Eric C. Sheninger's Blog, page 10

5 Steps to Involve Students in Transformation Efforts

In my early days as an administrator, I thought that a positive school culture was one where strict rules were created and consistently enforced to keep students focused on learning. I believed that the more control I could exert over the environment, the better the results. There was not much flexibility in terms of the structure of the day and what students were “allowed” to do. The end result was either compliance or outright defiance. Those who were compliant were celebrated, while those who were defiant were disciplined accordingly.

I can look back on this early time in my administrative career and see how naïve I was. I now realize that the most significant piece to the change and transformation process is our students. This most important stakeholder group is often left out of the conversation.

So what are the secrets to transforming school culture? Below are some ideas.

Make it a student-centered process. The first step is to involve students in the process of creating a positive school culture. This means giving them a voice and a platform to share their ideas. It also means listening to their concerns and taking their feedback seriously.Give up control. This can be a difficult one for many administrators, but it is essential if we want to create a truly student-centered culture. We need to be willing to let go of some of our control and empower students to make decisions about their own learning.Respect their ideas. When students share their ideas, we need to take them seriously. We need to listen to their concerns and be open to new ways of doing things. We also need to be respectful of their opinions, even if we don't agree with them.Implement their ideas. Once we have listened to students and taken their feedback into account, we need to be willing to implement their ideas. This means making changes to our policies, procedures, and practices. It also means giving students the resources they need to make their ideas a reality.Get out of the way. Once we have implemented students' ideas, we need to get out of the way and let them take ownership of their learning. This means giving them the freedom to make mistakes and learn from them. It also means providing them with the support they need to succeed.

Transforming school culture is not easy, but it is possible. By following these steps, we can create a learning environment where students feel empowered and engaged. To gain deeper insight and strategies on how to make this a reality be sure to check out Digital Leadership and Disruptive Thinking. 

#EDvice: Entry Points for Change

As we all know, navigating change is often a tricky process.  It requires a clear vision, a sound plan for implementation, and patience. Even with all these elements and many others in place, it is rarely a smooth journey.  One of the biggest obstacles to overcome is zeroing in on compelling reasons to change that will lead to better outcomes.  I refer to these as entry points, which can serve as a catalyst for any initiative or strategic plan.  One of the most powerful can be quality research, especially peer-reviewed studies.  I shared the following on social media recently:

Entry points for change are crucial. When trying to get the ball moving, leverage quality research. It can be used to identify areas for improvement to create new and innovative learning methods that better meet the needs of ALL learners. 

In this piece of #EDvice I discuss to vital role research plays in both initiating and sustaining the change process.  

Consider using Google Scholar, which is a great, FREE resource that anyone can use to search for peer-reviewed research on any topic.  Artificial Intelligence can also be used.  I prefer Google Bard over ChatGBT. Recently I asked the following question, "What peer-reviewed research studies support 1:1 laptops in schools?".  Below you can see the response.

There are a number of peer-reviewed research studies that support the use of 1:1 laptops in schools. These studies have found that laptops can improve student achievement, engagement, and motivation. For example, a study by the Pew Research Center found that students who used laptops in the classroom were more likely to say that they were engaged in their schoolwork and that they felt like they were learning more. Additionally, a study by the National Center for Education Statistics found that students who used laptops in the classroom were more likely to say that they enjoyed school and that they were motivated to learn.

Here are some specific examples of the benefits of 1:1 laptops in schools:

Laptops can help students to learn more effectively. For example, students can use laptops to access online resources, collaborate with classmates, and create multimedia projects. Laptops can help students to be more engaged in their learning. For example, students can use laptops to take notes, participate in discussions, and complete assignments. Laptops can help students to be more motivated to learn. For example, students can use laptops to explore their interests, learn at their own pace, and get immediate feedback on their work. Of course, there are also some challenges associated with using laptops in schools. For example, laptops can be a distraction, and they can be expensive to purchase and maintain. However, the benefits of using laptops in schools generally outweigh the challenges.

Overall, the research suggests that 1:1 laptops can be a valuable tool for improving student achievement, engagement, and motivation. If you are considering implementing a 1:1 laptop program in your school, it is important to carefully consider the benefits and challenges involved.

