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Unearthing Organisational Stories: finding the narrative

Unearthing Organisational Stories: finding the narrative | Leadership, Innovation, and Creativity | Scoop.it

 

"It's a little wordy, is that normal in your field?" was Heidi's response to my first draft. Her tact doing little to numb the honesty. In some areas, volume is good: boxes or chocolate and length ...

Via juandoming
Ivon Prefontaine's insight:

Stories are the cultural myths that help us make sense of the culture. In sharing them, we bring ourselves closer together. Myths always have elements of truth and underlying wisdom speaking though them. We have to be careful the stories are not co-opted by those who just want to tell stories, in other words bullshit us.

 

School is quite susceptible to the co-opting process when we hunker down in our classrooms and live in isolation. One school blogger takes stories and shares them as they are his when he spent little time in the classroom developing his own stories. This kind of co-opting is harmful and strips the myth of its truthfulness and wisdom.

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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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Gust MEES's comment, May 28, 2014 3:40 PM
@Ivon Prefontaine Hi, give me some time (???), please and I will create a blog about how I did it ages ago (2002-2003), thanks. For the moment GO for #DeepTHINKing and try to find out (paper & notes & ideas) how You could realize it with your actual #ProfessionalDevelopment, make some #Brainstorming with THE #LEARNERS in mind ;) A good exercise ;) Let me know, thanks ;)
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 ;)
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How schools maximize gifted talent

How schools maximize gifted talent | Leadership, Innovation, and Creativity | Scoop.it

The U.S.public school system’s focus on struggling students leaves high-achievers—especially minorities, the economically disadvantaged and English-language learners —without a challenging enough edu...


Via Robert Hubert
Ivon Prefontaine's insight:

I wonder if we helped all students accomplish to their maximum level.

 

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The New Rules of Work? They’re a Waste of Time in the Real World

The New Rules of Work? They’re a Waste of Time in the Real World | Leadership, Innovation, and Creativity | Scoop.it
I’m usually a big fan of Fast Company articles, but one recently seemed like the biggest contrived piece of new-aged garbage, and I just had to share! The article has a great premise: …

Via Ron McIntyre, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

The rules in many workplaces have not changed. Perhaps they have for those who are in charge. One of our superintendents worked at home on Fridays. The rest of still showed up at our place of work.

 

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Ron McIntyre's curator insight, May 28, 11:40 AM

This is a counter point to a Fast Company article that was previously written about the new rules of work. Interesting but I don't agree with either article, they really are both extremes in the real workforce. For example, there will always be jobs where you must be there in person, but many can be done from anywhere. As with all of the points in these articles, there are exceptions and balance points in real life. Both should be read for insights that apply not as a map for implementation!

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leading and learning: Education Readings John Hattie / literacy/ Finland/ Inquiry learning/ and more Sir Ken Robinson

leading and learning: Education Readings John Hattie / literacy/ Finland/ Inquiry learning/ and more Sir Ken Robinson | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

The article about children reading more when they choose what they read applies to teachers, as well. Research suggests when teachers feel they have a choice they accept change more readily.

 

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One in five U.S. schoolchildren are living below federal poverty line

One in five U.S. schoolchildren are living below federal poverty line | Leadership, Innovation, and Creativity | Scoop.it
New federal data from U.S. Education Department shows an uptick in childhood poverty among all groups

Via Bonnie Bracey Sutton
Ivon Prefontaine's insight:

It would be a similar percentage in Canada. Even if it is lower, it presents challenges that are rarely, if ever, explored in practical terms.

 

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How to Promote Yourself W/out Sounding Like a Jerk

How to Promote Yourself W/out Sounding Like a Jerk | Leadership, Innovation, and Creativity | Scoop.it
Be humble, and be real.

Via Karen Dietz, David Hain
Ivon Prefontaine's insight:

It is always hard to find the balance between too modest and too full of one's self.

 

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David Hain's curator insight, May 23, 5:39 AM

This is a key balance to pull off for successful influencing and building relationship capital!

Ron McIntyre's curator insight, May 23, 9:52 AM

Excellent insights for those, like me, that struggle with self promotion. Well worth the read.

ASVP's curator insight, May 25, 2:13 AM

Definitely worth reading

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Multiple Intelligences: What Does the Research Say?

