You read about a new technology on Twitter. You love how the teacher used the tech to support learning and empower students. You decide to do a little research; you look at other examples of people using this same technology, gather information about the lessons that went well and discard the ones that don’t align to your philosophy of teaching. You decide to move forward, reinventing a lesson you’ve been doing for 12 years and replacing it with the new, innovative one. The first day you try the lesson it bombs horribly. Half the students couldn’t access what you needed them to and when everyone was finally able to log on, the fire drill went off taking up the rest of the time allotted to that lesson. Frustrated, you spend your prep planning a better way for the students to access what you need them to. The next day you try again and with the help of the Library Media Specialist for some extra hands, the lesson goes smashingly well.
This is an example of the entire risk-taking cycle. The act of risk-taking is not an event. It is a cycle of planning with a final determination if the risk is worth the reward, moving forward, and reflecting afterward. Because risk-taking is a cycle there needs to be support in all the different stages. A thumbs-up and a pat on the back at the end of a successful try isn’t enough. Also, risk-takers need to understand their role in calculated risk-taking and do their due diligence in creating opportunities for themselves or students by thinking through and researching whatever they are trying to accomplish. This understanding should come from building a culture of risk-taking support to enhance any innovative and divergent teaching that might be happening already.
Like with anything, the impact of a risk is on a continuum. There are some risks that we take everyday that require some forethought and planning but not necessarily research and extra time. These risks are smaller and have less impact. Implementing a technology into a lesson, for example. Then there are huge risks that have a higher impact. The decisions impact a higher number of people in a more significant way. For example, creating a blended class where students can choose to come to class or work online most of the time throughout a semester. The amount of time that is spent in the cycle should depend on the impact of the risk. Also, the amount of support given during the cycle may also depend on the significance of the outcome to the risk-taker. In other words, how much of their heart do they have wrapped up in the outcome of the risk?
Risk vs Impact: BC Campus Risk Management Planning
As I work with more and more district leadership, I see a few different types of risk-taking supporters. As with risk-taking, the amount of support that leadership gives is on a continuum as is the amount of support that the risk-taker needs depending on their confidence level. Many leaders are beginning to see the