When it comes to innovation and leadership, questions can be more powerful than statements, argues author Warren Berger.
Via Alexander Crépin
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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:
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.
TEST 10 Emaciated Terms That Keep Education In A Box by Thom Markham Albert Einstein nailed it–“We cannot solve our problems with the same thinking we used when we created them.” That truth will decide whether we develop a 21st-century friendly...
Via Susan Grigsby @sksgrigsby
Ivon Prefontaine's insight:
If we emancipated teaching and learning, we might put an end to these emaciated terms. Play is creative and is important for children, youth and adults.
Ivon Prefontaine's insight:
When we make comments like managing our schools and communicating with the community, this raises issues for me. It is not about managing schools. It is about teaching and learning. It is not about communicating with a community, but being embedded in community. Communication is natural and organic as a result. John Dewey, amongst others, did not see school as separate from the community, but talking about School as if it is separate is not the same as education and school.
How can we expect students to aspire to be great if we are not also aspiring for greatness?
Via Gust MEES, Silverback Learning
Ivon Prefontaine's insight:
I did not want to be a great teacher. I wanted to be a teacher.
|Rescooped by Ivon Prefontaine from Educational technology , Erate, Broadband and Connectivity|
Students love creating and sharing. Not all students fall into that category. When given a choice, most students chose the hands-on projects, but occasionally some chose tests and quizzes. The latter were the anomalies, but they are out there.
Transformational lessons don't just happen. They require planning, mindfulness, and a commitment to shift away from educational approaches of the past.
One that was missing was relationships. That would make ten. Gert Biesta concluded learning is about inputs and outputs. Teaching is relational and invitational. That echoes John Dewey. Teachers do not guarantee learning rather they create invitational and relational spaces and times for students to make their choices about learning. Mary Doll says when we talk about pedagogy it is always talking about something.
A substantial challenge in principal renewal work is that it does not match the structural changes necessary in School. Reflective practice is all well and fine, but is it deconstructing the work being done. I found it did not when I was still teaching. Quite often, it was just echoes of whatever was being promoted at central office. An important consideration is that principals do not spend the time in the classroom teaching. They are virtual experts and that has to change.
Organizations are constantly scouring the earth for the talent or perfect expert that will provide the fresh edge and perspective needed to overcome the challenging obstacles that stand in their way to the top. In their pursuit of excellence however, you may be shocked to learn the criteria they use to define credibility and expertise may be severely flawed.
I always wondered how it was done. It certainly does not make much sense in School who is promoted and privileged.
In order for teachers to encourage student innovation, they need the freedom to be innovative as well. Eight ways school leaders can support faculty who want to develop engaging curriculum.
Teaching is about innovating. It is not about doing what the boss has dictated because he/she knows something they learned in a classroom or PD years ago.
Editors from The Center for Courage & Renewal introduce four short essays from a new book, Teaching with Heart, each written by an educator who reflects on an inspirational poem. Re-energize yourself as you begin to prepare for the new school year!
I have the original and the writing and selected poetry shaped my teaching.
The Simmons World Challenge is a unique, interdisciplinary program recently developed at Simmons College. It immerses students in an intensive winter-session course that challenges them to tackle a pressing social issue, such as poverty or hunger, and create actionable solutions to the problem. The program was conceived and designed to harness the strengths of pedagogical theories on transformational teaching and learning. This article describes the Simmons World Challenge and presents assessment findings from the program’s third iteration in 2013, as well as on the long-term impact of the program based on follow-up assessments with the first two cohorts of students. These assessment findings demonstrate the deep and positive impact of the program on students’ engagement with learning, personal growth, academic habits and attitudes, student leadership and initiative, and sense of community at Simmons College.
This is research and the idea of interdisciplinary study might be taken a step further and seen as trans-disciplinary.
Research shows that reflecting after learning something new makes it stick in your brain.
An important aspect of reflecting and learning is getting beyond what went well and, even when we think we have succeeded, look for the things that were different about this learning.
Leaders must empower their people, not just command them.
Leaders engage and invite people. Empowering suggests acting externally on people. Inviting and engaging allows people to enter their work on their terms to a greater extent.
What places inspiring work, teaching, at the bottom of the happiness scale and yet can, at the same time, be inspiring and rewarding work? The environment many teachers work in is one that does not reward the teachers for the fine work they do when it is done.
I am not convinced about suggesting children are images. I think that we meet children where they are in their learning. That is real and tangible and, most importantly, relational.
When Sharyland ISD trustees selected Dr. Richter as the district’s new superintendent, I remember reading in the paper that a PSJA administrator had been selected for the job. At the time, I assumed she had followed the traditional route to becoming superintendent. When we met, though, I learned “the rest of her story.”
The idea of walking the talk is important in leading in School. Working shoulder to shoulder with staff is key to developing everyone.
At the top of many education reformers' wish list is expanding charter schools to give students a choice. The total number of charter schools currently competing with Grosse Pointe and Birmingham public schools is zero....
Although this has an American slant, Canadians and Albertan should be concerned with School reform often resembling deform. Even when politicians, bureaucrats, and reformers set out to reform little changes. Simply put, the next new fad i.e. digital technologies gets ordered into the classroom with inadequate supports and little input from teachers.
If more human workplaces are more profitable and companies still don’t build them, there must be a good reason for it. There is a good reason.
There are three of them, in fact:Inertia — it’s a pain in the neck to change thingsBureaucracy — we took the time to write these policies and rules, so we may as well stick with ‘emFear
Inertia, bureaucracy, and fear repel transforming Schools into human and humane projects.
The forces of the Big Shift are driving both fragmentation and consolidation, fundamentally changing the nature of the relationships among businesses.
Journey is an interesting word. It comes from the French journee which means day, but is not the day. Instead it signifies the progress during the day, a moment-to-moment process. Alfred North Whitehead called the recurring present holy ground where past and future fused. Being and becoming present, mindful, might be the most important part of the hero's journey. What makes me a better person and the world a better place?
The challenge of major and substantial organizational structural change is impeded by institutional inertia that many hold on to while saying they want change. Worse yet those who promote themselves as changers often are the most resistant to deep, meaningful change. The key are other lines of resistance. Personal ethics, critical pedagogy, and doing what is necessary underground are part of that solution. Eventually, we need to step up and take it the forefront.
Many people hate change; contemplating the unknown is scary. So many stick with familiar things even though they no longer fit. This is especially true of careers. Sometimes people get stuck in a career direction or work environment that makes them terribly unhappy, and they stay there because it's tough to change careers once you have gained experience, power, and good compensation.
People often end up in the wrong careers by accident. They start out with a job and become proficient, so they advance and make a good living. They may even start a company in that field. They get so focused on growth, meeting objectives, or making the money to support their lifestyle, they don't realize how toxic their life has become.
I left School before any of these became too engrained. I look back in incredible experiences with students and some colleagues with considerable fondness. Other colleagues and bosses less so.