Multiple Intelligences: What Does the Research Say? | Leadership, Innovation, and Creativity | Scoop.it

Proposed by Howard Gardner in 1983, the theory of multiple intelligences has revolutionized how we understand intelligence. Learn more about the research behind his theory.


Via Robert Hubert
Ivon Prefontaine's insight:

The more ways adults and children can approach a subject the better off they are in their learning.

 

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Lon Woodbury's curator insight, May 24, 2:08 AM

This also explains the difference between Multiple Intelligences and Learning Styles, something that is often confused. -Lon

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leading and learning: Education Readings - Sir Ken Robinson./David Hood NZ/ Annie Murphy Paul/Jo Boaler and Pavlov's dogs!

leading and learning: Education Readings - Sir Ken Robinson./David Hood NZ/ Annie Murphy Paul/Jo Boaler and Pavlov's dogs! | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

I am usually no t a fan of 10 commandments and 7 habits, but the article about innovation makes a good point. The more we throw new, shiny things at teachers the less chance real deep and meaningful change happens.

 

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5 Sources for Social Justice Songs

5 Sources for Social Justice Songs | Leadership, Innovation, and Creativity | Scoop.it

by Marsha RakestrawMusic has always played a powerful role in social change. Songs about humane issues offer historical context; literary, ethical and cultural insights; and inspiration for positive action.


Via Dean J. Fusto
Ivon Prefontaine's insight:

This is a good resource. I used to hunt my way across the Internet or bring my own music to class.

 

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The psychology of simple

The psychology of simple | Leadership, Innovation, and Creativity | Scoop.it
For a concept that we all understand, ‘simple’ is deceivingly difficult to pin down. We may ‘know it when we see it’, but there’s more to what makes a product or website feel simple than just gut reaction.  In the words […]

Via OFFICIAL ANDREASCY, Γιώργος Παπαναστασίου, Lynnette Van Dyke
Ivon Prefontaine's insight:

The Einstein quote says it all. The complexity of simplicity.

 

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Gust MEES's curator insight, May 21, 9:20 PM

For a concept that we all understand, ‘simple’ is deceivingly difficult to pin down. We may ‘know it when we see it’, but there’s more to what makes a product or website feel simple than just gut reaction.  In the words […]


Learn from it when creating courses and/or Social Media posts ;)

Ian Berry's curator insight, May 22, 6:56 PM

Good article. Here's to everything being as simple as possible without losing the profound

Kym Reinstadler, SCN Feature Writer's curator insight, May 22, 10:12 PM
Keeping it simple -- without making “it” seemed dumbed down -- is the key to a user friendly website. Here, at last, is the psychology behind the strategy of being the same (predictable/comfortable), yet different (memorable).
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The Teenage Brain: Scaffolding the Brain for Lifelong Learning

The Teenage Brain: Scaffolding the Brain for Lifelong Learning | Leadership, Innovation, and Creativity | Scoop.it
By Dr. Frances Jensen - As part of our Smart Parents series, Dr. Jensen writes about what the learning science can teach us about the teenage brain.

Via John Evans, Kelly Christopherson
Ivon Prefontaine's insight:

Even adults learning something new need scaffolding. We might get there quicker, but we need a solid foundation.

 

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Elizabeth Hutchinson's curator insight, May 18, 2:44 AM
This isn't really Information Literacy but it makes a really interesting read about how teenagers' brains work and react to the things around them.
lisa's curator insight, May 18, 5:21 AM

Adolescents and plasticity capabilities in their brain....

Sandra Ciccarello's curator insight, May 20, 7:28 PM

Interesting, very useful to help challenge the students who think they can't change.

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Life doesn't come with trigger warnings. Why should books?

Life doesn't come with trigger warnings. Why should books? | Leadership, Innovation, and Creativity | Scoop.it
The outside world is full of triggers. If I don’t warn you of one it’s not out of malice Continue reading...

Via Yashy Tohsaku, Luciana Viter
Ivon Prefontaine's insight:

Life is full of uncertainty and good literature is, as well.

 

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Something is rotten in the state of US education

Something is rotten in the state of US education | Leadership, Innovation, and Creativity | Scoop.it
A report released last year estimates that nearly half of the nation's new teachers quit within five years, a rate of attrition that costs the United States over US$2 billion annually.

