Shared Understandings to Create the Future
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Transcript of Shared Understandings to Create the Future
Integrating new technologies to empower learning and transform leadership
Shared Understandings to Create the Future
Growing shared understandings, language and expectations
Dr Cheryl Doig
Christmas… THE URGENT IMPERATIVE…
• 2 periods of health over the last 4 days = 5 pages of written RULES copied from an overhead projector.
• The learning intention is “become familiar with health class routines.”
• Success Criteria – “completed all overheads” – thereafter follows the 5 pages with headlines such as:
http://blog.core-ed.org/derek/2011/02/professional-standards.html
Be prepared Get ready fast Be quiet Behave
Not prepared – “copy out the lack of equipment essay in your own from from the window in C4 and hand to your teacher at the end of the next lunchtime. NO equipment will be loaned to students.”
Welcome to High School….2011
David Rock – Iceberg Model
RESULTS
BEHAVIOURS
EMOTIONS
THINKING What we think
What we feel
Our Habits
The Outcomes
Obs
erva
ble
Invi
sibl
e
The flipped classroom: reversed instruction
If kids can get the lectures, can get the content delivery and skill modeling as well (or often better) by computer lecture than in person, why do we have use precious class-time for this purpose? Why do we, in the status quo, replicate in person in our classrooms what is easily available elsewhere, the content delivery/skill modeling, and then have kids apply their learning to difficult problems at home, without us there to help?
Liu Bolin- The Invisible Man
Focus
• Co-creation • Congruence • Consistency • Collaboration • Challenge
“Doing the thinking for other people is not just a waste of our own energy; it also gets in the way of other people working out the right answers." Rock:9
Co-creation
Conversation
• Reach a conclusion • Kill choice • Debate • Logically explore
• Exploratory • Suspend assumptions • Mutual questioning • Growing of insights and new ideas
Dialogue Discussion
Decision Understanding
An exchange of ideas between two or more people
Social
Unpredictable
Advocating Inquiring Listening
Consensus
Conscious use of language and clarity of purpose through…
Task AND relationship
www.thinkbeyond.co.nz © 2011
Herrmann’s Whole Brain Processing Model…
Where does this idea come from?
How will I organise resources & planning?
What is the big picture of this change?
How will my team feel about all this?
Co-creation
Shaking Up Christchurch Education
To be a teacher you need to be a prophet – we are preparing children for a world that does not exist yet. – Peter Senge ACEL Conference, Adelaide 2011
• Learner focused • Future focused • System coherent • Sustainable
Congruency Wheel Learning Practices
School-wide Programmes
Governance and policy
Core value or belief
Con
grue
nce
Congruency Wheel
Involved in setting evaluation criteria
Student Council
NZC Learner Voice
Why is this important?
What does not align with this?
Termly feedback survey
Are you sure it is really happening?
Now what?
School Policy on Learning
Class wiki
Knowledge cafes
Con
grue
nce
Con
sist
ency
• Where are we going?
• Why are we going there?
• Who is going with us?
• How are we going to get there?
Susan Scott’s Stump Speech
Articulating the Vision C
onsi
sten
cy
Con
sist
ency
Differentiated learning Students will… Teachers will… The differentiated
learning space will have…
Have personalised learning goals, learning pathways, learning preferences acknowledged and student can articulate these
Report to, celebrate & share with students, parents & the wider school community the indiv students learning progress on the 3 parts of the school’s learning model
Habits of mind displayed & used. Rubrics displayed & understood by students.
Be in groups with different learning intentions & success critieria based on evidence of next steps
Provide flexible grouping based on the current focus &/or LI /SC
Celebrate through inquiry presentations, learning conferences, emails home and or a quick chat to parents and students as the opportunity arises
Con
sist
ency
Adapted from Cashmere Primary School, Christchurch, NZ
Con
sist
ency
“You cannot learn anything if you have not made any mistakes.”
Col
labo
ratio
n
http://answergarden.ch/view/17791
The future learning walk process
STATUS QUO Group think We’re doing well Nothing needs to change Operationalised processes Technical/rational
Certainty on how to achieve the outcomes No shared vision on what outcomes are important- Persuade/influence/negotiate/coalitions
Shared vision Moving towards a future state but no pre-determined plan to get there
THE EDGE OF CHAOS Avoidance Disintegration
Dialogue and discussion
CERTAINTY UNCERTAINTY
AG
RE
EM
EN
T
DIS
AG
RE
EM
EN
T
THE CHALLENGE ZONE
Cha
lleng
e
Adaptive leadership
Co-creation of the future
Self-organising systems
Breaking with the past
Complexity and diversity
CHAOS Death of the organisation
What is the difference between talking to each other and sharing practice, and participating in a learning conversation?
From Louise Stoll Cha
lleng
e
Cha
lleng
e
Cha
lleng
e
Here’s What! So What? Now What? Learning to Observe Data – what did you see, not infer? What evidence was collected? What surprises? What was unexpected? Dig deep into the data. This is what happened…
What did you make of the data? What were the patterns? Meanings? Connections to other learning? Inferences? Reflections? What do you make of this?
What actions might you take this year to develop this? How could you extend it? What would it take for you to do more of this? Possibilities to extend & challenge….
Cha
lleng
e
Your turn C
halle
nge
What is a good question you could ask students to see whether they are engaged in their learning?
http://todaysmeet.com/doig11
Powerful Questions
What kind of school would teenagers fight to get in to not fight to stay out?
CHALLENGES AHEAD
NO DETOUR
The Studio School
Liu Bolin- The Invisible Man
It’s not just shared understandings about anything…
Next steps What is one powerful difference you have made in developing shared understandings that improve future focused student learning?
What is the evidence?
What would it take for you to do more of this?
What are you waiting for?
References
• https://www.facebook.com/parentsopposedtopointlesshomework?sk=wall
• http://answergarden.ch/view/17791 on students
• www.thinkbeyond.co.nz • [email protected]