Today I had a rare opportunity to be a part of a day with Sir Ken Robinson. What a delightful man!
Here are a few notes from my morning with Sir Ken:
Creativity is not a synonym for the Arts! You can be creative in Science, Social Studies, or whatever content area that is out there.
In relation to creativity, we need to ask ourselves, and our schools:
1) What is creativity?
2) Why is creativity essential in education?
3) How do you do it? (especially with curriculum, standards, and standardized tests!)
With NCLB, millions of children have been left behind. There has been huge drop out rates in the United States. We can NOT blame the kids. We make excuses, but really, it is not that kids can't be educated! It is a systematic issue!
The current education system as we know it was built in a different age. We are living in a REAL revolution, with no historical precedence, or nothing to compare it to! We must start thinking differently about the revolution and what we can do to help kids see what they are good at!
People have jobs that they don't love, but they stay because they have to pay the bills. Others have jobs they love and don't ever want to quit--but those are a minority. Why? Because education as it is drives kids away from their gifts and talents. They do not get to CREATE their own learning!
Sir Ken spoke about how his college degree was merely a passport to something else. Our life is not single-tracked. Think of a resume. A resume looks like life was all planned out, but it was not! We have all responded to opportunities we have had! In our communities, lives, the economy, we depend on our commonalities AND our differences! We are all smart, but test scores often make us feel dumb.
So how do we change this? We need to reinvent education--NOT REFORM IT, but REINVENT it!
America has dominated the world over the past 100 years, just as Europe did in the 18th and 19th Centuries. Life is unpredictable. It's actually quite organic!
Kids spent 26 hours a week with television. And t.v. was what transformed American culture! We must begin to think differently! Educators feel the pain. We know there are things that are currently wrong, but we must reinvent education to make the changes necessary!
Sir Ken then spoke about imagination. His thought went to Las Vegas. He said this city is there for a reason. But there really was no reason for it in the beginning! Really...a city created in the middle of a dessert? Las Vegas was created by what we need to do today--bring to mind things that are not currently present. Imagination came from creating Las Vegas.
No one is locked into their biography. We all have alternatives! Our future is yet to be! We must use the power of imagination!
Sir Ken quoted Presendent Abraham Lincoln's 1862 Address: Is it doubted, then, that the plan I propose, if adopted, would shorten the war, and thus lessen its expenditure of money and of blood? Is it doubted that it would restore the national authority and national prosperity, and perpetuate both indefinitely? Is it doubted that we here--Congress and Executive--can secure its adoption? Will not the good people respond to a united, and earnest appeal from us? Can we, can they, by any other means, so certainly, or so speedily, assure these vital objects? We can succeed only by concert. It is not "can any of us imagine better?" but, "can we all do better?" The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise -- with the occasion. As our case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country.
What Sir Ken believed Abraham Lincoln meant was that we have obstacles in innovation--one of which is common sense!
It is difficult to know what we take for granted because we take it for granted! Sir Ken gave the example of a wrist watch. Many adults wear a wrist watch because it is what they have done forever. They take it for granted. When they forget to put it on, they realize that they have taken it for granted, and wonder how they might make it through their day without having it on. Children, such as his daughter, never wear a watch. There really is no point to wearing a watch! Children have clocks available anywhere and everywhere they go? iPods, iTouch, cellular phones, computers, etc. They have access to a clock far more than most adults even realize, or utilize themselves!
This is because of children being digital natives. They have been raised in a technology driven world. As adults, we are still learning 21st Century skills, but are not, and may never be where our students/children are! Technology is not technology if it happened before you were born!
To be your own, you have a natural capacity. You must find 1) Something you are good at, and 2) Something you love!
When you realize things that you are passionate about, and very good at, LIFE CHANGES! Obstacles often come from friends, family--even teachers in our lives who say we can't do something! So we need to find our Element (Sir Ken's book The Element), which is about talent and passion.
Asian cultures look at the whole picture, where we are very filtered in the West. Sir Ken showed us a picture of a tiger, standing in the middle of luscious green trees and plants. He asked what we saw, and several people said "a tiger". He said that tiger is the typical response to Westerners. But in Asia, or Easterners, most respond with a tiger in a jungle, or a jungle. Why is it that the Easterners give more information? Sir Ken went on to share that Easterners give a different perspective because of the collaboration that is so much a part of who they are! They think far more collaboratively that us Westerners do, seeing the WHOLE picture, not just a piece. Easterners tend to be more solo focused. We do things on our own, rather than seeing the need and use of collaboration.
Education is still living in the Industrial Age, because educators now were not raised in the digital age. We still teach the same way we were taught.
Some people believe they are creative. If we reinvent education, we must put creativity at the forefront. It is imperative--socially, educationally, and economically!
We then did a creative and intelligence rating. With creativity, we were to rate ourselves on a scale of 1-10 on How creative are you? Many people raised their hands and the average was around 7. Sir Ken then asked, How intelligent are you? Many raised their hands again, but we discovered that we did not see ourselves as high on the intelligence test as we did with the creative test.
People give themselves different rating, due to misconceptions:
1) Creativity is about special people, but that is not true! Everyone has creativity!
2) Creativity comes in the Arts, but that is not true! Creativity comes from anywhere: Science, Arts, Music, Math, Language, etc.
3) Creativity is either there, or it is not, but that is so untrue! Creativity can be taught!
Sir Ken's definition of creativity: "The process of having ORIGINAL ideas that have value."
It is challenging what we take for granted! Having original ideas is the hardest thing you have to do!
When asked about their divergent thinking, 1,500 kids were asked how smart they are. The findings are scary! They tested the kids at age 3-5, then again 5 years later at ages 8-10, then 5 years later, when they were 13-15 years of age, and this is what was found:
3-5 year olds 98% 'smart'
8-10 year olds 32% 'smart'
13-15 year olds 10% 'smart'
25+ 23% 'smart"
Sir Ken's discussion on this was that the way kids are educated has profound impact on motivation, and finding out what they are good at and passionate about. There is clearly a reason that the 3-5 year olds started out believing they were brilliant (at a 98%), but then a few years later, believed far less of themselves in terms of intellect.
Sir Ken believes we must move from an Industrial Model of education to an Organic Model. Developing a 'culture' of change is an organic shift.
Sir Ken's analogy for this is that things are so standardized. For example, when you enter a McDonald's, anywhere in the world, you experience the same food, same taste, same service. The company prides itself on standardization. This is because standardization always give you bare minimum, but it is uncustomized. Each patron gets the same, no matter what. And that is kind of like education. You can't get the whole country to shift-it's what happens tomorrow morning on our job that will begin to make differences. We must make learning personalized to children we teach! We can not afford to be standardized in our efforts as educators.
However, Sir Ken cautions that creativity needs a plan! We do not drop off calculators at the door of a school and hope that kids figure out how to use them. We have to have a plan when we leave those calculators! Same thing with creativity! What do we want kids to do with creativity, just like what do we want kids to do with the calculators?
Sir Ken then talked about an upcoming meeting with Arne Duncan, U.S. Secretary of Education, where he plans to address creativity, and the need for reinvention of education.
In order to reinvent, Sir Ken divided us into teams at our table to discuss the following:
1. If you were to reinvent education, what 15 people would be part of your dream team?
2. What are the most urgent needs for your group--that will be taken seriously with creativity?
Interesting conversations were had, and the ideas were shared out with the entire group. (If you would like to see these, please contact me at julie@jeverett.org, and I will forward the collection to you.)
After this discussion, Sir Ken went into how we reinvent education:
1. Personal--make it personal for EVERY child. Engage them individually. Teacher-student, just like actor-audience.
2. Group--engage the community, creating a culture of habit and habitats.
3. Cultural--culture creates community AND individual possibilities, almost as if you are reclaiming humanity in education.
Educators must become personally aware of their element, or passion, in order to make it personal to their students. When this happens, the entire group benefits, and that leads to the cultural change as well.
