Integrating new technologies to empower learning and transform leadership

Shared Understandings to Create the Future

Growing shared understandings, language and expectations

Dr Cheryl Doig

Christmas… THE URGENT IMPERATIVE…

•  2 periods of health over the last 4 days = 5 pages of written RULES copied from an overhead projector.

•  The learning intention is “become familiar with health class routines.”

•  Success Criteria – “completed all overheads” – thereafter follows the 5 pages with headlines such as:

http://blog.core-ed.org/derek/2011/02/professional-standards.html

Be prepared Get ready fast Be quiet Behave

Not prepared – “copy out the lack of equipment essay in your own from from the window in C4 and hand to your teacher at the end of the next lunchtime. NO equipment will be loaned to students.”

Welcome to High School….2011

David Rock – Iceberg Model

RESULTS

BEHAVIOURS

EMOTIONS

THINKING What we think

What we feel

Our Habits

The Outcomes

Obs

erva

ble

Invi

sibl

e

The flipped classroom: reversed instruction

If kids can get the lectures, can get the content delivery and skill modeling as well (or often better) by computer lecture than in person, why do we have use precious class-time for this purpose? Why do we, in the status quo, replicate in person in our classrooms what is easily available elsewhere, the content delivery/skill modeling, and then have kids apply their learning to difficult problems at home, without us there to help?

Liu Bolin- The Invisible Man

Focus

•  Co-creation •  Congruence •  Consistency •  Collaboration •  Challenge

“Doing the thinking for other people is not just a waste of our own energy; it also gets in the way of other people working out the right answers." Rock:9

Co-creation

Conversation

• Reach a conclusion • Kill choice • Debate • Logically explore

• Exploratory • Suspend assumptions • Mutual questioning • Growing of insights and new ideas

Dialogue Discussion

Decision Understanding

An exchange of ideas between two or more people

Social

Unpredictable

Advocating Inquiring Listening

Consensus

Conscious use of language and clarity of purpose through…

Task AND relationship

www.thinkbeyond.co.nz © 2011

Herrmann’s Whole Brain Processing Model…

Where does this idea come from?

How will I organise resources & planning?

What is the big picture of this change?

How will my team feel about all this?

Co-creation

Shaking Up Christchurch Education

To be a teacher you need to be a prophet – we are preparing children for a world that does not exist yet. – Peter Senge ACEL Conference, Adelaide 2011

•  Learner focused •  Future focused • System coherent • Sustainable

Congruency Wheel Learning Practices

School-wide Programmes

Governance and policy

Core value or belief

Con

grue

nce

Congruency Wheel

Involved in setting evaluation criteria

Student Council

NZC Learner Voice

Why is this important?

What does not align with this?

Termly feedback survey

Are you sure it is really happening?

Now what?

School Policy on Learning

Class wiki

Knowledge cafes

Con

grue

nce

Con

sist

ency

•  Where are we going?

•  Why are we going there?

•  Who is going with us?

•  How are we going to get there?

Susan Scott’s Stump Speech

Articulating the Vision C

onsi

sten

cy

Con

sist

ency

Differentiated learning Students will… Teachers will… The differentiated

learning space will have…

Have personalised learning goals, learning pathways, learning preferences acknowledged and student can articulate these

Report to, celebrate & share with students, parents & the wider school community the indiv students learning progress on the 3 parts of the school’s learning model

Habits of mind displayed & used. Rubrics displayed & understood by students.

Be in groups with different learning intentions & success critieria based on evidence of next steps

Provide flexible grouping based on the current focus &/or LI /SC

Celebrate through inquiry presentations, learning conferences, emails home and or a quick chat to parents and students as the opportunity arises

Con

sist

ency

Adapted from Cashmere Primary School, Christchurch, NZ

Con

sist

ency

“You cannot learn anything if you have not made any mistakes.”

Col

labo

ratio

n

http://answergarden.ch/view/17791

The future learning walk process

STATUS QUO Group think We’re doing well Nothing needs to change Operationalised processes Technical/rational

Certainty on how to achieve the outcomes No shared vision on what outcomes are important- Persuade/influence/negotiate/coalitions

Shared vision Moving towards a future state but no pre-determined plan to get there

THE EDGE OF CHAOS Avoidance Disintegration

Dialogue and discussion

CERTAINTY UNCERTAINTY

AG

RE

EM

EN

T

DIS

AG

RE

EM

EN

T

THE CHALLENGE ZONE

Cha

lleng

e

Adaptive leadership

Co-creation of the future

Self-organising systems

Breaking with the past

Complexity and diversity

CHAOS Death of the organisation

What is the difference between talking to each other and sharing practice, and participating in a learning conversation?

From Louise Stoll Cha

lleng

e

Cha

lleng

e

Cha

lleng

e

Here’s What! So What? Now What? Learning to Observe Data – what did you see, not infer? What evidence was collected? What surprises? What was unexpected? Dig deep into the data. This is what happened…

What did you make of the data? What were the patterns? Meanings? Connections to other learning? Inferences? Reflections? What do you make of this?

What actions might you take this year to develop this? How could you extend it? What would it take for you to do more of this? Possibilities to extend & challenge….

Cha

lleng

e

Your turn C

halle

nge

What is a good question you could ask students to see whether they are engaged in their learning?

http://todaysmeet.com/doig11

Powerful Questions

What kind of school would teenagers fight to get in to not fight to stay out?

CHALLENGES AHEAD

NO DETOUR

The Studio School

Liu Bolin- The Invisible Man

It’s not just shared understandings about anything…

Next steps What is one powerful difference you have made in developing shared understandings that improve future focused student learning?

What is the evidence?

What would it take for you to do more of this?

What are you waiting for?

References

•  https://www.facebook.com/parentsopposedtopointlesshomework?sk=wall

•  http://answergarden.ch/view/17791 on students

•  www.thinkbeyond.co.nz •  c.doig@thinkbeyond.co.nz