1. Invention
1.1. Students need to be challenged to invent something in their school careers, and invention must be incorporated into school curriculum.
1.2. There are many ways educators can implement invention in the classroom.
1.2.1. Questions like “Can you think of a better way to do this math problem?”
1.2.2. Conducting science fair experiments are ways to incorporate invention in the classroom.
2. Implementation
2.1. Is the application of innovation and creativity.
2.2. A good idea doesn’t amount to anything unless it is translated into action.
2.2.1. Students need to face the challenges that come with figuring out how to make ideas work. The skills imagining, inquiring, and inventing, are learned through practice.
3. Imagination
3.1. How can we teach imagination and nurture the imaginative and the innovators?
3.2. Educators must learn the skills of creative expression.
3.2.1. Imagination needs fuel, and the best fuel comes from bridging between apparently diverse or unrelated ideas, skill-sets, or objects.
3.2.2. We need to stimulate imagination by encouraging students to master a combination of skills.
4. Initiative
4.1. Moves away from the style of teaching where students sit at a desk and the teacher presents everything in front of the class.
4.2. It can be hard to implement and initiative style of learning, when teachers are the head of the classroom.
4.2.1. Teachers and administration need to appreciate the value of guided, enthusiastic transition of student work. Teachers need to make more resources available to make sure students can truly be initiative.
5. Inquiry
5.1. If the teacher asks most of the questions, then our educational approach discourages inquiry and innovators.
5.2. Teaching students to focus on the right answer has reduced their tendency to inquire broadly and curiously about things.
5.2.1. One way to add curious inquiry is to incorporate a question-asking module into the existing curriculum