Central York School DistrictMass Customized Learning . . . andthe Leadership to Make It Happen

July 9, 2013Chuck Schwahn

chuckschwahn@yahoo.commasscustomizedlearning.com

Today’s Intended Outcomes:• Why Mass Customized Learning?

Becoming an ADVOCATE of MCL

• The MCL Vision. You feeling confident about sharing the MCL vision with your people

• Total Leaders. The thinking and the leadership to MCL vision a reality

• Getting Started. Action steps for the coming school year

The Total Leader Embraces the Inevitable

Inevitable TOO!

Chuck Schwahn and Bea McGarveySignificant contributions: Pat Crawford, Duff Rearick, and Jay Scott

Mass Customized Learning

Inevitable TOO!

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the meeting was . . . Inevitable

Strategic Design

Strategic Direction•Beliefs/Values•Mission•Exit Outcomes•Vision

Strategic Alignment•People•Practices•Processes•Structures

Leadership 101

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STRATEGIC DESIGN Requires

STRATEGIC DIRECTION Requires

STRATEGIC ALIGNMENT Requires

AUTHENTIC LEADERS Who DEFINE PURPOSE

VISIONARY LEADERS Who FRAME VISION

RELATIONAL LEADERS Who DEVELOP OWNERSHIP

QUALITY LEADERS Who BUILD CAPACITY

SERVICE LEADERS Who ENSURE SUPPORT

TOTAL LEADERS Creating

PRODUCTIVE CHANGE

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+ + + +

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Key Domains of Total Leaders

VISIONARY Vision

AUTHENTIC Purpose

RELATIONAL Ownership

QUALITY Capacity

SERVICE Support

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The 5 PILLARS of PRODUCTIVE CHANGE

• Purpose - “It has meaning for me!”

• Vision - “It’s clear and exciting!”• Ownership - “I want to be part of it!”

• Capacity - “I can do it!”• Support - “Our leader is really helping!”

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“I could have written that book!”

A vision hiding in plain sight.

Everything is obvious: once you know the answer

Leaders take people to places they wouldn’t

go without them.

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VISION• Your mental PICTURE of the

FUTURE YOU PREFER TO CREATE

• A detailed description of what your organization will look like when operating at its IDEAL BEST

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John F. Kennedy’s“Man on the Moon” Vision

We (NASA) knew about 15% of what we needed to know to get

there. But, we knew it was right.

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VISION COMES ALIVE when everyone sees how his/her

contribution makes a difference.

People need to see both the big picture and their role in achieving that picture.

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Vision . . . What we will look like, act like, feel like, and

be like when we are operating at our IDEAL BEST.

What will we be like when we are . . .Empowering All Learners to Succeed in

a Rapidly Changing World

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•“The very essence of leadership is . . . you have a VISION

•It’s got to be a vision you articulate clearly and forcefully

on every occasion.

•You can’t blow an uncertain trumpet.”

Theodore Hesburgh

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Can we skip some things . . . .

• Education must change . . . significantly!

• Many things we used to do made sense . . . they don’t any more!

• Technology is here to stay . . . it will is revolutionizing our profession!

• Tinkering isn’t enough!

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The USA is not a “catch up” country.

We are a “leapfrogging” country.Face it, Singapore is better at being obsolete than we are!

And about International Comparisons . . .

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The “let’s get honest” question that we will ask all day:

Are we doing this/making this decision based on . . .

LEARNING, or on CONTROL?

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For the Secondary Principal, CONTROL is a good “MUST” thing!

So, the question I will ask:“Can you implement the MCL Vision and remain in control of your school?”

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Learner Focus—it should drive everything!

Who is it that is walking through our doors?

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Just a thought . . . . Who is walking through our school doors?

Many/Most kids who walk through our doors are no longer “students.”

Instead, they are “learners.”

Learners who have ALWAYS lived in the Age of Empowerment.

We must treat them as such . . . or continue to bore the hell out of them.

I’m just sayin’ . . . .

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Talk a bit about this one:

Who is the kid walking through our doors?

How do they differ from when we were in school?

If nothing else in our world had changed, would the “different kid” who walks through our door create a

powerful need for changing how we do school?

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TECHNOLOGY:

•Technology to TRANSFORM SCHOOLS

•Technology to TRANSFORM THE STRUCTURE OF SCHOOLS

•Not Technology to REPLACE TEACHERS

•We will not THROW THE BABY OUT WITH THE BATHWATER

Cyber Schools . . . “. . . throw the baby out

with the bathwater.”

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The Industrial Age gave us MASS PRODUCTIONThe Information Age

gave us MASS CUSTOMIZATION

The Age of Empowerment INEVITABLE

which in turn made

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Mass Customization . . .• Who is doing this for you now?

