I’m starting a new teaching job in the fall, and I’ve been starting to work on new lesson plans and classroom strategies. Thus, when I saw a friend’s review of this book on Goodreads with a comment concerning utility in the classroom, I figured I’d try it.
Although there is extensive discussion of teaching methodology, this book does not read as a pedagogical instruction manual, nor does it read like an academic study. It sounds a lot like a business/inspirational guide, in the style of a self-improvement book. This is not exactly a bad thing, although it does mean the ideas in this book should be approached with a degree of caution. The main hesitation I have is that, in the manner of the inspirational self-help genre, it focuses a lot more on the rare success stories, than the struggles and failures that are the majority. While the author does acknowledge the struggles and failures, few are detailed or explained. The main theory of the book, called the “Innovation Engine” is presented in the beginning, but not dissected until the end of the book. This strategy works because it allows the reader to consider all of their own ideas before the author sets forth her proposals.
There are some interesting insights and certainly some good ideas to take from this book. The major points that creativity can to some extent be taught, and that the best and most creative ideas are not first impulses, but rather refinements or revisions of earlier ideas are supported by all kinds of classroom and business world examples. This I liked, and will borrow from. For example, an exercise in which students must arrange themselves by birthday without speaking would make a great get-to-know-your-classmates first day exercise with some minor modifications.
The one teaching moment that I really didn’t like was when the author gave an example of two students who wanted to get into her class after it had filled. Student X emailed her asking what he could do to get into classes that were full in general (after first specifically inquiring about how to get into a course of hers) and she responded that he should show up for the first few classes in order to get himself in a strong position to take any spot that might appear as someone switched out of the course. The student responds with thanks for the advice but seemingly shoots himself in the foot by also wondering, “I assume this wouldn’t work in your class?” The author is critical of this student for not taking the opportunity she offered him. While it makes sense that the student did not present the creativity that is the point of the book, it bothered me that the teacher (the author of the book) says she wanted to help the student but then is critical of him for not understanding an indirect lesson that is the point of a class he had not gotten into. Student Y, in the same general situation, does exactly what the author suggested without first asking what to do. This student is praised and gets into the class. While the example makes the point about mind-set, it does somewhat undermine the initial position that creativity can be taught.
The (potentially) less useful and (for me) irritating bits are few and far between, but showing up towards then end as they do really ends the book on a weaker note. This is a little sad because overall, this book is an interesting read with some potential pedagogical points that seem promising for general application.
