Four Ways School Leaders Can Support Meaningful Innovation
A Problem-Solving Game For Teachers and Administrators
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FM","link":"/"}},"mindshift_47273":{"type":"posts","id":"mindshift_47273","meta":{"index":"posts_1591205157","site":"mindshift","id":"47273","score":null,"sort":[1483944190000]},"guestAuthors":[],"slug":"four-ways-school-leaders-can-support-meaningful-innovation","title":"Four Ways School Leaders Can Support Meaningful Innovation","publishDate":1483944190,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When schools try to innovate, they often take a traditional top-down approach: devise a strategy, roll it out to teachers and support a high-fidelity implementation. The end result is often one that lacks teacher support or genuine enthusiasm -- initiatives putter along and change is sporadic or modest.\u003c/p>\n\u003cp>In education and beyond, innovation is usually the result of iteration rather than central planning. In schools that succeed in implementing real instructional improvements, teachers figure out how to improve teaching and learning by journeying through multiple passes of a cycle of experiment, reflection and adjustment.\u003c/p>\n\u003cp>If a school leader’s goal is to implement thoughtful innovation, one way to think about school leadership, therefore, is to think about how to help teachers move through that cycle of iteration and innovation more effectively, more efficiently and more joyfully. Administrators have four powerful places where they can \"grease the gears\" of this cycle: creating an R&D budget, supporting opportunities for team learning, creating spaces for broader teacher sharing and learning, and building consensus around a shared vision and shared instructional language.\u003c/p>\n\u003cp>\u003cstrong>1. R&D\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In order to stay relevant to the changing demands of the consumer, companies and organizations invest in research and development. What can schools do to invest in research and development for good teaching? One place to start is to ask about the R&D budget in your school in a more expansive sense. How do schools allocate time, resources and energy to support teachers in trying new things?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As a school leader, the first resource that you can offer innovative teachers is your enthusiasm and your protection. Whenever I start working with teachers in a new school district around innovation initiatives, I always ask the principal or headmaster or superintendent to come to the first professional development session and offer a benediction of sorts. One part of the benediction is to offer encouragement and support for the new initiative, but the second part is to offer cover and to say, \"Look, learning takes time, and not everything you try is going to work. But as students have questions, as parents have questions, you can count on me to have your back, and support you through these changes.\"\u003c/p>\n\u003cp>https://youtu.be/2Q3VyW1zMHI\u003c/p>\n\u003cp>How can you find more time, more money, more resources to give to teachers as an R&D budget? Can you give a teacher a one-course release for a year or half a year to do some extra research and experimentation in a department? Can you pay teachers for their time over the summer to work together?\u003c/p>\n\u003cp>One of the largest untapped resources for innovation in schools are students. In many technology initiatives, schools have realized that they will never have the budget to hire enough support staff to meet all of the tech-support needs of their teachers, but there are lots of kids in schools who would love to help their teachers create better lessons and classrooms using technology. So schools around the world are organizing these \u003cstrong>\u003ca href=\"https://bhshelpdesk.com/\">great student help desks\u003c/a>,\u003c/strong> where teachers can not only get tech support, but real instructional design support.\u003c/p>\n\u003cp>\u003cstrong>2. Helping Teams Learn from Experiments\u003c/strong>\u003c/p>\n\u003cp>The second entry point is around team learning. When teachers are experimenting, how do we maximize opportunities for teams to learn from one another? Two particularly powerful practices here are Looking at Student Work and instructional rounds. \u003ca href=\"http://www.nsrfharmony.org/system/files/protocols/atlas_lfsw_0.pdf\">\u003cstrong>Looking at Student Work\u003c/strong>\u003c/a> involves closely examining representative pieces of student work, and asking questions about what kinds of learning students are doing and what kinds of evidence we can find of student learning in their assessments. Teams usually use specific protocols that help keep people focused on evidence of student thinking and understanding. These are really powerful pathways into understanding learning. The second practice is classroom observation and \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Making-the-Most-of-Instructional-Rounds.aspx\">\u003cstrong>instructional rounds\u003c/strong>\u003c/a>. The idea here is to let teachers get into each other's classrooms to see innovation happening. The deeper level of exposure to teachers engaged in new practices helps others figure out how to make sense of them throughout the school year.\u003c/p>\n\u003cp>\u003cstrong>3. Creating Opportunities for Sharing Across Learning Communities\u003c/strong>\u003c/p>\n\u003cp>For the third entry point to innovation, school leaders need to create spaces where teachers can share with one another. How much time in faculty meeting is spent on announcements that you could just print out for people and have them read? How can we devote all of that time to celebrating and sharing practice, to let teachers who do cool things show them to their colleagues?\u003c/p>\n\u003cp>How can you create informal learning spaces for people to gather? Here in Boston we have the Lila G. Frederick Pilot School, which was founded by Deb Socia, a leading advocate for technology access for students in poverty-impacted communities. Deb used to run \u003ca href=\"http://commonwealthmagazine.org/uncategorized/laptops-rule-among-students-in-middle-school/\">\u003cstrong>Bagels and Laptops\u003c/strong>\u003c/a>, where every Wednesday she'd buy a big bag of bagels and invite one teacher to share work for 15-20 minutes before classes got going.