Eric C. Sheninger's Blog, page 30

Buncee and Immersive Reader: A Winning Combination for Assistive Learning

I am a huge fan of Buncee. The following is a guest post by Rachelle Dene Poth (@Rdene915), Spanish and STEAM Teacher at Riverview High School in PA.

For several years, Buncee has been one of my favorite creation tools; both for personal use and for classroom instruction. While there are many digital tools to choose from when it comes to teaching and having our students create, Buncee’s versatility and ease-of-use make it a go-to tool for all creative needs. Now, Buncee’s recent integration with Microsoft’s Immersive Reader makes the platform even more accessible for students of diverse ages, backgrounds, and abilities to learn 21st-Century Skills and express themselves. What my students love the most is that Buncee offers something for everyone, and I love that they love it.


Always keeping a finger on the pulse of their community’s needs, the Buncee team consistently listens to their community and refines the platform based on this! Their integration with Immersive Reader is a perfect example of this.

Immersive Reader: It’s About Opportunities For ALL Students 

This summer, Buncee integrated with Microsoft’s Immersive Reader, increasing accessibility for students and offering a robust environment to build literacy skills. Immersive Reader is a full-screen accessibility tool, supporting the readability of text in Buncees for language learners and their families and students with dyslexia or visual impairments. Any text added into a Buncee can be translated and read aloud in over 60 languages.

There are many ways Immersive Reader can enhance learning opportunities for students. It can help to build their confidence and create an inclusive classroom environment. Educators can use this integration to create lessons, make interactive flashcards for students, and communicate with families. Inclusive learning and providing for students and families from different backgrounds is something that the Buncee and the Microsoft team are definitely passionate about, making this integration a natural fit.

Imagine the possibilities for reaching students and their families of non-native English speaking homes, or supporting students who are just learning to read. The use of Immersive Reader in Buncee enables students to do more than just create multimedia content, it helps them improve reading and language learning skills as they engage with the content in authentic and meaningful ways. 

How Does Immersive Reader Work in Buncee? 

There are several ways to help students build their skills through the different options available within Buncee and using Immersive Reader. Getting started with Immersive Reader in Buncee is easy.

By clicking on the Immersive Reader icon when viewing a Buncee, a personalized reading and learning experience for students appears. Immersive Reader accesses the text in the Buncee, offering a multitude of options. Families can access these features at home as well, without having to log into or need any specific account. 

Navigating the Immersive Reader Functionality In Buncee

I decided to create a Buncee using some of the new 3D objects and also explore the options available through Immersive Reader. For first time users, it is easy to figure out how to adjust the settings. 

First, I clicked on the speaker symbol at the bottom to listen to the text read aloud. Students could use this as a way to practice their own pronunciation, especially when using it for language learning, by repeating after the speaker. Students can also build listening comprehension skills by focusing on written words and making connections with the audio. 

 
By clicking on text preferences, I can choose the text size, increase spacing, and select from three choices in font style. These are great options to help with readability for students. There are also 21 color choices for the background on the screen. I find this to be very useful, especially as someone who can be sensitive to certain colors when reading. I've also had students experience difficulty with reading on certain colored backgrounds, so this is a definite plus. 


The grammar options enable you to break words up by syllables and also color code the different parts of speech. Being able to use the color codes to help with the identification of nouns, verbs, adjectives, and adverbs will help students to build their grammar skills. These labels can be turned on or off, which means that families can work with their children and use it as a teaching tool for review. 


Just to experiment, I turned everything off except for the verbs. Displayed on the screen were the two verbs in the sentence both highlighted in red. I then selected a different color for each part of speech, I chose purple to identify nouns and green for the adjectives. I was amazed at how quickly this could be set up and the possibilities for helping students with reading comprehension and language skills. Using this as a way to further engage students with identifying parts of speech and making the visual connection is another option for more interactive learning.

Under reading preferences, you can focus on one line or on the entire text.

When you focus on a line, it closes the screen down to that one specific sentence, which you can also make narrower or thicker depending on your choice. 


There are more than 60 languages available for translation. I decided to try French first, and when I clicked on a word, it showed me the word in French and in English. I also explored other languages, including Spanish and was impressed with how much it offered to reinforce the content and to provide a more personalized learning experience for students. There is also a picture dictionary to visually reinforce vocabulary acquisition. You can choose the voice and speed of reading, so it provides a great way to reinforce speaking skills as well as listening, reading and writing. 


