Name of Student: John Nolan

Article/Reading: Innovation happens: Classrooms as site of change

1. CONCISE SUMMARY OF READING

As evident in the title, this article takes an in-depth look at innovation in

the classroom and the importance of teaching creativity in order to help
the children in front of us today to develop into the leaders of tomorrow,
We think this is important when we consider that the leaders of tomorrow
are sitting in the classrooms of today. (NCCA, N/D). The article outlines 6
ideas to promote innovation in the classroom and opens the discussion
about each idea with a question which sparks the reader into thinking
about the idea.
Idea 1 states that Innovation is not just about the economy (NCCA, N/D).
The question which is posed is When was the last time you heard about
innovation not just in conversations about our economy but also about
our culture and society? (NCCA, N/D). The article discusses a report from
the OECD in which it defines innovation as investment to produce and
apply new knowledge (NCCA, N/D).This idea of innovation looks at how
schools are being overlooked in the road map to promote creativity and
innovation. More and more calls are being made for schools to educate
children to be more innovative and creative people to fit into and further
improve the business sector. However in order to create a more innovative
society we must educate children to be more creative individuals and to
fulfil their potential.
Idea 2 claims that To really understand innovation, we need to think
about the opposite of it (NCCA, N/D). This idea poses the question,
When was the last time you thought about things that hold us back
that fill the space between innovation and us? (NCCA, N/D). Throughout
this idea the article takes a good look at the opposite to innovation which
is inertia. It also accepts that innovation is a risk that can sometimes lead
to failure. The points system in the education system is identified as the
main keeper of inertia in the education system, If we need 4 smarter
graduates from university, we may need to think about smarter
mechanisms for getting in there in the first place! (NCCA, N/D). In order

to promote creativity and innovation in the economy and in schools we

must remove the keepers of inertia which prevent it.
Idea 3 focuses on Our world today challenges us to find better solutions
to more complex problems (NCCA, N/D). It asks the question, When was
the last time you tried to find solutions for problems that didnt seem to
exist before? (NCCA, N/D). The world that we live in today challenges us
to look for better solutions to more difficult problems. As our world evolves
our need for innovation evolves too. The curriculum in the classroom does
not reflect the change in the world around us. Certain skills and
competencies have been identified as necessary in regards to innovation
and problem solving however these needs are not being properly
addressed. Languages such as Chinese and new sciences and
technologies are not being adequately addressed.
Idea 4 looks at School classrooms and early childhood settings are
already sites of innovation (NCCA, N/D). The question which is being
posed with this idea is, When was the last time you heard about
innovation happening in real classrooms and early years settings?
(NCCA, N/D). Structures are in place in the education system to help
promote innovation in line with the 21 st century. In Aistear: Early years of
childhood development, rich play is being used as a teaching and learning
methodology. The assessment strand of the primary school strand has
promoted change in the mind-set of the teacher as they adapt and try
new assessment strategies. In the language strand teachers are trying
new directions to help students become more active and creative and
children have responded positively to this. The roll out of project maths is
promoting a different way of thinking about maths and develops more of a
problem solving mind-set in students. Innovative science assessment kits
are being developed to address reliability with scientific assessment.
Through the key skills network students are taking more control of their
learning and are then allowed to be more innovative.
Idea 5 states that Innovation is not just the preserve of Maths, Science,
Engineering and Technology (NCCA, N/D). When was the last time you
heard about innovation happening not just in maths, science,
engineering and technology but also in other curriculum areas and
subjects such as language and the arts? (NCCA, N/D). All subject areas are
important when it comes to innovation. Certain areas must not be
marginalised just because they are not traditionally considered areas in
which innovation is seen as essential. The NCCA has shown this
throughout this idea following their work with schools.
Finally idea 6 states that The Early Years are critically important in

nurturing innovation in children (NCCA, N/D). A number of questions are

poses in this idea, Did you ever try to describe what make us innovative?
How do we foster this capacity to be innovative in one another? When
does this learning begin? (NCCA, N/D). The early years in education are
extremely important in the development of children and their creativity.
Aistear: Early Childhood Curriculum Framework, puts a major focus on
nurturing a range of dispositions in young children, such as taking an
interest, acting on your curiosity, taking responsibility, persevering in the
face of difficulty, being playful, and using your initiative to solve
problems (NCCA, N/D), from birth up to the age of 6 years. Aistear
enables children to find answers for themselves and NCCAs key skills
programme continues this work at second level schools to ensure this
development continues.
In a final word the article concludes that innovation is not something that
can be taught as a module in schools and it is not a one off event. It is in
fact a way of working and learning across a wide range of subject areas in
order to enhance not only tomorrows economy but also tomorrows
society.