\u003c/p>\n\u003cp>There are schools where administrators are experimenting with models of teacher-led professional development like \u003ca href=\"http://www.edcamp.org/\">\u003cstrong>EdCamps\u003c/strong>\u003c/a>. EdCamps are conferences or professional development days that have learning sessions, but they aren't planned in advance. Rather, participants make suggestions for what they most want to discuss and learn more about, and then teachers get a chance to share with one another. It's a forum that privileges teacher-to-teacher learning and sharing.\u003c/p>\n\u003cp>\u003cstrong>4. Guiding Innovation with Shared Vision and Shared Instructional Language\u003c/strong>\u003c/p>\n\u003cp>The fourth entry point is about guidelines and guardrails. One risk of encouraging experimentation is that it can go in a million different directions. This is one of the central risks of innovation in America schools, that it's happening all the time, but it never comes together. We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade-level teams, and not in whole schools. Great teachers retire, and their insights and wisdom retire with them\u003c/p>\n\u003cp>Effective school leaders help ensure that innovation has a trajectory that's guided by a shared vision and a shared instructional language. Ideally, teachers have a sense that they are encouraged to innovate and experiment, but particularly encouraged to try to improve the shared goals of the school. Basically, it's like giving teachers a canvas and a frame in which innovation can happen in ways that connect efforts.\u003c/p>\n\u003cp>Collaborative innovation also benefits from a shared instructional language, from a common way of describing what good teaching and learning look like. There are lots of ideas, systems, books and experts that can help as the foundation of this shared instructional language: \u003ca href=\"http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx\">\u003cstrong>Understanding by Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.pz.harvard.edu/projects/teaching-for-understanding\">\u003cstrong>Teaching for Understanding\u003c/strong>\u003c/a>, or \u003ca href=\"http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf\">\u003cstrong>First Principles of Instructional Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.cast.org/our-work/about-udl.html\">\u003cstrong>Universal Design for Learning\u003c/strong>\u003c/a>, or \u003ca href=\"http://teachlikeachampion.com/\">\u003cstrong>Teach Like a Champion\u003c/strong>\u003c/a>, or\u003ca href=\"https://www.bie.org/\">\u003cstrong> Project-Based Learning\u003c/strong>\u003c/a> or any one of many other languages of instruction. And there are plenty of schools and districts that create their own shared ways of described great teaching and learning.\u003c/p>\n\u003cp>I favor some of these approaches over others, but I actually think it's less important which language schools choose and more important that they choose a language. It's more important to get one system right than it is to get the one right system.\u003c/p>\n\u003cp>When there are some guardrails and guidelines for innovation, that's a foundation for teachers to share, collaborate and improve together.\u003c/p>\n\u003cp>There will never be enough administrators in a school building to do all of the classroom work needed to be done to truly have innovation thrive. School leaders need to focus their attention on creating the conditions where teachers have the resources, courage and support to experiment with improving their practice, and then the space to share what they are learning with other educators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/bjfr\">Justin Reich\u003c/a> is \u003c/em>\u003cem>executive director of the MIT Teaching Systems Lab and a research scientist in the MIT Office of Digital Learning\u003c/em>\u003cem>. He teaches the online course, \u003c/em>\u003ca href=\"https://www.edx.org/course/launching-innovation-schools-mitx-microsoft-education-11-154x\">\u003cem>Launching Innovation in Schools\u003c/em>\u003c/a>\u003cem>\u003cstrong>,\u003c/strong> offered through edX and taught with Peter Senge. Launching Innovation in Schools guides school leaders -- teacher-leaders, principals, department heads, IT directors, superintendents -- through fundamental principles of launching and sustaining innovation in schools. An version of this post appeared on \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2016/11/four_ways_school_leaders_can_support_innovation.html\">Education Week's EdTech Researcher\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Justin Reich outlines ways school leaders can identify, apply and nurture changes that are needed to make sure education is keeping up with students' needs. ","status":"publish","parent":0,"modified":1483944190,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1413},"headData":{"title":"Four Ways School Leaders Can Support Meaningful Innovation | KQED","description":"Justin Reich outlines ways school leaders can identify, apply and nurture changes that are needed to make sure education is keeping up with students' needs. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Ways School Leaders Can Support Meaningful Innovation","datePublished":"2017-01-09T06:43:10.000Z","dateModified":"2017-01-09T06:43:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47273 http://ww2.kqed.org/mindshift/?p=47273","disqusUrl":"https://ww2.kqed.org/mindshift/2017/01/08/four-ways-school-leaders-can-support-meaningful-innovation/","disqusTitle":"Four Ways School Leaders Can Support Meaningful Innovation","nprByline":"\u003cstrong>Justin Reich\u003c/strong>","path":"/mindshift/47273/four-ways-school-leaders-can-support-meaningful-innovation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When schools try to innovate, they often take a traditional top-down approach: devise a strategy, roll it out to teachers and support a high-fidelity implementation. The end result is often one that lacks teacher support or genuine enthusiasm -- initiatives putter along and change is sporadic or modest.