{"product_id":"iterate-9781119913504","title":"Iterate","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eInnovate and implement new, effective ways of teaching in your school\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eIterate: The Secret to Innovation in Schools\u003c\/i\u003e, veteran educator, MIT professor, and incorrigible innovator Justin Reich delivers an insightful bridge between contemporary educational research and classroom teaching, showing you how to leverage the cycle of experiment and experience to create a compelling and engaging learning environment. In the book, you''ll learn how to employ a process of continuous improvement and tinkering to develop exciting new programs, activities, processes, and designs. \u003c\/p\u003e\u003cp\u003eThe author draws on over two decades of experience with educators, education researchers, and school leaders to explain how to apply the latest advances in the academic literature to your school, classroom, or online\/hybrid course. You''ll also find: \u003c\/p\u003e\u003cul\u003e\u003cli\u003eComplimentary access to two popular courses archived at the MIT Open Learning Library: \u003ci\u003eLaunching Innovation in Schools\u003c\/i\u003e and \u003ci\u003eDesign Thin\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/i\u003e\u003cp\u003eIntroduction: The Secret to School Improvement               7\u003c\/p\u003e \u003cp\u003eMy Best Teaching Ever: Wilderness Medicine      7\u003c\/p\u003e \u003cp\u003eCreating Time and Space for Iteration     9\u003c\/p\u003e \u003cp\u003eIterative Improvement at MIT     10\u003c\/p\u003e \u003cp\u003eThree Cycles for Iterative Improvement 11\u003c\/p\u003e \u003cp\u003eThe Cycle of Experiment and Peer Learning          13\u003c\/p\u003e \u003cp\u003eDesign Thinking for Leading and Learning              15\u003c\/p\u003e \u003cp\u003eCollaborative Innovation Cycle   17\u003c\/p\u003e \u003cp\u003eThree Principles for Iteration      18\u003c\/p\u003e \u003cp\u003eThink In Cycles and Spirals            19\u003c\/p\u003e \u003cp\u003eAct in Short Design Cycles             19\u003c\/p\u003e \u003cp\u003eImprove in Community  19\u003c\/p\u003e \u003cp\u003eChapter 1: What is the Cycle of Experiment and Peer Learning?   21\u003c\/p\u003e \u003cp\u003eChanging the Complex, Fine-Grained Work of Teaching   24\u003c\/p\u003e \u003cp\u003eTeachers Primarily Change Their Pedagogy in Response to Other Teachers             26\u003c\/p\u003e \u003cp\u003eThree Phases to the Cycle of Experiment and Peer Learning          27\u003c\/p\u003e \u003cp\u003eExperiment        28\u003c\/p\u003e \u003cp\u003eExperience         29\u003c\/p\u003e \u003cp\u003ePlan       32\u003c\/p\u003e \u003cp\u003eWhat’s missing from the Cycle of Experiment and Peer Learning 33\u003c\/p\u003e \u003cp\u003eEvaluation and Measurement    34\u003c\/p\u003e \u003cp\u003eLoss       35\u003c\/p\u003e \u003cp\u003ePower, Difference, and Design Justice     37\u003c\/p\u003e \u003cp\u003eLeadership and the Cycle of Experiment and Peer Learning            40\u003c\/p\u003e \u003cp\u003eChapter 2: Spinning the Cycle of Experiment and Peer Learning   44\u003c\/p\u003e \u003cp\u003eCreating More Opportunities for Experimentation            46\u003c\/p\u003e \u003cp\u003ePointing a Light: Targets of Difficulty        47\u003c\/p\u003e \u003cp\u003eMaking Time: Summer Innovation Funding           47\u003c\/p\u003e \u003cp\u003eFinding the Resources All