Leadership, Innovation, and Creativity
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Classics ~ Adult Learning Theory & Andragogy Slideshare ~ Malcolm Knowles

Highlights that apply to technology training & learning, as relevant today.

 

Why specifics are being taught  (commands, functions, operations...)

   

Learning is task oriented within a context of common, needed tasks, not memorization

    

Teaching accounts for the wide range of backgrounds of learnings  (different levels / previous experience of learners)

   

Allows for self-direction, discovery - offering guidance through mistakes, offering help in learning if needed


Via Deb Nystrom, REVELN, Bobby Dillard, Lynnette Van Dyke
Ivon Prefontaine's insight:

All learning should be premised on the learner actively taking a role in their own learning.

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Deb Nystrom, REVELN's curator insight, January 3, 2014 1:57 PM

A good visual summary of the classic work of Knowles, useful as a refresher of the basics.  The SlideShare author has also encouraged free sharing of the "Presentation of Andragogy." ~ D

Leadership, Innovation, and Creativity
Complexity, chaos, and ambiguity are aspects of leadership and learning. Without those we cannot innovate and create.
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Why It's Time To Put Students In The Driver's Seat

Why It's Time To Put Students In The Driver's Seat | Leadership, Innovation, and Creativity | Scoop.it
Think about how you or the people you work with approach the creation of a blended learning lesson plan. The first steps of coming up with and flushing out your initial idea. Then, scouring the web to find safe, factually accurate sites that are not blocked by your school filters and checking the fine print …

 

This method of teaching does require a certain amount of bravery. There is a very real chance that when a student asks you a question (How do I add media? How do I change the font? How do I import pictures? etc. etc.) you will have to say the dreaded “I don’t know”. But the neat thing is, your students are ok with this. You’re all learning as you go. More often than not another child in the class will be using the same site or will have at least used it before. If a classmate knows the answer, they can step into the role of teacher – from which much confidence is gained and leadership skills are learned.


Even the most reserved kid really enjoys teaching their teacher a trick or two. If no one knows the answer, they can collaborate to find the solution; an activity that provides important life skills with many real-world applications. All while leaving the initiative, process development and ownership of the learning itself right where it belongs, in the hands of the learners.


Gust MEES: I started with it in 2002 already and was a pioneer in my country, BUT I got BEST results! Make sure to work TOGETHER as a TEAM with the students, learners, create ALSO some groups where the BEST work together with the weakest. YOU will love it later and YOU will miss it as it gives YOU a direct feedback of WHAT THEY learned and YOU adjust on demand and necessity... WHEN the BEST feel boring, give THEM a special task to motivate THEM ;) ===> Adjust <===.


Concerning the questions from the students, please check my advice here:


http://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/


http://gustmees.wordpress.com/2012/05/02/work-sheet-teachers-best-practiceshowto/



Via Gust MEES
Ivon Prefontaine's insight:

I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.

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Ivon Prefontaine's comment, May 28, 2014 6:57 PM
Thank you Gust.
Gust MEES's comment, May 28, 2014 7:18 PM
@Ivon Prefontaine I will take it is a priority to create THAT blog, stay tuned, please ;)
Alan Jordan's curator insight, April 3, 4:13 PM

I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.

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Lead First Manage Second

For many, leading and managing is a synonymous concept. But in reality, they are quite different.

Via Anne Leong
Ivon Prefontaine's insight:
Leading and managing overlap in places. I used the mantra in school and private sector work: "You lead people. You manage things." The words educate and pedagogy are about leading.
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Deeper Learning

Deeper Learning | Leadership, Innovation, and Creativity | Scoop.it
All year, one of our inguiry groups has been working through a book about teaching kids to think. Making Thinking Visible Think of this as being different than teaching kids to find answers.  Doing the math problem is finding an answer understanding what math problem to use is thinking. #deeperlearning is the trendy version of…
Ivon Prefontaine's insight:
There is no question for me that school requires transforming which I do not think can be captured on an infographic. Transforming takes us beyond where we are; whereas reforming moves deck chairs around. Is a Socratic circle enough?
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Lucy Botten's curator insight, April 29, 10:46 PM

This image deonstrates the many layers underneath the tree that symbolizes students. It displays how collaborating ideas and designing many different platforms for students to learn from can achieve deep learning outcomes. By building another layer underneath the tree, it essentially means that teachers are designing another meanigful learning experience creating a strong structure of knowlege and understanding.