Instead of Sir Ken's earlier questions: How creative are you?, or How intelligent are you?, he said the better questions are:
What are you creative at?
How are you intelligent?
These above two questions allow for more personal reflection. It is also easier to take risks in sharing what are you creative at, and how you are intelligent, than ranking yourself in these areas, like we did earlier in the day. When Sir Ken posed the questions earlier, there was much hesitation. Some people did not put their hand in the air at all! It was uncomfortable, with all of the peers/colleagues in the room! The same may be true with students. However, if we ask our students what they are creative at, or how they are intelligent, they may be able to look within and share those things with the rest of their peers and teachers.
It is funny how rephrasing those questions can change the entire outcome! I know I was way more comfortable in thinking about how I was creative and intelligent than I was in ranking myself in creativity and intelligence!
What an incredible day, with an incredible man. And I found out that Sir Ken was on his way to meet with one of my other favorite people, Peter H. Reynolds! Oh, how I would have loved to have been a mouse on the wall when the two of those inspirational, creative, out of the box thinkers met! The two of them DEFINITELY want to make some changes in the world of education as I know it!
As educators, we must create our own cultures of innovation. Schools need to make their walls their very own place to educate. But we must remember to tread softly--kids spread their dreams below our feet, so we must tread oh so very softly in the places we create!
Sir Ken's books:
Out of Our Minds, Learning to Be Creative
The Element
Tuesday, November 17, 2009
Sunday, September 27, 2009
Celebrate YOU!
To be an educator is to be someone that no one else can be. Each year, we are gifted with a new set of students, and what we do with them is different than what anyone else might do with them. We are not cookie cut by design. We are instinctively different. We are molded from our own educational backgrounds and experiences. We are knowledgeable from our college experiences that have come and gone. All of these things make us unique--and almost alone in our independent ways. We have struggled. We have questioned. We have cried. We have worried. We have been challenged. We have challenged. We have taken risks. We have dusted ourselves off and celebrated that our failures have made us better...stronger..and more passionate about who we are, and what we aspire to be in this ever-changing world of education.
And really, it is that passion that ignites our dedication--a renewal of our faith in our chosen career path. Not all can be an educator. It takes a strong-willed, change-driven, risk-taking, passionate individual to make learning happen for children. You are all of these things and more in your very unique and experienced way.
What have you done to celebrate YOU lately?
Take a few minutes and write down three things that you love about being an educator. Now put it in a place where you will see it tomorrow, and every day after that, until you celebrate YOU again another time! Don't wait for another minute to pass without celebrating YOU as an educator.
And really, it is that passion that ignites our dedication--a renewal of our faith in our chosen career path. Not all can be an educator. It takes a strong-willed, change-driven, risk-taking, passionate individual to make learning happen for children. You are all of these things and more in your very unique and experienced way.
What have you done to celebrate YOU lately?
Take a few minutes and write down three things that you love about being an educator. Now put it in a place where you will see it tomorrow, and every day after that, until you celebrate YOU again another time! Don't wait for another minute to pass without celebrating YOU as an educator.
Friday, July 3, 2009
Teacher, Teach Thyself: Make your own Professional Development plan
Kenneth Shelton, Walter Reed Middle School, with networking colleagues: Meg Griffin, Ginger Lweman, Sylvia Martinez, Lisa Parisis, Adina Sullivan, Paula White
The premise:
Networking, collaboration, making connections, and contributing to networks you build.
How would you define PLN?
PLN is a personal or professional learning network, which helps you grow both personally and professionally. (Twitter is a great example!)
What tools do you use to Connect?
Twitter is the easiest way to interact with others, who will help you with projects, workshops, ideas, etc.
Plurk (has limits, however)
Classroom 2.0 (ning network of people)
Skype
What are some of the networks in which you are a member/active?
(the following is a list from around the room:)
Apple Distinguished Educator
Discovery Educator
SMART educator
Twitter
Reading blogs, and making comments on other peoples’ blogs to develop relationships
Ed Tech Talk webcaster (edtechtalk.com) to use for webcasts every night, and there are also archived webcasts
With all of the above tools, there will always be someone out there who is like you, or has the same issue as you, that you can share experiences with, or solve problems with.
Free Tech for teachers blog, Richard Burns
Be selective about checking on Tweets or Plurks….might be too much information, but don’t give up! Know WHO you want to really follow, and look for them, or their ideas.
1-9-90 rule: when it comes to networking, there’s a rule. …1 person posts content, and 9 people repost it (the content)..then 90 people consume it!
Itweet.net (will auto update for you where Twitter will not)
The premise:
Networking, collaboration, making connections, and contributing to networks you build.
How would you define PLN?
PLN is a personal or professional learning network, which helps you grow both personally and professionally. (Twitter is a great example!)
What tools do you use to Connect?
Twitter is the easiest way to interact with others, who will help you with projects, workshops, ideas, etc.
Plurk (has limits, however)
Classroom 2.0 (ning network of people)
Skype
What are some of the networks in which you are a member/active?
(the following is a list from around the room:)
Apple Distinguished Educator
Discovery Educator
SMART educator
Reading blogs, and making comments on other peoples’ blogs to develop relationships
Ed Tech Talk webcaster (edtechtalk.com) to use for webcasts every night, and there are also archived webcasts
With all of the above tools, there will always be someone out there who is like you, or has the same issue as you, that you can share experiences with, or solve problems with.
Free Tech for teachers blog, Richard Burns
Be selective about checking on Tweets or Plurks….might be too much information, but don’t give up! Know WHO you want to really follow, and look for them, or their ideas.
1-9-90 rule: when it comes to networking, there’s a rule. …1 person posts content, and 9 people repost it (the content)..then 90 people consume it!
Itweet.net (will auto update for you where Twitter will not)
Raising the Bar: Differentiated Learning with Stacy Bodin
Raising the Bar: Differentiated Learning
Think of this presentation as “confetti”--brush off what you don’t want, pick up what you want to keep, or just leave it on the ground...
Obstacles are those frightful things you see when you take your eyes off your goal. (Henry Ford)---perfect quote for technology…you plan, prepare and are ready for teaching, and the next day something happens with technology that you can’t do it. Just walk away from it today and try it again tomorrow.
Goal of Differentiation:
1. To get away from lecturing 100% or the time or to alleviate children sitting idle, which many of us grew up with.
2. To meet the needs of the students which accommodate learning for all.
3. To touch on differentiated learning centers using computer centers and more.
THINGS TO CONSIDER:
Management is the biggest challenge for teachers. Try things, and rework as needed.
Have to model how to get kids to move from center to center in your room. What EXACTLY do you want them to do at each of their learning centers? You, as their teacher, must model expectations and procedures before they experience each learning opportunity.
Listening centers (slide 22)-hold kids accountable for the listening they are doing. Have them reenact their listening, or tell someone else about their center time.
What do you when they finish their center? Provide a list for kids so they have PLENTY to do! They need lists of what to do to keep them learning!
Independent centers at the technology centers
How do I do this?
1. Start slow. Be prepared with materials before class begins.
2. Have a routine that students can understand.
3. Get a cheap timer. Have students go to a center. Ring the time and have students move in groups.
4. Make sure kids are aware of tasks—printed directions in each center, clear expectations set, and of course MODEL those expectations!
Stacy Bodin, Vermillion Parish
16007LA Hwy 685
Erath, LA 70533
stacybodin@aol.com
smbodin@vrml.k12.la.us
http://www.vrml.k12.la.us
http://www.vrml.k12.la.us/smbodin
Think of this presentation as “confetti”--brush off what you don’t want, pick up what you want to keep, or just leave it on the ground...
Obstacles are those frightful things you see when you take your eyes off your goal. (Henry Ford)---perfect quote for technology…you plan, prepare and are ready for teaching, and the next day something happens with technology that you can’t do it. Just walk away from it today and try it again tomorrow.