Around You: Students as Designers       49\u003c\/p\u003e \u003cp\u003eInnovation Staffing: Department Heads, Coaches, and Teachers on Special Assignment    50\u003c\/p\u003e \u003cp\u003eUsing the Bully Pulpit      51\u003c\/p\u003e \u003cp\u003eMaking Team Learning Richer: Looking at Student Work and Instructional Rounds              53\u003c\/p\u003e \u003cp\u003eThe Proof of the Pudding: Looking at Student Work          53\u003c\/p\u003e \u003cp\u003eGetting into Classrooms: Instructional Rounds    54\u003c\/p\u003e \u003cp\u003eInstitutional Learning: Ramping up Planning through Peer-to-Peer Learning           56\u003c\/p\u003e \u003cp\u003eMeeting Times are Instructional Sharing Times   58\u003c\/p\u003e \u003cp\u003eTeacher Led Peer-to-Peer Learning          59\u003c\/p\u003e \u003cp\u003eSeeing Outside Expertise as the Catalyst Teacher to Peer-to-Peer Learning             61\u003c\/p\u003e \u003cp\u003eRowing in the Same Direction: Creating Common Instructional Language and a Shared Vision        62\u003c\/p\u003e \u003cp\u003ePreparing to Communicate Together: Creating a Common Instructional Language               62\u003c\/p\u003e \u003cp\u003eDeveloping a Shared Vision: Right-Sized Goals     64\u003c\/p\u003e \u003cp\u003eIterating Forward with The Cycle of Experiment and Peer Learning             66\u003c\/p\u003e \u003cp\u003eChapter 3: What is Design Thinking?        68\u003c\/p\u003e \u003cp\u003eFrom Waterfalls to Sprints: A Brief History of Design         71\u003c\/p\u003e \u003cp\u003eFrom Dewey to Design Thinking 74\u003c\/p\u003e \u003cp\u003eThe Design Justice Critiques of Design Thinking   76\u003c\/p\u003e \u003cp\u003eGetting Started with Design Thinking for Leading and Learning    78\u003c\/p\u003e \u003cp\u003eKey Principles to Design Thinking for Leading and Learning            81\u003c\/p\u003e \u003cp\u003eSix Phases for Design Thinking for Leading and Learning  84\u003c\/p\u003e \u003cp\u003eDiscover               84\u003c\/p\u003e \u003cp\u003eFocus    88\u003c\/p\u003e \u003cp\u003eImagine 91\u003c\/p\u003e \u003cp\u003ePrototype           93\u003c\/p\u003e \u003cp\u003eTry          97\u003c\/p\u003e \u003cp\u003eReflect \u0026amp; Share 99\u003c\/p\u003e \u003cp\u003eReflection and Inclusion 101\u003c\/p\u003e \u003cp\u003eConclusion          102\u003c\/p\u003e \u003cp\u003eChapter 4: Getting Started with Design   104\u003c\/p\u003e \u003cp\u003eDiscover               104\u003c\/p\u003e \u003cp\u003eResearch to Discover: Surveys, Interviews, and Observations       104\u003c\/p\u003e \u003cp\u003eIterating on Discovery    106\u003c\/p\u003e \u003cp\u003eCombining Local Knowledge with Education Research     108\u003c\/p\u003e \u003cp\u003eFocus    109\u003c\/p\u003e \u003cp\u003eGoing from Observable Data to Underlying Challenges    109\u003c\/p\u003e \u003cp\u003eFinalizing a Focus Area   112\u003c\/p\u003e \u003cp\u003eImagine 113\u003c\/p\u003e \u003cp\u003eUser Personas (or Community Personas)               114\u003c\/p\u003e \u003cp\u003eImagine by Analogy         115\u003c\/p\u003e \u003cp\u003eImagining from Flare to Focus     117\u003c\/p\u003e \u003cp\u003ePrototype           118\u003c\/p\u003e \u003cp\u003eSketching and Storyboarding      119\u003c\/p\u003e \u003cp\u003ePaper Prototyping and Wireframing         121\u003c\/p\u003e \u003cp\u003ePhysical Prototyping and Rehearsals        123\u003c\/p\u003e \u003cp\u003eTry          124\u003c\/p\u003e \u003cp\u003eWhen