Via Jocelyn Stoller, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

The rate of attrition is no better in Canada and Alberta where teachers are well paid relatively speaking. The use of part-time contracts and the promotion of people who are not leaders has hurt.

 

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The Goal of Education Should Not Be Answers

The Goal of Education Should Not Be Answers | Leadership, Innovation, and Creativity | Scoop.it

“ Our educational system is stultified by an answer-based curriculum. What we need in order to produce creative problem solvers for this new millennium—when answers are always two clicks away—is a process-based curriculum.”


Via Bobbi Dunham, Mark E. Deschaine, PhD, Eve Lackman
Ivon Prefontaine's insight:

I agree, but neither is looking everything up on the Internet.

 

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Bobbi Dunham's curator insight, May 28, 2:28 PM

If only... sigh. I like this approach. Stimulate creative thinking, not test-writing

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Does life have a purpose?

Does life have a purpose? | Leadership, Innovation, and Creativity | Scoop.it

Nobody expects atoms and molecules to have purposes, so why do we still think of living things in this way?


Via Kenneth Mikkelsen
Ivon Prefontaine's insight:

It does.

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Self-Promoters Tend to Misjudge How Annoying They Are to Others - Association for Psychological Science

Self-Promoters Tend to Misjudge How Annoying They Are to Others - Association for Psychological Science | Leadership, Innovation, and Creativity | Scoop.it

Via Ken Morrison
Ivon Prefontaine's insight:

They do.

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Beyond Standardized Tests: Existing Tools For Measuring Student Progress

Beyond Standardized Tests: Existing Tools For Measuring Student Progress | Leadership, Innovation, and Creativity | Scoop.it

“ There are multiple ways to assess a student's progress besides standardized tests. Here are some alternatives to the existing system, including emotional skills surveys, sampling and government inspections.”


Via Luciana Viter, John Purificati, Bonnie Bracey Sutton
Ivon Prefontaine's insight:

Ask teachers. They might know things about their students that inform progress.

 

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Learning by Doing! 11 Life Lessons learned in a Finnish Classroom.

Learning by Doing!  11 Life Lessons learned in a Finnish Classroom. | Leadership, Innovation, and Creativity | Scoop.it
We don't make anything anymore.  Don't get me wrong- I know there are several talented crafty people in this world who have dedicated their lives to creating beautiful and functional works of art. ...

Via Suvi Salo
Ivon Prefontaine's insight:

Most students love to learn through doing. It brings the theoretical, book learning to some thing the can say forming through their efforts.

 

 

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Suvi Salo's curator insight, May 20, 11:50 AM

via Kaisa Vähähyyppä @vahis

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Doctoral EAP

Doctoral EAP | Leadership, Innovation, and Creativity | Scoop.it
a collection of experiences, reflections, resources and rants

Via Steve Kirk, Pilar Moral
Ivon Prefontaine's insight:

This looks like an interesting site worth exploring

 

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Steve Kirk's curator insight, April 24, 9:55 AM

A long overdue initiative to bring together students, researchers, practitioners and other professionals in English for Academic Purposes, to talk around issues of doctoral studies - Starting out, developing, failing, failing better, collaborating...and staying proudly in the field after completing, such that we change things from the inside.

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A Comprehensive Checklist of The 21st Century Learning and Work Skills ~ Educational Technology and Mobile Learning

A Comprehensive Checklist of The 21st Century Learning and Work Skills ~ Educational Technology and Mobile Learning | Leadership, Innovation, and Creativity | Scoop.it

Via L. García Aretio, Dênia Falcão
Ivon Prefontaine's insight:

We should be careful that what adults do at work does not bleed into children's learning. For example, customer service skills are important to adults. Are they to children? They might be in terms of sympathy, listening, etc. but those skills we need in our lives generally.

 

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WEF_Human_Capital_Report_2015.pdf#.VV6FaqinV60.scoopit

Ivon Prefontaine's insight:

This is a PDF of a report. I struggle with the idea humans are tools and resources. In effect, we wait for some one to use us.

 

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Critical Issue: Finding Time for Professional Development


Via Darren Burris, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

Teachers need time to talk with other and share. Professional learning is by choice and what interests individuals rather than mandated and ordered by those outside the classrooms.