Goal of Differentiation:
1. To get away from lecturing 100% or the time or to alleviate children sitting idle, which many of us grew up with.
2. To meet the needs of the students which accommodate learning for all.
3. To touch on differentiated learning centers using computer centers and more.
THINGS TO CONSIDER:
Management is the biggest challenge for teachers. Try things, and rework as needed.
Have to model how to get kids to move from center to center in your room. What EXACTLY do you want them to do at each of their learning centers? You, as their teacher, must model expectations and procedures before they experience each learning opportunity.
Listening centers (slide 22)-hold kids accountable for the listening they are doing. Have them reenact their listening, or tell someone else about their center time.
What do you when they finish their center? Provide a list for kids so they have PLENTY to do! They need lists of what to do to keep them learning!
Independent centers at the technology centers
How do I do this?
1. Start slow. Be prepared with materials before class begins.
2. Have a routine that students can understand.
3. Get a cheap timer. Have students go to a center. Ring the time and have students move in groups.
4. Make sure kids are aware of tasks—printed directions in each center, clear expectations set, and of course MODEL those expectations!
Stacy Bodin, Vermillion Parish
16007LA Hwy 685
Erath, LA 70533
stacybodin@aol.com
smbodin@vrml.k12.la.us
http://www.vrml.k12.la.us
http://www.vrml.k12.la.us/smbodin
Keynote with Erin Gruwell
Erin Gruwell's father scoffed when she decided to become a teacher. His words for her were
"Please don’t eat the apples!" (Which was how she began her presentation!)
On Erin's first day on the job, her very FIRST teaching job, she found the following:
No textbooks
No technology
No enthusiasm for learning in her students
No love of reading
Derius, a student who came in first that day, came from a horrible background. Had already buried two dozen friends who died from violence. Derius' father had died when he was five. His brother was killed by a gang. Really good rapper, though! (In the Freedom Writer's film, he is known as "Marcus".)
Maria also entered the room, with an ankle bracelet and a probation officer with her! (She is known as "Ava" in the film.)
Erin knew that her year was going to be a tough one. Shortly, she asked her kids to write about something, to give them a voice. She strayed from her syllabus. Maria wrote about hating Erin Gruwell, her teacher!
So Erin decided to ask them to tell about their journeys thus far in their lives because of what she saw in their early writing.
Maria wrote about her journey with her background…dad in and out of jail, mom who did all sorts of jobs to make ends meet. Her mom quit school at the age of 7! When Maria went off to Kindergarten on her very first day, her cousin got shot 5 times right in front of her that morning. Right there she learned that the good guys don’t always make it! But she went off to school that a.m., even after the event, but she was different. Her teacher laughed at her that year. So she gave up on school. Her father became her teacher when he got home from prison. He bought her boxing gloves so she could get up swinging…and he taught her to never cry, never give up…..to be a woman warrior. She learned to make more money in one day on the streets, so she became a gang member. And she loved it, even though she was beaten, abused, treated terribly….because her father in San Quintin was her model. She thought it was her fate! Maria thought this kind of life was her fate as well.
Erin had to figure out how to tell this little girl how to live a ‘regular’ life. So she had a success toast day. She bought champagne glasses to toast, and Maria said, "I don’t want to be pregnant by the time I’ve 15 like my mama, and I don’t want to be in jail like my father. I want to change!"
Erin realized Maria wasn’t so tough after all……..
At this point, Erin showed a video clip of her old classroom, Room 203, and The Anne Frank video with Maria and Erin.
Derius realized the power of writing, just as Anne Frank did, which was the focus of Erin's study with the class. They learned that a legacy can be left behind through writing…that even though Anne died, they didn’t have to! They can leave a legacy and live on.
Derius found out the librarian from Anne Frank was still alive, and he wanted to write her. And they hoped she would cometo the U.S. if they wrote to her, telling her how their lives were like Anne's. They wanted to know what the librarian was a witness to!
Derius put coins in a jar and asked others to put coins in to raise money for the lady to come……but they had very little money…..and Erin told them that if she DID come, their lives would NEVER be the same. They sent 150 letters to her! And the woman planned to come!
This little woman saw hope, and likenesses to Anne. Derius organized food for the woman’s visit, with their families made goods! The community center they were to use was graffiti covered, so Erin and Maria told two of their graffiti artists at the school to make the room beautiful. It was an incredible experience of hope. Maria told Erin that she wanted to order Anne Frank in Spanish. Maria's mother wanted to read it--the book that changed her daughter’s life. The librarian told of the journey...and Derius cried….and told her she was his hero. And the librarian said, "No, I’m not a hero…..I did what I had to do…I delivered hope to Anne’s attic. I never gave up."
So never give up!! Never ever give up!
Here is Erin's website:
http://www.freedomwritersfoundation.org/site/c.kqIXL2PFJtH/b.2286935/k.AD6E/About_Erin_Gruwell.htm
"Please don’t eat the apples!" (Which was how she began her presentation!)
On Erin's first day on the job, her very FIRST teaching job, she found the following:
No textbooks
No technology
No enthusiasm for learning in her students
No love of reading
Derius, a student who came in first that day, came from a horrible background. Had already buried two dozen friends who died from violence. Derius' father had died when he was five. His brother was killed by a gang. Really good rapper, though! (In the Freedom Writer's film, he is known as "Marcus".)
Maria also entered the room, with an ankle bracelet and a probation officer with her! (She is known as "Ava" in the film.)
Erin knew that her year was going to be a tough one. Shortly, she asked her kids to write about something, to give them a voice. She strayed from her syllabus. Maria wrote about hating Erin Gruwell, her teacher!
So Erin decided to ask them to tell about their journeys thus far in their lives because of what she saw in their early writing.
Maria wrote about her journey with her background…dad in and out of jail, mom who did all sorts of jobs to make ends meet. Her mom quit school at the age of 7! When Maria went off to Kindergarten on her very first day, her cousin got shot 5 times right in front of her that morning. Right there she learned that the good guys don’t always make it! But she went off to school that a.m., even after the event, but she was different. Her teacher laughed at her that year. So she gave up on school. Her father became her teacher when he got home from prison. He bought her boxing gloves so she could get up swinging…and he taught her to never cry, never give up…..to be a woman warrior. She learned to make more money in one day on the streets, so she became a gang member. And she loved it, even though she was beaten, abused, treated terribly….because her father in San Quintin was her model. She thought it was her fate! Maria thought this kind of life was her fate as well.
Erin had to figure out how to tell this little girl how to live a ‘regular’ life. So she had a success toast day. She bought champagne glasses to toast, and Maria said, "I don’t want to be pregnant by the time I’ve 15 like my mama, and I don’t want to be in jail like my father. I want to change!"
Erin realized Maria wasn’t so tough after all……..
At this point, Erin showed a video clip of her old classroom, Room 203, and The Anne Frank video with Maria and Erin.
Derius realized the power of writing, just as Anne Frank did, which was the focus of Erin's study with the class. They learned that a legacy can be left behind through writing…that even though Anne died, they didn’t have to! They can leave a legacy and live on.
Derius found out the librarian from Anne Frank was still alive, and he wanted to write her. And they hoped she would cometo the U.S. if they wrote to her, telling her how their lives were like Anne's. They wanted to know what the librarian was a witness to!
Derius put coins in a jar and asked others to put coins in to raise money for the lady to come……but they had very little money…..and Erin told them that if she DID come, their lives would NEVER be the same. They sent 150 letters to her! And the woman planned to come!
This little woman saw hope, and likenesses to Anne. Derius organized food for the woman’s visit, with their families made goods! The community center they were to use was graffiti covered, so Erin and Maria told two of their graffiti artists at the school to make the room beautiful. It was an incredible experience of hope. Maria told Erin that she wanted to order Anne Frank in Spanish. Maria's mother wanted to read it--the book that changed her daughter’s life. The librarian told of the journey...and Derius cried….and told her she was his hero. And the librarian said, "No, I’m not a hero…..I did what I had to do…I delivered hope to Anne’s attic. I never gave up."
So never give up!! Never ever give up!
