Eric C. Sheninger's Blog, page 15

The Significance of Small Wins

Is there such a thing as a “small” win?  I think we can challenge this notion as the overall impact is in the eye of the beholder. Jude King shared the following:

Small wins can be as important or even more important than the big ones.  And there are two main reasons why.  First, without the small wins, the big one likely won’t happen — we give up in disappointment and frustration before we get to the big win.  The small wins hold the key to momentum.  They infuse us with motivation to keep going.  Second, the big magical moments, that we like to savor happens infrequently.  Those big, breakthrough moments that completely takes our breathe away…there are only so much of them in one lifetime.  That’s partly why we enjoy them so much.  But the small wins are more frequent — what they lack in size they make up for in numbers.

It is human nature to have a desire to “go big” or make a dramatic change at scale.  While we tend to think that this is the ultimate measure of success, the fact of the matter is that these situations are few and far between. 

The challenge then becomes what happens to motivation daily during any change process.  Research has shown that the small wins are just as important, if not more, than the big ones everyone aspires to achieve.  Below is a summary by Stephen Meyer of a study by Amabile & Kramer (2011):

Over the course of four months, researchers at Harvard conducted a study of over 200 employees at seven different companies.  The study required participants to do one simple thing each day – respond to a survey at the end of their workday.  The survey asked about the participants’ mood, motivation level and what they did at work that day.  The study resulted in over 12,000 survey responses in total, which were then analyzed by the researchers.

According to the head researcher, the type of progress that results in high motivation, engagement and positive feelings doesn’t need to be earth shattering.  In fact, it often isn’t.  “They don’t have to be big breakthroughs or huge successes… small wins can lead people to feel terrific,” she stated.

The immense value in small wins resides in the immediate impact they can have on an individual and the collective.  They also work to:

Increase motivationImprove moraleProvide autonomyLeverage available resourcesMake the most out of timeServe as a catalyst to learn from problems expeditiouslyFoster collaboration

I shared the following in Disruptive Thinking in Our Classrooms:

We must not discount even the smallest successes during both good and trying times; doing so is a simple and authentic way to build people up and maintain momentum.  Over time these small wins can morph into catalysts for more extensive change efforts.

In actuality, small wins can be huge.  Never discount their impact as they are crucial in setting the stage for bigger ones in the future.

Amabile, T. M., & Kramer, S. J. (2011). The power of small wins. Harvard Business Review, 89(5), 70-80

Moving Beyond SAMR with the Rigor Relevance Framework

While there are many different frameworks to choose from when it comes to the effective integration of technology, SAMR is typically the one that most people and schools leverage. At face value, it is relatively straightforward while conveying how the use of technology can move from enhancement to transformation. The SAMR Model has provided us with a good lens to observe firsthand the need for proper planning prior to investing large amounts of money on technology. This by no means is a perfect framework to guide the effective implementation of technology initiatives, but it does give us a good idea of what should not be taking place.

Substitution – tech acts as a direct tool substitute with no functional change

Augmentation – tech acts as a direct tool substitute with functional improvement

Modification – tech allows for significant task redesign

Redefinition – tech allows for the creation of new tasks previously inconceivable 

While I don’t outright discount the value of SAMR, it does, in my opinion, have a dramatic shortcoming. I shared the following in Uncommon Learning:

For many educators, SAMR is the preferred model often associated with technology integration. It’s a catchy model and does have some value, mainly in the form of what we shouldn’t be doing (substitution). Take a close look at the tech-centric language used in each category and ask yourself what does the SAMR model really tell you about the level of student learning? This is why I love the Rigor Relevance Framework as a means to ensure that technology is integrated effectively. It provides a common language, constitutes the lens through which to examine all aspects of a learning culture (curriculum, instruction, assessment), and helps create a culture around a shared vision. 

The value of SAMR is that it can inform you what NOT to do with technology. However, the rub, though, is that it is a bit vague when it comes to the pedagogical shifts that need to occur to improve student learning. Here is where the Rigor Relevance Framework comes into play, as there is an emphasis on what the learner is doing as opposed to the technology. It is broken down into four (4) quads:

Quadrant A (Acquisition) -  Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. The teacher does most of the work by instructing. 