\u003c/p>\n\u003cp>In education and beyond, innovation is usually the result of iteration rather than central planning. In schools that succeed in implementing real instructional improvements, teachers figure out how to improve teaching and learning by journeying through multiple passes of a cycle of experiment, reflection and adjustment.\u003c/p>\n\u003cp>If a school leader’s goal is to implement thoughtful innovation, one way to think about school leadership, therefore, is to think about how to help teachers move through that cycle of iteration and innovation more effectively, more efficiently and more joyfully. Administrators have four powerful places where they can \"grease the gears\" of this cycle: creating an R&D budget, supporting opportunities for team learning, creating spaces for broader teacher sharing and learning, and building consensus around a shared vision and shared instructional language.\u003c/p>\n\u003cp>\u003cstrong>1. R&D\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>In order to stay relevant to the changing demands of the consumer, companies and organizations invest in research and development. What can schools do to invest in research and development for good teaching? One place to start is to ask about the R&D budget in your school in a more expansive sense. How do schools allocate time, resources and energy to support teachers in trying new things?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As a school leader, the first resource that you can offer innovative teachers is your enthusiasm and your protection. Whenever I start working with teachers in a new school district around innovation initiatives, I always ask the principal or headmaster or superintendent to come to the first professional development session and offer a benediction of sorts. One part of the benediction is to offer encouragement and support for the new initiative, but the second part is to offer cover and to say, \"Look, learning takes time, and not everything you try is going to work. But as students have questions, as parents have questions, you can count on me to have your back, and support you through these changes.\"\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/2Q3VyW1zMHI'\n title='//www.youtube.com/embed/2Q3VyW1zMHI'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>How can you find more time, more money, more resources to give to teachers as an R&D budget? Can you give a teacher a one-course release for a year or half a year to do some extra research and experimentation in a department? Can you pay teachers for their time over the summer to work together?\u003c/p>\n\u003cp>One of the largest untapped resources for innovation in schools are students. In many technology initiatives, schools have realized that they will never have the budget to hire enough support staff to meet all of the tech-support needs of their teachers, but there are lots of kids in schools who would love to help their teachers create better lessons and classrooms using technology. So schools around the world are organizing these \u003cstrong>\u003ca href=\"https://bhshelpdesk.com/\">great student help desks\u003c/a>,\u003c/strong> where teachers can not only get tech support, but real instructional design support.\u003c/p>\n\u003cp>\u003cstrong>2. Helping Teams Learn from Experiments\u003c/strong>\u003c/p>\n\u003cp>The second entry point is around team learning. When teachers are experimenting, how do we maximize opportunities for teams to learn from one another? Two particularly powerful practices here are Looking at Student Work and instructional rounds. \u003ca href=\"http://www.nsrfharmony.org/system/files/protocols/atlas_lfsw_0.pdf\">\u003cstrong>Looking at Student Work\u003c/strong>\u003c/a> involves closely examining representative pieces of student work, and asking questions about what kinds of learning students are doing and what kinds of evidence we can find of student learning in their assessments. Teams usually use specific protocols that help keep people focused on evidence of student thinking and understanding. These are really powerful pathways into understanding learning. The second practice is classroom observation and \u003ca href=\"http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Making-the-Most-of-Instructional-Rounds.aspx\">\u003cstrong>instructional rounds\u003c/strong>\u003c/a>. The idea here is to let teachers get into each other's classrooms to see innovation happening. The deeper level of exposure to teachers engaged in new practices helps others figure out how to make sense of them throughout the school year.\u003c/p>\n\u003cp>\u003cstrong>3. Creating Opportunities for Sharing Across Learning Communities\u003c/strong>\u003c/p>\n\u003cp>For the third entry point to innovation, school leaders need to create spaces where teachers can share with one another. How much time in faculty meeting is spent on announcements that you could just print out for people and have them read? How can we devote all of that time to celebrating and sharing practice, to let teachers who do cool things show them to their colleagues?\u003c/p>\n\u003cp>How can you create informal learning spaces for people to gather? Here in Boston we have the Lila G. Frederick Pilot School, which was founded by Deb Socia, a leading advocate for technology access for students in poverty-impacted communities. Deb used to run \u003ca href=\"http://commonwealthmagazine.org/uncategorized/laptops-rule-among-students-in-middle-school/\">\u003cstrong>Bagels and Laptops\u003c/strong>\u003c/a>, where every Wednesday she'd buy a big bag of bagels and invite one teacher to share work for 15-20 minutes before classes got going.