Moving Forward with Disruptive Thinking

 Eric Sheninger DISRUPTIVE THINKING—In Our Classrooms Preparing Learners for Their Future

Leading during a pandemic has brought nearly unimaginable ongoing challenges for school leaders. The disruption to our familiar teaching and learning routines is extensive and genuinely exhausting. However, an unexpected opportunity has arisen that can challenge us to become something different, disrupt our standard path, and blaze a new and better way for each of the students and staff we serve.

Sheniger published Disruptive Thinking at the height of this interruption. His new book has the recommendations and mindset needed for getting back to what is most important as we move forward with the necessary changes for our kids. Here are of few of my favorite takeaways that I will continue to revisit and share.

It’s A Bold New World

“By employing disruptive strategies, we can begin the process of creating a more relevant learn culture for our students” (p. 9). 

“There is always a starting point for development. It begins with understanding that all kids can learn” (p. 13). 

Challenging The Status Quo

“You are only limited by the barriers you develop for yourself. If we want kids to think disruptively, then we must do the same” (p. 23).

“Achieving success is rarely easy. The same goes for learning. If it is easy, then it probably isn’t learning” (p. 29). 

Instruction That Works

“Rigorous learning is for all students” (p. 54).

“By evaluation our practice we can determine where we are, but more importantly, where we actually want and need to be for our students” (p. 73).

Sticky Learning

“It’s time to shift our focus and energy to developing and assessing core and innovative competencies that will serve students their whole lives” (p. 78).

“Curiosity and passion reside in all learners. Inquiry can be used to tap into both of these elements and, in the process, students will be empowered to own their own learning” (p. 88). 

Adding A Personal Touch

“Schools need to work for our students, not the other way around” (p. 116).

“Disruptive thinking requires us to disrupt our practice in the classroom for more equitable and enhanced student outcomes” (p. 136).

Environments That Cultivate Thinking

“We need to move away from classroom design that is ‘Pinterest pretty’ and use research, design thinking, and innovative pedagogy to guide the work” (p. 149).

“Now is the time to embrace the upside of this moment. Let go of some of the old baggage and self-imposed limitations around what we think school really is, and expand our idea of what teaching and learning can become” (p. 159). 

Outlier Practices 

“Feedback should be a dialog, not a monologue” (p. 177).

“A conversation that incorporates the art of listening will go a long way to creating a classroom and school culture in which feedback is not only sought and invited but acted upon” (p. 177)

Sustaining a Culture of Disruptive Thinking

“Without trust, there is no relationship. If there is no relationship, no real learning or change will occur” (p. 187).

“Disruptive thinking in the classroom will only become a reality, however, when priceless relationships are in place. With these in place, your impact will be felt for generations as the learners you influence today disrupt the bold new world in what that change it—and us—for the better” (p. 194).