In his book, Digital Leadership, Eric Sheninger talks about the critical competencies needed by learners for success in today’s world. These competencies are in alignment with the ISTE standards for students and teachers and can be addressed through the use of Buncee. Now with the Immersive Reader integration, the possibilities to address these standards are open to all learners. Beyond the potential for creativity, collaboration, critical thinking, and communication, students using Buncee can build skills in digital media literacy, entrepreneurship, technological proficiency, and digital citizenship. Students have the opportunity to use technology as a tool for solving real-world problems and making real-world connections. We have to look beyond simply using digital tools to engage students in learning and instead, empower them through opportunities to apply what they have learned in unique ways. 

Learning and Reflecting with Video

I remember like it was yesterday when I began blogging back in 2009. To think that I would still be writing a post a week many years later is a vast understatement, coming from someone who had every excuse not to start in the first place. Trust when I say that it’s a struggle these days to either come up with new ideas or to add a unique angle to what has already been written. If it’s important to you, then you’ll find a way. If not, then you will make an excuse. I am by no means a great writer, but I’d like to think that this is only one driving force that keeps me writing. If you were to ask me why I really write, my response would be to reflect and learn openly.

Part of my evolution has been to explore new pathways to reach my professional goals while attempting to give something back in return to educators. In my quest to practice what I preach and grow, I have begun to utilize video as a means to articulate ideas, share my learning, and openly reflect. When you think about the potential video has to articulate a message, it makes sense to harness its power. YouTube is now the world’s second-largest search engine, and a one-minute video equates to almost 1.8 million words per minute. No wonder more and more educators have begun to use this medium to connect with other people.

Not only has it pushed me outside my comfort zone, but I can now go into more depth on the topics I am passionate about.  The result has been the creation of a vlog (video blog) in the form of a YouTube Channel, which you can access HERE. As I am always looking for feedback, I hope you will take a look and let me know what you think. My vlog is nothing fancy. In order to preserve the essence of learning and reflecting, I record a live, unrehearsed video using Periscope about once every two weeks.  I like using this tool because it syncs with and simultaneously broadcasts across Twitter.

Since I am human many finished products have me babbling, tripping over my own words, and at times losing my train of thought. With learning not being a perfect science and reflecting a very personal experience, I want my videos to be as realistic as possible. I begin with Periscope, a live streaming app. Once the live video on Periscope ends it archives on my phone. From here I upload it to both IGTV (Instagram TV) and YouTube. Why all three you ask? Different people prefer different mediums when it comes to consumption and engagement. One of my hopes is that my video musings might be able to help out other educators as they work through ideas, strategies, or even their reflections in their preferred space. Choice matters for both kids and adults.


Image credit
In the classroom, or even outside of it, video is one of the most powerful learning tools there is. Educators can utilize tools such as Edpuzzle, Playposit, and Viza where pre-selected videos are inserted for students to not only watch but also answer questions along the way. The days of passive viewing while taking up valuable instructional time can now be a thing of the past. What I love about all of these tools is the ability of teachers to insert questions that can empower learners to think and apply their thinking at various levels of knowledge taxonomy. In the case of Edpuzzle and Playposit, the responses can go straight to an LMS (learning management system) such as Google Classroom or Schoology. The self-directed nature and accountability components make all of these tools fantastic elements as part of pedagogically sound blended learning strategies.

Educators can also harness video to create flipped lessons. In addition to those mentioned above, teachers can create their own videos using tools such as Educreations or Adobe Captivate. In lieu of homework, students watch these five to ten-minute mini-lessons that cover new material that would typically be covered in class. Kids can control pace (pause, re-watch) and place (where they watch). This strategy then frees up the teacher to differentiate instruction and work with students to actively apply concepts during class time.

There is a slew of other tools that kids can use not only to demonstrate but also reflect on learning. Two of my favorites are Padlet and Flipgrid. Each tool allows for the creation of a short video that is then added to either an open digital board (Padlet) or grid (Flipgrid). Think about how powerful it is to have kids solve a problem on whiteboards and then explain how they solved it by creating a short video to get both peer and teacher feedback. When it comes to reflecting, both of these tools, as well as Seesaw, can be used for students to articulate not just what they learned, but why they learned it and how what was learned will be used outside of school. Regardless of the method used, it is essential that reflection time is built into every lesson.