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The Language of Choice and Support

The Language of Choice and Support | Leadership, Innovation, and Creativity | Scoop.it
For all students, especially those with mental health challenges, the language of empowerment and choice contributes significantly to an environment that helps them grow toward their goals.

Via Patti Kinney, The Rice Process
Ivon Prefontaine's insight:
Deconstructing the words and ideas that we use becomes very important. The second step is reconstructing new meaning from the old without discarding everything. Once new meaning emerges we start over.
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The Rice Process's curator insight, July 2, 2015 9:06 AM

Language shapes behaviors and perceptions.

Tasia Thompson's curator insight, July 14, 2015 11:07 AM

How we speak to our students can set them on a path of growth or regression/destruction. Developing cultural proficiency in the area of mental health --educating ourselves on how we speak about or to our students who are experiencing struggles not only this area, but also academically and socially----is just as important as areas more commonly addressed areas of race, gender, sexual orientation,...-----because mental health really involves all of us and on a daily basis. 

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Data collected about student behaviour doesn't help improve teaching or learning

Data collected about student behaviour doesn't help improve teaching or learning | Leadership, Innovation, and Creativity | Scoop.it
Schools and universities pump lots of time and money into collecting data on learning analytics, but there is no research to show that such data actually helps to improve learning outcomes.
Ivon Prefontaine's insight:
I found the way the authors wanted to resolve the problem was to build on it, rather than think about what it means in a different way. Instead of adding more technology to gather data and surveil teachers and students, why not include teachers in the conversation?
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leading and learning: Teaching /learning in flexible spaces - Modern Learning Environments MLEs - New Tech High

leading and learning: Teaching /learning in flexible spaces - Modern Learning Environments MLEs - New Tech High | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:
I think schooling needs a make-over in many ways. This article does a good job of beginning to explore new and old ideas. John Dewey's work might be central. It takes us beyond where we are without discarding the baby with the bathwater.
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Nashville principal Susan Kessler talks ESSA, discipline and weathering controversy

Nashville principal Susan Kessler talks ESSA, discipline and weathering controversy | Leadership, Innovation, and Creativity | Scoop.it
News, voices and jobs for education professionals. Optimized for your mobile phone.
Ivon Prefontaine's insight:
I think a key point in the article is teachers and administrators should not be punishing the many for the mistakes of the few. How does a school community get to that point?

However, another key take away is the idea that students learn without teachers. Certainly, they can, but is that what we want? Teaching involves teaching someone something. It is not an either/or proposition. It is teaching and learning. What does that mean? And, what does that mean when students do not learn?
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Investigating Poetry Because We Love It (and Our Students)

When it comes to love, to falling in love, I remain quite contentedly always a teenager. I fall hard and with such passion that I think I come close to losing my mind. I am reminded of terms like "gah-gah" and cartoon depictions of people floating off the ground they are so enthralled. But this…
Ivon Prefontaine's insight:
I enjoyed teaching popetry. I talked to students about the spaces between words, in the margins, and between lines and stanzas that evoke the need for silence and reflection. We also talked about how choosing the right words and punctuation was equally as important.
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Research Finds The Effects Of Homework On Elementary School Students, And The Results Are Surprising

Research Finds The Effects Of Homework On Elementary School Students, And The Results Are Surprising | Leadership, Innovation, and Creativity | Scoop.it
You might think homework is a great thing, but recent research suggests that maybe it's time to re-evaluate our use of it.
Via Yashy Tohsaku, Dean J. Fusto
Ivon Prefontaine's insight:
What we teach and learn has to be meaningful and be worthwhile. This applies to homework if we are going to assign any. I tried not to and, when I did, I tried to make sure that it was something students engaged with.
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9 Elephants in the (Class)Room That Should "Unsettle" Us

9 Elephants in the (Class)Room That Should "Unsettle" Us | Leadership, Innovation, and Creativity | Scoop.it
At a recent morning workshop for school leaders at a fairly small New England public school district, about an hour into
Ivon Prefontaine's insight:
We talk about school as if it is a system without people. People exist in schools and teachers and others have to remember that. As Gert Biesta said, we teach someone something that has value. It is not to prepare them for work. What that means is an important conversation to have amongst teachers, students, politicians, etc.