Quadrant B (Application) -  Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. 

Quadrant C (Assimilation) -  Students extend and refine their acquired knowledge to automatically and routinely analyze and solve problems as well as create unique solutions. They are doing most of the work. 

Quadrant D (Adaptation) Students have the competence to think in complex ways and apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. They work and think. 

While there isn’t a seamless alignment, I have made an attempt to connect them both. 

(S) Substituted acquisition (A) Teachers use tech to make tasks digital or elicit low-level student responses 

(A) Applied augmentation (B) Students apply learning in relevant ways

(M) Modified assimilation (C) Students demonstrate high levels of thinking through the purposeful use of technology

(R) Adapted redefinition (D) – Students work and think to innovatively redefine what is possible

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. In the end, this will lead to developing critical competencies to thrive in a disruptive world. 

Unlocking Brand Power

Branding in education, or brandED, is a strategic mindset of clearly highlighting what makes your classroom, school, or district unique in a way that showcases all of the great things taking place that create a positive culture.  It is all about TELLING, not “selling,” in order to build powerful relationships with all school stakeholders.  Effective branding elevates the work taking place, focusing on image, promise, and result.  We shared the following in BrandED:

PROMISE

... A compelling core connection to the value we guarantee to our community (WHY)

RESULT

...A consistent reason to believe by our stakeholders (HOW)

IMAGE

...Identity that grows awareness of the good we accomplish (WHAT)

The true power of brandED lies in the powerful learning experiences that you provide to the kids you serve.  It can be developed and sustained by focusing on the following questions:

How does our audience perceive us?What end is in mind?What channels will we use?What kinds of original thinking can we advance? How to show our value and create loyalty?

The questions above bolster and add context to a simple equation that can unlock the power of brand:

Improve the work + share and celebrate the work = brandED

Creating a connection with people is vital for all educators in today’s environment.  The power of brandED is that it can embody attributes that people will feel drawn to through compelling storytelling.  By leveraging well-crafted stories, the messaging can lead to the creation of emotional resonance in stakeholders' minds, leading to a greater understanding of and support for everything that is done to help students succeed.  By unlocking the power of brand, educators can:

Redefine the landscape by setting themselves and schools apart in a way that shows value by moving beyond a sole emphasis on tangible features such as logo, mascot, colors, and taglines.Establish a focus that helps to better manage time, resources, and the strengths of the people you serve to make perception reality. Develop and sustain enduring relationships with all stakeholders through empowering stories that lead to an identity that resonates. Motivate colleagues by paying it forward through the consistent sharing of their innovative work.Build on achieved success by continuously redefining what it takes to impact student success and achievement that results in lasting loyalty.  The key is to lead from awareness to fidelity.  Amplify all the good that takes place to develop a critical awareness.  Identify the benefits that provide and appeal to emotions.

Brand power now and in the future is undeniable.  I shared the following in Digital Leadership:

Aren’t educators always building, brokering, and sustaining relationships?  With a brandED mindset, “initiating” relationships becomes the first step.  Strategic brand is grown through mutual trust and good faith as you strategically initiate new connections.  You can grow your own professional brand personality as well as that of your insti¬tution by purposefully creating relationships that lead to school improvement.

The most critical word above is improvement.  While part of unlocking the power of brand is sharing all of the good to build priceless relationships, it is also about unearthing additional areas of growth. 

Improvement is Always Possible

We have been made to think certain things are absolute truths for most of our lives.  Take, for example, the saying that practice makes perfect.  While this sounds great in theory and can be a great motivation to pursue growth opportunities, an underlying fallacy is embedded in this message.  Take bowling, for example.  The ultimate goal of any bowler is to reach a perfect score of 300 by getting nothing but strikes.  By any standards, this is an impressive feat.  While perfection can be achieved with the right amount of practice, you would be hard pressed to find any professional bowler who scores a 300 consistently.  Hence the need to constantly practice improving performance.  