Here is Erin's website:
http://www.freedomwritersfoundation.org/site/c.kqIXL2PFJtH/b.2286935/k.AD6E/About_Erin_Gruwell.htm
Thursday, July 2, 2009
Best Practices for Encouraging Learning 24/7: Models that Work
Monday, 6/29/09
Michael Searson's Best Practices for Encouraging Learning 24/7: Models that Work
Using cameras on field trips to connect their learning, AND to go back to the classrooms to write about their learning.
Audio books for kids with dyslexia, to improve their motivation and learning.
Using Read Naturally and Lexia, where teachers are seeing huge results from both programs.
Robotics: available to students from early elementary through high school—offered in after school program. Middle school students can take these as an elective.
Entrepreneurs in Residence: kids meet with other kids as mentors for projects, and they are required to work with others, and it is up to them to schedule times to work to carry out goals of the project(s).
Global Challenge Project (David Gibson)
www.globalchallengeaward.org
Kids register with a partner (team of 2) and an adult (parent/teacher/sponsor, etc.) who they are core units for challenge. Trying to reach HS students world wide, using global teams with a problem to solve. “Save the World” with global warming before they graduate college.
What to expect on this site:
-use open-ended problem solving
-study together in teams
-spread awareness-take action/design a solution
-schedules, collaborators and products
-game and simulation-based online learning experiences
****ALL of this work is evaluated by scientists and educators
This site also offers:
Curriculum enhancement (easy to implement with flexible units of study)
Elective courses (Interdisciplinary: Natural Science Social Science, Entrepreneurship, Economics, digital arts, communications)
Independent studies (self-directed, open-ended, problem=based, guided inquiry)
Productivity Centered Service Learning )action oriented, authentic, community, engagement)
The great thing about this site is that it goes along with standards!
Andrew Gardner (Northern Manhattan) Game Design and Social Networking—Learning outside school walls
Content: what interests students?
1) PLAY!
2) New Media tools (Gamestar Mechanics, a web-based video program that teaches you about game design)
Andrew wanted to use this for after-school classes
Skoolaborate (virtual worlds and learning across the globe)
Develop ‘stuff’ that works globally such as units on drinking/driving, etc.
Ning.com for doing a T-bird Times newsletter to express kid’s personalities and thoughts
tbird times.org (an after school club)
Wix.com (building interactive websites) that kids can do on their own—kids erupted with creativity
Presentation: http://tbirdtimes.wiwispaces.org, kevin_jarrett@yahoo.com
Michael Searson's Best Practices for Encouraging Learning 24/7: Models that Work
Using cameras on field trips to connect their learning, AND to go back to the classrooms to write about their learning.
Audio books for kids with dyslexia, to improve their motivation and learning.
Using Read Naturally and Lexia, where teachers are seeing huge results from both programs.
Robotics: available to students from early elementary through high school—offered in after school program. Middle school students can take these as an elective.
Entrepreneurs in Residence: kids meet with other kids as mentors for projects, and they are required to work with others, and it is up to them to schedule times to work to carry out goals of the project(s).
Global Challenge Project (David Gibson)
www.globalchallengeaward.org
Kids register with a partner (team of 2) and an adult (parent/teacher/sponsor, etc.) who they are core units for challenge. Trying to reach HS students world wide, using global teams with a problem to solve. “Save the World” with global warming before they graduate college.
What to expect on this site:
-use open-ended problem solving
-study together in teams
-spread awareness-take action/design a solution
-schedules, collaborators and products
-game and simulation-based online learning experiences
****ALL of this work is evaluated by scientists and educators
This site also offers:
Curriculum enhancement (easy to implement with flexible units of study)
Elective courses (Interdisciplinary: Natural Science Social Science, Entrepreneurship, Economics, digital arts, communications)
Independent studies (self-directed, open-ended, problem=based, guided inquiry)
Productivity Centered Service Learning )action oriented, authentic, community, engagement)
The great thing about this site is that it goes along with standards!
Andrew Gardner (Northern Manhattan) Game Design and Social Networking—Learning outside school walls
Content: what interests students?
1) PLAY!
2) New Media tools (Gamestar Mechanics, a web-based video program that teaches you about game design)
Andrew wanted to use this for after-school classes
Skoolaborate (virtual worlds and learning across the globe)
Develop ‘stuff’ that works globally such as units on drinking/driving, etc.
Ning.com for doing a T-bird Times newsletter to express kid’s personalities and thoughts
tbird times.org (an after school club)
Wix.com (building interactive websites) that kids can do on their own—kids erupted with creativity
Presentation: http://tbirdtimes.wiwispaces.org, kevin_jarrett@yahoo.com
Sliding into 21st Century Learning: PD for Administrators
Red Clay 21st Century Leadership Academy website:
https://redclay.schoolnet.com/outreach/rccs/cla
What's Needed: Superintendent and Board commitment
Mission
To deliver a quality education in a safe and secure learning environment where instructional services and programs meet the needs of our diverse student population.
Vision
Red Clay's administration, faculty and staff work every day to put our vision and mission into practice, providing the best education for our students. That all students will acquire the knowledge, skills and values necessary to live rich and full lives as productive and enlightened members of society. The key to this vision is the belief that all children can learn, including those who are in special programs of any nature.
https://redclay.schoolnet.com/outreach/rccs/cla
What's Needed: Superintendent and Board commitment
Mission
To deliver a quality education in a safe and secure learning environment where instructional services and programs meet the needs of our diverse student population.
Vision
Red Clay's administration, faculty and staff work every day to put our vision and mission into practice, providing the best education for our students. That all students will acquire the knowledge, skills and values necessary to live rich and full lives as productive and enlightened members of society. The key to this vision is the belief that all children can learn, including those who are in special programs of any nature.
Wednesday, July 1, 2009
Technology Velcro: Tools and Techniques to Make Education Stick!
Technology Velcro: Tools and Techniques to make Education Stick!
Lynell Burmark, Thornburg Center
****New version of Hyper Studio
Humans process visuals 60,000 times faster than text. So images can do the job 60 times faster.
Made to Stick Chip and Dan Heath wrote—NYTimes bestseller with:
Connection
Humor
Images
Music
Emotion
Story
Senses
Clouds with pics in them—find out what the kids know by connections to prior experience.
Teaching words in pairs-Grande-pequeno
Video of guy playing violin in the subway (Joshua Bell) didn’t get much $ by playing, but was playing on a $3 million violin! Played the week before in a concert at $100/plate, to a sold out crowd. The only people who actually sat and watched in the subway were children…sad that no one recognized that he is a famous and amazingly gifted young man!
Humor is important for teachers. Lynell used a rat cartoon about Cinderella and every one laughed because we have a background already about the story. Some kids may not have. Children laugh an ave. of 400 times a day. Adults only 15. ☹ Need to find humor!
Pixcetera.com website has animal pics that are adorable!! Gives adults in your classes laughs and energy to get through presentations!
Comics:
Peanuts: www.snoopy.com
Internet Public Iibrary kidspace: www.ipl.org/div/kidspace
Hyperstudio 5.0
School Tube video for math teachers with the ratio on dating (Fish story with girl dating guys who either talk too much, or not enough!)
http://www.schooltube.com/video/10256/Matrix-Learning--Bad-Date-by-NMSU-
Give a picture to your class to focus on as they come into the classroom, and that becomes the focus for the first few minutes of instruction.
The History Place to show pics of Lewis W.Hine with the child labor laws. http://www.historyplace.com
http://www.historyplace.com/unitedstates/childlabor
Give 4 pics to people and have them put them in a time line in a discussion.
