Giving Inovation

Giving Inovation

GIVING INNOVATION  (Memberi Inovasi)

ASSALAMUALAIKUM WR.WB

Definition of innovation is a new invention which differs from existing or known before. pobud people or entrepreneurs who innovate, he said as a wirausahwan Sapat innovative. Innovative someone will always try to make improvements, presenting something new / different unique with existing ones. Innovative is also an attitude that should be important for is owned by an entrepreneur. pobud entrepreneurs to innovate in ushanya. the profit and success will she be. Innovative entrepreneurs are the implications of the characteristics that can make a difference to the environment. innovative indirectly become properties of the difference between entrepreneurs with ordinary people, and entrepreneurs. an entrepreneur will always think to do something different, not like the thought and done by most people. creative and innovative is the ability to move resources into less productive productive resources that provide economic value. either directly or indirectly, an entrepreneur is a person yangmampu bring changes in their environment. on the other hand he is also a person who can accept the changes and respond positively to change. He was also willing to take risks successfully or failed in any way that he took. entrepreneurs are able to survive in a tough economy and all-round upset. because when all the restless, he has creativity and innovation to move resources into less productive productive resources that provide economic value.
definition of Innovation

 

The process of translating an idea or invention into a good or service that creates value or for which customers will pay.

To be called an innovation, an idea must be replicable at an economical cost and must satisfy a specific need. Innovation involves deliberate application of information, imagination and initiative in deriving greater or different values from resources, and includes all processes by which new ideas are generated and converted into useful products. In business, innovation often results when ideas are applied by the company in order to further satisfy the needs and expectations of the customers. In a social context, innovation helps create new methods for alliance creation, joint venturing, flexible work hours, and creation of buyers' purchasing power. Innovations are divided into two broad categories:

(1) Evolutionary innovations (continuous or dynamic evolutionary innovation) that are brought about by many incremental advances in technology or processes and

(2) revolutionary innovations (also called discontinuous innovations) which are often disruptive and new.

       Here is an example of learning to talk about teacher the future of innovation.

(Berikut adalah contoh pembelajaran inovasi tentang guru berbicara masa depan).

Innovation in education: teachers talk about the future

(Guru berbicara masa depan)

The pace of change has been brisk in teaching since the coalition came to power. How would teachers themselves like to see their profession shaping up in the years ahead? They told us at our conference

At the Innovation in Education conference, one delegate questioned why children are being taught the way they were 200 years ago when there are now far more stimulating alternatives. Photograph: Anna Gordon

Having seen successive governments drive through countless new policies and ideas, the teaching profession is well accustomed to change. But since the coalition government came to power, the pace has been particularly bracing. The expansion of the academies and free school programmes, a major review of the national curriculum and the introduction of a new GCSE equivalent qualification – the English baccalaureate certificate (EBC) – are just some of the new developments educators have had to take on board over the past few years.

A poll of more than 100 teachers carried out at the Guardian's Innovation in Education conference on Thursday suggests this could be taking its toll: more than 86% said they felt there was a problem with staff morale in the teaching profession.

"People feel that whatever they do, it's not good enough and whatever they do, Ofsted are going to come and hit them over the head, and we as headteachers have to manage that," said Kenny Frederick, principal of George Green's school in the Isle of Dogs, in east London.

Innovation can end up taking second place to the more immediate pressures to meet targets and perform well in league tables.

Keynote speaker Sir John Rowling, founder of the Pixl group of headteachers, argued that school leaders spend far too much time observing lessons when they should be involved in activities that energise staff. But despite the pressures, teachers should not lose sight of their core purpose, he said. "What matters here is not performance tables – it's kids' futures and we'll get it right, by legitimate means, because we care about kids."

Competition was a central theme of the day, with 64% of teachers saying that in the current landscape, they feel school are competing, rather than collaborating.

But in a panel session on school partnership models, it was acknowledged that competition and collaboration are not necessarily polar opposites, with Robert Hill, visiting senior research fellow at the Department of Education and Professional Studies, King's College London, arguing that aligning the two can actually drive innovation. "Some teachers would say 'I collaborate so I can compete'," he said.

But Russell Hobby, general secretary of the National Association of Head Teachers (NAHT), questioned whether current education policies are too focused on "managed collaboration" – in the form of academy chains and federations, for example – at the expense of more traditional forms of collaboration, where schools help each other on an informal basis.

According to the Programme of International Student Assessment (Pisa), the UK has one of the biggest gaps in the achievement of rich and poor children. Speakers put forward potential solutions.

Prof Bette Chambers, director of the Institute for Effective Education at the University of York, argued that an "evidence-based" approach, using proven educational methods – as opposed to new fads or trends – was needed.

But Peter Hyman, Tony Blair's former adviser, now founder and headteacher of School 21, a free school in Stratford, east London, argued for more flexibility. Many secondary schools are simply "far too big to get the quality of relationships needed [to help pupils achieve], particularly in the most disadvantaged areas," he said. At School 21, a lot of thought has gone into class size, the length of lessons and creating "a relevant and exciting curriculum".

At a session on the recent government green paper for special educational needs, which proposes – among other things – to replace SEN statements with broader health, education and care plans, Dean Beadle, a 22-year-old with Asperger's syndrome, spoke powerfully about his own experiences of school. Building on the individual passions of young people with learning or other disabilities – rather than treating them "as numbers on a sheet of paper"– can reap rich rewards, he said.

"Children with special needs colour the world beautifully. It's a high mountain to climb, but has the best view at the top when you get there."

The closing session of the day focused on whether the UK is in a "golden" time of curriculum innovation. Trevor Averre-Beeson, director of education and founder at Lilac Sky Schools, questioned why children are still being taught the way they were 200 years ago – all too often in rows of desks, in large groups in large schools – when advances in technology offer far more stimulating and exciting alternatives.

Joe Hallgarten, director of education at the Royal Society of Arts, argued that innovation is only needed if there is a problem. "And we do have a problem with children – even high achievers – being disengaged or unmotivated by what's on offer," he said."When young people leave school we want them to put on their 'L' plates, not take them off."

Involving children in the design of curriculum content is one possible solution, but it has to be done in "genuine partnership," said Hallgarten. But while acknowledging the importance of getting students' views, Averre-Beeson sounded a note of caution. "Should we ask the children what they want to learn? Only if we are prepared to teach whatever they say."
 
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