Even though there are other examples of perfection in sports, every athlete works to get better.  Hence, the message to all of us is that improving our practice is always possible, especially in the field of education.  I genuinely believe that each and every educator has an innate desire to grow, but there are often stumbling blocks along the way that delay or derail an initiative.  Time is probably the number one reason for improvement efforts becoming stifled.  While this is a legitimate challenge, we all know full well that it will materialize at some point.  Knowing this allows us to be proactive and make time to grow as opposed to finding time, which tends to be more reactive.  I shared the following back in 2014:

Let’s face the perceived fact that there will never be enough time to get everything done in any of our days.  Or is there?  Regardless of your respective role in education, time will always be your enemy.  This is where you need to focus less on finding time and more on making time to complete necessary tasks that are not only required but also ones that will allow you to grow, innovate, and develop more of a passion for your work.  Before getting to this point, you must look at how you currently utilize the time you have.  In my case, I was more of a manager as opposed to a leader.

I wrote extensively about chasing growth instead of perfection in Disruptive Thinking in Our Classrooms.  While the assent to growth leading to improvement will endure many twists and turns, there are some things educators can zero in on, which I have listed below.  

Co-plan lessons, meetings, and professional learningDe-emphasize non-essential tasks that don’t impact student learningEliminate distractions such as social media and web browsingPrioritize passions and interests related to your position or responsibilities Seek collegial support as these people know you and your culture best. Develop a Personal Learning Network (PLN) to learn anytime, anywhere, with anyone you wantOrganize your learning environment such as email, physical space, and support materials to make the most of all available timeSeek out challenging experiences that will push your practice to new levels 

Improvement is a process, not a singular event.  Growth and improvement start with honestly assessing our current reality.  There is no perfect lesson, project, classroom, school, district, teacher, or administrator.  There is, however, the opportunity to get better every day.  Hence, improvement is always a possibility no matter how much experience you have in education. 

Embracing an Evolved Thought Process

It is quite hard to keep up with all the exponential changes we are experiencing.  Take technology for example.  We get used to a device or app and before we know it there has been a huge update that alters the experience or it’s gone and replaced by something else.  I think we can all agree that disruptive change is not the standard in society, but the question becomes how is this impacting education?  Honesty is the first step to grow and improve.  As you take a critical lens to your practice and that of your colleagues or school, what do you see?  Learner success relies on our openness to challenge conventional thought processes in order to evolve. 

I shared the following in Disruptive Thinking in Our Classrooms:

I would wager that many of our assumptions in education stem from how we were taught throughout our own educational journey. Others were likely adopted based on how we were led or the ways in which teaching, learning, and leading was modeled for us. In either case, once beliefs are established, people have a difficult time changing them when challenged. In order to be our best selves—and best serve our students—what we embrace can and should evolve over time. 

While TTWHADI (that’s the way we have always done it) can still lead to positive or even better results, the fact remains that it can also have a stagnating effect.  Traditional does not always mean better, regardless of the fact that it might have worked for you or your stakeholders.  Take a look at the chart below to see where there is an opportunity to think differently and grow. I developed it after re-reading chapter 2 of Disruptive Thinking.

The purpose of the chart above is to be a catalyst for collaborative conversations or individual reflections to spur growth. Elizabeth Thorton provides some good food for thought:

In order to change our lives and ultimately change our world, we must start by examining our own mental models: our beliefs, assumptions, and expectations about the way the world is and the way things ought to be. We think and act through our mental models. What we fundamentally believe about ourselves, what we believe to be true, what we have decided is important to us, what we focus on, is often what our experience will be.

The mind can be either an asset or a detriment to growth.  My hope is that the chart presented in this post can be used to develop questions about where you are, but more importantly where you want and need to go for the betterment of kids.  To prepare them for a disruptive world we must embrace an evolved thought process. 

