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Share article Remove Save to favorites Save to favorites Print Email Facebook LinkedIn Twitter Copy URL Beth Holland Beth Holland is a doctoral candidate at Johns Hopkins University and an

instructor at EdTechTeacher.

In the first article of this series, I introduced the idea of innovation as inspired learning. By using this construct as a foundation for discussion, the focus lies on the actions of the

students instead of the tenets or structures of the environment. Within an inspired learning environment, students wrestle with complex problems, develop a deep understanding of a domain of

knowledge, apply their learning outside of the classroom, and forge connections beyond individual lessons or tools. Equally important, students learn to navigate the challenges of working in

learning communities, develop iterative thinking skills, and engage in empathy. These ideals present both an amazing opportunity as well as an enormous problem for educators working within

a formal system that predominantly values convergent thinking, standardized assessment, and measures of efficiency.

Recently, I have been challenged not to explain why this change needs to occur but how - to provide a vision of what inspired learning looks like in practice. Some educators fundamentally

restructure what could be possible in education. For example, Don Wettrick - the Innovation Specialist at Noblesville High School and author of Pure Genius: Building a Culture of Innovation

and Taking 20% Time to the Next Level - teaches a distinct course in innovation. Within this context, he pushes students to identify a problem that they would like to solve and then seek out

creative solutions. As an output of their efforts, students might launch a new business or product, design some form of media, or even provide support for a peer. The nature of Don’s course

implies that students tackle complex problems, seek out creative solutions, develop a deep understanding of a specific topic, and apply their learning to a broader community; and yet, his

focus on building outside relationships makes the course truly unique.

This represents a bold exemplar of inspired learning. Don challenges the existing structures of school through the creation of an independent course. Unfortunately, because of his boldness,

those who attempt to adopt similar practices often end up adapting them instead. Maybe it becomes a weekly genius hour or a capstone project - valuable opportunities - but an an anomaly

rather than the norm. In