I then asked Bard to cite specific studies.  Here is what was provided

Bebell, M., & Kay, A. (2010). Laptops and student achievement: Evidence from a large-scale, urban school district. Journal of Research on Technology in Education, 42(4), 357-377. Cheung, A. C. K., & Slavin, R. E. (2013). Effects of one-to-one computing and teacher professional development on student achievement in high school mathematics. American Educational Research Journal, 50(3), 568-596. DeWitt, S. L., & Watson, J. (2013). A review of the research on laptop computers in K-12 education. Journal of Research on Technology in Education, 45(4), 347-369. Suhr, J. L., Johnson, C. C., & Lajoie, S. P. (2010). One-to-one computing: A review of the literature. Journal of Research on Technology in Education, 42(4), 307-329. Watson, J., & DeWitt, S. L. (2010). Laptops and student achievement: A research synthesis. Journal of Research on Technology in Education, 42(4), 329-356.

Research can be a fantastic entry point, but it surely isn't the only one.  Other great options include evidence (qualitative and quantitative) as well as effective professional learning.  For more insight, check out this post.  

 

 

Tackling Roadblocks to Change

Change is hard because it requires us to step outside of our comfort zone and into the unknown. It means letting go of the familiar and embracing something new. This can be a scary and uncertain process, which is why many people resist change.

There are many reasons why people resist change. Some people are afraid of the unknown. They may worry about what will happen if they change, and they may not be confident in their ability to adapt to new situations. Others may be resistant to change because it requires them to give up something they are comfortable with. For example, a person who is used to working from home may be resistant to the idea of going back to the office.

Change can also be difficult because it requires us to learn new things. This can be a challenge, especially if we are not used to change. Learning new things takes time and effort, and it can be frustrating when we don't see results immediately. However, in a disruptive world, it is a must. 

There are many reasons why change in education is so hard. Some of the most common reasons include:

Lack of resources. Schools often lack the resources they need to implement new changes, such as funding, training, and time.Resistance to change. Teachers, administrators, and parents may be resistant to change for a variety of reasons, such as fear of the unknown, lack of trust in new approaches, or concerns about the impact of change on students.Bureaucracy. The education system is often slow to change due to its complex bureaucracy. This can make it difficult to implement new initiatives and get them off the ground.Political pressure. Schools are often under political pressure to maintain the status quo. This can make it difficult to implement changes that are seen as being too radical or controversial.The need for evidence. Schools often need to see evidence that a new approach is effective before they are willing to adopt it. This can be a challenge, as it can take time to collect and analyze data on the effectiveness of new programs.

Despite these challenges, there are many examples of successful educational change, which I have highlighted in Digital Leadership. These changes often involve a combination of factors, such as strong leadership, a clear vision, and the support of key stakeholders. By understanding the reasons why change is so hard, we can better support efforts to improve our schools.

Here are some additional tips for making change in education more successful:

Start small. Don't try to change everything at once. Start with small, achievable goals that can be implemented quickly and easily.Get embracement from stakeholders. Make sure that teachers, administrators, parents, and other stakeholders are on board with the change before you implement it.Provide training and support. Teachers and administrators need training on how to implement new changes effectively. They also need support from their colleagues and administrators as they go through the process of change.Measure the impact of change. Collect data on the impact of the change to make sure that it is having the desired effect. This data can be used to make further improvements to the change.Be patient. Change takes time. Don't expect to see results overnight. Be patient and persistent, and eventually, you will see the benefits of change.

Despite the challenges, change can be a positive thing. It can help us to grow and learn, and it can lead to new opportunities. If we can learn to embrace change, we can open ourselves up to a world of possibilities.

#EDvice: Less is More

To say that there is a great deal of pressure on educators today is a gross understatement.  It is shared with me during conversations that they feel it is difficult to catch their breath and keep up with all that is expected of them. While this has led to an increase in stress and anxiety, it is always made clear to me that they want to grow and improve. I shared the following piece of advice recently on social media:

Educators are overwhelmed and an endless array of initiatives, ideas, and strategies will do more harm than good. Meaningful change to improve learner outcomes can/will still happen with a moderated approach. Less is MORE.

As I shared in Disruptive Thinking, consistency and continuity far outweigh the sheer number of different ways to get better. The most essential element in learning is the teacher in the classroom. It is here where leaders can provide support through clarity, examples, feedback, and professional learning that focuses on concepts that can truly move the needle when implemented at scale. In this piece of #EDvice I discuss how the Rigor Relevance Framework can be used to lessen the number of balls in the air while zeroing in on just two critical aspects of learning. 

It is important to keep in mind that this framework is geared to help educators evaluate where their current practice resides and then make needed shifts to improve. This could come in the form of questioning techniques, assessment development, prioritizing standards, and creating performance tasks or projects.  
My main point here is twofold. You don’t need to throw out the baby with the bath water when it comes to improving practice and learning outcomes.  Most importantly, success relies on doing a few things really well where there is a natural alignment to what goes on in classrooms daily.