\u003c/p>\n\u003cp>There are schools where administrators are experimenting with models of teacher-led professional development like \u003ca href=\"http://www.edcamp.org/\">\u003cstrong>EdCamps\u003c/strong>\u003c/a>. EdCamps are conferences or professional development days that have learning sessions, but they aren't planned in advance. Rather, participants make suggestions for what they most want to discuss and learn more about, and then teachers get a chance to share with one another. It's a forum that privileges teacher-to-teacher learning and sharing.\u003c/p>\n\u003cp>\u003cstrong>4. Guiding Innovation with Shared Vision and Shared Instructional Language\u003c/strong>\u003c/p>\n\u003cp>The fourth entry point is about guidelines and guardrails. One risk of encouraging experimentation is that it can go in a million different directions. This is one of the central risks of innovation in America schools, that it's happening all the time, but it never comes together. We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade-level teams, and not in whole schools. Great teachers retire, and their insights and wisdom retire with them\u003c/p>\n\u003cp>Effective school leaders help ensure that innovation has a trajectory that's guided by a shared vision and a shared instructional language. Ideally, teachers have a sense that they are encouraged to innovate and experiment, but particularly encouraged to try to improve the shared goals of the school. Basically, it's like giving teachers a canvas and a frame in which innovation can happen in ways that connect efforts.\u003c/p>\n\u003cp>Collaborative innovation also benefits from a shared instructional language, from a common way of describing what good teaching and learning look like. There are lots of ideas, systems, books and experts that can help as the foundation of this shared instructional language: \u003ca href=\"http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx\">\u003cstrong>Understanding by Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.pz.harvard.edu/projects/teaching-for-understanding\">\u003cstrong>Teaching for Understanding\u003c/strong>\u003c/a>, or \u003ca href=\"http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf\">\u003cstrong>First Principles of Instructional Design\u003c/strong>\u003c/a>, or \u003ca href=\"http://www.cast.org/our-work/about-udl.html\">\u003cstrong>Universal Design for Learning\u003c/strong>\u003c/a>, or \u003ca href=\"http://teachlikeachampion.com/\">\u003cstrong>Teach Like a Champion\u003c/strong>\u003c/a>, or\u003ca href=\"https://www.bie.org/\">\u003cstrong> Project-Based Learning\u003c/strong>\u003c/a> or any one of many other languages of instruction. And there are plenty of schools and districts that create their own shared ways of described great teaching and learning.\u003c/p>\n\u003cp>I favor some of these approaches over others, but I actually think it's less important which language schools choose and more important that they choose a language. It's more important to get one system right than it is to get the one right system.\u003c/p>\n\u003cp>When there are some guardrails and guidelines for innovation, that's a foundation for teachers to share, collaborate and improve together.\u003c/p>\n\u003cp>There will never be enough administrators in a school building to do all of the classroom work needed to be done to truly have innovation thrive. School leaders need to focus their attention on creating the conditions where teachers have the resources, courage and support to experiment with improving their practice, and then the space to share what they are learning with other educators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/bjfr\">Justin Reich\u003c/a> is \u003c/em>\u003cem>executive director of the MIT Teaching Systems Lab and a research scientist in the MIT Office of Digital Learning\u003c/em>\u003cem>. He teaches the online course, \u003c/em>\u003ca href=\"https://www.edx.org/course/launching-innovation-schools-mitx-microsoft-education-11-154x\">\u003cem>Launching Innovation in Schools\u003c/em>\u003c/a>\u003cem>\u003cstrong>,\u003c/strong> offered through edX and taught with Peter Senge. Launching Innovation in Schools guides school leaders -- teacher-leaders, principals, department heads, IT directors, superintendents -- through fundamental principles of launching and sustaining innovation in schools. An version of this post appeared on \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2016/11/four_ways_school_leaders_can_support_innovation.html\">Education Week's EdTech Researcher\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47273/four-ways-school-leaders-can-support-meaningful-innovation","authors":["byline_mindshift_47273"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_70","mindshift_20776"],"featImg":"mindshift_47288","label":"mindshift"},"mindshift_38229":{"type":"posts","id":"mindshift_38229","meta":{"index":"posts_1591205157","site":"mindshift","id":"38229","score":null,"sort":[1414158194000]},"guestAuthors":[],"slug":"a-problem-solving-game-for-teachers-and-administrators","title":"A Problem-Solving Game For Teachers and Administrators ","publishDate":1414158194,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38244\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork.gif\">\u003cimg class=\"size-large wp-image-38244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Earlier, I wrote about four activities teachers and school leaders can use to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/four-activities-to-jump-start-teamwork-among-teachers-and-school-leaders/\">jump-start creative problem-solving\u003c/a> in teams. Given the increased pressure on educators to innovate, the goals for each activity were to build or deepen skills associated with that work. Readers expressed particular interest in one of these activities, so I wanted to do a deep dive and provide additional information.\u003c/p>\n\u003cp>This activity grew out of my work with teachers and school leaders to identify effective solutions to school problems. Over time, I became curious about how schools might make pain points visible, in order to tap into educators’ collective wisdom to solve them. I wondered, too, if we could structure this problem-solving in such a way that everyone’s voice would be heard. Finally, I wondered if there might be a way to make it a fun and creative game. That’s where a set of index cards comes in.