4 Question Types for Deeper Learning

There are many strategies out there that an educator can use to empower learners. Possibly one of the most powerful is questioning techniques. They comprise the core of any meaningful learning experience and are at the heart of virtually every type of pedagogical approach. While the value of great questions is understood, it is also vital to examine the types that are being used regularly in the classroom. Take the following observation pulled from research by Tofade, Elsner, and Haines (2013):

Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students’ factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts.

The above synopsis provides some food for thought. Begin by looking at the question stem to determine if it will elicit a one-word response. There is an opportunity to scaffold if it begins with who, what, where, or when. From here, there are numerous opportunities to not only bump up the level of thinking but also foster discourse and build in relevant applications. In Disruptive Thinking in Our Classrooms, I shared four types of questions that can do just that while setting the stage for deeper learning. Below is a summary:

Open-Ended

There is no better way to move students beyond stating what they know than getting them to explain their think¬ing. These types of questions naturally allow for the sharing of more information such as feelings, supporting details, attitudes, and a deeper understanding of the concepts being presented. They require learners to rationalize and reason beyond figuring out the answer by formulating a stance or opinion. Typically, there is no definitive right or wrong response. 

Evidence-Based

These types of questions empower students to justify their responses through rebuttal. The teacher provides both valid and invalid statements seeking responses that are sup¬ported with some sort of evidence. The use of evidence allows students to pull from prior learning while also enabling them to venture deeper into the content.

Critical Explanation 

Even if a student responds with a correct answer, this questioning technique fosters more critical thought through reasoning. All a teacher needs to do is simply ask “why?” or “how?” to have students probe their thinking a bit deeper. 

Dissenting Voice 

Questions should lead to more questions. This technique pushes the thinking of students by compelling them to consider an opposing view.

Deep learning can be a reality, but we have to take a critical lens to the strategies that are being used. Sometimes the most practical way is to look at what is used daily. In addition to developing better questions, consider using the Rigor Relevance Framework to empower learners to then apply what they have learned in authentic ways.  

Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. American Journal of Pharmaceutical Education, 77(7), 155. 

Efficacy-Based Practices

The pursuit of improvement is a never-ending journey. With all the disruption we have and will continue to see, changes to how we educate kids must be considered. We often see a great deal of investment in an array of ideas, strategies, and solutions with the goal of improving learning for all kids. I am all for anything that can benefit all students. However, caution must be exercised when there is a desire to pursue the next “silver bullet” or embrace ideas that sound wonderful on the surface but have little to show in terms of evidence of improvement at scale.

Results, both qualitative and quantitative, matter, and this is something that everyone should embrace. Hence the need to zero in on what truly matters through efficacy-based practices. 

The “why” behind this focus is as follows:

AccountabilityConnect what we know works by leveraging research to improve practicePersonalize learning for students and staffOptimize time, resources, and decisionsCreate a transparent culture to develop relationshipsMove away from “telling” to “showing” what actually works to drive needed change

Research 

Instead of assumptions and opinions, proven strategies should be emphasized to substantiate changes or improvements to practice. Having a foundation and a compelling reason to change is where research plays a pivotal role. It provides a baseline as to what has been found to really work when it comes to student learning and improving culture. We can look to the past in order to inform current practice. If efficacy is the goal, it is critical to embrace a scholarly mindset to inform and influence our work, not drive it.

Professional learning

It is hard to meet goals and expectations to improve learning if consistent support is absent. Professional learning develops and strengthens the expertise of teachers and administrators so they are better equipped to meet the needs of all learners. If people don't believe in themselves, then achieving goals will be near impossible. Thriving cultures focus on empowerment, support, feedback, and autonomy to take risks to build self-efficacy. Without efficacy-based professional learning that connects to research and practical strategies, evidence of improved outcomes will be hard to come by.

Evidence 

Qualitative and quantitative measures help to validate the time and effort put forth to initiate and sustain change. The only way to determine if goals have been met is through evidence. Discounting this shows a lack of understanding of what real change looks and feels like in education. Evidence can come in many forms, but in the end, it should clearly paint a picture that the ideas and strategies implemented have resulted in a better, more improved outcome. A combination of data and artifacts will tell you and anyone else whether or not goals were met.