 

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Leadership isn't an individual act; it's an ensemble performance

Leadership isn't an individual act; it's an ensemble performance | Leadership, Innovation, and Creativity | Scoop.it
Leaders can only lead in participation with others being led, so why do most business schools cling to notions of individualism?

Via Professor Jill Jameson
Ivon Prefontaine's insight:

It is. Leaders have to read the cues and landmarks and improvise as part of the ensemble.

 

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Professor Jill Jameson's curator insight, March 22, 2014 5:36 AM
Collaborative team leadership as a highly social activity and 'ensemble' performance art in this example: time to question (again!) why heroic individualised leadership models continue to persist.
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Could playing Tchaikovsky’s ‘Nutcracker’ and other music improve kids’ brains?

Could playing Tchaikovsky’s ‘Nutcracker’ and other music improve kids’ brains? | Leadership, Innovation, and Creativity | Scoop.it
Children who play the violin or study piano could be learning more than just Mozart.

Via Jocelyn Stoller, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

As students become comfortable with the difference classical music might present, it would be non-intrusive and calming. I prefer Rock and Roll and the Blues when I study.

 

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Australia - A testucator's Paradise.

Australia - A testucator's Paradise. | Leadership, Innovation, and Creativity | Scoop.it
Australia – A Testucator’s Paradise Where the ‘Minnesota Malady” flourishes Since its first introduction to British ways of doing things, Australian schooling has been based on the notion that chil...
Ivon Prefontaine's insight:

If we took the money we invested in our bureaucratic and technocratic functions and functionaries, perhaps we could invest that into schools, teaching, and learning?

 

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Education Is Harmful When You Measure the Wrong Things - Huffington Post

Education Is Harmful When You Measure the Wrong Things - Huffington Post | Leadership, Innovation, and Creativity | Scoop.it
"Measure the wrong things and you'll get the wrong behaviors." This simple statement succinctly characterizes why the American education system continues beating its head against the wall.

 

Throughout education, an increasingly rigid, closed loop of assessment is systematically making schools worse: Define things children should know or be able to do at a certain age; design a curriculum to instruct them in what you've decided they should know; set benchmarks; develop tests to see if they have learned what you initially defined; rinse and repeat.

This narrow, mechanistic approach to education does not correspond to the reality of child development and brain science, but the metrics and assessment train charges down the track nevertheless.

 

So what's wrong with that, you might ask? Isn't school about teaching kids stuff and then testing them to see what they've learned? In a word, "No." It simply doesn't work, especially with young children.

As Boston College Professor Peter Gray wrote in a recent Psychology Today article:

Perhaps more tragic than the lack of long-term academic advantage of early academic instruction is evidence that such instruction can produce long-term harm, especially in the realms of social and emotional development.

  

"Direct instruction" does increase scores on the tests the instruction is aimed toward, even with very young children. This self-fulfilling prophecy is not surprising. But multiple studies also show that the gains in performance are fleeting -- they completely wash out after 1-3 years when compared to children who had no such early direct instruction.


Via Mark E. Deschaine, PhD, Gust MEES, Kelly Christopherson
Ivon Prefontaine's insight:

Teaching and education are relational, thus hard to define and hard to measure. Perhaps, Paul Ricoueur's ideas about narrative work better where we use metaphors, myth, and poetic language.

 

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Gust MEES's curator insight, May 16, 11:50 AM
Measure the wrong things and you'll get the wrong behaviors." This simple statement succinctly characterizes why the American education system continues beating its head against the wall.


Throughout education, an increasingly rigid, closed loop of assessment is systematically making schools worse: Define things children should know or be able to do at a certain age; design a curriculum to instruct them in what you've decided they should know; set benchmarks; develop tests to see if they have learned what you initially defined; rinse and repeat.

This narrow, mechanistic approach to education does not correspond to the reality of child development and brain science, but the metrics and assessment train charges down the track nevertheless.


So what's wrong with that, you might ask? Isn't school about teaching kids stuff and then testing them to see what they've learned? In a word, "No." It simply doesn't work, especially with young children.

As Boston College Professor Peter Gray wrote in a recent Psychology Today article:

Perhaps more tragic than the lack of long-term academic advantage of early academic instruction is evidence that such instruction can produce long-term harm, especially in the realms of social and emotional development.