Identify an organization/business that is effectively meeting your individual needs.

• How do they do it?• How might we transfer what they

do to education?

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Industrial Age Structures and Practices

• A graded k-12 assembly line . . . everyone moves at the same pace

• When there is a problem on the assembly line . . . students are moved to “rework”

• A,B,C grades . . . some lemons come off of the line and we give them “Cs”

• Time is the constant . . . quality learning is the variable• Our profession/industry is heavily unionized• School Districts are more “managed” than “led”

Information AgeStructures and Practices

• Transformational technology• Learning rate tailored to the individual learner• Learning style tailored to the individual learner• Learning interest/content tailored to the individual

learner• Standard for mastery . . . the learner has mastered the

outcome or “they are not finished yet”• Leaders create innovative future-focused

organizational visions and manage toward their implementation

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INDUSTRIAL AGE Paradigm of “SCHOOL”

INFORMATION AGE Paradigmof “LEARNING SYSTEMS”

Specific Studentscan learnSpecific SubjectsinSpecific Classroomson a Specific Schedulein aSpecific Wayfrom aSpecific Teacher

Anyonecan learnAnythingfromAnywhereatAny timeinAny wayfrom World Wide Experts

HERE’S THE DIFFERENCE!

And now, in this Digital World,

ANYONE can learn ANYTHING  from

ANYWHERE at ANY TIME from

WORLD-CLASS EXPERTS

using the mostTRANSFORMATIONAL

TECHNOLOGIES and RESOURCES availableto ENHANCE

their PERSONAL INTERESTS and LIFE FULFILLMENT.

BUT….in their “Reform-Driven” Schools……SPECIFIC STUDENTS of a

SPECIFIC AGEmust learn

SPECIFIC THINGS on aSPECIFIC SCHEDULE in a

SPECIFIC CLASSROOM from aSPECIFIC TEACHER using

SPECIFIC MATERIALS and METHODSso that they can passSPECIFIC TESTS on SPECIFIC DATES

……and only then will THE SYSTEM

call them

“OK.”

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Cross-Industry Borrowing for theEmpowerment Age Delivery System

GOOGLE / BING / WIKIPEDIA ...…for the Content

BLACKBOARD …………………..….for Curriculum, Instruction, Coordination

iTUNES ……………………….............for Accessing Online Learning

NETBOOKS or iPADS ……...….…....for Accessing the World’s Information

ATT / VERIZON………………….…..for Recordkeeping and Reporting

MICROSOFT CALENDAR……....…for Scheduling and Coordination

YOUTUBE…………………….…........for Electronic Portfolios

WALMART BAR CODE……….....….for Tracking Students

AMAZON.COM………………..……..for Profiling Learning Styles and Interests FACEBOOK……………….…….……for Student and Teacher Networking

APPLE / DROID APPS………..…..…for ALMOST ANYTHING

“Inevitable: Mass Customized Learning”

The title states the challenge and the opportunity.

The world IS customizing services and products for the

individual.

Education WILL BE customized to

individual learners . . . it IS INEVITABLE

The question is:

Will educators customize learning orwill Apple Folks do it? 34

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Let’s talk technology . . .

What scares you/us most about technology’s heavy influence on

schools and learning?

What major contributions will technology make to learners and schools?

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The Inevitable: MCL Vision is

“AN INSIDE JOB!”

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The BIG QUESTION --

Do you think that education is going to get better if we continue in our old Industrial Age

paradigm?

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About Learner Motivation:(from: Getting Smart: How Digital Learning is Changing the World) Tom Vander Ark

•When you visit high schools, it’s striking to note the difference in affect and energy between hallways and classrooms.•Boredom may be the greatest challenge we face.

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We have not served the “fast runners”

well . . .

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Many people who are

intelligent believe that they

are not.

Intrinsic Learner Motivators:

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•I find the content interesting. (better if “I chose it because it is very interesting.”)

•It fits the way I learn. (better if “I was given alternative ways to learn . . . I learn best through video.”)

•It hits my learning level. (better if “It will be a challenge, but I think I can learn it.”)

Mass Customized Learning can do ALL THREE.

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Students are not engaged in their learning and are misbehaving; teachers feel they are losing

control . . . you are the Principal.

What mindset do you bring to the analysis of this problem?

Is it, “How can we create policies, rules, and practices that will help teachers control their classrooms?”

Or, is it “What can we do to create the conditions that will motivate students to want to learn?”

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If you’re thinking “what would motivate students” . . . THINK:

• Meeting readiness level . . . That is, the learner has the prerequisite learnings.