Amazing things are happening in education, and the pandemic only amplified this through the embracement of innovative ideas. We must constantly push ourselves to be better and strive for continuous improvement. The more we take a critical lens to the efficacy of our work, the more collective goals we have for education, learning, and leadership can be achieved. 

Disrupting Your Practice

Last week I shared the news that Disruptive Thinking in Our Classrooms: Preparing Learners for Their Future was published a year ago.  While I am proud of all the books that I have been honored to write, this one was a bit more special.  For starters, it represented my first major publication that veered away from a leadership focus.  Since a great deal of my time as of late has been in the role of a coach, I wanted to share insight that has been gleaned through visits to numerous schools and countless classrooms.  Another driving force for this book was to bring a shining light on all the fantastic practices spearheaded by educators both prior to and during the pandemic.  

ConnectEDD Publishing was the perfect partner for this project as Jimmy Casas and Jeff Zoul have immense experience in the realm of school culture.  They also provided me complete autonomy to craft a manuscript in a way that worked best for me, not them.  However, their honest feedback along the way pushed me to reflect deeply on several aspects that differentiate the book from others, most notably the disruptive challenges at the end of each chapter.  There is also a comprehensive study guide making it an excellent resource for book studies or Professional Learning Communities (PLCs) as special bulk discount pricing is available.  If interested, reach out to info@connectedpublishing.com.  For more details on the book, click HERE. 

Despite my attempt to publish an “evergreen” book that will withstand the test of time, things do change.  This mostly centers on how I process and reflect upon ideas written about where there is now additional context, thanks to all my time in schools.  I regularly create supplemental material through this blog that weaves together additional research connections, practical examples, and deeper insight.  I have organized all updated content into the four main components of the book below while also noting the chapter alignment.

Re-thinking “normal”

Student Success Relies on Future-Proofing Learning (Chapter 1)A Literate Learner (Chapter 1)Tackling the Status Quo (Chapter 2)

Re-thinking learning

Evolving Instruction in a Rapidly Changing World (Chapter 3)Different Ways to Show Learning (Chapter 3)Setting the Stage for Current and Future Learner Success (Chapter 3)How to Make Learning Stick (Chapter 4)Sparking Inquiry in the Classroom (Chapter 4)The 6 Dimensions of Disruptive Thinkers (Chapter 4)Upgrading the KWL Chart (Chapter 4)

Re-thinking the learner

Shifting Our Focus (Chapter 5)Shifting Our Practice (Chapter 5)Empowerment Through Choice (Chapter 5)A Path to Equity (Chapter 5)The Many Faces of Student Voice (Chapter 5)Blending with the Station Rotation Model (Chapter 5)RTI and Personalization: A Dynamic Duo (Chapter 5)Four Practical Ways to Blend (Chapter 5)Time is the Best Resource You Have (Chapter 5)Re-Thinking the Learning Environment (Chapter 6)Virtual Learning Done Right (Chapter 6)

Re-thinking our mindset

Outlier Practices Make or Break the Learning Experience (Chapter 7)Strength in Vulnerability (Chapter 8)Don’t Use a Lot Where a Little Will Do (Chapter 8)Your Lasting Legacy (Chapter 8)

There is a great deal to unpack in all the above posts.  If you are a visual learner, you can check out how I have curated these resources on Pinterest. Experience has and always will shape our perspective.  In a world constantly influenced by disruptive forces, it only makes sense to look for ways to disrupt our practice for the betterment of those we serve. 

 

The Ever-Evolving Leadership Lens

Good leadership is, quite frankly, good leadership.  The tenants have remained the same for centuries.  What’s changed is the environment in which one leads, and this impacts the lens that is, or should be, used to drive change.  Employing well-known and research-based strategies within a current context is a hallmark of influential leaders.  I am of the opinion that being able to adapt in a way that results in improvement across various dynamics is what it is all about. What’s the point of being in a position of influence and responsibility if everything either stays the same or regresses?  In a disruptive world, our lens must evolve.

