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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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Rescooped by Ivon Prefontaine from Leadership, Toxic Leadership, and Systems Thinking
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How You Can Put “Lead” Back Into Leadership

How You Can Put “Lead” Back Into Leadership | Leadership, Innovation, and Creativity | Scoop.it

I rememberMany people split the world into dualities: You’re either this or that. Positive or negative. On or off. Black or white.
But in reality, human behavior occurs mostly in the shades of gray between any two extremes.


Via george_reed
Ivon Prefontaine's insight:

I think of words like teach, lead, educate, etc. as gerunds. When we add the -ing there is always a becoming Judith Butler proposed that being is a static postion, a noun and name, whereas becoming is always happening. Teachers are always becoming teachers through their teaching and learning. Leaders are always becoming leaders through their leading.

 

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george_reed's curator insight, September 10, 8:09 PM

I remember my friend Georgia Sorenson remarking at an International Leadership Association conference that we are all essentially apes, whether we want to admit it or not. 

Rescooped by Ivon Prefontaine from Educational Books and Scholarly Articles
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Harvard Launches Education Research Website

Harvard Launches Education Research Website | Leadership, Innovation, and Creativity | Scoop.it
What's the point of research if it doesn't get into the hands of practitioners? That's the idea behind Useable Knowledge, the new education research website from the Harvard Graduate School of Education at Harvard University.

Via ICTPHMS
Ivon Prefontaine's insight:
The opening question says it all. Quite often, the practice or praxis in the classroom goes uninformed. The flip side is that the theory and research goes uninformed by practice. @ivon_ehd1
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Quran Coaching's curator insight, September 12, 3:37 AM

The Quran-Coaching is the best platform for the quran learning by taking online quran classes.
http://goo.gl/st4aLZ
Like/Share/Comment.
#quran #onlineQuran #islam #Tajweed

Rescooped by Ivon Prefontaine from Innovation & Creativity
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Uncommon Genius: Stephen Jay Gould On Why Dot-Connecting Is The Key to Creativity

Uncommon Genius: Stephen Jay Gould On Why Dot-Connecting Is The Key to Creativity | Leadership, Innovation, and Creativity | Scoop.it
"The trick to creativity, if there is a single useful thing to say about it, is to identify your own peculiar talent and then to settle down

Via Anne Leong
Ivon Prefontaine's insight:
The role of imagination in learning is often understated. It makes one wonder about the way we treat the non-conventional student and teacher pushing them to the margins with labels. Non-conformity might be signs of untapped creativity. @ivon_ehd1
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Rescooped by Ivon Prefontaine from Effective Education
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8 Uplifting Quotes For Discouraged Students

8 Uplifting Quotes For Discouraged Students | Leadership, Innovation, and Creativity | Scoop.it
There are many reasons a student can lose focus in school. It can be bad grades that will discourage them to be inactive and to rebel. It can be the environment that can be stifling and suffocating for the students.

Via Dean J. Fusto, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

I had an Einstein poster in my classroom to remind students and me of the power of imagination.

 

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Engaging students in learning, not just schooling

Engaging students in learning, not just schooling | Leadership, Innovation, and Creativity | Scoop.it
Learning is such a fascinating thing! It happens everywhere, all the time, but in the school settings we are trying to somehow box it in, so that the objectives are met and standards covered. Yet, ...
Ivon Prefontaine's insight:

As I read the article which makes a number of interesting points, I realized that life-long learning is not something we teach per se, but is part of living. School and education are two different things. To make School more educative we need teaching which invites students into learning in constructive, cooperative, and responsible ways.

 

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Reflections on community in #rhizo14 – more questions than answers

Reflections on community in #rhizo14 – more questions than answers | Leadership, Innovation, and Creativity | Scoop.it
These are some reflections on community in #rhizo14 inspired by the research that Jenny Mackness and I are doing, and my engagement with Maha Bali’s post and the rich comment stream that followed. ...
Ivon Prefontaine's insight:

There should always be more questions than answers. It is what keeps humans moving forward and becoming more human.

 

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Bill Gates wants your kids to learn history this way — and he’s paying to get it into schools

Bill Gates wants your kids to learn history this way — and he’s paying to get it into schools | Leadership, Innovation, and Creativity | Scoop.it
The course is already in a lot of schools.

Via Enzo Calamo
Ivon Prefontaine's insight:

The question boils down to "Do we want a handful of people deciding what School is for the vast majority?"

 

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EngageNY : Robotic Teachers Wanted.

EngageNY : Robotic Teachers Wanted. | Leadership, Innovation, and Creativity | Scoop.it
Came across this gem when trying to decipher my son's 4th Grade math homework (which included the inane task of making 50 dots to represent multiplying by tens).  EngageNY contains scripted curricu...
Ivon Prefontaine's insight:

The reason those outside the classroom, including those who passed through the doors briefly and pretended to be teachers, want robotic teaching is that then they can blame someone for not doing it right. We need curricula which is a discursive technology, but they do not replace communication and relationships in the classroom. They complement what happens in the classroom and the complex conversations happening about the curricula.

