels pressured and leads to suicidal cases.

13. Chapter 4 Ken argues that in real life, we expect our needs and want to be satisfied through personalization of products and services, juxtaposed, we do not demonstrate or meet that type of learning in the school systems.

13.1. Students are required to be quiet in schools and listen to direct instruction for majority of the time.

13.2. The curriculum was set in stone and does not offer any choices in how we learn or what we learn.

13.3. Students quit, as they feel that school is too impersonal, and cannot meet one size fits all demands in the educations system. Hence, would rather take a low paying job, than work on calculus problems that they will never use in the real world.

13.4. Mr. Robinson argues that our school system is a matrix of organizational rituals and intellectual habits that do not reflect or demonstrate student's abilities or talents they possess.

14. Chapter 9 Robinson claims that Core for students success is Parent Collaboration and Engagement that would allow students to prosper and feel part of the "big picture" or the learning community.

14.1. Parents being part of the school improvement plan allows buy ins for both parents and students. By being an active member in their child's education, allows the parents to listen to ideas and concerns about their child's education, and come up with problem solving strategies.

14.2. The goal of parent collaboration should be to teach their child responsibility towards being school and academic success. However, some "helicopter parents" feel that they are being supportive of their child's education by advocating for every minute detail which eventually teaches the child lifelong dependency, which could hinder the child's learning experience in general as these "parents are potentially doing a good deal of harm and offering very little benefit." (213).

14.3. As parents try to enhance the learning experience of their child, they should support the educational mission and objectives of the school and try to facilitate effective communication between teachers, and the members that support their child's learning. Parent collaboration with schools allow to foster a deeper understanding of the content and make those real-world connections as parents share their experiences in relation to the 4cs.

15. Chapter 4 - Ken Robinson claims that children should be given opportunities to explore the surrounding by "play" based learning as it allows them to become responsible adults.

15.1. When assessing students, one test should not be used to make assumptions about a student, but should look at multiple assessments like teacher observations, multiple choice questions,

15.2. Researchers support the claim that students who use play to explore their surrounding and learn are more responsible in real life and become independent risk takers.

15.3. Children have an innate ability to learn, and are more successful through play based learning.

16. Chapter 10 Robinson claims that just like teachers and principals are transforming education to the next level, the policy makers and the society should consider the elements necessary for "climate control" by fostering health, ecology, fairness and care as we move towards personalizing students curriculum.

16.1. Understanding your students before coming up with instructional activities will allow the educators to cultivate student's enthusiasm for learning. When student's are provided with diverse curriculum or instructional activities to choose from, they have a Voice and Choice in learning and are more inclined to buy ins than drop off from the program.

16.2. The healthy system considers a holistic approach than teaching bits and pieces of elements. The money spent on resources for schools should be carefully looked into and provide professional training for teachers to learn and utilize these resources to the fullest. As every school functions differently, there should be wiggle room for teachers to use innovative practices in a safe and a caring environment as teaches educators to be innovative risk takers.

16.3. Promoting fairness amongst schools and counties should be the goal rather than competition for education. Education thrives on partnership and collaboration, and the schools should be fair and collaborate with the different schools in the country that feel like they are competing for a prize.

17. Chapter 5 Robinson claims that to raise academic achievement, teachers and students should consider teaching and learning as an ongoing relationship, instead of isolated events.

17.1. Teachers need to understand the needs and wants of every individual student for them to be successful in school.

17.2. The process of direct instruction is more like shooting air in the vacuum where the students are passive learners and are not taking ownership in learning.

17.3. Teachers should teach to make connections with the real world and ensure there is constant room for student reflection and answer open ended questions.

18. Chapter 10 Robinson claims that the policy makers and society needs to listen to the "voices of the culture" prior to spending money on professional development and understand the value of these policies affect our school and compare with the other schools in the country.

18.1. Robinson talks about one of the South Carolina schools mission is an expeditionary learning curriculum that moves away from regular textbook and leaps into project-based learning model. This scenario would require schools to reconsider their physical environment for seating arrangement leading to flexible seating and learning. This type of learning incorporates innovative methods of education like blended and persoanlized learning.

18.2. Robinson also points out that it takes a village to raise a child. In other words, the education system needs to be revolutionized right from policymakers, to educators to the learning community where more emphasis is given to encouraging innovation from ground up.

18.3. Last but not least, as these new and innovative methods are put in place, in Texas passed a bill to benefit students who grew up in diverse socio-economic conditions, from panhandle in the wind farms to petroleum refineries. The bill allowed students to take necessary graduation requirements and the number of state test; technically graduation requirements were personalized as per students needs allowing students to be successful; getting away from one size fits all model. The bill gave the flexibility to allow students to get in the job market when they were ready and so they did not have to take extra courses that they will never use.

18.4. Robinson expresses his discomfort in the No Child Left Behind law, as according to that law, students are tested more than usual, raising high standards and at the end of the day the students is happy because he scored a letter grade A on the test with limited or no retention of the content learned or no mastery acquired. It's like a factory-production view and a customer service outcome.

19. Chapter 5 Robinson claims that the basic fundamentals in education is "understanding your audience".

19.1. Robinson states that it is imperative to understand every student we teach and through building relationships the trust between teacher and the student will grow stronger.

19.2. Create programs and instructional activities that will get students all excited about.

19.3. Incorporate variety of instructional approaches to meet needs of diverse group of students as they learn and grow everyday.

19.4. Teachers should be provided professional development in regards to teaching with different approaches and styles.