WHAT AM I:
Give clues and use a puzzle pic to give them idea with each clue! The kids can create the clues, and picking the proper picture in puzzle format from HyperStudio 5.0. Using illustrated materials, Recall and retention increase over 43% when there is an overlay of narration with visual representation. It goes up 89% with transfer and application. (Richard Mayer, Multimedia Learning research)
MUSIC
BB KING sings The Letter Y (www.schoolvideos.com)
“Annie’s Song” (You fill up my senses…) from John Denver
EMOTION
You Tube ---The Mean Joe Green commercial (Coca Cola)
Create a photowall, similarly to a word wall (or web-based gallery) of kindness, love, and other Words worth 1000 pictures
**each week is a new focus---one week compassion, one week love, one week caring, etc.
Gerald Grow, journalism professor at Florida A & M University, Tallahassee, FL has a list of words
STORIES
We remember teachers who told us stories and the stories they told us….
From image to story—What’s the event? Who are these people? What is their relationshp?
“We don’t see things as they are;we see them as we are.” Anais Nin
Progressive story--groups of 3, koosh ball toss, worm balls (www.orientaltrading.com) used pictures of beautiful scenes, and whoever had the squish ball had to tell a story about the picture when they got the ball. Then she went back and put John Denver’s music to it.
The images are so powerful and can bring their own story to pictures, but with the music/narration, it brings more to the connection.
SENSES
We use our (multiple)sense to enrich experience, such as multimedia, multisensory experiense of the California Adventure- Soarin’ Over California (Disney World)
Sight…visuals!
-multi-colored classroom in 1995 Disney film: Matilda
-“One of the Family” painting-Frederick Cotman
Hearing…voiceovers, music!
-“I am lonely” to Selen’s No Me Queda Mas
Touch!
-Swimming with the stingrays (Cayman Islands); their bellies feel like________________used a custard pie to show how the sting rays skin felt
-Hands-on learning toys for younger children
-Click and drag on interactive whiteboards-Fred Armisen, Saturday Night Live (had the Obama/McCain voting pieces with voting)
Lynell's site:
http://www.tcpd.org/Burmark/Burmark.html
Lynell Burmark, Thornburg Center
****New version of Hyper Studio
Humans process visuals 60,000 times faster than text. So images can do the job 60 times faster.
Made to Stick Chip and Dan Heath wrote—NYTimes bestseller with:
Connection
Humor
Images
Music
Emotion
Story
Senses
Clouds with pics in them—find out what the kids know by connections to prior experience.
Teaching words in pairs-Grande-pequeno
Video of guy playing violin in the subway (Joshua Bell) didn’t get much $ by playing, but was playing on a $3 million violin! Played the week before in a concert at $100/plate, to a sold out crowd. The only people who actually sat and watched in the subway were children…sad that no one recognized that he is a famous and amazingly gifted young man!
Humor is important for teachers. Lynell used a rat cartoon about Cinderella and every one laughed because we have a background already about the story. Some kids may not have. Children laugh an ave. of 400 times a day. Adults only 15. ☹ Need to find humor!
Pixcetera.com website has animal pics that are adorable!! Gives adults in your classes laughs and energy to get through presentations!
Comics:
Peanuts: www.snoopy.com
Internet Public Iibrary kidspace: www.ipl.org/div/kidspace
Hyperstudio 5.0
School Tube video for math teachers with the ratio on dating (Fish story with girl dating guys who either talk too much, or not enough!)
http://www.schooltube.com/video/10256/Matrix-Learning--Bad-Date-by-NMSU-
Give a picture to your class to focus on as they come into the classroom, and that becomes the focus for the first few minutes of instruction.
The History Place to show pics of Lewis W.Hine with the child labor laws. http://www.historyplace.com
http://www.historyplace.com/unitedstates/childlabor
Give 4 pics to people and have them put them in a time line in a discussion.
WHAT AM I:
Give clues and use a puzzle pic to give them idea with each clue! The kids can create the clues, and picking the proper picture in puzzle format from HyperStudio 5.0. Using illustrated materials, Recall and retention increase over 43% when there is an overlay of narration with visual representation. It goes up 89% with transfer and application. (Richard Mayer, Multimedia Learning research)
MUSIC
BB KING sings The Letter Y (www.schoolvideos.com)
“Annie’s Song” (You fill up my senses…) from John Denver
EMOTION
You Tube ---The Mean Joe Green commercial (Coca Cola)
Create a photowall, similarly to a word wall (or web-based gallery) of kindness, love, and other Words worth 1000 pictures
**each week is a new focus---one week compassion, one week love, one week caring, etc.
Gerald Grow, journalism professor at Florida A & M University, Tallahassee, FL has a list of words
STORIES
We remember teachers who told us stories and the stories they told us….
From image to story—What’s the event? Who are these people? What is their relationshp?
“We don’t see things as they are;we see them as we are.” Anais Nin
Progressive story--groups of 3, koosh ball toss, worm balls (www.orientaltrading.com) used pictures of beautiful scenes, and whoever had the squish ball had to tell a story about the picture when they got the ball. Then she went back and put John Denver’s music to it.
The images are so powerful and can bring their own story to pictures, but with the music/narration, it brings more to the connection.
SENSES
We use our (multiple)sense to enrich experience, such as multimedia, multisensory experiense of the California Adventure- Soarin’ Over California (Disney World)
Sight…visuals!
-multi-colored classroom in 1995 Disney film: Matilda
-“One of the Family” painting-Frederick Cotman
Hearing…voiceovers, music!
-“I am lonely” to Selen’s No Me Queda Mas
Touch!
-Swimming with the stingrays (Cayman Islands); their bellies feel like________________used a custard pie to show how the sting rays skin felt
-Hands-on learning toys for younger children
-Click and drag on interactive whiteboards-Fred Armisen, Saturday Night Live (had the Obama/McCain voting pieces with voting)
Lynell's site:
http://www.tcpd.org/Burmark/Burmark.html
Tuesday, June 30, 2009
Writing in the 21st Century
Kathleen Blake Yancey, National Council of Teachers of English (NCTE)
Kent Wiliamson, Exec Director of NCTE
How can we help teachers and students with the implications of new tools as they write and connect?
You can’t tell anyone anything, you must invite them in!
The goal of the NCTE this year is to have every American to post a piece of their writing at:
www.galleryofwriting.org on October 20, 2009.
NCTE wants to take a writing gallery back to Washington and share with Congress to show what writing looks like—even today, as some believe it’s a lost art.
What might YOU post and share with others?
We, as a nation, are writing like never before: text messages, video clips, instant messages, cell phones, and yes, even traditional pen and papers. Whether it is done in a notebook or on a blog, writing, in its many forms, has become daily practice for millions of Americans.
People have always written! (Kathleen) Composing is still happening in new and exciting ways.
1940’s people were writing to loved ones who were very far away. It was personal. You could not stop people from writing
THE ERA'S of WRITING:
1950’s Writing was used as a discipline, and even punishment
1960’s Writing became a process for protest…graffiti, protests, marches
1970’s Writing process—the moves you had to make to get to the final product. There were many processes people used to get better at different genres, and to get better at each genre. (prewrite, compose, evaluate, revise, edit, publish)
1980’s Writing became digitized. Inspired students to become ambitious, creative writers—writers who published in the way that publishing companies had solely done prior to this era.
1990’s Writing was about connections. Visuals, colors, images in Power Point for example, aide in writing and communication. It provides opportunities to connect with people in new and exciting ways.
2000’s Writing has far more opportunities than ever before. It’s about web 2.0---connections from school to the world, such as blogging from school to the world: students are being asked to make comments about an author, and respond to other peers in a community based writing which then measures success. It teaches them to be open to other ideas AND how to get along with others and varying perspectives Money can’t buy this motivation!
WRITING IDEAS:
Becoming Jane Austen, create a blog representing a character from a novel, or historical character and perceive the persona of that person, their relationships, etc. and going deep inside to further understanding and learning.
In the past, things have been kept in museums or some sort of archives, but now there is information ecology, such as what is the impact of personal genetic testing?
There is a rumor that blogs are not trustworthy! That is just not true! But how do you know what IS trustworthy? Get out there and give it a go! Give kids an assignment where they can ONLY use blogs to gather information…..and teach them how to know what is trustworthy and NOT trustworthy!