 

 

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The best laid lesson plans...

The best laid lesson plans... | Leadership, Innovation, and Creativity | Scoop.it
This article was written for Sec Ed Magazine and appeared in their NQT special edition in June 2014.  You can read the original here or download the NQT Special here.There's a free info graphic to ...

Via Gust MEES
Ivon Prefontaine's insight:

When we pique curiosity, what happens when the answers are different than those in the teacher resource guide?

 

 

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Deb Kalikow-Pluck's curator insight, September 9, 1:34 PM

Check this out!

Deb Kalikow-Pluck's curator insight, September 9, 1:36 PM

Using more of your brain is a good thing.

Kelly Christopherson's curator insight, September 13, 3:29 PM

Simple and effective! I like the four different components, especially 3 and 4. We sometimes focus too much on 1 and 2. Making it "Real" is important as it helps to see how things will actually unfold. Making it "Satisfying" speaks to how we sometimes make plans that fulfill the "Get it done" category but do not fulfill the deeper connections. 

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Liking Work Really Matters

Liking Work Really Matters | Leadership, Innovation, and Creativity | Scoop.it

But while we know intuitively that tasks we find interesting can feel effortless, what does it actually do to our mental gas tank? Can interest help us perform our best without feeling fatigued?

 

Research by psychologists Paul A. O'Keefe and Lisa Linnenbrink-Garcia of Michigan State University, which were recently published in the Journal of Experimental Social Psychology, suggests that it can.

 


Via Kenneth Mikkelsen
Ivon Prefontaine's insight:

It does. When I went into the classroom, it was a place of great creativity for me. As time progressed and School managers decided they knew more than those who inhabited the classroom ecosystem. it was harder to enjoy what we did in the classroom.

 

 

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Kenneth Mikkelsen's curator insight, September 8, 5:26 PM

Being interested in a task is essential to being good at it.

Rescooped by Ivon Prefontaine from Supports for Leadership
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10 Rules for Moving Forward without Permission

10 Rules for Moving Forward without Permission | Leadership, Innovation, and Creativity | Scoop.it

"The path of least resistance is a long path to mediocrity. All leaders press through resistance. If there’s no resistance you’re not reaching high enough. Don’t play dead if it really matters."


Via Allan Shaw, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

There are other rules including just doing it and letting the chips fall where they may. Many people we refer to as "leaders" are managers. Sometimes, when it is the right thing to do, asking forgiveness is easier than permission and it is not dishonest.

 

To equate teaching and leading as one, we have to allow teaching and leading to co-exist.

 

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Allan Shaw's curator insight, September 8, 7:58 AM

This is a good post and well worth reading. It is about transparency, perseverance, honesty and integrity in leadership and thus is not simple nor easy to accomplish.

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WHAT is outstanding teaching and learning? (1428x2014 pixels)

WHAT is outstanding teaching and learning? (1428x2014 pixels) | Leadership, Innovation, and Creativity | Scoop.it

A MUST READ!

 


Via Gust MEES, Suvi Salo
Ivon Prefontaine's insight:

The feedback point is interesting. It is about information given to students relative to their learning goals. Feedback also means feedback for the teacher. What do we mean by student goals? What does this mean in relationship to curricula-as-plans. It suggests that teaching and learning are part of complex conversations (Pinar) and that the curricula-as-lived (Aoki) are important considerations.

 

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Gust MEES's curator insight, September 6, 8:18 AM

WHAT is outstanding teaching and learning?

A MUST READ!


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=mindset


Mark Gittos's curator insight, September 8, 2:56 AM

Very interesting

Educate Massachusetts's curator insight, September 8, 9:27 AM

Organized, clear and easy to read this infographic has important reminders for all of us in the profession of education.

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Dipsticks: Efficient Ways to Check for Understanding

Dipsticks: Efficient Ways to Check for Understanding | Leadership, Innovation, and Creativity | Scoop.it
Through alternative formative assessment, teachers can check for student understanding without falling back on the tedious or intimidating pop quiz.

Via Gust MEES
Ivon Prefontaine's insight:

When I completed my Master's in Education, I used something similar to the 60 second paper and had students reflect on what was important to them in their learning. The most insightful times were when someone said the learning was of little value. That caused me to question what I was doing and rethink the way I taught. Sometimes it worked and other times it did not.

 

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Gust MEES's curator insight, September 6, 10:32 AM

Through alternative formative assessment, teachers can check for student understanding without falling back on the tedious or intimidating pop quiz.