Whether as an adult learner or creating a culture that empowers your students, video can serve as an essential means to help you and others reach their goals. The key with any change to practice is to see the value in it and make the time to figure out ways to integrate it into what you do. In the end, it is less about the tool and all about improving outcomes.

If It's Easy Then it Probably Isn't Learning

What is the purpose of education? To many, this might seem like a ridiculous question with the answer being quite obvious. Or is it? For this post at least, let’s go with learning. Some might equate this with the successful ability to be able to recall or memorize facts and information. The casual observer might then anoint anyone who is able to do this effectively as smart or intelligent. Perhaps he or she is. Is being able to ace a standardized test an accurate indication of what someone knows, can do or both? My opinion on this is no.

For each person, there is a particular path to acquire, apply, and construct new knowledge.  It is much more challenging to accomplish this as some might think, and the journey is often convoluted. The fact remains that learning is anything but linear. It is more about the process than it is getting to a particular destination. Herein lies what I really want to discuss.  When you think about the greatest minds in our society, perception is rarely reality. If you take a close look and peel away the layers, you will see a path fraught with challenges, frustration, and failure. The same can be said about any person who actively solves problems on a day to day basis such as carpenters, electricians, plumbers, and auto mechanics. What do they all have in common? Each and every one has been able to utilize divergent thinking to apply what he or she knows and solve problems.  

Regardless of where a student is at in their learning, it is incumbent to challenge him or her through relevant experiences. The Rigor Relevance Framework is a great tool that can provide teachers and administrators with the context to create and evaluate both questions and tasks that empower both thinking and application while fostering relationships in the process. So, what does this look like?  One of my favorite images that illustrate what the process should look like is the learning pit.  Take a look at the image below to see what I mean.



The questions throughout the journey are key, in my opinion.  If learning is not rigorous and relevant, then students can most likely jump right over the pit. That’s what I mean when I say if it is easy, then it probably isn’t learning. What this ultimately equates to are questions and tasks that don’t challenge kids to think and apply what they are learning across multiple disciplines or to solve either real-world predictable to unpredictable problems.  When all of these elements are part of a lesson or project, what results is the development of cognitive flexibility in students.  

Nothing comes easy in life. There is no better way to teach this life-long lesson than getting kids into the learning pit and experience the RRR (rigor, relevance, relationship) dip where they come out more confident and capable. 

Flexible Spaces Need to Lead to Flexible Learning

Do you remember the classrooms that you learned in as a child?  I sure do and not for many positive reasons. Each room was a carbon copy of one another, where you would have as many uncomfortable desks lined up in cute little neat rows.  The exception was science classrooms flush with lab tables. However, there still was the issue of sitting in chairs for long periods of time that killed our backs. Uncomfortable seating options and a lack of movement not only led to discomfort, but it also had a negative impact on engagement. Now don’t get me wrong; some lessons were extremely engaging.  The issue, however, was that the conditions under which learning was supposed to take place were not conducive to the process at all. Little did we know at the time that classroom design could be something different. It was what we always knew and came to expect and never thought twice about it.

"School should be a place that learners want to come to….not run away from." 

Evolving research on the importance of classroom design and routine movement has begun to uplift the status quo.  Some fantastic changes are being implemented in schools across the world. For some, typical classrooms with desks in rows are now a thing of the past. They have been replaced by more contemporary furniture that is not only comfortable but also modular.  Flexibility, choice, and movement are all being incorporated to make the school experience more enjoyable while setting the stage for increased engagement. The key is to create the conditions for our learners where we, as the adults, would want to learn. 

Here is the rub.  As spaces change has pedagogy as well? In some cases, the answer is no. Now I am not trying to be negative, just honest. If kids are comfortable while receiving direct instruction or all completing an activity at the same time, then what’s the point of new furniture or updated spaces? As the saying goes, if you put lipstick on a pig, it’s still a pig. As precious funds are used to upgrade classrooms and entire schools, improvements to learning must be at the forefront, something Tom Murray and I emphasize in our book Learning Transformed.  Flexible spaces need to lead to flexible learning. 



