Eric C. Sheninger's Blog, page 46
August 14, 2016
Against the Flow Leadership
Change is uncomfortable for virtually everyone. I am the first person who will say that the process is not easy or absent of difficult challenges. The challenge of change becomes even more difficult when the main adversary is always right in front of us – our mindset. Our complex brains often work against our best intentions at times. This is Maslow’s hierarchy at play in a nutshell. Instead of taking risks, we revert back to playing it safe. As fear takes hold we forget everything and run. The fail-safe that we are made to think is protecting in nature actually holds us back from following through on implementing innovative ideas that can improve professional practice.
Human nature compels us in many cases to take the easiest possible path to success. In fact, structures are often put in place so that it is difficult to deviate from a prescribed path. It is easy to go with the flow if success has been defined for us. In my opinion that is the case in education. Educators and stakeholders alike have been brainwashed into thinking that a successful school or district is one who achieves through quantitative measures. Institutional practices that have historically been implemented and sustained for the sole purpose of preserving the status quo have become a detriment. Past practice might be the single most negative factor perpetuated by fixed mindsets. We can do better. We need to do better.
Image credit: https://www.cairnway.net/
We must reflect on past practice in order to improve current practice. As a leader, going against the flow is about using fear as a catalyst to face everything and rise. Instead of enabling the status quo to dictate the learning culture of a school, critical reflection is employed to disrupt professional practice in order to grow and improve. This requires asking some difficult questions that will pave the way for change that is desperately needed in some schools. Asking these questions can provide a clear case for disruptive change that can lead to the embracement of innovative ideas and a fundamental shift in learning.
Leaders who choose to go against the flow ask these critical questions about their school culture:
How well are we meeting the needs of today’s learner? This question is a start, however it doesn’t really matter much what we think. The question should be asked to our students in the form of how well are we meeting their needs.Are we more concerned about learning or traditional grading practices? Does homework improve learner outcomes?How does the current process of observation and evaluation of staff ensure accountability while improving instruction and leadership?How does this particular policy positively impact student learning? If it doesn’t, then why is precious time spent on developing and enforcing it?How do we know that our investments in educational technology are actually improving student learning and achievement? What supporting evidence do we have?Do we hold ourselves accountable for implementing ideas and strategies learned through professional development?
These are tough questions that not only enable us to reflect, but to also be honest about what isn’t working in education. There are broken aspects of school culture that cannot be ignored any longer such as grading, homework, professional development, ineffective technology integration, outdated policies, observation/evaluation, and a culture that is not adequately preparing students for their future. As a principal, the questions above were used to implement needed changes that led to results.
This is not the case in all schools, as great progress has been made across the globe to provide more relevant ways to empower learners and educators alike. However, the questions above force us to reflect more holistically to begin the process of meaningful change. We must resist the temptation as leaders to go down the path of least resistance. It is time to go against the flow and usher in new ideas for the betterment of students and us.
What questions above most resonate with you and why? What driving questions would you add?
Human nature compels us in many cases to take the easiest possible path to success. In fact, structures are often put in place so that it is difficult to deviate from a prescribed path. It is easy to go with the flow if success has been defined for us. In my opinion that is the case in education. Educators and stakeholders alike have been brainwashed into thinking that a successful school or district is one who achieves through quantitative measures. Institutional practices that have historically been implemented and sustained for the sole purpose of preserving the status quo have become a detriment. Past practice might be the single most negative factor perpetuated by fixed mindsets. We can do better. We need to do better.
.jpg)
Image credit: https://www.cairnway.net/We must reflect on past practice in order to improve current practice. As a leader, going against the flow is about using fear as a catalyst to face everything and rise. Instead of enabling the status quo to dictate the learning culture of a school, critical reflection is employed to disrupt professional practice in order to grow and improve. This requires asking some difficult questions that will pave the way for change that is desperately needed in some schools. Asking these questions can provide a clear case for disruptive change that can lead to the embracement of innovative ideas and a fundamental shift in learning.
Leaders who choose to go against the flow ask these critical questions about their school culture:
How well are we meeting the needs of today’s learner? This question is a start, however it doesn’t really matter much what we think. The question should be asked to our students in the form of how well are we meeting their needs.Are we more concerned about learning or traditional grading practices? Does homework improve learner outcomes?How does the current process of observation and evaluation of staff ensure accountability while improving instruction and leadership?How does this particular policy positively impact student learning? If it doesn’t, then why is precious time spent on developing and enforcing it?How do we know that our investments in educational technology are actually improving student learning and achievement? What supporting evidence do we have?Do we hold ourselves accountable for implementing ideas and strategies learned through professional development?
These are tough questions that not only enable us to reflect, but to also be honest about what isn’t working in education. There are broken aspects of school culture that cannot be ignored any longer such as grading, homework, professional development, ineffective technology integration, outdated policies, observation/evaluation, and a culture that is not adequately preparing students for their future. As a principal, the questions above were used to implement needed changes that led to results.
This is not the case in all schools, as great progress has been made across the globe to provide more relevant ways to empower learners and educators alike. However, the questions above force us to reflect more holistically to begin the process of meaningful change. We must resist the temptation as leaders to go down the path of least resistance. It is time to go against the flow and usher in new ideas for the betterment of students and us.
What questions above most resonate with you and why? What driving questions would you add?
August 7, 2016
Making is a Process
“No two makerspaces should be exactly alike, because no two school communities are exactly alike. Properly planning your makerspace will ensure that you uncover themes that are unique and meaningful to your school. It will ensure that your space is vibrant and relevant, as well as one that is sustainable into the future. “ – Laura Fleming, author of Worlds of Making
When we created our makerspace at New Milford High School many years ago we never fully realized the positive impact it would have on our learners. In a time where wood shop, metal shop, and agriculture were cut for the mere reason that the content was deemed non-essential or could not be tested something had to change. This was the reality for many schools in the Northeast. In our particular case not having trade-based courses was devastating as one third of our population was classified special needs. For all intensive purposes most of these students could care less about the curriculum, Common Core Standards, or standardized tests (i.e. PARCC). The creation and evolution of our makerspace solved this problem.