to Try Out Your Prototypes             125\u003c\/p\u003e \u003cp\u003eHow to Try Out Your Prototypes 126\u003c\/p\u003e \u003cp\u003eWho Should Try Out Your Prototypes      130\u003c\/p\u003e \u003cp\u003eReflect \u0026amp; Share 132\u003c\/p\u003e \u003cp\u003eDesign Crits         132\u003c\/p\u003e \u003cp\u003eConclusion          134\u003c\/p\u003e \u003cp\u003eChapter 5: The Collaborative Innovation Cycle     136\u003c\/p\u003e \u003cp\u003eFour Phases of the Collaborative Innovation Cycle             139\u003c\/p\u003e \u003cp\u003eDeveloping the Collaborative Innovation Cycle with Peter Senge 142\u003c\/p\u003e \u003cp\u003eLooking Inwards and Outwards, Setting the Frame for the Collaborative Innovation Cycle 143\u003c\/p\u003e \u003cp\u003eSystems Thinking in Schools        143\u003c\/p\u003e \u003cp\u003eWho Leads? Distributed Leadership in Schools    145\u003c\/p\u003e \u003cp\u003eKey Principles for the Collaborative Innovation Cycle        146\u003c\/p\u003e \u003cp\u003eBringing People Together Around Ideas They Care About               147\u003c\/p\u003e \u003cp\u003eFour Questions for Innovation    150\u003c\/p\u003e \u003cp\u003eRefining a Vision and Getting to Work     154\u003c\/p\u003e \u003cp\u003eBuilding from Personal Visions to Shared Vision  155\u003c\/p\u003e \u003cp\u003eManaging Difference in a Shared Vision  159\u003c\/p\u003e \u003cp\u003eThe Someday-Monday Dilemma 161\u003c\/p\u003e \u003cp\u003eGetting to Work: The Cycle of Experiment and Peer Learning, and Design Thinking for Leading and Learning           164\u003c\/p\u003e \u003cp\u003eWorking Together Through Ups and Downs          165\u003c\/p\u003e \u003cp\u003eFour Fields of Listening  171\u003c\/p\u003e \u003cp\u003eTools for Better Listening: The Ladder of Inference           176\u003c\/p\u003e \u003cp\u003eAddressing Disagreement Through a Bias to Action           180\u003c\/p\u003e \u003cp\u003eMeasuring Progress and Adjusting            183\u003c\/p\u003e \u003cp\u003eKey Principles for Measuring Progress and Adjusting        184\u003c\/p\u003e \u003cp\u003eDistinguishing Assessment from Evaluation          186\u003c\/p\u003e \u003cp\u003eGathering Evidence from Artifacts of Learning     188\u003c\/p\u003e \u003cp\u003eGathering Evidence from People               193\u003c\/p\u003e \u003cp\u003eUsing Assessment to Revitalize Initiatives and to Get Unstuck      198\u003c\/p\u003e \u003cp\u003eConclusion          199\u003c\/p\u003e \u003cp\u003eChapter 6: Tools and Strategies for the Collaborative Innovation Cycle     201\u003c\/p\u003e \u003cp\u003eActivities for Bringing People Together Around Ideas They Care About     201\u003c\/p\u003e \u003cp\u003eVisions for a Powerful Learning Environment       202\u003c\/p\u003e \u003cp\u003eFour Questions for Innovation    204\u003c\/p\u003e \u003cp\u003eAsset Mapping  208\u003c\/p\u003e \u003cp\u003eActivities for Refining a Vision and Getting to Work           211\u003c\/p\u003e \u003cp\u003eExploring Possible Visions: Rightboro Scenarios  211\u003c\/p\u003e \u003cp\u003eRefining a Vision: The Someday\/Monday Starter Kit          218\u003c\/p\u003e \u003cp\u003ePart 1 - Someday: What Does Awesome Look Like?           218\u003c\/p\u003e \u003cp\u003ePart 2 - Monday: Concrete Steps               220\u003c\/p\u003e \u003cp\u003eActivities for Working Together Through Ups and Downs                221\u003c\/p\u003e \u003cp\u003eActivity: Left-Hand Column Case 