Here are some questions to consider when it comes to space redesign:

How will it support more movement and application of knowledge or competencies?How will it promote higher levels of student agency?How will pedagogy change in ways that emphasize path, pace, and place?How will assessment and feedback change or improve?What will be the role of technology?What professional learning support is needed to maximize the use of flexible spaces?
If you have already invested in flexible seating, think about the questions above in terms of what has changed.  One strategy that addresses all of the questions I posed is a move towards pedagogically-sound blended learning.  It is important not to confuse this with the use of technology to support or enhance instruction. Here is the difference. 

"Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace."

The three “P’s” in the description above combined with choice are what allow flexible seating to live up to both the hype and potential to improve learning for kids.  In my work with schools on implementing blended learning to maximize the investment in innovative spaces, I typically showcase several models that I have found to be most effective. These include station rotation, choice boards, playlists, and flipped lessons. I highly suggest you check out this post, which goes into detail on the pedagogy of blended learning. 

Educators are now inundated with ideas on how to better design classrooms and schools. It is always prudent to take a critical lens to both the work and the investments that are made to determine if there are improvements to learning and school culture.  It is ok to be skeptical of what you might see shared on social media when it comes to learning spaces (or anything for that matter).  We need to move away from classroom design that is “Pinterest pretty” and use research, design thinking, and innovative pedagogy guide the work. The space will not improve outcomes all on its own. It’s how the space is used in ways that better prepare learners for now and the future that will. 

The Right Questions

“We get wise by asking questions, and even if these are not answered, we get wise, for a well-packed question carries its answer on its back as a snail carries its shell.”  - James Stephens

Questioning techniques are one of the easiest areas of instructional design that can be improved, at least in my opinion.  By looking at the question stems, one can determine the level of thinking our learners are expected to demonstrate.  Low-level examples almost always begin with who, what, where, when. These aren’t bad per se as you need knowledge to move up any knowledge taxonomy chart.  The problem is when questions reside here and don’t push kids to think and apply their thinking in more complex ways.  Learners also don’t find much purpose with these beyond just getting them right. 

Herein lies one of my major issues with how I see many digital game tools used in the classroom as typically comprised of low-level, multiple-choice options.  As I mentioned before, there is a time and place for this. However, it goes without saying that an emphasis on recall and memorization will not prepare kids adequately to thrive now and in the future.  Disruption caused by the 4th Industrial Revolution, and living in a knowledge economy, continues to teach us this lesson. If a student can easily Google the answer, then it goes without saying that the question isn’t very challenging.  In the end, questions are more important than answers if learning is the goal. More on this later. 



The image above provides a great visual to look at the types of questions that are asked in classrooms or on assignments and scaffold them in ways that empower learners to demonstrate high-level thinking as well as mastery of concepts.  It is important to note that each and every question doesn’t have to be at the uppermost levels of knowledge taxonomy.  The key is to try to bump them up when warranted, especially if they are at the foundational knowledge level.   If question stems begin with who, what, where, or when then there is a natural opportunity to tweak them in a way to get up to at least the understanding level.

Now don’t get me wrong; developing great questions that get kids thinking is excellent. However, the real goal should be the creation of performance tasks where learners are applying their thinking in relevant ways.  This is where the role of instructional design is critical.  When challenging learners through an authentic application where there is an underlying purpose, what results is natural inquiry.  During numerous coaching visits with schools across the country, I have seen this play out over and over again.  Students are so immersed in an activity that collaboration, creativity, and collaboration converge with thinking while they work to solve real-world predictable and unpredictable problems.  What results is that the students then develop and answer their own questions. 



The Rigor Relevance Framework, of which an iteration is pictured above, is a great tool that can assist teachers and administrators develop better questioning techniques and learning tasks to engage kids with a higher purpose.  What results is the process of inquiry, which fuels the learning process.  The right question isn’t necessarily about arriving at an answer per se, but instead it acts as a catalyst for the development of more questions.  

The Ascent to Growth

I genuinely believe that most people want to get better in their professional role and they find comfort in growth. Who doesn’t want to make a difference while moving up the career ladder?  However, I say most because complacency, lack of motivation, or not being passionate about the work or the job can inhibit a drive to seek ways to improve.  Since the minority falls in this category, let’s focus on the majority.  For many of us, we are continually seeking out ways to grow and improve professional practice.  Even though the desire is there, and efforts are made, challenges arise.  These come in two primary forms: excuses and people. Let me elaborate on both.