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Proof That American Teachers Are The World's Hardest Working

Proof That American Teachers Are The World's Hardest Working | Leadership, Innovation, and Creativity | Scoop.it

American teachers work hard. Like, really hard.

This year's education report from the Organisation for Economic Co-operation and Development outlines the state of education in the world's most developed countries. It finds that American elementary school teachers spend more hours actually teaching students than peers in any other surveyed country.   American middle school and high school teachers spend more time educating students than peers in every OECD country except Chile, according to the report. In addition to classroom time, U.S. teachers are required to be at school for more hours than most of their international peers.

  


Via Patti Kinney, The Rice Process
Ivon Prefontaine's insight:
Working many hours means working hard, but what are the underlying reasons for the number of hours? Does it mean other countries have better supports? I did not experience great support in the Schools I taught in the last few years I taught. Quite to the contrary. @ivon_ehd1
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How Great Leaders Grow By Standing on the Shoulders of Giants

How Great Leaders Grow By Standing on the Shoulders of Giants | Leadership, Innovation, and Creativity | Scoop.it
In this guest post by Bruce Harpham shares insights from leaders in science and politics, an argues that every leader builds on the contributions of others.

Via Anne Leong, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:
The Hegel quote is an interesting one and I have to think how this stands with what Gadamer proposed. We are historical beings and in our particular forming our particular historical and cultural backgrounds are imprinted on us. Bourdieu might have used the word embodied as we carry them unknowingly quite often as common sense (the sense of the community). A point to make is we are not neutral beings in who we are always becoming. As the working and living we do is in community and polis, our forming is political. @ivon_ehd1
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Prioritizing Student Voices

Prioritizing Student Voices | Leadership, Innovation, and Creativity | Scoop.it
In order to find value in their learning, students need to find their voices. Teachers can encourage student participation by enabling rather than enforcing it.

Via Dean J. Fusto
Ivon Prefontaine's insight:

Student voice comes forward through the inviting teacher voice. We encourage, enable, engage students as we enter relationships with them. As a result, teacher and student voice grow and become more confident.

 

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4 Neurosystems Of Learning

4 Neurosystems Of Learning | Leadership, Innovation, and Creativity | Scoop.it

“TEST 4 Neurosystems Of Learning by Mark Treadwell, marktreadwell.com Understanding how the brain actually learns has been a a scientific challenge for millennia.”


Via Carlos Pinheiro, juandoming, ThePinkSalmon, Mariano Ramos Mejia, Rui Guimarães Lima, Miloš Bajčetić, Mark E. Deschaine, PhD
Ivon Prefontaine's insight:

Perhaps it goes further including Habermas' concepts of instrumental and communicative actions. Learning is a blend of a considerable amount of physical, psychic, cognitive, social, etc. interactions.

 

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Ian Berry's curator insight, September 10, 11:41 PM

Insightful article Recommend the download too.

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Just-In-Time Learning • Charles Munat

Just-In-Time Learning is a simple concept: learn exactly what you need to know exactly when you need to know it, and apply it immediately. The alternative to Just-In-Time Learning is what I call Just-In-Case Learning. JITL and JICL, or... | Charles Munat | learning done right
Ivon Prefontaine's insight:

I am not sure that TQM is a sound basis for just-in-time learning. Manufacturing widgets and learning are not even close to the same thing.

 

Having said this, the concept finds itself anchored in John Dewey and Alfred North Whitehead who both suggested learning is most effective when it is concrete and immediately applied. It might add to its meaningfulness.

 

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Hiring today, for tomorrow: the risks of hiring people who 'fit'

Hiring today, for tomorrow: the risks of hiring people who 'fit' | Leadership, Innovation, and Creativity | Scoop.it
The costs associated with recruiting the wrong person are always high, not only in financial terms but emotionally as well. So the prospect of administering a personality test that accurately indicates…

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

I found in School that much of the hiring and retention practices for teachers was based on whether they agreed with those outside the classrooms with the latest fads.

 

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10 Themes of Servant #Leadership.

10 Themes of Servant #Leadership. | Leadership, Innovation, and Creativity | Scoop.it

Via ICTPHMS, Suvi Salo, Mark E. Deschaine, PhD, Ricard Lloria, Dean J. Fusto, Nancy J. Herr
Ivon Prefontaine's insight:

Servant-leadership is challenging. The infographic poses questions around the original 10 themes based on Robert Greenleaf's work. Teaching, by its nature, should lend itself to each of the themes.

 

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Nancy J. Herr's curator insight, September 9, 12:32 PM

A nice chart and reminder that as leaders, particularly school leaders, we serve others. 

