Researching, presenting, and evaluating feedback revels the complexity not only solving the problem of innovation in education, but even defining the problem. The definition of wicked is evil or morally bad in principle or practice or our educational definition of being a problem with no solution. While researching the wicked problem of including innovation as a learning ethic in school, I can see how both of these definitions are both legitimate. Students loose their creativity while in school, but when does this happen and why. The video about CORE was a great way not only to explain the problem to our group, but also to explain the problem to the class. This video could have benefited all if it was watched in the beginning so everyone was on board from the beginning. During the conversation after the last presentation, I was able to see how all wicked problems intertwine.
Discouragement from failure, harsh grading, as well as fear of change are just some of the reasons that innovation does not exist in higher levels of school. In order to encourage innovation in schools, many things need to change. As educators, administrators, and others involved need to learn to accept and embrace change in order to prepare our students better for the future. I was never aware of the materials available to help people deal with symptoms that occur when change happens. You can be trained to be able to deal with change. The change that needs to happen is how classes are organized and how grades are calculate. Teachers need to develop lessons that cause students to thing, play, and create something that they feel proud of. The process should be just as important as the product and should be treated as so. This idea should also be applied to grade calculations. The emphasis on test and quizzes should not be as high as effort and improvement. These solutions will not solve the problem, but they take us a step in the right direction.