People are our greatest asset, and when we invest in them, success likely follows.  There is no “I” in team, and to achieve goals as a system, the support of many is crucial.  Sometimes though people can play a role that works counter to what we set out to accomplish either at the individual or organizational level.  As much as they are essential in any culture, there are times when they can also impede growth. For reasons that vary, some people are not happy where they are or with the success of others.  What results are concerted efforts to undermine and derail the pursuit of improvement.  



It is essential to recognize both subtle and not so subtle behaviors exhibited by others as you strive to grow. These might be masked by platitudes that get you to rethink putting in the needed time and effort to improve your craft or to move a culture forward. Be confident in who you are and where you want to go. Don’t fall victim to the insecurities, fears, and unhappiness that other people might be grappling with as you work to get better. Even as you strive to learn and improve, a true leader also helps others do the same.  It is okay to focus on yourself when the situation calls, but in the end, helping the people we work with grow is just as important as what we do for ourselves. The process of achieving goals is much more fulfilling when it is a collaborative effort. 

In the words of Jim Rohn, “Excuses are the nails used to build a house of failure.” Now this quote might seem a bit harsh at first read, but if you view it with an open mind, you will see that it is quite accurate. In many cases, we believe we can’t accomplish a task or implement an idea because of the perception that a challenge is too difficult to overcome, or the idea might have failed in the past.  In either case, our mind starts to develop a myriad of excuses as to why something won’t or can’t work.  Common impediments include not enough time, lack of money, or too many mandates and directives. Guess what…these are never going away. Growth will never occur if the will to tackle these, and many other impediments aren’t there. If it’s important to you, then you will find a way. If not, then you will make an excuse. The key here is to focus on solutions, even in the face of some difficult challenges.  



Change is hard at both the individual and organizational level. The ascent to growth will not always be easy.  Maybe it’s not people or excuses that get in your way. Perhaps it is your own mind, which can be the fiercest adversary you face on the path to getting better. Confidence and belief are two of the most powerful forces that help to keep us focused on achieving goals.  Just remember this.  You are only limited by the barriers you develop for yourself. 

The Path to Efficacy

Organizations, schools, and districts that are successful all lead with efficacy in mind.  The same can be said for teachers and administrators who can effectively implement ideas and strategies in ways that result in improved learner outcomes. To put it simply, efficacy can best be defined as the degree to which set goals are achieved.  The path to achieving it begins with a belief in oneself.  Albert Bandura is one of the most famous researchers in the area of self-efficacy, which can best be described as an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments.  To put it bluntly, 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.

The next logical step is to move from an individual belief to one that is embraced by the majority.  This is referred to as collective efficacy, which Bandura defined as "a group's shared belief in its conjoint capability to organize and execute the courses of action required to produce given levels of attainment" (Bandura, 1997). It cannot be overstated how much this element contributes to student achievement. Below is a summary from an article by Jenni Donohoo, John Hattie, and Rachel Eells. 

Rachel Eells's (2011) meta-analysis of studies related to collective efficacy and achievement in education demonstrated that the beliefs teachers hold about the ability of the school as a whole are "strongly and positively associated with student achievement across subject areas and in multiple locations" (p. 110). Based on Eells's research, John Hattie positioned collective efficacy at the top of the list of factors that influence student achievement (Hattie, 2016). According to his Visible Learning research, based on a synthesis of more than 1,500 meta-analyses, collective teacher efficacy is three times more powerful and predictive of student achievement than socioeconomic status. It is more than double the effect of prior achievement and more than triple the effect of home environment and parental involvement. It is also greater than three times more predictive of student achievement than student motivation and concentration, persistence, and engagement.

Understanding the critical role self and collective efficacy play in determining the successful attainment of goals lays out a path for achieving efficacy as a whole, something that I expand greatly on in my book Digital Leadership.  Achievement is important, but there are many other facets of school culture that can be improved.  The process can be best articulated through the strategic planning cycle pictured below.