\u003c/p>\n\u003cp>\u003cstrong>Game Objective\u003c/strong> \u003c/p>\n\u003cp>To identify as many creative solutions to pain points as possible by pairing each to a relevant observation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Rules of the Game\u003c/strong>\u003c/p>\n\u003cp>1. Each team plays with an identical set of cards.\u003cbr>\n2. Each deck of cards will be developed in advance of game play.\u003cbr>\n3. Every stakeholder will have an opportunity to contribute cards to the deck. This ensures that all pain points are made public.\u003cbr>\n4. Observations are neutral. There is no such thing as a “bad” observation.\u003cbr>\nAs many stakeholders as possible -- teachers, staff, administrators, students, parents, families, board members, etc. -- will participate, so that everyone can be part of the solution.\u003cbr>\n5. Team size is determined by the amount of time for card play and by the total number of cards per deck.\u003cbr>\n6. Teams should be no larger than six and no smaller than two.\u003c/p>\n\u003cp>\u003cstrong>How to Build the Deck\u003c/strong>\u003c/p>\n\u003cp>1. There are two types of cards in every deck, Pain Point and Observation cards.\u003cbr>\n2. Each deck will include an equal number of Pain Point and Observation cards.\u003cbr>\n3. Create cards using index cards or, if card players prefer, an online note tool, like Evernote.\u003cbr>\n4. Cards will be highly readable, and pain points and observations will make sense to everyone. This is especially important if game play will include teachers from across the district or stakeholders from outside the school.\u003cbr>\n5. Everyone who plays the game will have an opportunity to create cards for the deck. Players are more invested if they can contribute pain points and observations.\u003cbr>\n6. Time will be provided for everyone to create cards. It’s best to request cards in advance of game day, although game facilitators can also build time into the day to allow everyone to build the deck.\u003c/p>\n\u003cp>\u003cstrong>Building Pain Point Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38240\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card-640x400.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\" class=\"size-large wp-image-38240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Pain Point card should include the following:\u003c/p>\n\u003cp>-The title “Pain Point” so that players know it’s not an observation\u003cbr>\n-Problem question or statement. Examples include: “How can we find more time for community service in the middle school?” or “Laptop carts are also signed out in the high school. We don’t have enough carts for all students and teachers.”\u003cbr>\n-Tags. Possible tags for the sample two cards would include community service, middle school, laptop carts and high school.\u003c/p>\n\u003cp>For those addressing issues beyond their immediate school, include the school level (e.g., elementary, middle, high school, etc.) to avoid confusion. Knowing the school level will allow stakeholders unfamiliar with pain points and observations associated with that school to tailor their solutions.\u003c/p>\n\u003cp>\u003cstrong>Building Observation Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38239\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card.gif\">\u003cimg class=\"size-large wp-image-38239\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card-640x400.gif\" alt=\"Sample Observation card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Observation card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Observation card should include the following:\u003c/p>\n\u003cp>-The title “Observation” so players know it’s not a pain point.\u003cbr>\n-Neutral observation statement or question. Examples include: ““We don’t provide language classes in the elementary school” or “Why are there so few girls in AP Computer Science in our high school?”\u003cbr>\n-Tags. Possible tags for the sample two cards would include language classes, elementary school, girls, high school and AP Computer Science.\u003c/p>\n\u003cp>If relevant, be sure to include the school level (e.g., elementary, middle, high school, etc.) or grade.\u003c/p>\n\u003cp>\u003cstrong>Instructions for Play\u003c/strong>\u003c/p>\n\u003cp>1. To start, provide each team with an identical deck of cards. Keep team sizes to no more than six and no fewer than two. Size should be determined by the number of cards in the set – larger teams if deck size is 20 or more – and the amount of time allotted. The goal is for each team to work through the entire set of cards. Not all Pain Point cards will have a potentially matching Observation card. Set those cards aside and work with the matching pairs. \u003c/p>\n\u003cp>2. Each team should identify a note taker before the activity begins.\u003c/p>\n\u003cp>3. Provide at least one hour for this activity. Remember that participants will need time to read each card in the deck, to sort and re-sort cards, to think through and process with one another all the possible connections between the Pain Point and Observation cards, and to record connections and solutions. Rushing the process will make it more difficult for participants to be creative and to engage in the types of discussions needed to work through their ideas.\u003c/p>\n\u003cp>4. Provide time at the end for each team to share out at least one innovative solution. If possible, ask teams to post or tape all solutions and connections on a board or wall. Then ask all teams to do a gallery walk around the room, in order to learn from other teams.\u003c/p>\n\u003cp>5. Be sure to gather everyone’s recordings at the end of the activity. Facilitators create a shared document, like a Google doc, to which everyone can contribute. They can also collect hard-copy recordings and add the information to a shared document. Announce the timeline for how you will analyze this information and report back to everyone, and any other next steps. Facilitators can follow up at schoolwide meetings to lay out findings and next steps. Participants will be more engaged if they know there will be follow-up and that their solutions may be implemented.