The premise was simple; allow students to utilize guided inquiry in an informal learning environment that was facilitated by the use of real-world tools to do real-world work. Students were not only able to actively explore their passions, but also learn from failure as well as trial and error. Our students thrived in an environment where the word “fail” really stood for first attempt in learning. There was no clearer evidence of this as when students were using old computer parts to design and create an entirely new operating system from scratch.
The makerspace was less about the latest technological gadget and more about the process of tinkering, inventing, creating, and making to learn. This is probably the single most important lesson I learned from Laura Fleming, the teacher librarian extraordinaire who was the original architect of our makerspace. I say original architect as after the space was initially established she empowered the students to chart its course going forward. Success rested in her ability to focus on her role as a facilitator or coach as opposed to someone who knew who to use all the stuff. She was the quintessential guide to possibilities who unlocked the learning potential of our students.
In a time when we tend to focus on the next big thing in technology we learned that planning was key and that a focus on learning and pedagogy would help us to achieve better learning outcomes for our students. This was true for many of our change efforts including BYOD, blended learning, and virtual learning. The makerspace was no different. We meticulously planned with our students a vision for how the space would foster powerful learning experiences grounded in rigor, relevance, and relationships. Maker activities naturally align themselves to Quad D work as outlined by the Rigor Relevance Framework. It is through these hands-on activities that students employ a range of higher-order thinking skills to solve real-world, unpredictable problems that have more than one solution. Through this engaging process students also readily make connections to a range of other disciplines.
Planning is key. Many people take the approach of ordering equipment and materials before taking time to plan out the space (same can be said with 1:1 initiatives). This should be the last step. Talk to your students, watch them, and understand their needs, wants, and interests first. Assess existing curricula, programs, and offerings within your school community Consider global trends and best practices, which will then help you to develop themes. After considering these important steps a systematic approach to ordering technology and other items will help to create a makerspace that best meets the needs of your learners.
Process is everything. I try to emulate this when I conduct hands-on makersapce workshops. The key takeaway that I want educators to leave with is a focus on open-ended exploration. There is no better prompt than make something that does something. It is simple, yet so powerful in that educators (or in your case students) have to work collaboratively to come up with a creative solution to solve a problem. Take a look at this video from a workshop I recently conducted (also below). In addition to set materials that I provided, I encouraged attendees to utilize anything else they could find. The results were nothing less than spectacular.
The most important aspect of a makerspaces is that it can spark your student’s natural desire to learn. I think we can all agree this should be the intended outcome when leading the maker movement. With a careful attention to planning and design thinking your makerspace can transform the learning culture of your school like ours did.
When we created our makerspace at New Milford High School many years ago we never fully realized the positive impact it would have on our learners. In a time where wood shop, metal shop, and agriculture were cut for the mere reason that the content was deemed non-essential or could not be tested something had to change. This was the reality for many schools in the Northeast. In our particular case not having trade-based courses was devastating as one third of our population was classified special needs. For all intensive purposes most of these students could care less about the curriculum, Common Core Standards, or standardized tests (i.e. PARCC). The creation and evolution of our makerspace solved this problem.
The premise was simple; allow students to utilize guided inquiry in an informal learning environment that was facilitated by the use of real-world tools to do real-world work. Students were not only able to actively explore their passions, but also learn from failure as well as trial and error. Our students thrived in an environment where the word “fail” really stood for first attempt in learning. There was no clearer evidence of this as when students were using old computer parts to design and create an entirely new operating system from scratch.
The makerspace was less about the latest technological gadget and more about the process of tinkering, inventing, creating, and making to learn. This is probably the single most important lesson I learned from Laura Fleming, the teacher librarian extraordinaire who was the original architect of our makerspace. I say original architect as after the space was initially established she empowered the students to chart its course going forward. Success rested in her ability to focus on her role as a facilitator or coach as opposed to someone who knew who to use all the stuff. She was the quintessential guide to possibilities who unlocked the learning potential of our students.
In a time when we tend to focus on the next big thing in technology we learned that planning was key and that a focus on learning and pedagogy would help us to achieve better learning outcomes for our students. This was true for many of our change efforts including BYOD, blended learning, and virtual learning. The makerspace was no different. We meticulously planned with our students a vision for how the space would foster powerful learning experiences grounded in rigor, relevance, and relationships. Maker activities naturally align themselves to Quad D work as outlined by the Rigor Relevance Framework. It is through these hands-on activities that students employ a range of higher-order thinking skills to solve real-world, unpredictable problems that have more than one solution. Through this engaging process students also readily make connections to a range of other disciplines.
Planning is key. Many people take the approach of ordering equipment and materials before taking time to plan out the space (same can be said with 1:1 initiatives). This should be the last step. Talk to your students, watch them, and understand their needs, wants, and interests first. Assess existing curricula, programs, and offerings within your school community Consider global trends and best practices, which will then help you to develop themes. After considering these important steps a systematic approach to ordering technology and other items will help to create a makerspace that best meets the needs of your learners.
Process is everything. I try to emulate this when I conduct hands-on makersapce workshops. The key takeaway that I want educators to leave with is a focus on open-ended exploration. There is no better prompt than make something that does something. It is simple, yet so powerful in that educators (or in your case students) have to work collaboratively to come up with a creative solution to solve a problem. Take a look at this video from a workshop I recently conducted (also below). In addition to set materials that I provided, I encouraged attendees to utilize anything else they could find. The results were nothing less than spectacular.
The most important aspect of a makerspaces is that it can spark your student’s natural desire to learn. I think we can all agree this should be the intended outcome when leading the maker movement. With a careful attention to planning and design thinking your makerspace can transform the learning culture of your school like ours did.
July 31, 2016
Word Cloud Tools: Raising the Bar
Word clouds, or tag clouds as they are sometimes called, bring words to life in a visual way. They constitute graphical representations of word frequency that give greater prominence to words that appear more often. These words can be taken from an analyzed text or added manually. The more a word appears or is imputed, the larger it will be in the cloud. Best of all word cloud generators are easy to use and there are a variety of display features that can be used for aesthetic appeal.
For years word clouds have been fan favorites of teachers and administrators alike. These early web tools burst on the scene to provide new avenues to engage students and stakeholders. Over the years these tools have been used to increase student engagement. From a pedagogical sense they can be used as part of an anticipatory set or as a means to review prior learning, check for understanding, and close a lesson. They can also be used more broadly as part of a larger student project to assist with making their learning more visible.
