Designing our Future

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System & strukturer

Vision

Handlingsmönster

Händelser

Mentala bilder

Inflytandemodell (Daniel Kim)

“Mentala modeller är djupt

cementerade övertygelser,

värderingar, antaganden och

generaliseringar som påverkar hur vi

förstår omvärlden och hur vi agerar.”

(Senge, 1990)

Mentala modeller bestämmer våra handlingar

The effects of different types of praise

Omdöme: Intelligent

“Wow, det är en riktigt bra poäng. Du måste vara

smart.”

Omdöme: Du kämpar bra

“Wow, det är en riktigt bra poäng. Du måste ha

kämpat riktigt hårt.”

Omdöme: Bra poäng

“Wow, det är en riktigt bra poäng.”

Mueller and Dweck, 1998

The effects of praise

Svømming

“Du simmar bäst när du konsentrerardig och försöker göra det som Chris säger”

Ballet

“Vilken vacker ballerina!”

“Framgång är omöjligt utan förändring,

och de som inte kan förändra sitt

tänkande kan inte förändra något.”

George Bernard Shaw (1856 – 1950)

Gropen är nödvändig för utveckling

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System & strukturer

Vision

Handlingsmönster

Händelser

Mentala bilder

Inflytandemodell (Daniel Kim)

ALLMÄN INFORMATION

PERSONLIG PRAKTISK KUNSKAP

REFLEKTION & NYA TANKAR/IDEER

MENTALA MODELLER

NUVARANDE ARBETSSÄTT/PRAKTIK

EXTERNT INTERNT

The Butler Model

The Butler Model

Personlig Praktisk Kunskap (PPK)

Ta en promenad med en kollega i 15 minuter. Berätta för

varandra om vad livet lärt dig om vad “positiva entusiastiska

och visar glädje” betyder.

Allmän Information och Nuvarande Arbetssätt

Välj en ny kollega. Prata om vad som händer just nu på

Söderporten kring dessa kärnvarderingar, dvs “positiva

entusiastiska och visar glädje”

Mentala Modeller

I grupper om 8, brainstorma om och använd 10-4 vote för att

identifiera de tre viktigaste mentala modellerna som handlar

om “positiva entusiastiska och visar glädje”

Sitt i en cirkel

Fråga den första personen om deras idé

Ideerna skrivs på ett blädderblock

Fråga nästa person om deras idé

Om någon vill så kan de säga “pass”

Samla idéer från varje person. Gå varvet runt två

gånger, eller tills alla säger “pass”

Numrera varje idé

Inga diskussioner tillåts

Classic Brainstorming

No discussion!

Discussion smashes ideas

to bits!

From the Latin, discutere,

meaning: “strike asunder, to

break up”

(from www.etomyonline.com)

Discussion can also lead to

power games …

1. Child-centred lessons

2. Encourage lots of questions

3. Use thinking tools such as 6 Hats, Ryan’s keys, etc

4. Time for reflection

5. Time for action

6. Give children chance to ask questions

7. Smaller group sizes

8. Outdoor learning

Check for understanding and similarities

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Each person has 10 votes

There are three rounds of voting

You may not use more than 4 votes in one round

Over the course of the three rounds you can place

your votes in any combination (eg 4-4-2; 3-3-4; 4-2-

4) so long as you do not exceed 10 votes altogether

You can plonk all your votes onto one idea or spread

them across 10 different ideas

The ideas with the most votes at the end of the third

round are written into the shared vision

Consensus building with 10 – 4 voting

At Amble First School, we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom. Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team.

We are open to the views and opinions of every member of our school community. We invite and value their ideas. We take time to listen and communicate with each other in a respectful and open manner. This creates a rich culture of quick, effective feedback. In this way everybody feels valued and we pull together to support each other. We recognise and praise each other’s achievements in an informal way.

The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential. Every member of our learning community sets achievable goals and receives regular and positive feedback. We have high expectations for behaviour and have a behaviour management system that creates a calm environment where issues are dealt with fairly and consistently.

Our staff maintain a healthy work-life balance and support families in doing the same. We foster home encouragement rather than homework. We value parent involvement through surveys, parent evenings and face-to-face communication. In this way parents, staff and children work together.

Draft Vision Version 1

At our school, we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom.

Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team.

Draft Vision Version 2

The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential.

Every member of our learning community sets achievable goals and receives regular and positive feedback.

We have high expectations for behaviour and have a behaviour management system that creates a calm environment.

Draft Vision Version 3

Our staff maintain a healthy work-life balance and support families in doing the same. We foster home encouragement rather than homework.

We value parent involvement through surveys, parent evenings and face-to-face communication. In this way parents, staff and children work together.

Example Core Values

Develop a learning environment where children feel happy and secure 70

Build self-esteem through praise, encouragement and positive reinforcement 47

Put children first 47

Everyone in our school feels valued 46

Tänka tillsammans

Osäkerhet

Förhandling

Samarbete

Konsensus genom

kompetens

Delad vision

1: Forming agreeing to do something together

2: Stormingbreaking free from current reality

Utmana tankesätt

Konfrontation

Maktmissbruk

Kollektivt medvetande

Klargöra utbildningsbehov

Skapa fokus

Giving Up in the Storm …

“One of the most critical problems

our schools and pre-schools face is

not resistance to innovation but the

fragmentation, overload and

incoherence resulting from the

uncritical and uncoordinated

acceptance of too many different

innovations”Fullan & Stiegelbauer, 1991

Märkbara förbättringar

I takt med varandra

Lärande i grupp

Bygga fortroende

Nya mentala modeller

växer fram

3: Norming alignment to new ways of doing things

Riktiga framsteg

Fininställning

Kontinuerligt lärande

Känsla av måluppfyllelse

Så här ska vi arbeta

4: Performing in a state of flow

Gemensamvisjon

A CB ED GF H

Forskning

Uppgiftsanalyser

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B

AC

DGLångsiktigplan

Medarbetarsamtal omvisonen

Implementerings-plan

H

A Cunning Plan

Exploration Utforska

Logistics Logistik

Information Information

Targets Mål

Action learning Aktionslärande

Review Tillbakablick/evaluering

ELITAR – a research tool

ACT

REFLECT

GATHER DATA

LAGE UTKAST

HANDLE

SAMLE DATA

DESIGN

REFLEKTERE

HANDLE

Aksjonsforskning/-læring i praksis

A message for leaders

“When leadership are unhappy with

other leadership members, do not relay

this to staff - it undermines and makes

staff jumpy and unsure. Feedback needs

to begin at that level - be received and

worked through, so it does not have a

chance to unravel the rest of us.”

Deal with reality, not beliefs

Surface the current reality, the kind

of deep and potentially threatening

or embarrassing information that

can motivate learning and produce

real change

One Mind, One Voice

Be frank, honest. Argue. Debate. But, when

you open the doors you must be of one mind,

one voice or your cynics will destroy you

Let go of ego (the leader’s most difficult

task!)

Agree on the issues where you will speak as

one mind, one voice