During my time as a principal, disruption in the form of Twitter and a student telling me school was like a jail helped me embrace a better lens.  These events served as catalysts for challenging the status quo and working to usher in more innovative practices that were more aligned with preparing our learners for current and future success.  During this time, I developed the Pillars of Digital Leadership and later authored the book around concepts that I found pivotal to the change process leading to transformation.  

While I still firmly believe in their value, I have embraced a more nuanced lens that provides more clarity and relevance.  In education, effective leaders use tried and true strategies with a lens that focuses on the following:

Learner Outcomes (improve)Personalized Culture (create)Professional Learning (provide)Multi-faceted communication (engage)Storytelling (embrace)Relationships (develop)Creating opportunities (prioritize)

Let me try to sum this all up in a concise fashion.

A pedagogical focus grounded in research and evidence is critical to improving outcomes for kids both with and without technology.  

Transitioning from a traditional to a more personalized culture emphasizes equity while providing learning spaces that are more reflective of the real world.  

For growth to be the standard, ongoing and job-embedded professional learning is needed as opposed to drive-by events and one-off PD days.  

Stakeholders are immersed in digital spaces.  As such, leaders should meet them where they are and engage in two-way communications that still leverage non-tech approaches.

The best way to control the narrative and tap into the power of emotions is through a storyteller-in-chief mentality.  

Relationships are everything.  By creating a positive brand presence, leaders can develop this priceless currency that will pay dividends time and time again.

Pay it forward. Students and staff thrive when leaders work to create unique opportunities to succeed. 

Truth be told, there isn’t just one right way when it comes to leadership.  If innovation is the goal, it is vital to view change from multiple perspectives.  As things constantly change, be open to allowing your lens to evolve, and in time you will maximize your impact.  

Shifting Our Practice

In my previous post, I dove into the concept of shifting our focus from “what” to “who” in order to set the stage for personalization.  The premise is as simple as it is powerful, with the goal being to provide all learners with what they need, when and where they need it, to become life ready.  While having a focus and knowledge of pertinent strategies is a good start, there needs to be an emphasis on changing practice.  Moving away from traditional approaches is not easy.  Herein lies one of the biggest obstacles to any change process.

While the transition to personalization can occur using high agency strategies as detailed in Disruptive Thinking in Our Classrooms, it is critical that the right culture is in place.  The stage is then set to implement more personalized pedagogy.  Below you will see my attempt at creating a visual that illustrates a shift in practice is not only necessary but also the benefits that will arise. 

Culture matters.  For the students and teacher to thrive, a solid foundation needs to be cultivated where voice, choice, path, pace, and place become ubiquitous elements that are leveraged seamlessly both in and out of the classroom.  Examples include flexible schedules, virtual options, learning academies, use of data, and high-functioning PLCs.  Here is where leadership is pivotal.  An equitable learning culture at the district and school level can only be created through the development of policies, procedures, and vision that result in systems geared toward supporting the uniqueness of all learners.  There also must be ongoing professional learning for teachers, coaches, administrators, and other related staff.  Traditional systems look to sustain a more equality-based approach. 

With the right culture in place, personalization can thrive as long as the right pedagogical strategies are employed.  It is important to note that this does not mean we turn a blind eye to tried and true strategies.  In fact, these represent an excellent opportunity to begin implementing high-agency strategies such as voice and choice during whole group lessons.  From here, the stage is then set to leverage blended pedagogy such as station rotation, choice activities, playlists, and the flipped approach.  It is here where student agency can be further developed through path, pace, and place (click HERE for more detailed information).  No matter the strategy used, the purpose of any personalized approach should empower learners to think and apply their thinking in relevant ways while addressing specific needs.  The exclusive use of standardized techniques will always leave some kids behind. 

Shifting away from a reliance on traditional practices to personalization will be a bumpy road at first.  Our kids, and their future, are worth the effort.