Image credit: http://www.christoy.net/
Even though words clouds are used as a pedagogical strategy in class their true power lies in their ability to communicate ideas at a glance. They can be used to highlight successes and achievements as well as articulate how stakeholders feel about our schools and districts. There are many other benefits of using word clouds in general. They are relatively easy to comprehend, can provide clarity on overreaching ideas, and are easy to share across digital networks. It is no wonder that these tools have been embraced in education and business.
Popular word cloud generators include Wordle and Tagxedo. Even though these are extremely popular there are some apparent downsides. Let’s analyze the description of Wordle:
Enter Mentimeter and AnswerGarden. Both tools can be used for formative assessment. Responses to an open-ended question of your choice can be used to create a word cloud. Each is simple to use and will only take minutes to set up. With Answer Garden all responses form a growing word cloud, which can be exported to Wordle or Tagxedo if you wish. You can even set up an administrator password to remove inappropriate responses. When setting up Mentimeter there are seven different question types to choose from, one of which is a means to have answers curated into a colorful word cloud. It even has a profanity filter.
With all the tech tools integrated in schools we need to also be more mindful of the questions to which we ask our learners to respond. Let’s move away from the use of toys to support low-level learning and begin to integrate the power of word clouds to support high-level learning.
For years word clouds have been fan favorites of teachers and administrators alike. These early web tools burst on the scene to provide new avenues to engage students and stakeholders. Over the years these tools have been used to increase student engagement. From a pedagogical sense they can be used as part of an anticipatory set or as a means to review prior learning, check for understanding, and close a lesson. They can also be used more broadly as part of a larger student project to assist with making their learning more visible.
Image credit: http://www.christoy.net/Even though words clouds are used as a pedagogical strategy in class their true power lies in their ability to communicate ideas at a glance. They can be used to highlight successes and achievements as well as articulate how stakeholders feel about our schools and districts. There are many other benefits of using word clouds in general. They are relatively easy to comprehend, can provide clarity on overreaching ideas, and are easy to share across digital networks. It is no wonder that these tools have been embraced in education and business.
Popular word cloud generators include Wordle and Tagxedo. Even though these are extremely popular there are some apparent downsides. Let’s analyze the description of Wordle:
Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes.Herein lies the problem with tools like this. For starters they are openly referred to as toys. The second issue stems from the fact that the cloud itself is created in a relatively low-level way when it comes to thinking. All one has to do is input words and paste text to create a cloud. My issue with Wordle and Tagxedo is that little to no critical thought is aligned to what could be a powerful way to aid in conceptual mastery. This is not to say that word clouds can’t be used to support higher order thinking skills. The key here is to begin to look beyond traditional tools and begin to integrate those that allow students and stakeholders alike to respond to open ended questions.
Enter Mentimeter and AnswerGarden. Both tools can be used for formative assessment. Responses to an open-ended question of your choice can be used to create a word cloud. Each is simple to use and will only take minutes to set up. With Answer Garden all responses form a growing word cloud, which can be exported to Wordle or Tagxedo if you wish. You can even set up an administrator password to remove inappropriate responses. When setting up Mentimeter there are seven different question types to choose from, one of which is a means to have answers curated into a colorful word cloud. It even has a profanity filter.
With all the tech tools integrated in schools we need to also be more mindful of the questions to which we ask our learners to respond. Let’s move away from the use of toys to support low-level learning and begin to integrate the power of word clouds to support high-level learning.
July 24, 2016
The Power of You
Make no mistake about it; the job of any type of educator is tough these days. It is a rewarding profession in that we have the opportunity to make a positive difference each day, but for all our efforts, thanks and appreciation are tough to come by at times. The fact that many countries don’t value the honorable work that is done in classrooms and schools is a tough pill to swallow. Throw in the endless array of mandates, directives, and time dedicated to the job and many would question whether it is even worth it to go into the field of education these days.
Psychology does not work in our favor. It is relatively easy to succumb to the negative. A great deal of research has found that negative perspective is more contagious than positive perspective. Thus, it is natural to get bogged down by pressures of the job that seem to keep mounting. Renee Jain provides a good summation of what we experience:
What makes the job of an educator even more difficult are the hard to reach students who are reluctant to learn. When this situation is thrown into the mix with any of the other challenges previously mentioned, the role of an educator could seem pointless. As Jackie Gerstein states, “All kids have worth. Some, though, want to prove to us that they have none. Our job as caring educators is to prove them wrong.”
Image credit: Jackie Gerstein
With all the challenges you face each day know that your work and compassion is needed more than ever. Watch this video below. Put yourself in the role of the storeowner and the child as one of your students.
The video above exemplifies how important educators are. Even when times are tough know that your work matters to those who we serve. Whether you realize it or not, the payoff of your dedication and commitment might not bear fruit for many years. Even in trying times take solace in knowing how you impact kids. It is in our nature to focus on the negatives, but you work too hard to allow yourself to fall victim to this psychological trap.
It is all about the power of YOU! You have the opportunity to positively impact the life of a child every day. If you care enough, change can and will happen. You are the difference maker. Reach for the sky and experience your potential. Reach for the stars and discover unlimited potential. You CAN usher in bold ideas for a new future. Believe in yourself and help your colleagues do the same. Thank you for all that you do. Our future is bright because of YOU!
Psychology does not work in our favor. It is relatively easy to succumb to the negative. A great deal of research has found that negative perspective is more contagious than positive perspective. Thus, it is natural to get bogged down by pressures of the job that seem to keep mounting. Renee Jain provides a good summation of what we experience:
"The negativity bias is a tendency to have greater sensitivity to negative than to positive events. Some researchers posit that, psychologically speaking, negative events weigh close to three times more than positive events. While this bias may serve us in situations related to survival, it can cause distress in everyday encounters. So the question becomes: How can we topple this negativity bias?"
What makes the job of an educator even more difficult are the hard to reach students who are reluctant to learn. When this situation is thrown into the mix with any of the other challenges previously mentioned, the role of an educator could seem pointless. As Jackie Gerstein states, “All kids have worth. Some, though, want to prove to us that they have none. Our job as caring educators is to prove them wrong.”