• Letting students determine the content . . . That is, students are interested.

• Letting students select the learning mode . . . That is, it fits the student’s learning style.

MCL does all of these . . . our present structure does none of these.

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The case for INTRINSIC MOTIVATORS. . .

(find them at your nearest MCL system)

EXTRINSICMOTIVATORS

INTRINSICMOTIVATORS

come from the outside….and foster compliance

come from the inside….and foster commitment

come in the form of rewards and punishments

come in the form of freedom and personal fulfillment

cause learners to do what we want them to do

allow learners to do what is meaningful and purposeful

Learners tend to stop doing things when the Extrinsic Motivators are stopped

Intrinsically motivated learners tend to become

Life-Long Learners

Let me think now . . . does this have implications for us??

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The Inevitable: MCL Vision from a Teacher’s Perspective

(Today, Teacher Learning Facilitator)

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Role of the Learning Facilitator (teacher) Facilitates the learning of 12-15 learners.

Engages and inspires each learner.

Guides the progress and development of each learner.

Develops, monitors, and supervises learner activities.

Ensures that all learners can effectively use the system’s learning tools to accomplish their outcomes.

Creates and delivers seminars that allow learners to accomplish complex learner outcomes.

With other Learning Facilitators, continuously improves the learner experience and the success of the learning community.

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Role of the Learning Coach Advises and mentors12-15 learners.

Examines options and expectations for each learner.

Creates, monitors, and revises a learning plan for each learner connected to the learner’s needs, style of learning, interests, and vision for his/her future.

Analyzes the learner’s progress on his/her learning plan.

Communicates among the learner, parents, and the learning community (school).

With other Learning Coaches, adjusts the programs and procedures in the Learning Community to meet the ever-changing needs of their learners.

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The Inevitable: MCL Vision from a Learner’s Perspective

(Lori’s Dad plays a “bit part.”)

How is this specific learner outcome best learned . . . some options

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•Online•Interactive seminar•Lecture with Q & A•Reading/Viewing•Project•Lab•Mentor/Shadowing•Etc.

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Creating a 60-day Customized Learning schedule for Lori

• A conversation between Lori, a 14-year-old learner, and her father/mother

• Assuming that the Learning Community has created the Information Age infrastructure . . . e.g., curriculum as outcomes, learning opportunities online, etc.

• Lori is a rather responsible, self-directed learner . . . but a teenager!

• Lori has a Learning Coach who is employed by the Learning Community

• What if Lori were not a responsible, self-directed learner• What if Lori did not have access to a computer at home

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Lori does her scheduleA conversation between Lori, a 14-year-old learner and her father

Likes pop music, athletics, math, technology…and Christopher.

Is a rather responsible, self-directed learner….but a teenager!

Attends a Learning Community (formerly called a school) that has created the Information Age infrastructure for Mass Customized Learning.

Her “Personal Learning Interests/Essential Questions” (generated with her Learning Coach) are:

- Economics in the Music World- How Does the Stock Market Work?- Basic Psychology: Why do we say and do what we do?- Politics: What do Conservatives believe and how do they tend to behave? What do Liberals believe and how do they tend to behave?

MCL

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The “to do” list to pull it off . . . The School System has:

1. Derived a Strategic Design2. Written curriculum as Learner Outcomes3. Categorized Learner Outcomes by Learning Format4. Created and placed Online Learning Outcomes online5. Created Seminars for those Learner Outcomes requiring an

interactive Seminar format6. Designed and implemented Scheduling Technology for

Individual Learners7. Designed and implemented ePortfolio Technology for

Individual Learners8. Designed and implemented Accountability Technology for

Administration

Learner Portfolios as MCL Management System

• iTunes is to Apple . . . as eLearner Portfolios are to MCL• Did Apple know what they had when they created iTunes• ePortfolios(ePs) as documentation of individual LO mastery• But also, ePs as real-time communication with parents• ePs as real-time grouping of learners with similar needs• In aggregate, ePs as data for continuous improvement/TQM • In aggregate, ePs as organizational accountability (goals,

data, reports) • Allows for access to data at any time and from any place for

those “with a need to know”

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• Interpersonal Communications• Interpersonal Relationships• Career Options that Fit Me• My Beliefs and Values: Identification and Evaluation• Diversity: The Problems and the Potential• Creating and Defending Your Business Plan• Budgeting . . . Time and $$$$• Branding, Marketing, and Propaganda • Economic Systems: Capitalism, Socialism, & Communism• Democracy and the History of the United States• Lewis and Clark and Westward Expansion

Example SEMINARS

(Designed from your Strategic Direction and your Learner Outcomes.Scheduled very much like our best universities now schedule classes)

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Lori’s Scheduling Sequence:

From the least flexible to the most flexible.