Begin with the end in mind (i.e., goals) while aligning to a shared vision and collective mission. It is then essential to determine specific outcomes, strategies, and measures & targets.  Professional learning, funding, and an array of other supports are crucial to not only stay on the path but also to arrive at the intended destination. The final piece to the puzzle is the results, which can be determined through both qualitative and quantitative means. It cannot be overstated that in the end, it's the degree to which goals have been achieved that ultimately leads to efficacy.

The strategic planning process provides a logical path forward, but there are also many other elements that come into play. In a previous post, I highlighted items in terms of digital initiatives, but upon further reflection, I feel they are worth revisiting as each is important whether or not technology is involved. For anyone that has led change efforts from the trenches, you will more than likely be able to relate to the following.

Questions should lead to more questions

Questions provide context for where we want to go, how we'll get there, and whether or not success is achieved.  Having more questions than answers is a natural part of the initial change process. Consider the following in this order:
Where do we want to go?How will we get there?How do we measure success?How did we do?How can we improve?Research fuels the "why"

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, embracing a scholarly mindset to inform and influence our work, not drive it, is critical.

Practicality leads to embracement

It is hard to move any initiative or idea forward if people can't see how it seamlessly aligns with what they already do. The key here is embracement as opposed to buy-in.  If it's not practical, the drive to implement new ideas and practices wanes or never materializes.  

Evidence provides validation

The only way to determine if goals have been met is through evidence. To discount this shows a lack of understanding as to 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. 

Accountability ensures success

What's measured gets done, plain and simple. Accountability is prevalent in every profession and is not something that should be feared or loathed in education.  The key is to establish protocols (checkpoints, check-ins, walk-throughs, observations, evaluations, portfolios) that ensure everyone is doing their part and is provided feedback on the way leading to accountability for growth.

Reflection propels growth

I love the last question that comes at the end of the strategic planning cycle, and that is how can we improve.  Since there is no perfection in education, this is a question we should always be asking and reflecting on. 

The path to efficacy can be an arduous and frustrating journey.  No one likes to spend time coming up with goals, and associated action plans only to have them not come to fruition.  Developing a strategic plan and following through based on the elements described above will help get you there, but staying on the path also requires teamwork, communication, patience, and professional learning.  In the end, when success is achieved, the journey and time spent are well worth it. 

For more on the topic of efficacy check out the short video below.




Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
Eells, R. (2011). Meta-analysis of the relationship between collective efficacy and student achievement. Unpublished doctoral dissertation. Loyola University of Chicago.
Hattie, J. (2016, July). Mindframes and Maximizers. 3rd Annual Visible Learning Conference held in Washington, DC.

Learning Never Stops

“Learning is not attained by chance; it must be sought for with ardor and attended to with diligence.” – Abigail Adams

How do you make, not find, the time to learn and get better? Often the number one impediment in this area is fitting it into our busy schedules.  Trust me; I get it.  There never seems to be enough time in the day to do what needs to be done both personally and professionally.  The only piece of advice I can give you that has worked for me is to take a critical lens to how you currently use your time and try to carve out at least fifteen minutes a day. Easier said than done, right? The best course of action is the focus on the “what if” instead of the “yeah but” aspect when it comes to time.  If it’s important to you, then you will find a way. If not, then you will make an excuse. 

In a perfect world, your organization, school, or district provides not only the time but also relevant options of which you want to be a part.  Even though this is a great start, there have to be other associated elements to make it a valuable and worthwhile endeavor.  One-and-done events might get everyone pumped up and excited, but what comes next?  The same can be said about drive-by professional development. Like change, learning is a process, not an event. There should always be a long-term plan following any keynote or workshop. When it is all said and done, the best experiences are ongoing and job-embedded so that the needed support, application into practice, feedback, and accountability for growth lead to actual changes to teaching, learning, and leadership. These elements also go a long way to scaling both practices and initiatives. 

So, what does meaningful professional learning look like? Take a look at the image below from Sylvia Duckworth to see what educators really value and think about what needs to change in your school or district. 



Let me now get back to the time issue that kicked off this post. I really dig the quote from Abigail Adams as it applies to both formal and informal pathways. It is essential to acknowledge that learning can happen by chance, but when it comes to professional improvement, seeking out opportunities to grow is what actually results in changes to practice.  Making the time is only one piece of the puzzle.  The other is ensuring what has been learned leads to improvements in teaching, learning, and leadership.  