222\u003c\/p\u003e \u003cp\u003eActivities for Measuring Progress and Adjusting 225\u003c\/p\u003e \u003cp\u003eAssessment Planning Scenarios 225\u003c\/p\u003e \u003cp\u003eAssessment Plan              230\u003c\/p\u003e \u003cp\u003eFrom Launching Innovation in Schools to Sustaining Innovation in Schools              232\u003c\/p\u003e \u003cp\u003eConclusion: Cycles, Endings, and Beginnings         234\u003c\/p\u003e \u003cp\u003eBalancing Coherence and Innovation      234\u003c\/p\u003e \u003cp\u003eWhen Cycles End              235\u003c\/p\u003e \u003cp\u003eFinal Thoughts: Inclusion and Joy              237\u003c\/p\u003e \u003cp\u003eAppendix 1: Design Thinking Starter Project Walkthrough: Helping a Friend with a Routine or Event           239\u003c\/p\u003e \u003cp\u003eStep 1: Discover: Prepare for \u0026amp; Conduct an Initial Interview          239\u003c\/p\u003e \u003cp\u003ePrepare \u0026amp; Conduct Interview Template 241\u003c\/p\u003e \u003cp\u003eExample Interview          243\u003c\/p\u003e \u003cp\u003eStep 2: Focus: Identify a Specific Design Problem               246\u003c\/p\u003e \u003cp\u003eKey Takeaways Template             247\u003c\/p\u003e \u003cp\u003eKey Takeaways Example 248\u003c\/p\u003e \u003cp\u003eStep 3a: Imagine new Solutions 250\u003c\/p\u003e \u003cp\u003eBrainstorm Template     251\u003c\/p\u003e \u003cp\u003eBrainstorm Template     253\u003c\/p\u003e \u003cp\u003eStep 3b: Choosing a Solution for Prototyping       254\u003c\/p\u003e \u003cp\u003eStep 4: Prototype Your Solution 255\u003c\/p\u003e \u003cp\u003eStep 5: Try out your Prototype, Get User Feedback, and Iterate  258\u003c\/p\u003e \u003cp\u003eDesign Hypothesis Tryout Template         259\u003c\/p\u003e \u003cp\u003eFeedback Template        261\u003c\/p\u003e \u003cp\u003eFeedback Example          263\u003c\/p\u003e \u003cp\u003eStep 7: Reflect and Share              266\u003c\/p\u003e \u003cp\u003eAppendix 2:  Design Thinking for Leading and Learning in Practice Walkthrough   268\u003c\/p\u003e \u003cp\u003eDiscover               269\u003c\/p\u003e \u003cp\u003eDiscover 1a: Find Your Team       269\u003c\/p\u003e \u003cp\u003eDiscover 1b: Review The School Change Status Quo          269\u003c\/p\u003e \u003cp\u003eDiscover 1c: Identify a Problem of Practice            270\u003c\/p\u003e \u003cp\u003eDiscover 1d: Identify Stakeholders           272\u003c\/p\u003e \u003cp\u003eDiscover 1e: Gather Stakeholder Perspectives on Your Problem of Practice through Interviews, Observations, Student Work, or Surveys             272\u003c\/p\u003e \u003cp\u003eDiscover 1f: Research and Comparison schools    275\u003c\/p\u003e \u003cp\u003eFocus    276\u003c\/p\u003e \u003cp\u003eFocus 2a: Thinking About Needs (Focus) 276\u003c\/p\u003e \u003cp\u003eStep 3: Brainstorm Solutions (Imagine)   278\u003c\/p\u003e \u003cp\u003eStep 3b: Evaluate Ideas (Imagine)             279\u003c\/p\u003e \u003cp\u003eStep 4: Plan Initial Steps (Prototype)       280\u003c\/p\u003e \u003cp\u003eStep 5: Take a Step and Iterate (Try)        284\u003c\/p\u003e \u003cp\u003eStep 7: Reflect \u0026amp; Share  286\u003c\/p\u003e\n\u003c\/li\u003e\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738375860567,"sku":"9781119913504","price":21.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119913504.jpg?v=1723811993","url":"https:\/\/bookcurl.com\/products\/iterate-9781119913504","provider":"Book Curl","version":"1.0","type":"link"}