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Corkboard Connections: What Makes a Parent Love a Teacher

Corkboard Connections: What Makes a Parent Love a Teacher | Leadership, Innovation, and Creativity | Scoop.it

The note from Mrs. F. came home two weeks into the school year: I’d like to talk with you about how we can make reading time more challenging for Ruby. When can we meet? Although I knew my daughter was an advanced reader, I had accepted that it would always be up to me to ask for this kind of differentiation. The conversation had never been initiated by the teacher. Thus began my year of absolutely loving Mrs. F.


Via Cindy Riley Klages
Ivon Prefontaine's insight:

Creating an evivornment and relationships where we can get to know students and their families is important to teaching and learning for teachers, students, and parents.

 

 

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14 things that are obsolete in 21st century schools

14 things that are obsolete in 21st century schools | Leadership, Innovation, and Creativity | Scoop.it

Saying that it has always been this way, doesn’t count as a legitimate justification to why it should stay that way. Teacher and administrators all over the world are doing amazing things, but some of the things we are still doing, despite all the new solutions, research and ideas out there is, to put it mildly, incredible.


Via Stephen Lippa, What Just Changed
Ivon Prefontaine's insight:

I must be visiting the wrong Schools, because there are still computer labs, isolated classrooms, banning the use of PDA's, etc. We create the beliefs that things are different than what they really are sometimes.

 

 

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Building Better Teachers

Building Better Teachers | Leadership, Innovation, and Creativity | Scoop.it
Mastering the craft demands time to collaborate—just what American schools don't provide.

Via Ken Morrison
Ivon Prefontaine's insight:

We don't build teachers. We build cars, houses, computers, etc. I am sure that it was a poor choice of words. There are excellent points made. Teachers are left to sink or swim. They are turned loose in the classroom and we think good things will happen. Instead, we lose 1/2 of all teachers within the first 7 years and many who stay stagnate.

 

 

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Ken Morrison's curator insight, September 8, 6:14 PM

-Schools will likely need to hire more than 3 million new teachers by 2020.


-Arthur Levine has some critical views of some education training teachers colleges


- Student achievement does not correlate strongly with teachers’ years of experience in the classroom (beyond the initial few) or with the caliber of their preparation—whether they have acquired certification, earned a master’s degree in education, or aced state licensing exams. Even particular personality traits, such as an extroverted willingness to ham it up in the classroom, appear irrelevant. The conundrum doesn’t daunt Elizabeth Green, a co-founder of GothamSchools


-Deborah Ball, now the dean of the University of Michigan School of Education. In the early 1980s, she was a charismatic math teacher in East Lansing, Michigan, who developed a successful approach to teaching even very young children sophisticated concepts in math.


-Green likens the approach to the Japanese practice of jugyokenkyu. “Lesson study” is the main form of teacher training in Japan, where colleagues routinely sit in on one another’s classes and then scrutinize a single session for hours, extracting general guidance for future instruction.


he taxonomy became a book, Teach Like a Champion, and a cause célèbre within the charter movement; videos of sample lessons circulated like samizdat literature. There’s technique No. 2, “Right Is Right”: teachers refuse to accept students’ half-baked responses to questions and insist on well-formulated, and eventually correct, replies. Technique No. 32 is “SLANT,” which stands for “Sit up, Listen, Ask and answer questions, Nod your head, and Track the speaker,” a formula for eliciting attention from students. But the motions of following a lesson, Green soon discovers, aren’t necessarily a sign of genuine engagement.

-

Elaine Roberts, Ph.D's curator insight, September 8, 8:36 PM

PLCs are often an attempt to implement the kind of collaboration found in lesson study, but too few PLCs have the time, commitment, and/or support to do the kind of observations and follow-up conversations required by lesson study, if lesson study is to be effective. Many teachers are willing to do the work involved to continue to improve their planning and practice, but far too many of the barriers are not of their own making.

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Education Readings September 6th

By Allan Alach Apologies for the delay in posting this - I've been in an internet free world for a few days, at Plitvice Lakes National Park, Croatia. Add this place to your bucket list! I welcome ...
Ivon Prefontaine's insight:

There are good links to articles. The ones which caught my eye were the welcome to the teaching profession and the cult of order. Both deal with the "reformers" who preside over School. Gert Biesta speaks about the idea of order, as well. There are two forms. One is an external ordering and the other an internal ordering which makes sense of the external ordering. Both have to co-exist and be called into question, challenged and (dis)ordered.

 

 

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Explainer: what is casual racism?

Explainer: what is casual racism? | Leadership, Innovation, and Creativity | Scoop.it
By Jacqueline Nelson, University of Western Sydney and Jessica Walton, Deakin University There is nothing casual about racism.

Via Cindy Sullivan, iPamba
Ivon Prefontaine's insight:

There are instances of racism which do not even register as such they are so ingrained in behaviour and speech. This is problematic in a world where cultures are continuously coming together. John Dewey proposed School as a place where races, ethnicity, and cultures mingled with each other. This means teaching is leading in those ways and being aware of our behaviour and speech.

 

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