\u003c/p>\n\u003cp>Every time you do this activity, it should take less time, since participants will know what to expect, will have a stronger skill set in making creative connections, and will have a smaller deck of cards (there should be fewer Pain Points as time goes on).\u003c/p>\n\u003cp>\u003cstrong>Three Examples\u003c/strong>\u003c/p>\n\u003cp>1. A \u003cstrong>middle school loses a dedicated maker space \u003c/strong>to a much needed classroom due to increased enrollment. A team reads through their cards and looks for patterns. They notice that several cards include the tags of \"physical space.\" They put them to one side and read through them together. They wonder if they can find a way, as a group of teachers, to get creative with their classrooms by building a pop-up maker space schedule. While they don’t yet have all the answers, they know there’s something there. They pair up the cards, write up the connection, along with a draft of their solution -- a classroom “timeshare” -- and then move on to the other cards.\u003c/p>\n\u003cfigure id=\"attachment_38243\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card.gif\">\u003cimg class=\"size-large wp-image-38243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card and Observation cards.(Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>2. Another team gets caught up in the \u003cstrong>computer programming Pain Point\u003c/strong>. Several members of the team have read articles about online resources for learning how to code. This prompts another member of the group to look at the card tags more closely. She sees one focused on online resources and asks the group what it thinks. Immediately, another group member brings up the idea of creating an after-school programming club, open to all high school students, using free online resources that they can research, vet, and select as part of the club. Soon the group is recording the connections it has made and the solution it's proposing.\u003c/p>\n\u003cfigure id=\"attachment_38241\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card.gif\">\u003cimg class=\"size-large wp-image-38241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>3. Finally, another team gets caught up in a discussion of the card about the fifth-grade research project. For many of the team’s members, mostly middle and high school teachers in schools across the district, this is the first time they’re learning about this project. Several reflect on how hard it is for their own students to decide on research topics, and this gets them wondering if there isn’t a more real-world way to do it. In sorting through their observation cards, they notice the “real-world skills” card. This triggers a team member to talk about student entrepreneurship and a recent article he read about \u003cstrong>student pitch fests\u003c/strong>. The team categorizes pitching as a real-world skill and makes the connection between it and the research topic pain point. They record their idea and mention the article as a resource.\u003c/p>\n\u003cfigure id=\"attachment_38242\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card.gif\">\u003cimg class=\"size-large wp-image-38242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Clearly, this is just the start. Once ideas are recorded and shared, team members may want to connect with others post-activity to work through the details of problem-solving and implementation.\u003c/p>\n\u003cp>\u003cstrong>Empower Everyone to Innovate\u003c/strong>\u003c/p>\n\u003cp>This activity empowers all stakeholders. It gives everyone an opportunity to share pain points and observations and to brainstorm solutions. By building a card deck of context-specific pain points and observations, there’s buy-in from the start. All participants have a vested interest in the cards they create. Likewise, the activity has enough structure built in to drive toward solutions.\u003c/p>\n\u003cp>All who participate get to practice and deepen their creative problem-solving skills. You’ll be surprised at how energizing it will be to problem-solve with colleagues, how creative the solutions will be, and how pain points will begin to disappear.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A simple game can bring educators together to talk about pain points and observations, and ultimately, find a solution. ","status":"publish","parent":0,"modified":1414159173,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1720},"headData":{"title":"A Problem-Solving Game For Teachers and Administrators | KQED","description":"A simple game can bring educators together to talk about pain points and observations, and ultimately, find a solution. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Problem-Solving Game For Teachers and Administrators ","datePublished":"2014-10-24T13:43:14.000Z","dateModified":"2014-10-24T13:59:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38229 http://blogs.kqed.org/mindshift/?p=38229","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/24/a-problem-solving-game-for-teachers-and-administrators/","disqusTitle":"A Problem-Solving Game For Teachers and Administrators ","path":"/mindshift/38229/a-problem-solving-game-for-teachers-and-administrators","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38244\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork.gif\">\u003cimg class=\"size-large wp-image-38244\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Teamwork-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Gayle Allen\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Earlier, I wrote about four activities teachers and school leaders can use to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/four-activities-to-jump-start-teamwork-among-teachers-and-school-leaders/\">jump-start creative problem-solving\u003c/a> in teams. Given the increased pressure on educators to innovate, the goals for each activity were to build or deepen skills associated with that work. Readers expressed particular interest in one of these activities, so I wanted to do a deep dive and provide additional information.