Image credit: Jackie GersteinWith all the challenges you face each day know that your work and compassion is needed more than ever. Watch this video below. Put yourself in the role of the storeowner and the child as one of your students.
The video above exemplifies how important educators are. Even when times are tough know that your work matters to those who we serve. Whether you realize it or not, the payoff of your dedication and commitment might not bear fruit for many years. Even in trying times take solace in knowing how you impact kids. It is in our nature to focus on the negatives, but you work too hard to allow yourself to fall victim to this psychological trap.
It is all about the power of YOU! You have the opportunity to positively impact the life of a child every day. If you care enough, change can and will happen. You are the difference maker. Reach for the sky and experience your potential. Reach for the stars and discover unlimited potential. You CAN usher in bold ideas for a new future. Believe in yourself and help your colleagues do the same. Thank you for all that you do. Our future is bright because of YOU!
July 17, 2016
Critical Conversations
We are in the midst of disruptive change that is engulfing our society. The second we get a grasp on a new technology there is an update, new version, or something entirely different. It is an exciting, yet terrifying time as many of us just try to keep up. This is the new normal in our world and advancements in virtually every field and profession will continue at an exponential rate. As educators you don’t need to like technology, but you do have to accept it. The reality is that not just technology, but an array of innovative ideas, are constantly at our fingertips.
The disruptive changes we are seeing provide an opportunity to reflect on what we are in order to help better determine where we want to be. Taking all of this into account, how well are you meeting the needs of today’s learner? I ask this question in virtually every workshop I facilitate. The responses run the spectrum from not very well to some pretty innovative ways. Overall many schools, administrators, and teachers are quite content with where they are currently at in regards to meeting the needs of learners in the digital age. Make no mistake about it, real change is happening in many schools, mostly in the form of isolated pockets of excellence.
Image credit: http://www.slideshare.net/ccalahan/cr...
The question above provides a great initial point of reflection as to where you are at with your change and transformation efforts. However, it falls short in terms of determining how well we are really doing as we are jaded by our own perception at times. Even though we might think we are doing a great job this might not be the reality of the ones we serve. The real question to drive meaningful change in our schools is asking our students how well we are meeting their needs. It is important to at first listen and then begin to take action on some of the thoughts and ideas they provide. They are, after all, our number one stakeholder and true boss.
If you want real change engage your learners in critical conversations about your school, district, or classroom experience. Even if you are integrating all of the latest technology, chances are teaching, learning, and leadership have not changed to allow for a transformation of school culture. Continue these conversations with your students throughout the school year by making it an embedded component of your professional practice. It will be difficult at first to hear from your students some of the issues that they have with the learning culture at your school. Over time though the relationships that are built through this honest dialogue will help drive the right changes that are needed.
For more tips on how to engage others in critical conversations click HERE.
The disruptive changes we are seeing provide an opportunity to reflect on what we are in order to help better determine where we want to be. Taking all of this into account, how well are you meeting the needs of today’s learner? I ask this question in virtually every workshop I facilitate. The responses run the spectrum from not very well to some pretty innovative ways. Overall many schools, administrators, and teachers are quite content with where they are currently at in regards to meeting the needs of learners in the digital age. Make no mistake about it, real change is happening in many schools, mostly in the form of isolated pockets of excellence.
Image credit: http://www.slideshare.net/ccalahan/cr...The question above provides a great initial point of reflection as to where you are at with your change and transformation efforts. However, it falls short in terms of determining how well we are really doing as we are jaded by our own perception at times. Even though we might think we are doing a great job this might not be the reality of the ones we serve. The real question to drive meaningful change in our schools is asking our students how well we are meeting their needs. It is important to at first listen and then begin to take action on some of the thoughts and ideas they provide. They are, after all, our number one stakeholder and true boss.
If you want real change engage your learners in critical conversations about your school, district, or classroom experience. Even if you are integrating all of the latest technology, chances are teaching, learning, and leadership have not changed to allow for a transformation of school culture. Continue these conversations with your students throughout the school year by making it an embedded component of your professional practice. It will be difficult at first to hear from your students some of the issues that they have with the learning culture at your school. Over time though the relationships that are built through this honest dialogue will help drive the right changes that are needed.
For more tips on how to engage others in critical conversations click HERE.
July 10, 2016
The Process of Change
There is always a great deal of discussion about change in education in order to better prepare students for success. The stakes have become higher as changes in a globally connected world are far outpacing those in our schools. The proliferation of technology in the world is making it much more difficult to engage our students. This is not to say that meaningful, impactful changes are not evident in schools across the globe. Through my work I have seen in person, and through social media, some amazing examples of what education can and should be. However, these cases tend to be isolated pockets of excellence as opposed to systemic transformation evident across an entire system, district, or school.
It’s not just advancements in technology that have to be addressed in our schools. Other elements embedded in school culture cloud our vision as to what is both needed and possible. Issues such as the status quo, traditions, mindset, fear, apathy, funding, infrastructure, and time seem to consistently rear their ugly heads. These real challenges morph into excuses that ultimately inhibit the change process. Every single school on this planet deals with these challenges and many others on a daily basis. The good news in all of this is that they are not insurmountable. If you feel it is important, you will find a way. If not, then human nature will take over and you will make an excuse. The process of change is driven by a desire to focus on solutions rather than excuses.
Image credit: http://10minutehr.com/wp-content/uplo...
Now here’s the thing with change. It is not easy. Nor will it happen quickly. Sometimes the best examples of sustainable change have resulted from a more organic approach. The ability to initiate, manage, and sustain change relies on a leader’s ability to think of it as a process as opposed to an event. This takes vision, planning, patience, and perseverance. If sustainable change is the goal, it is important to clarify the what, why, and how followed by a determination of success.
What
This seems like a simple step, but more often than not change never begins because we identify way too many issues that need to be addressed. To simplify the process take a look at data, which can come in many forms. A data review will give you a clear focus that can later be used to articulate the why. Below are some forms of data that can help you try needed change:
Achievement (standardized scores, local measures)Attendance ratesGraduation/promotion ratesDiscipline referralsFacilities inventoryTech auditPerception (find out what kids think needs to change)Ask better questions to determine what needs to change. Don't ask educators in your school or community how well you are meeting the needs of today's learner. Instead, ask your learners how well you school is meeting their needs.