For the purposes of this post, let’s put aside more traditional pathways that are either provided to educators or ones that are sought out, such as conferences and workshops. The digital world now provides all of us access to some fantastic opportunities. Here are some no-cost (or relatively low-cost) options.

Webinars

Improved bandwidth and increased access to technology have helped learning through webinars gain in popularity.  Many publishers and professional organizations offer these free of charge to their membership.  While every webinar is broadcast live at a set time, what makes them very appealing is that they are archived for convenient viewing.  The ability to stop and restart compensates for many of the challenges educators face when it comes to making the time to learn.  Some providers even make certificates of completion available.  I highly suggest you take a look at edWeb as they have been a leader in this space for many years. 

Personal Learning Network (PLN)

Social media allows any educator to learn anytime, anywhere, with anyone they want. Access to resources, ideas, strategies, feedback, and conversation as well as the ability to ask and answer questions is readily accessible with an array of devices.  Herein lies the power of a PLN. It is like a human-generated search engine on steroids that is at your beck and call. You select how much time to dedicate, who to connect with, and what tools to use. It’s all about YOU! To learn more about creating or improving a PLN, click HERE.




Book Studies 

Reading is such a critical aspect of one’s personal and professional growth.  I have yet to meet an educator who does not see the value in reading to improve his or her craft. Whereas the other two options are no-cost, engaging in a book study means you have to front some cash for the book.  Many organizations, schools, and districts will participate in a book study throughout a period of time, typically focusing on a chapter or two a week. Technology tools such as Voxer, Twitter, Instagram, and live video platforms have now afforded people from all over the world to read and learn together. 

Nowadays, many books come with study guides to assist both individuals and groups reflect upon the ideas and strategies presented as well as to develop action plans for implementation. In the updated edition of Digital Leadership, I included the book study right into the text to better serve educators.  At the end of each chapter, you will find a series of discussion and reflection questions to not only push one’s thinking but also to be cognizant of applying what has been learned. If you or your group uses Digital Leadership for a book study, let me know, and I will participate digitally as best I can. You can either share the hashtag (#) or invite me into the Voxer group for asynchronous participation. I am also willing to video conference at the end of the study to answer any questions. Just let me know!

Learning should never stop, and the ideal way to grow is choosing a pathway(s) that works best for you. 

The Future of Work

The future of work should be on the top of everyone’s mind as it is smacking us right now in the face.  As I have previously written, we are in the midst of the 4th Industrial Revolution, where rampant innovation and exponential advances in technology are changing the societal landscape.  We are seeing professions being redefined or outright eradicated.  Here is a fact.  Millions of jobs are and will continue to be, lost as a result of artificial intelligence, advanced robotics, and automation.  So, what does this all mean? Below is a synopsis from the World Economic Forum (WEF):

As technological breakthroughs rapidly shift the frontier between the work tasks performed by humans and those performed by machines and algorithms, global labor markets are likely to undergo significant transformations. These transformations, if managed wisely, could lead to a new age of good work, good jobs and improved quality of life for all, but if managed poorly, pose the risk of widening skills gaps, greater inequality, and broader polarization. In many ways, the time to shape the future of work is now. 

The WEF goes on to summarize five trends that everyone needs to know about to be ready for this paradigm shift.
Automation, robotization, and digitization look different across different industriesThere is a net positive outlook for jobs – amid significant job disruptionThe division of labor between humans, machines, and algorithms is shifting fastNew tasks at work are driving demand for new skillsWe will all need to become lifelong learnersThere is a great deal to unpack here.  To begin, let’s focus on the most critical overreaching element. Change is not only on our doorstep, but it is about to kick the darn door in.  As a parent, this terrifies me as both my children will be thrust into this world very soon. There is some good news, however.  In the midst of the 4th and eventually the 5th Industrial Revolution, there will be millions of new jobs.  Will our learners be ready?