1) academic
2) mainstream
Students map what they find in blogs, and what is trustworthy and what is not! BUT they do get frustrated in the process. As teachers, we must be explicit with teaching, so kids will be explicit.
Show them:
Time Magazine, who has trustworthy information to make connections for kids.
Blogging as Learning in Action--ask students where they see poetry in their culture and how it is poetic. Example she showed: a blog of unnecessary quotation marks:
"**U.S. “outgoing” mail…..with a note that said “that mail is totally shy” gives kids a mix on words! Kids take a different attitude when they put a mix on words.
Experts and laypersons: Composing knowledge (what we saw with Darwin)
Almost every scientist used information from others to gain understanding. Well a citizen scientist, a person who volunteers to be of information gathering process, helps to help find information.
Citizen Journalists composing NEWS
Think of Iran…who in news is trustworthy? Citizen journalists came from a need for information to get out in a trustworthy manner. Gives news services much more reach! Only about 4 years in the making. With hurricane Ike, people posted various escape routes, which were trustworthy, and when people post, there is a usual respect /trust level.
Citizens composting POWER
Iran controversy right now….the coming together of information through Facebook, Twitter, or whatever tool set to communicate together---but it’s the hard decision coming up with what tool to use and when! Sometimes it is a combination of tools that must be used.
Remember the history of writing in the U.S.:
In the 1940’s, you were writing…
In the 1950’s, you were composing…
In the 1960’s, you were addressing…
In the 1970’s, you were revising…
In the 1980’s, you were keyboarding…
In the 1990’s, you were emailing…
In the 2000’s, you were Facebooking around the world…
My, how things have changed!
Kent Wiliamson, Exec Director of NCTE
How can we help teachers and students with the implications of new tools as they write and connect?
You can’t tell anyone anything, you must invite them in!
The goal of the NCTE this year is to have every American to post a piece of their writing at:
www.galleryofwriting.org on October 20, 2009.
NCTE wants to take a writing gallery back to Washington and share with Congress to show what writing looks like—even today, as some believe it’s a lost art.
What might YOU post and share with others?
We, as a nation, are writing like never before: text messages, video clips, instant messages, cell phones, and yes, even traditional pen and papers. Whether it is done in a notebook or on a blog, writing, in its many forms, has become daily practice for millions of Americans.
People have always written! (Kathleen) Composing is still happening in new and exciting ways.
1940’s people were writing to loved ones who were very far away. It was personal. You could not stop people from writing
THE ERA'S of WRITING:
1950’s Writing was used as a discipline, and even punishment
1960’s Writing became a process for protest…graffiti, protests, marches
1970’s Writing process—the moves you had to make to get to the final product. There were many processes people used to get better at different genres, and to get better at each genre. (prewrite, compose, evaluate, revise, edit, publish)
1980’s Writing became digitized. Inspired students to become ambitious, creative writers—writers who published in the way that publishing companies had solely done prior to this era.
1990’s Writing was about connections. Visuals, colors, images in Power Point for example, aide in writing and communication. It provides opportunities to connect with people in new and exciting ways.
2000’s Writing has far more opportunities than ever before. It’s about web 2.0---connections from school to the world, such as blogging from school to the world: students are being asked to make comments about an author, and respond to other peers in a community based writing which then measures success. It teaches them to be open to other ideas AND how to get along with others and varying perspectives Money can’t buy this motivation!
WRITING IDEAS:
Becoming Jane Austen, create a blog representing a character from a novel, or historical character and perceive the persona of that person, their relationships, etc. and going deep inside to further understanding and learning.
In the past, things have been kept in museums or some sort of archives, but now there is information ecology, such as what is the impact of personal genetic testing?
There is a rumor that blogs are not trustworthy! That is just not true! But how do you know what IS trustworthy? Get out there and give it a go! Give kids an assignment where they can ONLY use blogs to gather information…..and teach them how to know what is trustworthy and NOT trustworthy!
1) academic
2) mainstream
Students map what they find in blogs, and what is trustworthy and what is not! BUT they do get frustrated in the process. As teachers, we must be explicit with teaching, so kids will be explicit.
Show them:
Time Magazine, who has trustworthy information to make connections for kids.
Blogging as Learning in Action--ask students where they see poetry in their culture and how it is poetic. Example she showed: a blog of unnecessary quotation marks:
"**U.S. “outgoing” mail…..with a note that said “that mail is totally shy” gives kids a mix on words! Kids take a different attitude when they put a mix on words.
Experts and laypersons: Composing knowledge (what we saw with Darwin)
Almost every scientist used information from others to gain understanding. Well a citizen scientist, a person who volunteers to be of information gathering process, helps to help find information.
Citizen Journalists composing NEWS
Think of Iran…who in news is trustworthy? Citizen journalists came from a need for information to get out in a trustworthy manner. Gives news services much more reach! Only about 4 years in the making. With hurricane Ike, people posted various escape routes, which were trustworthy, and when people post, there is a usual respect /trust level.
Citizens composting POWER
Iran controversy right now….the coming together of information through Facebook, Twitter, or whatever tool set to communicate together---but it’s the hard decision coming up with what tool to use and when! Sometimes it is a combination of tools that must be used.
Remember the history of writing in the U.S.:
In the 1940’s, you were writing…
In the 1950’s, you were composing…
In the 1960’s, you were addressing…
In the 1970’s, you were revising…
In the 1980’s, you were keyboarding…
In the 1990’s, you were emailing…
In the 2000’s, you were Facebooking around the world…
My, how things have changed!
National Archives-July 2009
A friend from Nebraska saw my husband and me this morning, and asked if we would like to take a private tour of the National Archives while in Washington, D.C. this afternoon. It seemed like an opportunity that we could not pass up, and after contemplation, we decided to call him back. It was a wonderful decision!
Upon arriving at the National Archives building, we were greeted by a complete stranger, Mr. David Rosenbaum, who had previously worked on some distance learning activities with the friend who invited us to Mr. Rosenbaum's tour.
Mr. Rosenbaum became a very familiar and likable guide on our journey. He was sincere, warm, and shared of his passion for the Cornhuskers. We knew he was someone that was a stranger no longer--especially when he shared that he had been a teacher in Nebraska for 27 years, prior to his tenure of two years at the National Archives.
David got us through security and briefed us a bit on what we would happen upon in our tour. He was delibrate, and so very thoughtful in preparing us for the exciting things we could stumble upon. He also enlightened us on his duties of educating teachers and students about the incredible impact that the Archives can offer, and went on to share the Archive's enormous role in preserving U.S. history.
After a ton of questions that we asked of David, we began our tour of the archives. We began as archivers, dressed in lab coats and white gloves in a room where students are allowed to simulate problem solving issues in the National Archives. The power behind this activity has been shown to be an incredible experience for teachers and students alike. I wish we would have had the time to share in this experience with kids, or fellow teachers!
We then went to view the Magna Carta. David shared this history of the National Archives acquiring the Magna Carta document through a generous donation. It was well-preserved, even though it was over 700 years old! To be RIGHT there, looking at this document was overwhelming.
Those goosebumps only intensified as we went into the Rotunda, which houses the original Declaration of Independence, Articles of the Constitution, as well as the Bill of Rights and many other historical documents. Sadly, the Declaration of Independence is quite weathered. It was extremely difficult to view, although I could certainly make out John Hancock's name! The powerful energy in that room was humbling. I shall not forget this experience any time soon!
Towards the end of our tour, David shared the public archives with us, noting significant details and stories like a true historian would. He was a story teller throughout the entire day. I can't wait to show teachers some of the things that he has been working on, and continues to be a part of in his role as an educational specialist for the Archives.
I invite you to check out the following sites for your perusal, for your student and professional needs:
http://www.digitalvaults.org
http://www.archives.gov/education/lessons
http://delicious.com/NationalArchivesEducation
Upon arriving at the National Archives building, we were greeted by a complete stranger, Mr. David Rosenbaum, who had previously worked on some distance learning activities with the friend who invited us to Mr. Rosenbaum's tour.