Why
Once you have some data to identify what needs to change the next step is to build broad support. Aligning supporting research is a sound approach to build a compelling reason as to why the change is needed. This, combined with what the data is telling you, will build a foundation to move the process in a positive direction. To streamline the process consider using Google Scholar to quickly and easily find research that supports the need for change. When we tackled our grading culture at my school I first looked at the data (we were failing way too many kids) and then used Google Scholar to find research to guide the direction for a better way. When tackling the why it is also important to consider the following questions to mitigate potential issues while providing a greater focus:
Why does change not work?Why has it failed in your school?What are surrounding schools doing?Are we meeting the needs of our students and preparing them for their future?How
This is where you need to roll up your sleeves and be prepared to get dirty. Change rarely succeeds through mandates, directives, buy-ins, or unilateral decisions. Creating a process that involves honest feedback and consensus are imperative. The best way to approach this is to form a comprehensive committee that includes key naysayers, antagonists, and resisters. You cannot allow them to continue to be a part of the problem. They must be active contributors to a solution. Present the data, supporting research, and together build a shared vision and strategic plan for the identified change. Be prepared though to make some tough decisions. Going back to the grading example, we openly discussed and agreed on a failure floor, no zeros, and a process of retakes/redos. However, I then established seven criteria that had to be supported with evidence before any student could receive a failing quarter grade. You can see the resulting document HERE. Accountability was ensured as I reviewed all quarter failures and asked for the evidence that everything was done to help students succeed.
Success
In the end, a strategic plan for change should bear positive results. If the results are not what you expect then re-evaluate to improve as opposed to scrapping the idea and giving up. Referring to the grading example one last time, over the course of three years we reduced our student failures by 75% while also increasing graduation and attendance rates as well as standardized test scores.
Image credit: http://www.managementguru.net/wp-cont...
This change process recipe can be applied to virtually any initiative from homework to mobile learning (BYOD, 1:1), to changes to the school schedule, and anything else. It all comes down to leadership and the will to improve in order to create a better learning culture for all students.
It’s not just advancements in technology that have to be addressed in our schools. Other elements embedded in school culture cloud our vision as to what is both needed and possible. Issues such as the status quo, traditions, mindset, fear, apathy, funding, infrastructure, and time seem to consistently rear their ugly heads. These real challenges morph into excuses that ultimately inhibit the change process. Every single school on this planet deals with these challenges and many others on a daily basis. The good news in all of this is that they are not insurmountable. If you feel it is important, you will find a way. If not, then human nature will take over and you will make an excuse. The process of change is driven by a desire to focus on solutions rather than excuses.
Image credit: http://10minutehr.com/wp-content/uplo...
Now here’s the thing with change. It is not easy. Nor will it happen quickly. Sometimes the best examples of sustainable change have resulted from a more organic approach. The ability to initiate, manage, and sustain change relies on a leader’s ability to think of it as a process as opposed to an event. This takes vision, planning, patience, and perseverance. If sustainable change is the goal, it is important to clarify the what, why, and how followed by a determination of success.
What
This seems like a simple step, but more often than not change never begins because we identify way too many issues that need to be addressed. To simplify the process take a look at data, which can come in many forms. A data review will give you a clear focus that can later be used to articulate the why. Below are some forms of data that can help you try needed change:
Achievement (standardized scores, local measures)Attendance ratesGraduation/promotion ratesDiscipline referralsFacilities inventoryTech auditPerception (find out what kids think needs to change)Ask better questions to determine what needs to change. Don't ask educators in your school or community how well you are meeting the needs of today's learner. Instead, ask your learners how well you school is meeting their needs.
Why
Once you have some data to identify what needs to change the next step is to build broad support. Aligning supporting research is a sound approach to build a compelling reason as to why the change is needed. This, combined with what the data is telling you, will build a foundation to move the process in a positive direction. To streamline the process consider using Google Scholar to quickly and easily find research that supports the need for change. When we tackled our grading culture at my school I first looked at the data (we were failing way too many kids) and then used Google Scholar to find research to guide the direction for a better way. When tackling the why it is also important to consider the following questions to mitigate potential issues while providing a greater focus:
Why does change not work?Why has it failed in your school?What are surrounding schools doing?Are we meeting the needs of our students and preparing them for their future?How
This is where you need to roll up your sleeves and be prepared to get dirty. Change rarely succeeds through mandates, directives, buy-ins, or unilateral decisions. Creating a process that involves honest feedback and consensus are imperative. The best way to approach this is to form a comprehensive committee that includes key naysayers, antagonists, and resisters. You cannot allow them to continue to be a part of the problem. They must be active contributors to a solution. Present the data, supporting research, and together build a shared vision and strategic plan for the identified change. Be prepared though to make some tough decisions. Going back to the grading example, we openly discussed and agreed on a failure floor, no zeros, and a process of retakes/redos. However, I then established seven criteria that had to be supported with evidence before any student could receive a failing quarter grade. You can see the resulting document HERE. Accountability was ensured as I reviewed all quarter failures and asked for the evidence that everything was done to help students succeed.
Success
In the end, a strategic plan for change should bear positive results. If the results are not what you expect then re-evaluate to improve as opposed to scrapping the idea and giving up. Referring to the grading example one last time, over the course of three years we reduced our student failures by 75% while also increasing graduation and attendance rates as well as standardized test scores.
Image credit: http://www.managementguru.net/wp-cont...
This change process recipe can be applied to virtually any initiative from homework to mobile learning (BYOD, 1:1), to changes to the school schedule, and anything else. It all comes down to leadership and the will to improve in order to create a better learning culture for all students.
July 3, 2016
Asking the Right Questions About Mobile Learning
As of late I have been engaged in a great amount of work either assisting districts and schools as they begin to implement mobile learning (1:1, BYOD) or helping them get their programs on track. Over six and a half years ago I helped successfully implement a Bring Your Own Device initiative in my school. Not only were we the first to do it in my state, but there weren't many great examples to pull from at the time. Thus, many lessons were learned the hard way. It is important to remember that change has to be treated like a process as opposed to one single event. The success of mobile learning relies on proper planning, reflection, and evaluation to improve.