\u003c/p>\n\u003cp>This activity grew out of my work with teachers and school leaders to identify effective solutions to school problems. Over time, I became curious about how schools might make pain points visible, in order to tap into educators’ collective wisdom to solve them. I wondered, too, if we could structure this problem-solving in such a way that everyone’s voice would be heard. Finally, I wondered if there might be a way to make it a fun and creative game. That’s where a set of index cards comes in.\u003c/p>\n\u003cp>\u003cstrong>Game Objective\u003c/strong> \u003c/p>\n\u003cp>To identify as many creative solutions to pain points as possible by pairing each to a relevant observation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Rules of the Game\u003c/strong>\u003c/p>\n\u003cp>1. Each team plays with an identical set of cards.\u003cbr>\n2. Each deck of cards will be developed in advance of game play.\u003cbr>\n3. Every stakeholder will have an opportunity to contribute cards to the deck. This ensures that all pain points are made public.\u003cbr>\n4. Observations are neutral. There is no such thing as a “bad” observation.\u003cbr>\nAs many stakeholders as possible -- teachers, staff, administrators, students, parents, families, board members, etc. -- will participate, so that everyone can be part of the solution.\u003cbr>\n5. Team size is determined by the amount of time for card play and by the total number of cards per deck.\u003cbr>\n6. Teams should be no larger than six and no smaller than two.\u003c/p>\n\u003cp>\u003cstrong>How to Build the Deck\u003c/strong>\u003c/p>\n\u003cp>1. There are two types of cards in every deck, Pain Point and Observation cards.\u003cbr>\n2. Each deck will include an equal number of Pain Point and Observation cards.\u003cbr>\n3. Create cards using index cards or, if card players prefer, an online note tool, like Evernote.\u003cbr>\n4. Cards will be highly readable, and pain points and observations will make sense to everyone. This is especially important if game play will include teachers from across the district or stakeholders from outside the school.\u003cbr>\n5. Everyone who plays the game will have an opportunity to create cards for the deck. Players are more invested if they can contribute pain points and observations.\u003cbr>\n6. Time will be provided for everyone to create cards. It’s best to request cards in advance of game day, although game facilitators can also build time into the day to allow everyone to build the deck.\u003c/p>\n\u003cp>\u003cstrong>Building Pain Point Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38240\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Pain-Point-Card-640x400.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\" class=\"size-large wp-image-38240\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Pain Point card should include the following:\u003c/p>\n\u003cp>-The title “Pain Point” so that players know it’s not an observation\u003cbr>\n-Problem question or statement. Examples include: “How can we find more time for community service in the middle school?” or “Laptop carts are also signed out in the high school. We don’t have enough carts for all students and teachers.”\u003cbr>\n-Tags. Possible tags for the sample two cards would include community service, middle school, laptop carts and high school.\u003c/p>\n\u003cp>For those addressing issues beyond their immediate school, include the school level (e.g., elementary, middle, high school, etc.) to avoid confusion. Knowing the school level will allow stakeholders unfamiliar with pain points and observations associated with that school to tailor their solutions.\u003c/p>\n\u003cp>\u003cstrong>Building Observation Cards\u003c/strong>\u003c/p>\n\u003cfigure id=\"attachment_38239\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card.gif\">\u003cimg class=\"size-large wp-image-38239\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Observation-Card-640x400.gif\" alt=\"Sample Observation card (Courtesy of Gayle Allen)\" width=\"640\" height=\"400\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Observation card (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Every Observation card should include the following:\u003c/p>\n\u003cp>-The title “Observation” so players know it’s not a pain point.\u003cbr>\n-Neutral observation statement or question. Examples include: ““We don’t provide language classes in the elementary school” or “Why are there so few girls in AP Computer Science in our high school?”\u003cbr>\n-Tags. Possible tags for the sample two cards would include language classes, elementary school, girls, high school and AP Computer Science.\u003c/p>\n\u003cp>If relevant, be sure to include the school level (e.g., elementary, middle, high school, etc.) or grade.\u003c/p>\n\u003cp>\u003cstrong>Instructions for Play\u003c/strong>\u003c/p>\n\u003cp>1. To start, provide each team with an identical deck of cards. Keep team sizes to no more than six and no fewer than two. Size should be determined by the number of cards in the set – larger teams if deck size is 20 or more – and the amount of time allotted. The goal is for each team to work through the entire set of cards. Not all Pain Point cards will have a potentially matching Observation card. Set those cards aside and work with the matching pairs. \u003c/p>\n\u003cp>2. Each team should identify a note taker before the activity begins.\u003c/p>\n\u003cp>3. Provide at least one hour for this activity. Remember that participants will need time to read each card in the deck, to sort and re-sort cards, to think through and process with one another all the possible connections between the Pain Point and Observation cards, and to record connections and solutions. Rushing the process will make it more difficult for participants to be creative and to engage in the types of discussions needed to work through their ideas.\u003c/p>\n\u003cp>4. Provide time at the end for each team to share out at least one innovative solution. If possible, ask teams to post or tape all solutions and connections on a board or wall. Then ask all teams to do a gallery walk around the room, in order to learn from other teams.