What has happened is the voices of teachers have been silenced and ignored.
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How Can 21st Century Students Learn In 19th Century Schools?

How Can 21st Century Students Learn In 19th Century Schools? | Leadership, Innovation, and Creativity | Scoop.it
The children of Australia are today's students and tomorrow's employees. And while each generation has passed through the student lifestage, Generation Z are the only ones to have done so in the 21st century.

Via Grant Montgomery, Dean J. Fusto
Ivon Prefontaine's insight:
Derrida who was one of the people that the "post" movements is attributed to suggested that to say something is post means we include the something in that. We cannot be post logical without including the logical.
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Flexible Seating and Student-Centered Classroom Redesign by Kayla Delzer

Flexible Seating and Student-Centered Classroom Redesign by Kayla Delzer | Leadership, Innovation, and Creativity | Scoop.it
Kayla Delzer

Via Tom D'Amico (@TDOttawa) , Luciana Viter
Ivon Prefontaine's insight:
Classroom environments that are inviting are important. We can look back at John Dewey's writing and note he suggested the teacher creates an environment where teachers and students reconstruct knowing continuously.
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David W. Deeds's curator insight, April 23, 7:32 PM

Cool stuff! Thanks to Ivon Prefontaine. 

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Exploding the myth of the scientific vs artistic mind

Exploding the myth of the scientific vs artistic mind | Leadership, Innovation, and Creativity | Scoop.it
It’s a stereotype, but many of us have made the assumption that scientists are a bit rigid and less artistic than others. Artists, on the other hand, are often seen as being less rational than the rest of us. Sometimes described as the left side of the brain versus the right side – or simply logical thinking versus artistic creativity – the two are often seen as polar opposites.

Neuroscience has already shown that everyone uses both sides of the brain when performing any task. And while certain patterns of brain activity have sometimes been linked to artistic or logical thinking, it doesn’t really explain who is good at what – and why. That’s because the exact interplay of nature and nurture is notoriously difficult to tease out. But if we put the brain aside for a while and just focus on documented ability, is there any evidence to support the logic versus art stereotype?

Psychological research has approached this question by distinguishing between two styles of thinking: convergent and divergent. The emphasis in convergent thinking is on analytical and deductive reasoning, such as that measured in IQ tests. Divergent thinking, however, is more spontaneous and free-flowing. It focuses on novelty and is measured by tasks requiring us to generate multiple solutions for a problem. An example may be thinking of new, innovative uses for familiar objects.

Studies conducted during the 1960s suggested that convergent thinkers were more likely to be good at science subjects at school. Divergent thinking was shown to be more common in the arts and humanities.

However, we are increasingly learning that convergent and divergent thinking styles need not be mutually exclusive. In 2011, researchers assessed 116 final-year UK arts and science undergraduates on measures of convergent and divergent thinking and creative problem solving. The study found no difference in ability between the arts and science groups on any of these measures. Another study reported no significant difference in measures of divergent thinking between arts, natural science and social science undergraduates. Both arts and natural sciences students, however, rated themselves as being more creative than social sciences students did.

Via Wildcat2030, Miloš Bajčetić
Ivon Prefontaine's insight:
It is not a binary of left or right, but a continuous conversation between left and right hemispheres.
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Louis Shih's curator insight, April 23, 5:22 AM

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Rescooped by Ivon Prefontaine from Classroom Culture: Creating positive learning environments!
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Classroom Culture vs. Classroom Management

Classroom Culture vs. Classroom Management | Leadership, Innovation, and Creativity | Scoop.it
What's the difference between classroom culture and classroom management, and how can you make the most of both? Lily Jones provides helpful tips and resources.