Image credit: http://elearningbrothers.com/wp-conte...
The key to successfully implementing sustainable change begins with asking the right question(s). Below are some questions to help you ascertain where you are, but more importantly, where you want to be with either 1:1 or BYOD.
Is your infrastructure ready? Has an infrastructure audit been completed?Have you developed a shared vision that takes into account staff, student, and community input? For success, all stakeholders must be on board and have clear outcomes developed.Have you developed a strategic plan to ensure the initiative will positively impact student learning? How will you measure success and evaluate effectiveness? Has curriculum been updated and other resources explored?Have you created policies that protect students and staff while promoting creativity?Has staff been trained in digital pedagogy (lesson/project design, assessment, etc.)? Do they possess the confidence to integrate the devices with purpose to support/enhance learning? Have administrators been trained on digital pedagogical techniques in order to provide valuable feedback to staff? Have fears and challenges been addressed? How will equity be ensured in a BYOD environment? What will you do if students forget their devices, don’t have them, or have no access to WiFi outside of school?Has a plan been developed to train students? What will be done to educate parents?How will you build community support?What evidence will be provided to the BOE and community that the initiative is a success?Determine where you want to be and how you are going to get there with your mobile initiative. Once you have answers to the previous questions reflect on the drivers of a successful mobile learning initiative to ensure that the stage is set for improved student learning outcomes.
Image credit: http://elearningbrothers.com/wp-conte...The key to successfully implementing sustainable change begins with asking the right question(s). Below are some questions to help you ascertain where you are, but more importantly, where you want to be with either 1:1 or BYOD.
Is your infrastructure ready? Has an infrastructure audit been completed?Have you developed a shared vision that takes into account staff, student, and community input? For success, all stakeholders must be on board and have clear outcomes developed.Have you developed a strategic plan to ensure the initiative will positively impact student learning? How will you measure success and evaluate effectiveness? Has curriculum been updated and other resources explored?Have you created policies that protect students and staff while promoting creativity?Has staff been trained in digital pedagogy (lesson/project design, assessment, etc.)? Do they possess the confidence to integrate the devices with purpose to support/enhance learning? Have administrators been trained on digital pedagogical techniques in order to provide valuable feedback to staff? Have fears and challenges been addressed? How will equity be ensured in a BYOD environment? What will you do if students forget their devices, don’t have them, or have no access to WiFi outside of school?Has a plan been developed to train students? What will be done to educate parents?How will you build community support?What evidence will be provided to the BOE and community that the initiative is a success?Determine where you want to be and how you are going to get there with your mobile initiative. Once you have answers to the previous questions reflect on the drivers of a successful mobile learning initiative to ensure that the stage is set for improved student learning outcomes.
June 27, 2016
Inspiring Students: Bringing Awe Back to Learning
Awe might seem like just another three-letter word, but it is so much more. A recent New York Times article detailed how humans can get goose bumps when we experience awe, that often-positive feeling of being in the presence of something vast that transcends our understanding of the world. It is a catalyst that can motivate people to do more good. The article also highlighted the research of Paul Piff and Dacher Keltner who found that awe helps bind us to others, motivating us to act in collaborative ways that enable strong groups and cohesive communities.
Think back to the last time you experienced awe and think about how this impacted you. I would wager that many specific experiences come to mind, which is not very surprising at all. Descriptors such as awesome, jaw dropping, satisfying, and rapturous probably come to mind. The power of awe cannot be overstated. It is a huge component of life—it’s hardwired in our brains. When we experience the sensation of awe, we are consumed by wonder, relevancy, emotion, engagement, inspiration, and real-world connections. Jason Silva considers awe to be a pivotal ingredient in making ideas resonate. Check out his Shots of Awe YouTube series and you will see exactly what I am talking about. Below is the one video of his that got me hooked. Excuse the pun, but you will be “awed” while watching it.
The more I read about awe, the more convinced I become about how important it is in our lives. In an article published in The Atlantic titled Making Time for Awe, various research studies support the many benefits of having our minds blown. Researchers from Stanford and the University of Minnesota found the following in a recent study:
We have a responsibility to awe and students need us to bring this element into their daily learning experiences, such as those aligned to Quad D of the Rigor Relevance Framework. To do this we must innovate our practice. In my definition innovation is creating, implementing, and sustaining transformative ideas that instill awe to improve learning. Increases in our willingness to innovate can result in disruptive changes to learning.
Disruption in a way that facilitates improved learning opportunities that engage and empower students through awe should be the goal. In order to drive innovation there has to be a focus on changing learner needs, evolving technologies, changing the learning environment, and bold ideas.
Schools and educators can advantage of inherent stimuli in these drivers to create better, more meaningful learning experiences for students that leverage the power of awe. Building off a sound pedagogical foundation rooted in rigor, relevance, and relationships, the drivers of innovation can bring awe back into learning. Let’s look quickly at these drivers in a bit more detail:
Evolving Technologies – Technology continues to change at a rapid pace, which presents education with some exciting opportunities to awe learners. Some examples include augmented reality, virtual reality, open education resources (OER), adaptive tools, coding, drones/robotics, and gamification. With all the excitement and possibilities it is important to remember that pedagogy trumps technology if the goal is meaningful student learning.Changing Learning Environment – You can have all the best technology and digital pedagogical techniques, but if the learning environment remains unchanged the results that we yearn for might never materialize. Learner designed spaces emphasize comfort, flexibility, choice, and the use of authentic tools. They are reflective of the real world, leverage the outdoors, and capitalize on mobile technology.Changing Learner Needs – Learners crave a greater purpose and sense of relevance in their learning. We must seize on the gift that access to the real-time web provides to foster student learning anytime, anywhere, and with anyone. Awe can be cultivated in both personal and personalized learning opportunities where the main motivation comes from student agency. This all culminates in a shift from consumption to creation and curating as a means for students to awe us in their learning experiences.Bold Ideas – There needs to be a shift from business as usual to business as unusual. Ideas that are bold work to counteract the status quo and current education reform policies. We must work to elevate the profession, integrate more play in the school day, embrace failure throughout the system, redefine success and learning, and provide meaningful professional learning with accountability.
