The Saturday panel at Learn by Design, brought together panelists Colleen Broderic, Simon Jack, Gary Stager and Ewan McIntosh who tackled two key questions which face all education jurisdictions:
What are 3 things schools should stop doing now?
2. What are three things schools should start doing now to disrupt schooling?
With a talented panel such as this, you would anticipate insightful answers and comments. Conference participants were not disappointed. Some of the perspectives that resonated with me are summarized below.
Part 1: What are 3 things schools should stop doing now?
stop developing long term plans as it kills agility and iteration
stop expecting disruption if you are not going to cultivate the conditions to do so
always think about what to do next
stop teaching old style curriculum
school teaches about 1/billionth of the world knowledge, stop arguing about which 1/billionth
stop assuming we know how other people think
stop thinking you need to understand everything you are working on all the time, the price of not trying is greater
stop having too many meetings
Part 2: What are three things schools should start doing now to disrupt schooling?
,think about partnerships differently – engage students and parents as research partners – solve/change something collectively
list everything you are doing, then publicly remove things from the list
begin every decision with a child
don’t redesign schools by looking at schools, start looking elsewhere
storytelling, it is human, value who we are
embrace the joy of learning, happiness, laughter
plan a next
In my view, the comments, counters and exchange were insightful, thoughtful and respectful. Any one of these insights is a prompt to generate in depth probing and discussion.
Upon reflection, I would add self directed learning for staff and students into the mix.
My wondering is: What would you add to the this list? Anything missing? What is on your educational mind these days?
As a frequent blog reader and online content curator, I am fascinated by the idea of synchronicity in reading. One interesting example of this happened last week when I read a new blog post by Donna Miller Fry, came across a connected reference by Seth Godin posted in my twitter stream (thanks PLN) and had a quote “jump out” at me in a Flipboard article. I thought you might find these articles of interest and perhaps the connections will poke your thinking a bit.
In a recent post titled Emotional Uncertainty in Exponential Times, Donna Miller Fry writes: “How do we describe and define the intense feelings we experience when we see people we care about, colleagues in our profession, working their fingers to the bone at tasks that just don’t matter anymore? Exponential change is our reality, yet many of our institutions continue to work hard to be exceptional at what mattered yesterday.” Read Donna’s full post at Emotional Uncertainty in Exponential Times.
In his post Teaching Certainty, Seth Godin writes: “Here’s how we’ve organized traditional schooling: You’re certain to have these classes tomorrow. The class will certainly … what to do when the certain thing doesn’t happen?”
In reflecting on these 3 interconnected articles, I wonder , in the context of education, our rapidly changing world and the importance of education being relevant, if we have enough people who truly get it, that really understand innovation, how to change and the need for it and are empowered to take action to change? I invite your comments and thinking, here by comment or via @markwcarbone on twitter.
Thanks to Flickr user GregHeo for making the creative commons photo available.
This is such an exciting time to be working in education. We are learning so much more – not just more about learning, but more about the change process and how some of the critical elements of culture, relationships, space, choice, technology, empowerment, and of course learning itself play key interactive roles in making real change.
On a recent visit to Queensmount Sr. P.S. I enjoyed the opportunity to have a deeper discussion about this with Principal Kristin Phillips as well as see things in action. We captured our conversation in this video.
I have personally noted a few things that really stuck with me from our conversation will write another blog post to focus on that topic along with what I learned from the the tour.
I am wondering what part of the conversation jumped out at you? Care to share? I invite you to leave a comment or share via Twitter: @KristinPhillip3, @markwcarbone.
I was recently approached by Kristin Frizzell (@71frizzell) who is taking a course with Brenda Sherry (@brendasherry) to do an interview as a component of the course. This sounded like a great opportunity so we worked out a suitable time this week.
I was impressed with the set of questions the class collaboratively developed around the intersection of learning, instructional practice and edtech. Our Google Hangout on Air meeting was our first “official” face to face (F2F) — hmmm, make that virtual F2F — meeting and conversation. Awesome!
I hope our discussion around the question set stimulates your thinking and supports your learning.