Via Mary Perfitt-Nelson
Ivon Prefontaine's insight:
Engaging students and helping them find ways to be responsible for their learning is important. A culture of learning and teaching, not as either/or proposistions, but as two conjoined practices, is important. It is about leading (based on etymology of educate and pedagogy).
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Mary Perfitt-Nelson's curator insight, April 30, 5:30 PM

We think about classroom management, when the culture is the context in which all behavior occurs.  Transforming the culture can transform the behavior.

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THE PRINCIPAL CENTER

THE PRINCIPAL CENTER | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:
Schools need new dialogues with those closest to the action. This includes teachers who are often left out of the conversations vital to their classroom actions. However, it is not enough for this project to be something others decide upon for teachers. That is what has been going on for a considerable length of time.
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The Key to School Change: Getting Comfortable With Discomfort

The Key to School Change: Getting Comfortable With Discomfort | Leadership, Innovation, and Creativity | Scoop.it
Improvement requires change, which often means discomfort. Your school can edge out of its comfort zone by breaking down silos, taking risks, and shifting resources.

Via Patti Kinney, The Rice Process
Ivon Prefontaine's insight:
Without courage and trust, real change (transforming which is always moving beyond where we are) is challenging. This takes new ways of understanding leading and following.
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Leading Teams: How to Avoid “Groupthink”

Leading Teams: How to Avoid “Groupthink” | Leadership, Innovation, and Creativity | Scoop.it
Groupthink happens when people are afraid of the consequences of sharing their real thoughts, says team leadership coach Elena Aguilar. Learn the warning signs.

Via Ariana Amorim, Bobby Dillard, Lynnette Van Dyke
Ivon Prefontaine's insight:
Groupthink is a product of a lack of trust, but it is also a cultural phenomenon. Perhaps it is so ingrained in the way things are done that it is hard to shake free. Schools abound with groupthink as people focus on managing rather than leading. It will take courageous leaders and followers to step out of those shadows.
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Educational Leadership:Looking at Student Work:The Secret of Effective Feedback - Dylan William

Educational Leadership:Looking at Student Work:The Secret of Effective Feedback - Dylan William | Leadership, Innovation, and Creativity | Scoop.it
Most of the time, however, the student work we're looking at is not important in and of itself, but rather for what it can tell us about students—what they can do now, what they might be able to do in the future, or what they need to do next. Looking at student work is essentially an assessment process. We give our students tasks, and from their responses we draw conclusions about the students and their learning needs.
When we realize that most of the time the focus of feedback should be on changing the student rather than changing the work, we can give much more purposeful feedback. If our feedback doesn't change the student in some way, it has probably been a waste of time.

Via Jim Lerman
Ivon Prefontaine's insight:
There is a bit of an over-simplified definition of feedback at times, as if it is always external. What if an objective is to help students and teachers (for that matter) to learn how to use internal feedback along with external feedback?
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Jim Lerman's curator insight, April 28, 11:21 AM

Very thoughtful and instructive article, with numerous examples from a variety of disciplines. Well worth reading.

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The persistence of #edreform despite evidence of failure

The persistence of #edreform despite evidence of failure | Leadership, Innovation, and Creativity | Scoop.it
NAEP results are yet again indicating that strict reforms, as current high school seniors have experienced a near-lifetime of initiatives that count as education "reform," from NCLB to RTTT, have failed. Mountains of evidence are collecting, but education reform programs, like scripted curricula in all subjects, persist for two reasons, in my estimation. One, educational change…
Ivon Prefontaine's insight:
I use the word transform (to take beyond) rather than reform which is moving deck chairs around on a sinking ship. Yet, I prefer the word John Dewey used, "reconstruct." We are always reconstructing teaching and learning conserving what is of value, discarding what is no longer relevant (for whatever reasons), and adding new things as we move beyond where we currently are.
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The 4 C’s of Generative Leadership - What Is Dialogue?