1. Team Sports/Music (e.g., Gymnastics/Band)

4. Laboratories (e.g., Science)

2. Seminars (e.g., Interpersonal Communications)

3. Coop Learning Online (e.g., Math online learning with three friends)

5. Personal Learning Interests (e.g., Economics of the music world)

6. Personal Online Learning Outcomes (e.g., Math/US History)

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Lori’s Seminars for the next two months……..

(About 15 hours/week)

Interpersonal Communication

My Beliefs and Values: Identification and Evaluation

Career Options That Fit Me

Diversity: The Problems and the Potential

Creating and Defending Your Business Plan

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1. MCL advocates have high expectations but are not naive ….boys will be boys and girls will be girls.

2. Learners also differ in the degree of structure required for maximum learning ….and MCL treats each accordingly.

3. Those needing more structure will have it ….MCL allows for near total freedom ….or near total control.

But what if a learner (Johnny)is continually “sloughing off” you say:

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4. But the goal that each learner become a Life-Long Learner (LLL) never changes . . . learners are continually encouraged to take control of their learning lives and given all of the freedom they can responsibly handle.

5. If our goal is to graduate LLLs, then we should be intentional about it . . . beginning when the learner first walks through our doors.

6. No surprise, nearly every school system has the goal to graduate LLLs.

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ACTIVITY

LORI DOES HER SCHEDULE

• Listen/watch for the practicality and the relative simplicity of creating an individual learning plan for each learner.• Think what this process might do for student motivation.• What happens when Lori completes her schedule and hits “send?”

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So what about Lori . . .

Is that DESIRABLE?

Is it DOABLE?

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Industrial AgeWords

Information Age

Words

SchoolsClassroomsStudentsInstructionTeachersCurriculumTests

Learning SystemsLearning Environments

LearnersLearning

Learning OpportunitiesLearning Outcomes

Performance Assessments

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Your organization is perfectly designed to get the results that

you are getting.

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The Industrial Age gave us Book StoresThe Information Age gave us Kindle

The Industrial Age gave us Encyclopedia BritannicaThe Information Age gave us Wikipedia

The Industrial Age gave us garage salesThe Information Age gave us eBay

The Industrial Age gave us film and moviesThe Information Age gave us digits and YouTube

The Industrial Age gave us graded, time-based-learning schoolsThe Information Age gave us graded, time-based-learning schools

Or . . . The Information Age gave us Apple Apps and MCL.

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Someday a company is going to come along

and put us out of business.

It might as well be us!

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The Industrial Age gave us Book Stores

The Information Age gave us Kindle

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The Industrial Age gave us Encyclopedia Britannica

The Information Age gave us Wikipedia

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The Industrial Age gave us Garage Sales

The Information Age gave us eBay

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The Industrial Age gave us Film and Movies

The Information Age gave us Digits and YouTube

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The Industrial Age gave us Graded, Time-Based-Learning Schools

The Information Age gave us Graded, Time-Based-Learning Schools

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Or . . . The Industrial Age gave us Graded, Time-Based-Learning Schools

The Information Age gave us Apple Apps and MCL.

Education’s 10 WBW’s have been…

* Institutionalized by educators* Legalized by policy makers

* Endorsed in teacher contracts

* Reinforced by the media

* Internalized by parents & the public

* Legitimized through “reforms”

…for so long…that people thinkGOD invented them…and so revere them!

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The TOTAL LEADER for Productive Change

TheAuthentic

Leader

TheVisionary

Leader

TheCulturalLeader

TheQualityLeader

TheServiceLeader

The TOTAL LEADER for the MCL Vision

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The TOTAL LEADER for the MCL Vision

TheAuthentic

Leader

TheVisionary

Leader

TheCulturalLeader

TheQualityLeader

TheServiceLeader

DEFINES theREASONfor MCL

FRAMES the PICTURE

of MCL

DEVELOPSOWNERSHIP

for MCL

BUILDSCAPACITY

for MCL

ENSURESSUPPORT for MCL

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The TOTAL LEADER for Productive Change

AuthenticLeadership

VisionaryLeadership

CulturalLeadership

QualityLeadership

ServiceLeadership

“MCL hasmeaningfor me!”

“MCL is clear, exciting, doable, INEVITABLE!”

“I want to be part of making MCL a reality!”

“I (we) canMake MCL a

reality!”

“Our leadersare really helping!”

OPENNESS HONESTY TRUSTWORTHINESS

VISION COURAGE

INTEGRITY

Leadership