I look forward to a continued connection with ongoing learning and sharing with Kristin.
The 2015 WRDSB learning carousel day focused on Innovative Change was a great day of learning and connecting for me. I was impressed with the quality and quantity of the sharing sessions and loved the energy in the room. As a reflection, I wanted to share a few things that resonated with me by bringing together ideas from two conversations.
Each year, we have been purposeful about initiating targeted new projects to model change, inform our collective practice and leverage opportunities to share and role model. Some of our projects from the last few years are captured in this whiteboard ‘clip’.
Along this journey, we have learned some important items or “breadcrumbs” as I like to call them, that should be applied to new projects and scaling up strategies as we move our innovative change agenda forward.
Some of our breadcrumbs include:
learning IS messy. We need to accept this and continue to play in this space.
co-learning between teachers, and teachers & students is a really important element. It is OK to fail.
shifting writing from paper to digital spaces makes a difference
student voice and choice are motivators in the learning process
using technology as an enabler creates new possibilities to be explored in the context of the C’s and the SAMR model. Think about boundless and joyful learning.
In my view, as we look at a path forward, each of us has to own our piece of the collective through our own actions. I like the question, what is your next? Creating a culture where:
conversations of change and identifying entry points are ongoing and natural
we celebrate small steps forward with joy and encouragement
the process of nudge, encourage, give/have permission and expect is openly explored
I typically listen to Craig Norris on CBC KW 89.1 on my morning drive into the office and yesterday was no different. I happened to catch an interview Craig did with Roger Farwell, the new CEO of Creative Enterprise Inc.
What caught my attention in the interview was the idea of one’s “change stance”. In a time of rapid change you can sit back and see what happens OR actively ‘play in the space’ to position yourself for the best possible outcome.
Lets apply this notion to education. This is a time of rapid change in many areas of the K12 environment.
instructional practice: facilitated, inquiry based, PBL, collaborative etc.
technology enabled learning
owning your own professional learning
making your thinking visible
bring your own devices (BYOD)
Summer reflection challenge: What will your approach be to educational change? Will you sit back and see what happens OR actively ‘play in the space’ to position yourself for the best possible outcome?
Ed Doadt and I are looking forward to hosting our ECOO 2013 Conference panel discussion on the topic of Building Capacity. We have lined up a wonderful panel of Ontario educational leaders to dig into this important topic.
Meet the panelists:
Lori DiMarco, Superintendent, TCDSB
Donna Fry, Education Officer, MoE
Brenda Sherry, UGDSB
James Bond, Principal, WRDSB
Gwen McCutcheon, Principal, WRDSB
When: Oct. 24th, 2013 at 12:00
Where: Fallsview room
What: building capacity, leveraging technology, fostering risk taking, change
My daughter Stephanie, is in the final stage of completing her therapeutic recreation program at Brock University. While she was home this weekend with her boyfriend Brandon, she was sharing about her experiences volunteering in agencies as part of her program requirements. As I was listening to her talk, I couldn’t help but think about what role technology might play in changing the possibilities for these people who need support and care.
I explained the concept of the SAMR model in the K-12 education framework. The real “win” is achieving the redefinition stage to improve learning and engagement, but certainly one can not estimate the learning and value of moving through the first three stages.
The three of us spent a fair bit of time wondering what would impact on seniors care be if we applied the SAMR model to leverage technology? Is seems on the surface there is little to no technology available in these care facilities. Tablets and touch screen interfaces greatly simplify the use of technology and could be a real game changer.
Some of the possibilities we discussed included:
increase connections with family using tools such as skype or Facetime
pondering the value of increased visual connections
increased mental stimulation: simple/appropriate games (self play and/or interactive, e.g. word games/puzzles such as scrabble)
improved access to online content – one way (read only)
stimulation from interactive content
idea exchange (text chat spaces for examples)
planning for face to face (F2F) activities (crafts, debates etc.)
Some how the possibilities seemed invigorating and obtainable. It may be about shift, just like in the K-12 education space. It was a great discussion about making a difference through change.