Hire People That Will Make You a Better Leader

Being a leader is not a solo endeavor but a collective effort that involves everyone in the organization, school, or district. While a leader may occasionally have to make critical decisions that require going against consensus, such instances are rare and insignificant in the larger scheme of things. To succeed, it is crucial to foster a culture of open-mindedness where people are motivated to change on their own accord rather than being coerced into it. This entails a two-way relationship where effective leaders rely on the knowledge and expertise of all members, regardless of their hierarchical position.

The most successful leaders are those who surround themselves with self-motivated individuals who not only perform exceptionally well but also challenge the leader to grow and learn constantly. A crucial decision that leaders make is choosing the right people for the job and empowering them to take on leadership roles, even without a specific title. It is essential to recognize that the best ideas and solutions may not always come from the leader but from the team. Therefore, authentic leadership requires humility and a willingness to put aside one's ego for the organization's greater good. The bottom line here is that influential leaders hire people smarter than them with unique talents and then stay out of their way.

It is essential to surround oneself with individuals who will help you create a thriving learning culture for all students. For innovative change to occur, it requires relinquishing some control and placing trust in others. Great leaders recognize the importance of stepping aside and allowing empowered individuals to utilize their respective expertise. As a former principal, I made a conscious effort to embody this principle. When I needed to fill a math position, I hired someone who shared my vision for blended learning. She was then empowered to find the best way to implement her chosen strategies. The end result was the effective implementation and modeling of flipped learning in a pedagogically-sound way that demonstrated to me as a leader that I needed to support the rest of the math department in this area.

Another excellent example was hiring a new librarian. I needed an innovative leader who could quickly transform the space. The new hire had complete control over her budget and the autonomy to make any decision that would benefit our learners. While her successful launch of a makerspace was noteworthy, her real impact resided in empowering learners, regardless of their labels or perceived abilities, to find success in ways they had never before experienced. Her actions and determination transformed not only the space but also the entire learning culture of the school and district. She created a micro-credential platform well before any companies began to monetize them, pushing our teachers to learn in different ways, regardless of time or place.

Receiving feedback can manifest in various ways. These two hires were just two of the numerous educators I employed as a principal, and their actions indirectly told me what I should do to support them better. Additionally, many other teacher leaders and members of my administrative team, who were not only intellectually brilliant but also leveraged their professional relationships with me to guide me in the right direction, were also instrumental in my growth. Depending on others for counsel and insight is not an indication of feebleness; instead, it is a clear indication of strength. Competent leadership necessitates astute decision-making. Simplify things for yourself. Recruit or encircle yourself with gifted individuals, step aside, and do not be apprehensive about letting them "guide" you. If you want to succeed as a leader, commit to surrounding yourself with people who will positively push you.

When it comes to leadership and people:

Hire or surround yourself with intelligent people.Listen to themGet out of their wayLeverage their expertise

Enough said.

#EDvice: Choosing an Edtech Framework

When it comes to technology in education, there is a natural tendency to see it as just another thing that somebody must do. In other cases, it is viewed as being more work. Let me tackle the second issue first. When we try implementing anything new, there is always a learning curve. It is important to remember, though, that the time and effort put forth will reap the rewards when it comes to improving practice and, in turn, learning outcomes. I have learned from firsthand experience that figuring out how to use a new digital tool is the easy part. The more difficult mental hurdle is that using any digital tool is just another thing added to an already crazy workload.  

While I firmly believe in the merits of digital learning, it comes with a caveat, which I recently shared on social media:

Technology is just a tool and is definitely not a silver bullet. On its own, it WILL NOT lead to learning or improved outcomes. The focus must be on how the LEARNER is using it to LEARN in alignment with sound strategies and pedagogy.

My statement above is meant to reassure all educators that the tenets of good teaching, sound pedagogy, and research on learning are of the utmost importance. Clarity is also essential when it comes to purposeful use. This is why the Rigor Relevance Framework is a sound option compared to SAMR, TPACK, TIMS, and other tools that emphasize tech over learning. I dive a bit deeper into the concept in this piece of #EDvice.

