Developing an

Innovator's Mindset
A Resource for Remote, Blended, and Face-to-Face Learning

PROBLEM
SOLVERS/F
EMPATHETIC INDE RS RISK-TAKERS

New & Better

Way
Empathetic
Comfortable
Way

OBSERVANT
NETWORKED

CREATORS REFLECTIVE
RESILIENT

GEORGE COUROS

GOOGLE DOC
 Empathetic
When we do our best to understand the situation of others, it is more likely we are going
to create opportunities to serve others. Empathy is a trait we must first embody before
we can develop in others. Developing empathy in ourselves and our students creates a
better experience both in and out of school.

WHY IS EMPATHY A CHARACTERISTIC OF THE INNOVATOR'S MINDSET?

When our students are empathetic, they are able to truly communicate with
others and better understand how to take action in a way that is best for all
learners. When we can better understand the experiences and perspectives
of others, we can create better opportunities for everyone.

If we want students to do well in life, we must teach and model empathy:

Uncover and respond to the needs of others
Provide students with opportunities to communicate
Encourage students to positively impact the lives of others
Practice debate skills and conflict resolution skills

LEARNING

LEARNING EMPATHY IN ELEMENTARY

OBJECTIVE: I can direct my own play or scenario where characters work to show
empathy to others in various situations.
REMOTE LEARNING
Empathy Theater
Materials: Access to Google Docs, Script
Outline, Reflection Chart
Lesson: Work with students to create a script
or outline of events where they would need
to show empathy. Complete the first
theatrical presentation together as a whole
class by filling out the script on the Google
Doc, take input from students on what the
main event is and how each character should
react in the situation. For younger students,
you can work through improv strategies and
help them unpack the events by holding a
class discussion after the performance. Your
scene may also be based on a book you have
read where a character showed empathy to
others or it could be a hypothetical event
your students may encounter at some point
during the school year. You can record your
theatrical presentation and post a private link
on YouTube if you have signed media consent
forms for your students!
Link to Google Document: An Empathy
Theater Script Outline and Empathy Theater
Reflection Table can be found on this Google
Doc.
BLENDED & IN-PERSON LEARNING
Empathy Dramatic Play
Materials: Paper, Pencil, Empathy Dramatic
Play Reflection Chart
Lesson: After teaching your students what
empathy is and times when we have
opportunities to show empathy, give them
time to create their own dramatic play events
where they can show empathy to others.
Have your students assign roles and act out
events where characters are empathetic to
each other. Have your students get creative
with this! If the situation is a conflict, discuss
what could have been done to prevent the
conflict and talk about what needs to be done
in order to resolve the conflict. Be sure to use
conflicts and positive interactions for the
scenarios! You can keep record of the
description of events, emotions, causes, and
outcomes to help guide a reflective
conversation after each dramatic play
scenario is complete.
Example: See this link for an example of the
chart that can be used for this lesson - your
chart can be hand created or it can
be created on your computer.
GC
 LEARNING

LEARNING EMPATHY IN MIDDLE SCHOOL

OBJECTIVE: I can create a customized learning environment that shares my strengths,
interests, and values with others. This will help me make connections and better
understand the needs of others when we know each other's strengths, interests, and
values.
REMOTE LEARNING BLENDED & IN-PERSON LEARNING
Build Your Online Learning Environment Create a Vision Board
Together Materials: Chart paper, Markers, Old
Materials: Access to technology, WiFi magazines or clippings from ads, Illustrations,
connectivity, Idea of your personal strengths, Scissors, Glue, Ideas for your own short-term
interests, and values and long-term goals
Lesson: Give your students time to create a Lesson: Ask your students to create a collage
virtual background that connects to their of words and pictures or clippings from
personal interests and tells more about who magazines that describe their vision and their
they are and what their interests are. This personal interests. This vision board could
virtual background can be shown on their have short term and long-term goals. They
screen when you are meeting online. This will should also have time to share their vision
help everyone in your remote class be board with others. This will help everyone
reminded of the personal interests of others learn more about each other and serve as an
and help students make deeper connections! opportunity to make connections!
Websites/Apps to Use: Canva, PicCollage, Online Inspiration: Check out this Google Doc
PicMonkey, or WordSwag - all of these have for a checklist of ideas and topics to include on
free versions available and are compatible your vision board, be sure to connect your
with Android and Apple devices. You can use board to your own goals!
this Google Doc for more ideas!

LEARNING EMPATHY IN HIGH SCHOOL

OBJECTIVE: I can take action by holding a respectful debate with others to share my
thoughts or by recognizing the needs of others and working to fulfill those needs.

REMOTE LEARNING BLENDED & IN-PERSON LEARNING

Virtual Debate
Materials: Unit topic, Device with internet
access, Questions for moderator, Rubric
Lesson: Allow your students to research a
topic that you are studying, make sure it is
one that can have multiple sides and
perspectives. Students should have time to
plan and prep for their debate and to
consider various sides of the debate. The
acting moderator will come prepared with
questions and the students will take turns
responding to the moderator's questions and
sharing their thoughts. The debate could be
held on any platform that you regularly use
for online class instruction.
Link: Option to use this rubric to help the
moderator provide the participants with
feedback and to help the participants prepare
for the virtual debate.
Take Action
Materials: Ideas for service-learning
opportunities, Reflection page
Lesson: Often times, we feel empathy but do
not always take action. Encourage students to
volunteer and help others in ways that are
meaningful to them. They may choose to
tutor a younger sibling, run a fitness class,
attend a public board meeting, make
something for others - whatever they choose
to do should be taking action to recognize
what someone else is in need of and they
should be working to fulfill that need.
Resource: Students can use the template
found on this link to reflect on their
experience and consider how their actions
helped positively impact others.
GC
 QUESTIONS TO CONSIDER

What are the strengths, interests, and values of your students? How
can you recognize these and connect these to your student's learning? 
What opportunities to develop and demonstrate empathy are brought
out because of remote learning? How can we help our students
recognize this?
What are the barriers that prevent the development of empathy? What
can we do eliminate those barriers?

FURTHER READING

“INNOVATE INSIDE THE BOX is a hard-headed guide

to infusing innovation into the classroom. Couros and
Novak show how to adopt an innovator’s mindset —
and then offer page after page of intriguing ideas and
catalysts for action. If you’re looking to bring creativity
to student learning amid all the constraints educators
face, this is the book for you.”
– Daniel Pink, author of WHEN, DRIVE, and A WHOLE NEW MIND

"At last here is an Innovator's Mindset for everyday

teachers and students. Clear, exciting, practical
examples galore, and discussion questions. George
Couros takes us into the innovative mind and action
set and does not let us escape. Be prepared to enter a
new world that makes learning and innovation
synonymous."
- Michael Fullan, Consultant and Author of The Principal: 3 Keys to
Maximizing Impact

GC

@GCouros @GCouros georgecouros.ca