The 4 C’s of Generative Leadership - What Is Dialogue? | Leadership, Innovation, and Creativity | Scoop.it
What is the true meaning of leadership? I guess it depends upon who you ask. Some may say that leadership is about authority. Others may define leadership as the capacity to have a vision and inspire others to support it. Many speak to leadership from the standpoint of direction and decision-making. And still others define …

Via craig daniels
Ivon Prefontaine's insight:
Leading is about forming relationships through dialogue and conversation with others. It is less about a given role and more about attending to relationships.
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How to Redesign Your Life With Just 3 Questions

How to Redesign Your Life With Just 3 Questions | Leadership, Innovation, and Creativity | Scoop.it
This is your life. What do you want it to look like?

Via donhornsby
Ivon Prefontaine's insight:
These are three excellent questions when we go deep with them.
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donhornsby's curator insight, April 27, 9:33 AM
(From the article): At first, your actions will be small. Maybe you’ll send an email to a friend to find out what’s hurting them. Or maybe you’ll find some online training that will show you how to achieve more. But over time, this simple exercise will etch away the stone and reveal the singular roadmap for your success. 
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Everyone’s an Expert on Education (Not!)

So an assistant professor of finance references a physicist from 1974 in order to advocate for the research of a current Harvard economist—what do you imagine the field is that this assistant professor of finance is addressing? Well, of course, it is A tutorial on improving education by Noah Smith, who is also a freelance writer…
Ivon Prefontaine's insight:
I am reading Deborah Britzman's Practice is Practice currently. She says teaching is a profession we are over-familiar with. We experience teaching as students and think we know what is involved and can take a technocratic and technical view.
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What are schools for? An interview with Gert Biesta on the learnification of school buildings and education.

What are schools for? An interview with Gert Biesta on the learnification of school buildings and education. | Leadership, Innovation, and Creativity | Scoop.it
Gert Biesta’s work recalls our attention to the purpose of education – before asking whether something “works” educationally, he’s interested in what we mean by education, what is it for, who is it for? He’s a Professor at Brunel University in London and at the ArtEZ Institute of Arts in the Netherlands and a member…

Via Ramiro Aduviri Velasco, juandoming
Ivon Prefontaine's insight:
Gert Biesta has been a cornerstone in my writing of my dissertation.
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Teaching Is Not Content Distribution – TeachThought

Teaching Is Not Content Distribution – TeachThought | Leadership, Innovation, and Creativity | Scoop.it

Schools, along with libraries and museums, are the original curators of culture. That is, they survey various landscapes, and separate the stuff the stuff worth saving from the rest. ..Read More....


Via ManufacturingStories, Jennifer Vineyard
Ivon Prefontaine's insight:
Teaching is relational and contextual, making it ethical.
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ManufacturingStories's curator insight, December 29, 2015 10:26 AM

#Education #STEM #Pedagogy #Learning

Jennifer Vineyard's curator insight, February 12, 10:17 AM

#3 is where the joy of teaching and learning live. 

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Teacher professional learning pedagogy needs to change too

Teacher professional learning pedagogy needs to change too | Leadership, Innovation, and Creativity | Scoop.it
For too long now education conferences and professional learning events have prolonged a traditional “sage on the stage”…

Via Grant Montgomery, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:
It does. Teachers need choice, time, and opportunity to use what they learn.
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3 Things I Wish Educators Knew About their Own Learning

3 Things I Wish Educators Knew About their Own Learning | Leadership, Innovation, and Creativity | Scoop.it
I meet many educators around the world, virtually and in person… Many times, I am still amazed at the resistance to new ideas, change and willingness to apply the learning they expect of students to their own learning.

Via Nik Peachey, Hector Cortez
Ivon Prefontaine's insight:
The question is about who decides what is important for each teacher to learn rather than whether they learn. I experienced a lack of choice, time, and opportunity to use what I learned and what I felt was important. Instead, someone who did not know much about my students and did not want to to know much about them decided.
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Nik Peachey's curator insight, April 12, 1:49 AM

Concise and well expressed.