2. CRITICAL REFLECTION

I strongly believe that innovation is a key ingredient to success and this is

why I chose this article. I did enjoy reading this article as it was
informative for the most part. There was however areas that I found to be
somewhat detached from the title of the idea. Upon reflecting on this
article I have drawn some conclusions which I will outline below.
This article focuses on innovation in the classroom and areas in which
innovation and creativity can be promoted and developed in order to
enhance students learning, in particular life skills and problem solving.
Innovation is a key part of success in the economy of today and education
is a key part of innovation. An article written in 2013 by Forbes, outlines
the shift in learning strategies coming in business in the near future. The
importance of an ability to provide leadership is described, Global CEOs
face an environment that is more competitive than everone in which
they live or die by their ability to lead innovation (Forbes, 2013). We need
to educate creative and innovative leaders not only for the economy but
for our society as a whole. However our education system is not yet at the
stage to promote innovation at the level that is required. Changes and
initiatives are being implemented across both primary and secondary
level in order to develop a more creative mind-set and to enhance
problem solving. Project maths is one of the initiatives which are being

rolled out to help students develop problem solving skills, Project

Maths is an exciting, dynamic development in Irish education. It involves
empowering students to develop essential problem-solving skills for
higher education and the workplace by engaging teenagers with
mathematics set in interesting and real-world contexts (NCCA, N/D).
On first look I felt that the main strength of the article was its layout. I like
the way that it is divided up into 6 ideas so as the reader knows what
each section is about before they delve deeper into the topic. I felt from
the beginning that the question at the start of each idea would spark the
interest of the reader and get them thinking deeper about the topic.
However as I reflect on the article and look closer at the content I feel that
the areas which could have been the strengths are in actual fact major
weaknesses in the article. I feel that most of the questions serve little
purpose in this article and the fact that they all begin with the same
opening with the exception of idea 6, When was the last time you.
(NCCA, N/D). Idea 6 was the only one which posed a question that really
sparked my interest as it forced me to stop and think for a minute about
the what exactly innovation is, how do we teach others to be innovative
and when learning to be innovative actually begins. There is an art to
questioning in order to spark interest and I feel that 5 of the 6 questions
failed in this aspect. Higher-order questions require answers that go
beyond simple information and as such both the language and thinking
behind them is more complex. (BBC, N/D). I also felt that the titles of the
ideas did not truly reflect what was being discussed throughout the
section below. The title of idea 3, Our world today challenges us to find
better solutions to more complex problems (NCCA, N/D), for example,
does not appear to be a true reflection of what is discussed in the section.
The title is simply repeated in the first sentence and the section takes a
direction of its own. The idea discusses a lot of different areas which dont
flow together or suit the title and is eventually summed up by pointing out
that the curriculum does not address subjects such as Chinese and
advances in sciences and technologies.
I feel that the ideas outlined in this article will be of great benefit to me
during teaching practice. Following my analysis of this article it has
become increasingly evident to me that innovation is becoming more and
more important to be promoted in the classroom. It is our responsibility as
educators to ensure that students are ready for whatever life after school
throws at them, not just in economically but socially. As this article states
We think this is important when we consider that the leaders of tomorrow
are sitting in the classrooms of today (NCCA, N/D). Upon first reading you
may think that this means economic or political leaders, but this can in

fact mean a leader in society, a leader in change or a leader in anything

that they decide to pursue. In an interview with Thomas L. Friedman, Tony
Wagner, a self-proclaimed translator between the education and the
business world, states that The goal of education today should not be to
make every child college ready but innovation ready - ready to add
value to whatever they do (informED, 2015). Based on the article
reviewed in this paper and the interview with Wagner I strongly believe
that education is the foundation for innovation and producing students
who are ready to progress and to provide leadership in any area of society
which they chose to enter.
3. LIST OF REFERENCES

Bibliography
BBC, N/D. Teaching English. [Online]
Available at: http://www.teachingenglish.org.uk/knowledge-database/higher-order-questions
[Accessed 28 November 2014].
Forbes, 2013. Redefining Workplace Learning For The 21st Century. Forbes Brand Voice.
informED, 2015. informED. [Online]
Available at: http://www.opencolleges.edu.au/informed/features/educating-innovators/
[Accessed 20 October 2015].
NCCA, N/D. Innovation happens: Classrooms as site of change, s.l.: s.n.
NCCA, N/D. Project Maths. [Online]
Available at: http://www.ncca.ie/en/Curriculum_and_Assessment/PostPrimary_Education/Project_Maths/
[Accessed 22 October 2015].