As you look to refine or improve digital learning in your classroom, school, or district, consider keeping the RR Framework handy. I summed up its value in a previous post:

The overall goal, both with and without technology, should be to empower students to work and think. Another critical strategy is to focus on the purposeful use of technology when appropriate. Just because it is available doesn’t mean it can or will improve every lesson or project. Thus a focus on pedagogy first, technology second, if appropriate, will help ensure success, something that I emphasize extensively in Disruptive Thinking in Our Classrooms. While SAMR is a solid starting point, it is not the end-all or be-all. The multi-dimensional aspects of the Rigor Relevance Framework can be used to guide you in developing better questions and tasks as part of good pedagogy.

 

Choosing an Edtech Framework

When it comes to technology in education, there is a natural tendency to see it as just another thing that somebody must do. In other cases, it is viewed as being more work. Let me tackle the second issue first. When we try implementing anything new, there is always a learning curve. It is important to remember, though, that the time and effort put forth will reap the rewards when it comes to improving practice and, in turn, learning outcomes. I have learned from firsthand experience that figuring out how to use a new digital tool is the easy part. The more difficult mental hurdle is that using any digital tool is just another thing added to an already crazy workload.  

While I firmly believe in the merits of digital learning, it comes with a caveat, which I recently shared on social media:

Technology is just a tool and is definitely not a silver bullet. On its own, it WILL NOT lead to learning or improved outcomes. The focus must be on how the LEARNER is using it to LEARN in alignment with sound strategies and pedagogy.

My statement above is meant to reassure all educators that the tenets of good teaching, sound pedagogy, and research on learning are of the utmost importance. Clarity is also essential when it comes to purposeful use. This is why the Rigor Relevance Framework is a sound option compared to SAMR, TPACK, TIMS, and other tools that emphasize tech over learning. I dive a bit deeper into the concept in this piece of #EDvice.

As you look to refine or improve digital learning in your classroom, school, or district, consider keeping the RR Framework handy. I summed up its value in a previous post:

The overall goal, both with and without technology, should be to empower students to work and think. Another critical strategy is to focus on the purposeful use of technology when appropriate. Just because it is available doesn’t mean it can or will improve every lesson or project. Thus a focus on pedagogy first, technology second, if appropriate, will help ensure success, something that I emphasize extensively in Disruptive Thinking in Our Classrooms. While SAMR is a solid starting point, it is not the end-all or be-all. The multi-dimensional aspects of the Rigor Relevance Framework can be used to guide you in developing better questions and tasks as part of good pedagogy.

 

5 Clear Ways Digital Benefits Learners

The education landscape is undergoing a continuous transformation, something I elaborate on in detail in Disruptive Thinking in Our Classrooms. While not new in any sense, digital tools continue to play an immense role as they are constantly evolving. By understanding how these tools impact teaching and learning, educators can determine which ones to use and how to implement them effectively.

Innovative assessments

The changing formats and contexts of assignments have necessitated a corresponding evolution in assessment methods. With the online environment's openness and the integration of game elements and real-time feedback, a wide range of assessment options have materialized. There are many options to create and implement various forms of formative assessment, which measures progress in ongoing learning rather than endpoints. With instant data reporting and analysis, educators can respond more effectively to learner needs.

Improved collaboration

Similar to how social media has redefined the notion of community, digital tools are also changing the dynamic between students and teachers, affecting how they interact and collaborate. For instance, online platforms for discussion threads and learning management systems (LMSs) alter how students engage in writing and project-based assignments. Collaborative exchanges among peers, teachers, authors, and mentors can turn a simple student writing product into a multifaceted and informative artifact. Moreover, when used appropriately, digital tools can also foster various dimensions of disruptive thinkers by empowering students to be creative scholars, reflective learners, active engagers, self-directed managers, and autonomous inquirers.

Instant Access 

Once connected to the Internet, the opportunities to access information and resources are limitless. While projects still require substantive research, relevant synthesis, and audience-oriented approaches, students today can access tools that help them analyze and understand various representations from diverse disciplines and subjects, including texts, data, and photographs, in a world overflowing with information. While acquiring knowledge is plentiful, digital literacy is a must.

Ownership of Learning 

John Dewey once stated that activities that truly engage students "give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking or the intentional noting of connections; learning results "naturally." The availability of numerous free digital tools now allows students to engage in such activities. By selecting appropriate tools, students can create artifacts that demonstrate their conceptual mastery while acquiring and applying essential skill sets. This process of choice not only increases engagement and authenticity but also adds value to the learning experience. When aligned with personalized pedagogy, harnessing the power of digital tools can help students take charge of their learning and become more self-directed in their education.