To inspire students we must make a concerted effort to bring the awe back into learning. This is not an easy journey, but one that is well worth the potential hardship.
Think back to the last time you experienced awe and think about how this impacted you. I would wager that many specific experiences come to mind, which is not very surprising at all. Descriptors such as awesome, jaw dropping, satisfying, and rapturous probably come to mind. The power of awe cannot be overstated. It is a huge component of life—it’s hardwired in our brains. When we experience the sensation of awe, we are consumed by wonder, relevancy, emotion, engagement, inspiration, and real-world connections. Jason Silva considers awe to be a pivotal ingredient in making ideas resonate. Check out his Shots of Awe YouTube series and you will see exactly what I am talking about. Below is the one video of his that got me hooked. Excuse the pun, but you will be “awed” while watching it.
The more I read about awe, the more convinced I become about how important it is in our lives. In an article published in The Atlantic titled Making Time for Awe, various research studies support the many benefits of having our minds blown. Researchers from Stanford and the University of Minnesota found the following in a recent study:
"Participants "who felt awe, relative to other emotions, felt they had more time available, were less impatient, were more willing to volunteer their time to help others, and more strongly preferred experiences over material goods." Awe is an experience of such perceptual expansion that you need new mental maps to deal with its incomprehensibility."Applying this concept to education is both exciting and depressing. Awe is a driving force for learning that will not just benefit our students now, but also well into their future. However, traditional views and functions of school deprive many students from experiencing the joy and power of awe as a catalyst for meaningful learning. Current policies in many (not all) schools focus on control, compliance, conformity, and rules that don’t awe our learners. Data from a recent Gallop Poll shared and analyzed by Dr. Scott McLeod shows what many of us know - students are disengaged, bored, and disempowered. Systemic change is needed even in schools where there are isolated pockets of excellence, as all students should be exposed to the power of awe.
We have a responsibility to awe and students need us to bring this element into their daily learning experiences, such as those aligned to Quad D of the Rigor Relevance Framework. To do this we must innovate our practice. In my definition innovation is creating, implementing, and sustaining transformative ideas that instill awe to improve learning. Increases in our willingness to innovate can result in disruptive changes to learning.
Disruption in a way that facilitates improved learning opportunities that engage and empower students through awe should be the goal. In order to drive innovation there has to be a focus on changing learner needs, evolving technologies, changing the learning environment, and bold ideas.
Schools and educators can advantage of inherent stimuli in these drivers to create better, more meaningful learning experiences for students that leverage the power of awe. Building off a sound pedagogical foundation rooted in rigor, relevance, and relationships, the drivers of innovation can bring awe back into learning. Let’s look quickly at these drivers in a bit more detail:
Evolving Technologies – Technology continues to change at a rapid pace, which presents education with some exciting opportunities to awe learners. Some examples include augmented reality, virtual reality, open education resources (OER), adaptive tools, coding, drones/robotics, and gamification. With all the excitement and possibilities it is important to remember that pedagogy trumps technology if the goal is meaningful student learning.Changing Learning Environment – You can have all the best technology and digital pedagogical techniques, but if the learning environment remains unchanged the results that we yearn for might never materialize. Learner designed spaces emphasize comfort, flexibility, choice, and the use of authentic tools. They are reflective of the real world, leverage the outdoors, and capitalize on mobile technology.Changing Learner Needs – Learners crave a greater purpose and sense of relevance in their learning. We must seize on the gift that access to the real-time web provides to foster student learning anytime, anywhere, and with anyone. Awe can be cultivated in both personal and personalized learning opportunities where the main motivation comes from student agency. This all culminates in a shift from consumption to creation and curating as a means for students to awe us in their learning experiences.Bold Ideas – There needs to be a shift from business as usual to business as unusual. Ideas that are bold work to counteract the status quo and current education reform policies. We must work to elevate the profession, integrate more play in the school day, embrace failure throughout the system, redefine success and learning, and provide meaningful professional learning with accountability.
To inspire students we must make a concerted effort to bring the awe back into learning. This is not an easy journey, but one that is well worth the potential hardship.
June 19, 2016
Finding the Right Tools
For technology to have an effective impact on student learning a solid pedagogical foundation needs to be in place. In my mind, pedagogy trumps technology and the importance of instructional design cannot be overstated. With this foundation in place the possibilities to empower students to take ownership over their learning and demonstrate conceptual mastery are limitless. Even if you are not a fan of technology it is hard to ignore the many benefits. As Donald Norman stated, “I'm not a fan of technology. I'm a fan of pedagogy, of understanding how people learn and the most effective learning methods. But technology enables some exciting changes.”
Image credit: https://elearningindustry.com
Whether you are a technology fan or not, the key to success lies in our ability to integrate technology to support or enhance learning while providing students with skills that will prepare them for their future. This can be a seamless process like reviewing prior learning, checking for understanding, closure, or formative assessment. It can also be more elaborate where students select the right tool for the right task to construct new knowledge or authentically apply what they have learned. Either way technology provides an improved method to do both.
Once there is a clear vision and plan for integrating technology in the classroom, the next challenge for many educators and students alike is finding appropriate tools the align to the content, age group of the students, platform, standards, and budget. The good news here is that there are many go-to resources right at your fingertips to either help you in your classroom or to make recommendations to teachers if you are an administrator. Here are my three favorites:
Edshelf – The motto here is simple, yet powerful. Find the right educational tools for your needs. Edshelf represents a socially curated discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning. Click on search for the perfect tool and begin to narrow down your search by price, platform, subject, age, and category. Graphite by Common Sense Media – A free platform that saves you time by making it easy to discover the best apps, games, and websites for the classroom. It contains thousands of edtech tool reviews and also allows you to browse by subject and standard. There is also an option to search teacher-created lesson plans. Tech Tools by Subject and Skills – A fantastic resource created by EdTechTeacher that has curated resources by academic subject, topics, and learning activity. It is pretty straight forward and to the point, which is something that I think all can appreciate. Just knowing about all the latest tools and apps doesn't cut it. Technology will not transform education. Educators and students who utilize technology effectively will. Focus on the why and then the how with the right tool for the right task.