Mr. Rosenbaum became a very familiar and likable guide on our journey. He was sincere, warm, and shared of his passion for the Cornhuskers. We knew he was someone that was a stranger no longer--especially when he shared that he had been a teacher in Nebraska for 27 years, prior to his tenure of two years at the National Archives.
David got us through security and briefed us a bit on what we would happen upon in our tour. He was delibrate, and so very thoughtful in preparing us for the exciting things we could stumble upon. He also enlightened us on his duties of educating teachers and students about the incredible impact that the Archives can offer, and went on to share the Archive's enormous role in preserving U.S. history.
After a ton of questions that we asked of David, we began our tour of the archives. We began as archivers, dressed in lab coats and white gloves in a room where students are allowed to simulate problem solving issues in the National Archives. The power behind this activity has been shown to be an incredible experience for teachers and students alike. I wish we would have had the time to share in this experience with kids, or fellow teachers!
We then went to view the Magna Carta. David shared this history of the National Archives acquiring the Magna Carta document through a generous donation. It was well-preserved, even though it was over 700 years old! To be RIGHT there, looking at this document was overwhelming.
Those goosebumps only intensified as we went into the Rotunda, which houses the original Declaration of Independence, Articles of the Constitution, as well as the Bill of Rights and many other historical documents. Sadly, the Declaration of Independence is quite weathered. It was extremely difficult to view, although I could certainly make out John Hancock's name! The powerful energy in that room was humbling. I shall not forget this experience any time soon!
Towards the end of our tour, David shared the public archives with us, noting significant details and stories like a true historian would. He was a story teller throughout the entire day. I can't wait to show teachers some of the things that he has been working on, and continues to be a part of in his role as an educational specialist for the Archives.
I invite you to check out the following sites for your perusal, for your student and professional needs:
http://www.digitalvaults.org
http://www.archives.gov/education/lessons
http://delicious.com/NationalArchivesEducation
Monday, June 29, 2009
Effective Leadership in an Era of Disruptive Innovation
Scott McLeod, Iowa State University
“Current leadership models are inadequate for disruptive innovations”
Premise for workshop based on:
The Innovator’s Dilemma, by Clayton M. Christensen
Disrupting Class, by Clayton M. Christensen
What is a disruptive innovation??
Think of the following:
A Record→ replaced by a tape→replaced with a CD→ replaced the previous three iPod
(each one is a disruption to the one before)
Disruptive innovation has changed the game totally!
(land line---phone company started adding services to increase profit margins, and gave us “More than needed”) But then there’s “Good Enough”, where more than needed crosses the good enough line.
So in terms of K-12 education, what is the not “good enough” yet?
Learning management systems (Angel, Blackboard, virtual environments)
We move to new things in droves---and the old thing disappears completely (mini computers, land lines, etc.) And the cycle goes on…with new technologies arriving every day.
With school leaders, what are some things that disrupt innovations?
1. Good organizations with good peoples will disappear if they don’t understand the ‘natural laws’ of disruptive innovation. Leaders need to understand that these things don’t disappear because of bad management, they disappear because often times, we try to fit it in with the old thing(s) in existence, and it doesn’t work very well!
2. It’s very difficult for existing successful organizations to become dominate players in the new market, which is why we can't fit in new change with old ways.
3. It is much easier to create a new organization-or buy one-than it is to turn an existing organization around.
4. It is difficult to analyze the unknowable! (how do you design resources, when you don’t know what the future holds---especially with techonology!)
5. First-mover advantage is important when it comes to disruptive innovations. (iPod wasn’t the first music player, but when it came out, it erupted innovation world)
We can NOT do a new thing because we go back to the old ways. These things listed above totally apply to change!
So what are the implications for leaders of schools?
1. K-12 education is facing a disruptive innovation. It’s personalized learning. (cyber schools, online schools, etc.)
2. The existing educational model is not a given. ("We could be replaced—and no one is willing to admit it!!—we better make the shift from A-B or we will be replaced! It’s arrogance! We are sitting in the “good Enough” area, and we are going to be replaced if we don’t become “more than needed” In 2019, over half of HS courses will be online!"
3. All of this is going to sneak up on most school organizations!
So what should we do as leaders????????
1. We can’t wait until it’s NOT GOOD ENOUGH!
2. We must start with underserved student groups with pilot projects AND other disruptive things! (mainstreamed groups/parents will balk, so start with an underserved group instead)
3. Schools in Iowa are against online learning, but they have NO solutions to NOT having online learning!
4. Use different metrics of success. What data will you use to measure success? What will you do with the data that you collect?
5. Compete directly with the existing organization. (like IBM did….any kind of restraints delay innovation! Same thing with record companies---they sued their own clients and it wasn’t effective!)
Digital World and Global world are BOTH going to push innovation in the future. Baby boomers are going to retire soon! We will have a HUGE teacher shortage.
Accountability measures will hold schools accountable for change and drive the paradigm forward!
The 21st century is here…shouldn’t we be preparing our students for it?
presentation site: bit.ly/neccmcleod1
“Current leadership models are inadequate for disruptive innovations”
Premise for workshop based on:
The Innovator’s Dilemma, by Clayton M. Christensen
Disrupting Class, by Clayton M. Christensen
What is a disruptive innovation??
Think of the following:
A Record→ replaced by a tape→replaced with a CD→ replaced the previous three iPod
(each one is a disruption to the one before)
Disruptive innovation has changed the game totally!
(land line---phone company started adding services to increase profit margins, and gave us “More than needed”) But then there’s “Good Enough”, where more than needed crosses the good enough line.
So in terms of K-12 education, what is the not “good enough” yet?
Learning management systems (Angel, Blackboard, virtual environments)
We move to new things in droves---and the old thing disappears completely (mini computers, land lines, etc.) And the cycle goes on…with new technologies arriving every day.
With school leaders, what are some things that disrupt innovations?
1. Good organizations with good peoples will disappear if they don’t understand the ‘natural laws’ of disruptive innovation. Leaders need to understand that these things don’t disappear because of bad management, they disappear because often times, we try to fit it in with the old thing(s) in existence, and it doesn’t work very well!
2. It’s very difficult for existing successful organizations to become dominate players in the new market, which is why we can't fit in new change with old ways.
3. It is much easier to create a new organization-or buy one-than it is to turn an existing organization around.
4. It is difficult to analyze the unknowable! (how do you design resources, when you don’t know what the future holds---especially with techonology!)
5. First-mover advantage is important when it comes to disruptive innovations. (iPod wasn’t the first music player, but when it came out, it erupted innovation world)
We can NOT do a new thing because we go back to the old ways. These things listed above totally apply to change!
So what are the implications for leaders of schools?
1. K-12 education is facing a disruptive innovation. It’s personalized learning. (cyber schools, online schools, etc.)
2. The existing educational model is not a given. ("We could be replaced—and no one is willing to admit it!!—we better make the shift from A-B or we will be replaced! It’s arrogance! We are sitting in the “good Enough” area, and we are going to be replaced if we don’t become “more than needed” In 2019, over half of HS courses will be online!"
3. All of this is going to sneak up on most school organizations!
So what should we do as leaders????????
1. We can’t wait until it’s NOT GOOD ENOUGH!
2. We must start with underserved student groups with pilot projects AND other disruptive things! (mainstreamed groups/parents will balk, so start with an underserved group instead)
3. Schools in Iowa are against online learning, but they have NO solutions to NOT having online learning!
4. Use different metrics of success. What data will you use to measure success? What will you do with the data that you collect?
5. Compete directly with the existing organization. (like IBM did….any kind of restraints delay innovation! Same thing with record companies---they sued their own clients and it wasn’t effective!)
Digital World and Global world are BOTH going to push innovation in the future. Baby boomers are going to retire soon! We will have a HUGE teacher shortage.
Accountability measures will hold schools accountable for change and drive the paradigm forward!