Flexible Use of Time 

In many cases, digital tools provide an asynchronous response and inquiry platform, which is impossible in traditional brick-and-mortar classrooms. Whether written or video-based, online discussions offer diverse perspectives, collaborative opportunities, and time for contemplation and planning before responding. There is an array of personalized strategies where digital tools can be used to maximize the available use of time, including station rotation, choice activities, playlists, flipped lessons, and virtual courses. To learn more, check out this post.

While this list is not comprehensive, it provides a clear rationale for how digital tools can support and enhance learning in and out of the classroom. Purposeful use by the learner is vital. The Rigor Relevance Framework is a fantastic resource that can be leveraged when planning lessons, tasks, and assessments.

Don’t get caught up where a particular tool in the image is located. While a Word Doc can be used in a low rigor, low relevant way, it can also be used in a high rigor, high relevant fashion. It is how the tool is used to construct new knowledge and demonstrate understanding in various ways that genuinely matter.

#EDvice: Moving from PD to Professional Learning

When it comes to education training, the main pathway to improvement is through professional development. Depending on where you reside or your school system, this typically consists of a few days to begin the new academic year and a few random days going forward that are often associated with student holidays. While the premise is positive, the result doesn’t always lead to sustainable change. I have a theory as to why this is sometimes the case.  

Professional development (PD) is something that is typically "done" to educators. On the other hand, professional learning is something they actively WANT to engage in to grow. The latter involves choice, context, and practicality driven by an intrinsic desire to grow.

Think about this for a second. Most “PD” days are often scripted and, in some cases, dictated” based on mandates from various levels. What often results is little personal connection to the concepts or a feeling that there is no alignment with one’s specific role. When this happens, many people are naturally disinterested from the start. That’s not a good thing. Another glaring issue is that “PD” days often consist of one-and-done or drive-by sessions that offer little in terms of reflection, diverse perspectives, time to apply, and needed feedback afterward to see progress in the implementation of strategies covered. In this piece of #EDvice below, I dive into a mindset shift from professional development to professional learning.

Now I am not saying that PD doesn’t have value. My point is to reflect to determine if the resources and time allocated lead to evidence that educator practice is improving. It is essential to view adults just like learners in our classrooms. Thus, any professional learning should be personalized, interest-based, and aligned with a sound body of research. Below are three pathways to consider that meet these criteria:

Create or advocate for job-embedded coaching to complement any workshops of stand-alone days.Develop a Personal Learning Network (PLN)Attend events such as the Model Schools Conference, where the program focuses on educators and schools who are doing the work and have results to illustrate efficacy.Move to well-structured Professional Learning Communities (PLCs) where data, research, and effective strategies are the focus. 

Learning is a process, not an event or day. Keep that in mind when developing, implementing, or participating in any growth opportunity. 

#EDvice: Do You Want to be "Developed"?

When it comes to education training, the main pathway to improvement is through professional development. Depending on where you reside or your school system, this typically consists of a few days to begin the new academic year and a few random days going forward that are often associated with student holidays. While the premise is positive, the result doesn’t always lead to sustainable change. I have a theory as to why this is sometimes the case.  

Professional development (PD) is something that is typically "done" to educators. On the other hand, professional learning is something they actively WANT to engage in to grow. The latter involves choice, context, and practicality driven by an intrinsic desire to grow.

Think about this for a second. Most “PD” days are often scripted and, in some cases, dictated” based on mandates from various levels. What often results is little personal connection to the concepts or a feeling that there is no alignment with one’s specific role. When this happens, many people are naturally disinterested from the start. That’s not a good thing. Another glaring issue is that “PD” days often consist of one-and-done or drive-by sessions that offer little in terms of reflection, diverse perspectives, time to apply, and needed feedback afterward to see progress in the implementation of strategies covered. In this piece of #EDvice below, I dive into a mindset shift from professional development to professional learning.

Now I am not saying that PD doesn’t have value. My point is to reflect to determine if the resources and time allocated lead to evidence that educator practice is improving. It is essential to view adults just like learners in our classrooms. Thus, any professional learning should be personalized, interest-based, and aligned with a sound body of research. Below are three pathways to consider that meet these criteria:

Create or advocate for job-embedded coaching to complement any workshops of stand-alone days.Develop a Personal Learning Network (PLN)Attend events such as the Model Schools Conference, where the program focuses on educators and schools who are doing the work and have results to illustrate efficacy.Move to well-structured Professional Learning Communities (PLCs) where data, research, and effective strategies are the focus. 

Learning is a process, not an event or day. Keep that in mind when developing, implementing, or participating in any growth opportunity.