Image credit: https://elearningindustry.comWhether you are a technology fan or not, the key to success lies in our ability to integrate technology to support or enhance learning while providing students with skills that will prepare them for their future. This can be a seamless process like reviewing prior learning, checking for understanding, closure, or formative assessment. It can also be more elaborate where students select the right tool for the right task to construct new knowledge or authentically apply what they have learned. Either way technology provides an improved method to do both.
Once there is a clear vision and plan for integrating technology in the classroom, the next challenge for many educators and students alike is finding appropriate tools the align to the content, age group of the students, platform, standards, and budget. The good news here is that there are many go-to resources right at your fingertips to either help you in your classroom or to make recommendations to teachers if you are an administrator. Here are my three favorites:
Edshelf – The motto here is simple, yet powerful. Find the right educational tools for your needs. Edshelf represents a socially curated discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning. Click on search for the perfect tool and begin to narrow down your search by price, platform, subject, age, and category. Graphite by Common Sense Media – A free platform that saves you time by making it easy to discover the best apps, games, and websites for the classroom. It contains thousands of edtech tool reviews and also allows you to browse by subject and standard. There is also an option to search teacher-created lesson plans. Tech Tools by Subject and Skills – A fantastic resource created by EdTechTeacher that has curated resources by academic subject, topics, and learning activity. It is pretty straight forward and to the point, which is something that I think all can appreciate. Just knowing about all the latest tools and apps doesn't cut it. Technology will not transform education. Educators and students who utilize technology effectively will. Focus on the why and then the how with the right tool for the right task.
June 12, 2016
Mistakes Make Us Human
Recently I was able to enjoy some time home with my family after what had been a brutal stretch on the road speaking and presenting. My wonderful wife had been holding the fort down in my absence so I was ready and willing to help her out in any way that I could. Thus, she asked if I could take our daughter to cheer practice the entire week and I immediately obliged. Now, being a cheer dad is serious business and those of you reading this who are in a similar position know what I am talking about.
My wife laid out specific instructions repeatedly as to what I had to do during the Thursday practice as my daughter had a flyer and tumbling class back to back. For the flyer class she needed these special stretch bands that were in the glove compartment of the car. Not only did I have to remember to get them out of the glove compartment, but I also had to remind my daughter to give them back to me after the practice because apparently she has a tendency herself to leave them around the gym. This should be a piece of cake.
A few days later my wife asked me if I had gotten the elastic bands back from my daughter after the practice. I immediately looked perplexed. I knew that she used them during practice as I distinctly remembered taking them out of the glove compartment of the car and my daughter and I proceeded to shoot them at each other like rubber bands. The problem though was that that was the last I saw of them. After conferring with my daughter later that day, I did in fact forget to remind her to give them to me after practice. My wife just shook her head with a smirk and nicely reminded me how many times I was told what to do. Alas, I made yet another mistake.
Image credit: http://wealwaysbelieve.blogspot.com/
I make mistakes all the time and have since birth. To be honest, I have made so many mistakes during my lifetime and will continue to do so. Everyone makes them. This does not make me, or virtually anyone else on this planet, a bad person as we all succumb to this. Many mistakes we make both professionally and personally are not part of some larger agenda. Sometimes it is because we don’t listen or fully process what we heard. At other times there is a lapse of judgment or lack of understanding, context, or the entire story. Many times mistakes just happen with no rhyme or reason. This is all a part of being human. Admitting, learning from, and moving on after a mistake is made is all that matters. Some of the best learning experiences I have carried with me for years have occurred after a mistake was made. Own your mistakes, but don't let them own you!
Being human and making mistakes is not a reason to attack, berate, chastise, ignore, give up, or treat other adults or students differently. It perplexes me to this day how anyone can hold a grudge against someone who makes a mistake. Chances are that very same person has made his or her share of them. This is hypocritical to say the least. Students deserve the most slack when a mistake is made. How one reacts could very well determine their willingness to learn in the future. When it comes to adults, take the time to make the other person aware of his/her mistake and provide practical advice on how to overcome and learn from it. Most importantly, if the mistake is significant provide the needed support and be there. Ultimately this speaks volumes about one’s character.
My wife laid out specific instructions repeatedly as to what I had to do during the Thursday practice as my daughter had a flyer and tumbling class back to back. For the flyer class she needed these special stretch bands that were in the glove compartment of the car. Not only did I have to remember to get them out of the glove compartment, but I also had to remind my daughter to give them back to me after the practice because apparently she has a tendency herself to leave them around the gym. This should be a piece of cake.
A few days later my wife asked me if I had gotten the elastic bands back from my daughter after the practice. I immediately looked perplexed. I knew that she used them during practice as I distinctly remembered taking them out of the glove compartment of the car and my daughter and I proceeded to shoot them at each other like rubber bands. The problem though was that that was the last I saw of them. After conferring with my daughter later that day, I did in fact forget to remind her to give them to me after practice. My wife just shook her head with a smirk and nicely reminded me how many times I was told what to do. Alas, I made yet another mistake.
Image credit: http://wealwaysbelieve.blogspot.com/I make mistakes all the time and have since birth. To be honest, I have made so many mistakes during my lifetime and will continue to do so. Everyone makes them. This does not make me, or virtually anyone else on this planet, a bad person as we all succumb to this. Many mistakes we make both professionally and personally are not part of some larger agenda. Sometimes it is because we don’t listen or fully process what we heard. At other times there is a lapse of judgment or lack of understanding, context, or the entire story. Many times mistakes just happen with no rhyme or reason. This is all a part of being human. Admitting, learning from, and moving on after a mistake is made is all that matters. Some of the best learning experiences I have carried with me for years have occurred after a mistake was made. Own your mistakes, but don't let them own you!
Being human and making mistakes is not a reason to attack, berate, chastise, ignore, give up, or treat other adults or students differently. It perplexes me to this day how anyone can hold a grudge against someone who makes a mistake. Chances are that very same person has made his or her share of them. This is hypocritical to say the least. Students deserve the most slack when a mistake is made. How one reacts could very well determine their willingness to learn in the future. When it comes to adults, take the time to make the other person aware of his/her mistake and provide practical advice on how to overcome and learn from it. Most importantly, if the mistake is significant provide the needed support and be there. Ultimately this speaks volumes about one’s character.