The 21st century is here…shouldn’t we be preparing our students for it?
presentation site: bit.ly/neccmcleod1
Sunday, June 28, 2009
Malcolm Gladwell Opening Keynote at NECC
Malcolm was the keynote kick off for the NECC conference on Sunday evening.
He discussed learning environments, and how it takes a lot of time to establish quality learning environments that provide for networking with students.
His premise for his keynote was "The 10 Hour Rule". It takes 4 hours a day for 10 years to work hard at something. It does not come down to ability, it comes down to ATTITUDE! Learning is simply what you put into it!
There are times that will be ROCKY! But it is those times that you can build upon those failures you have experienced. We must compensate for our weaknesses. Our hunger and effort to do something are better motivators for us than struggling through our weaknesses. Effective learning takes overcoming the obstacles that have gotten in your way.
You must have RESPECT for difficulty! Many entrepreneurs in this world typically struggled with dyslexia as students. They were able to overcome and become great leaders in our world because of their attitude to learn to overcome their weaknesses. Their hunger and effort won out! The reason they overcame issues with dyslexia that Malcolm shared:
1) They surround themselves with people who will help them.
2) They delegate.
3) They develop excellent problem solving skills over time.
4) They develop excellent oral communication skills.
They try harder, which compensates for weaknesses in talent.
Malcolm also shared that learning strategies are not linear. Learning is messy...it's zigzaggy! It must have trial, errors, and experimentation! And with that, teachers must incorporate feedback. This feedback must be timely and effective. After all, learning IS feedback! Failure equals learning, and if we provide our students with feedback to help them grow, they will, and will acquire a deeper understanding of their learning.
Your learning environment is not an atmosphere where learning takes place. It is an atmosphere that should be set for HOW learning takes place.
What are YOU doing for your learning atmosphere?
He discussed learning environments, and how it takes a lot of time to establish quality learning environments that provide for networking with students.
His premise for his keynote was "The 10 Hour Rule". It takes 4 hours a day for 10 years to work hard at something. It does not come down to ability, it comes down to ATTITUDE! Learning is simply what you put into it!
There are times that will be ROCKY! But it is those times that you can build upon those failures you have experienced. We must compensate for our weaknesses. Our hunger and effort to do something are better motivators for us than struggling through our weaknesses. Effective learning takes overcoming the obstacles that have gotten in your way.
You must have RESPECT for difficulty! Many entrepreneurs in this world typically struggled with dyslexia as students. They were able to overcome and become great leaders in our world because of their attitude to learn to overcome their weaknesses. Their hunger and effort won out! The reason they overcame issues with dyslexia that Malcolm shared:
1) They surround themselves with people who will help them.
2) They delegate.
3) They develop excellent problem solving skills over time.
4) They develop excellent oral communication skills.
They try harder, which compensates for weaknesses in talent.
Malcolm also shared that learning strategies are not linear. Learning is messy...it's zigzaggy! It must have trial, errors, and experimentation! And with that, teachers must incorporate feedback. This feedback must be timely and effective. After all, learning IS feedback! Failure equals learning, and if we provide our students with feedback to help them grow, they will, and will acquire a deeper understanding of their learning.
Your learning environment is not an atmosphere where learning takes place. It is an atmosphere that should be set for HOW learning takes place.
What are YOU doing for your learning atmosphere?
Wednesday, April 22, 2009
The Impact of Positive Words
Today I spent the day in my office. It was a rarity, but I certainly enjoyed a few moments to catch up on paperwork, and to research and write podcasts on leadership. It became a day of reflection, especially after I received a couple of emails from administrators, thanking me for my podcast that I sent out yesterday. The podcast focused on Michael Fullan's book, Leading in a Culture of Change. I was certainly humbled by their words, and yet those words hung in the air around me today.
The responses I received made me think of the impact that positive praise really has on a person. Those emails inspired me while writing my podcasts, knowing that if one person could be impacted by a small thing that I do, it's a powerful thing. My soul was encouraged. My steps had a new spring in them. My ideas seemed to flow. My fingers couldn't move quick enough across my keyboard as I wrote the next two podcasts.
So this evening, I thought about how all of these things transpired today, and it really came down to just a few words of thanks and praise! I am awe still tonight of the impact a bit of positive praise had on me today.
I am an old woman, according to my children, but I realize that I am still in need of praise, so that I can grow, learn, and hopefully impact the lives of others in positive, meaningful ways. Knowing how we as adults need praise makes me think of how much praise children need to thrive, be inspired, and to feel loved and needed.
I encourage you to find five children in your life today and praise them for being the gifts that they are to the world you live in. Imagine the impact you will have with just a few positive words of praise. And something tells me that YOU just might feel the impact right back in your own heart.
Wishing you a praise-filled journey!
The responses I received made me think of the impact that positive praise really has on a person. Those emails inspired me while writing my podcasts, knowing that if one person could be impacted by a small thing that I do, it's a powerful thing. My soul was encouraged. My steps had a new spring in them. My ideas seemed to flow. My fingers couldn't move quick enough across my keyboard as I wrote the next two podcasts.
So this evening, I thought about how all of these things transpired today, and it really came down to just a few words of thanks and praise! I am awe still tonight of the impact a bit of positive praise had on me today.
I am an old woman, according to my children, but I realize that I am still in need of praise, so that I can grow, learn, and hopefully impact the lives of others in positive, meaningful ways. Knowing how we as adults need praise makes me think of how much praise children need to thrive, be inspired, and to feel loved and needed.
I encourage you to find five children in your life today and praise them for being the gifts that they are to the world you live in. Imagine the impact you will have with just a few positive words of praise. And something tells me that YOU just might feel the impact right back in your own heart.
Wishing you a praise-filled journey!
Monday, March 9, 2009
It is just another day in education: a day that brings a feeling of uneasiness or frustration. As you sit frustrated, you wonder why you chose a career in education, and if you can muster up the energy to return to your role the following day. This frustrating day lingers longer, and always leaves you in a bit of a tailspin.
You have most likely encountered at least one of these days in the world of education. Days of frustration in which you questioned your career path, feeling exhausted to the point you believed you could not return. Yet, something churned within you: a small fire you had nearly forgotten. You found your way back to school, your classroom, your career, with every piece of gumption inside of you, and you remembered what inspired your career decision long ago: your passion for educating young minds.
You are a chosen one. In your early years of learning, there was an educator who impacted your thinking, your self-confidence, and your soul. You may not have realized the significance this individual played in your life until you became an adult, or an educator, but along the path you experienced a teacher who cared about who you were, and believed immensely in your capability. It was that individual who helped shape who you are today, whose compassion continues to give you strength on the most intense days, grounds your thinking, and unknowingly picks you up and dusts you off so you can continue on in your journey.
Nearly all of you reading this are embracing memories of the person that inspired you, yet none of those persons probably know their impact upon you. Have you considered sharing what you gained as a result of their teaching? Does this individual know the inspiration he or she was to you?
Well, it is nearing summer, and though school is almost out, I have a homework assignment for you: reach out to the educator you remembered today. Find a way to let this individual know how much he or she is appreciated, and what you treasure about his or her efforts. Write a letter, send an email, make a phone call, or go visit this person and thank him or her for choosing you to become an educator.
However you communicate your thanks, praise the individual for helping you choose a career path in education; for helping you out of your tailspin; for making the frustrating days seem briefer; for giving you the energy to return to your classroom; for lessening the feelings of uneasiness and frustration on difficult days. For day after day, frustrating as your days as an educator might be, you continue to pick yourself up, and return to your classroom, and for your passion and perseverance, someone, somewhere deserves a “thank you.”
Enjoy your time for learning, growing, and expanding your talents this summer, but don’t forget about your homework assignment. It’s due August 15, 2009.
Thursday, January 29, 2009
Today I was honored to spend the day with elementary students at Kearney Public Schools, reading 100th Day Worries for their 100th Day of School celebration. It was an amazing experience and I am grateful to have been a part of this special day.
This evening, I received two fun pictures with wonderful captions.
What a truly terrific day it was!
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