\u003c/p>\n\u003cp>5. Be sure to gather everyone’s recordings at the end of the activity. Facilitators create a shared document, like a Google doc, to which everyone can contribute. They can also collect hard-copy recordings and add the information to a shared document. Announce the timeline for how you will analyze this information and report back to everyone, and any other next steps. Facilitators can follow up at schoolwide meetings to lay out findings and next steps. Participants will be more engaged if they know there will be follow-up and that their solutions may be implemented.\u003c/p>\n\u003cp>Every time you do this activity, it should take less time, since participants will know what to expect, will have a stronger skill set in making creative connections, and will have a smaller deck of cards (there should be fewer Pain Points as time goes on).\u003c/p>\n\u003cp>\u003cstrong>Three Examples\u003c/strong>\u003c/p>\n\u003cp>1. A \u003cstrong>middle school loses a dedicated maker space \u003c/strong>to a much needed classroom due to increased enrollment. A team reads through their cards and looks for patterns. They notice that several cards include the tags of \"physical space.\" They put them to one side and read through them together. They wonder if they can find a way, as a group of teachers, to get creative with their classrooms by building a pop-up maker space schedule. While they don’t yet have all the answers, they know there’s something there. They pair up the cards, write up the connection, along with a draft of their solution -- a classroom “timeshare” -- and then move on to the other cards.\u003c/p>\n\u003cfigure id=\"attachment_38243\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card.gif\">\u003cimg class=\"size-large wp-image-38243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Enrollment-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point card and Observation cards.(Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>2. Another team gets caught up in the \u003cstrong>computer programming Pain Point\u003c/strong>. Several members of the team have read articles about online resources for learning how to code. This prompts another member of the group to look at the card tags more closely. She sees one focused on online resources and asks the group what it thinks. Immediately, another group member brings up the idea of creating an after-school programming club, open to all high school students, using free online resources that they can research, vet, and select as part of the club. Soon the group is recording the connections it has made and the solution it's proposing.\u003c/p>\n\u003cfigure id=\"attachment_38241\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card.gif\">\u003cimg class=\"size-large wp-image-38241\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Programming-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>3. Finally, another team gets caught up in a discussion of the card about the fifth-grade research project. For many of the team’s members, mostly middle and high school teachers in schools across the district, this is the first time they’re learning about this project. Several reflect on how hard it is for their own students to decide on research topics, and this gets them wondering if there isn’t a more real-world way to do it. In sorting through their observation cards, they notice the “real-world skills” card. This triggers a team member to talk about student entrepreneurship and a recent article he read about \u003cstrong>student pitch fests\u003c/strong>. The team categorizes pitching as a real-world skill and makes the connection between it and the research topic pain point. They record their idea and mention the article as a resource.\u003c/p>\n\u003cfigure id=\"attachment_38242\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card.gif\">\u003cimg class=\"size-large wp-image-38242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Real-World-Card-640x750.gif\" alt=\"Sample Pain Point card (Courtesy of Gayle Allen)\" width=\"640\" height=\"750\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Sample Pain Point and Observation cards. (Courtesy of Gayle Allen)\u003c/figcaption>\u003c/figure>\n\u003cp>Clearly, this is just the start. Once ideas are recorded and shared, team members may want to connect with others post-activity to work through the details of problem-solving and implementation.\u003c/p>\n\u003cp>\u003cstrong>Empower Everyone to Innovate\u003c/strong>\u003c/p>\n\u003cp>This activity empowers all stakeholders. It gives everyone an opportunity to share pain points and observations and to brainstorm solutions. By building a card deck of context-specific pain points and observations, there’s buy-in from the start. All participants have a vested interest in the cards they create. Likewise, the activity has enough structure built in to drive toward solutions.\u003c/p>\n\u003cp>All who participate get to practice and deepen their creative problem-solving skills. You’ll be surprised at how energizing it will be to problem-solve with colleagues, how creative the solutions will be, and how pain points will begin to disappear.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Gayle Allen spent nearly two decades as a teacher, school leader and founder of two professional development institutes. She holds an Ed.D. from Teachers College, Columbia University, where she focused her research on teacher learning. Gayle currently serves on the advisory board for \u003ca href=\"http://biobuilder.org/\">BioBuilder Educational Foundation\u003c/a> and is an edupreneur at BrightBytes. She blogs at \u003ca href=\"http://www.gayleallen.net/\">Connecting the Thoughts\u003c/a> and tweets \u003ca href=\"https://twitter.com/GAllenTC\">@GAllenTC\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38229/a-problem-solving-game-for-teachers-and-administrators","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_862","mindshift_1040","mindshift_20775","mindshift_20776","mindshift_394"],"featImg":"mindshift_38244","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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