The question above is meant as a catalyst for reflection.  The future of work requires new skills, and it is up to K-12 education to lead the charge in this area.  Skills are not enough, in my opinion.  Yes, we want learners to have the requisite skills to meet the needs and demands inherent in the 4th Industrial Revolution. More importantly, it is our duty and the role of education to ensure that they are competent. Here are some of the thoughts I shared on this in a previous post:

Competencies outline "how" the goals and objectives will be accomplished. They are more detailed and define the requirements for success in broader, more inclusive terms than skills do. There is also an increased level of depth that considers skills, knowledge, and abilities. To succeed in the new world of work, students will need to demonstrate the right mix of skills, knowledge, and on-the-job ability. A skill is a practical or cognitive demonstration of what a student can do. Competency is the proven use of skills, knowledge, and abilities to illustrate mastery of learning by solving problems. 

The image below outlines the critical competencies (left side) that students will need in the future of work and how educators can make sure they develop them (right side).



Empowering our learners to think critically and solve real-world problems is paramount. However, as the WEF notes, lifelong learning is a must for all of us, not just the kids we serve. To meet the demands and expectations for work now and in the future, we must commit to professional growth. It is vital to make the time to learn and grow as opposed to finding the time. If we rely on the latter, chances are it will never happen.  Lifelong learning can come in many forms, but in my opinion, the most practical and time-friendly option is the creation and use of a Personal Learning Network (PLN). Using social media allows all of us real-time access to the most relevant ideas and knowledge that can be immediately implemented into practice to prepare learners for their future better.

The time is now to move the needle on needed change. The longer we wait, the greater the risk for those we serve – our kids. 

Education for the 4th Industrial Revolution

“Don’t prepare kids for something. Prepare them for anything!”

I remember a world without the Internet, smart devices, mobile phones, 3D printers, and 4K televisions sets. After all, this was the world that many of us grew up in. There was an abundance of playing outside, reading, walking around the mall, going to the movies, and talking on the phone. Sure, we had our technology at the time, which now seems quite archaic compared to even the most rudimentary devices of today.  However, we were not connected even in the slightest bit when compared to the present. Rotary phones and face-to-face were the main, and really only viable, options available. Little did we know that we were in the midst of the 3rd Industrial Revolution and the dawn of the computer age was upon us. Disruptive change was upon us; we just didn’t know it back then.





Whether you like it or not, we are in the midst of the 4th Industrial Revolution and have been so for many years.  It has and will continue to, fundamentally change the way we engage with each other, work, and go through life. It is exhilarating as it is terrifying.  Take this view from the World Economic Forum:

We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before. We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.

Tom Murray and I presented a call to action, highlighting the need to transform teaching, learning, and leadership in Learning Transformed to meet the demands and challenges inherent in the 4th Industrial Revolution.  In the updated edition of Digital Leadership, I took it a step further.  Improving upon and then building pedagogical capacity in ways that align to the competencies that our learners will need in a world that is almost impossible to predict is critical.   Rest assured, it is not as arduous an endeavor as you might think. The key to future-proofing education, and learning, for that matter, is to empower students to think and construct new knowledge while simultaneously having them apply what they have learned in relevant ways. More specifically, education has to prepare kids to be competent in the following areas:
Critical thinking and real-world problem solvingRelationship building (inter and intra-personal)Digital awareness and useCareer and job-specific requirementsSo where to begin?  For starters, it is vital to get everyone on the same page. The Rigor Relevance Framework provides the common vision, language, and expectations to help learners develop the competencies to succeed in the 4th Industrial Revolution. For more detailed information, you can view a series of posts on the framework HERE.

Now more than ever, the importance of education cannot be overstated. However, things do need to change at scale.  The status quo cannot be tolerated.  If schools continue down the same path as they have for decades, two things will happen. In one possible scenario, our students could begin to abandon them as they will find more relevant and applicable programs and information online.  The more likely outcome though is that they will not be adequately prepared for the new world of work.  In either case, both of these should be viewed as unacceptable.  Challenging the mantra of TTWWADI (that’s the way we’ve always done it) requires both a bold and fearless educator.  The good news is that we have many of these people in our schools. 


One thing I have learned from hundreds of classroom coaching visits each year is that innovative practices are present. I have been so inspired by teachers and administrators who have begun to embrace different and better pedagogical techniques aligned to the competencies listed above while also improving outcomes in the process.  The challenge is moving practices that prepare kids to succeed in the 4th Industrial Revolution from obscurity to more mainstream.  We must not be satisfied with isolated pockets of excellence. Even though they represent a great starting point and should be celebrated, it is essential to remember that every learner deserves excellence. 

Will the learners in your school be ready?