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Terry Elliott

Leadership Day - The Pace of Change - Practical Theory - 0 views

practicaltheory.org/...index.php

shared by Terry Elliott on 13 Jul 09 - Cached
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
Tonya Thomas

The Top Seven Trends in Workplace Learning - 43 views

ilpworldwide.org/...n-trends-in-workplace-learning

trends workplace learning news resources tools

shared by Tonya Thomas on 20 Sep 12 - No Cached
  • Trainers and facilitators need to remember these numbers: 90, 20, 8, 6. 90 minutes is the ideal chunk of time for participants can learn and understand 20 minutes is how long participants can listen and retain information 8 minutes is the length of time you can talk for before before they stop listening. We are trained to focus for just eight minutes due to decades of TV watching, where ad breaks occur approximately every eight to ten minutes. 6 is the ideal number of times to present information to make sure a learner remembers the content.
  • the challenge for facilitators is to keep things changing so that learners’ RAS keep firing so they stay alert to the learning
  • short attention span
  • ...12 more annotations...
  • It’s essential that trainers and facilitators keep learning themselves, to acquire new tools that will help them keep ensuring the training sticks!
  • And if you’ve been ignoring social media, now’s the time to reconsider because it’s clearly here to stay.
  • Blended learning is about mixing up face-to-face learning with webinars, blogging, emails, forums, video, online learning and social media.
  • trainers must move away from doing things in the same old way, must reach out to learners in new ways, personalise their learning campaigns, and help people connect to each other around issues they care about!
  • From planning phase to project end, things have to change – become familiar with new styles of presenting using multimedia, and carefully choose visuals to tell your story!
  • are you trapped in DDD – Dinosaur design and development?
  • Activity Based Curriculum Design
  • 70% of learning happens on the job 20% of learning happens through coaching and mentoring 10% of learning happens in training room and formal learning
  • BCF principle – better cheaper faster
  • no more plan-plan-do, its plan-do plan-do plan-do
  • Get used to bigger groups
  • Our community must start the shift by preparing learners for this new way of learning!
Tonya Thomas

The Top Seven Trends in Workplace Learning - 0 views

www.astd.org/...n-Trends-in-Workplace-Learning

trends workplace learning news resources tools

shared by Tonya Thomas on 20 Sep 12 - No Cached
  • Trainers and facilitators need to remember these numbers: 90, 20, 8, 6. 90 minutes is the ideal chunk of time for participants can learn and understand 20 minutes is how long participants can listen and retain information 8 minutes is the length of time you can talk for before before they stop listening. We are trained to focus for just eight minutes due to decades of TV watching, where ad breaks occur approximately every eight to ten minutes. 6 is the ideal number of times to present information to make sure a learner remembers the content.
  • It’s essential that trainers and facilitators keep learning themselves, to acquire new tools that will help them keep ensuring the training sticks!
  • the challenge for facilitators is to keep things changing so that learners’ RAS keep firing so they stay alert to the learning!
anonymous

Shift to the Future: Why BYOT? - 6 views

www.shift2future.com/...why-byot.html

BYOD

shared by anonymous on 17 Jan 13 - No Cached
    • anonymous
      anonymous on 17 Jan 13
       
      When learning moves to higher order and more critical thinking levels, students tend to internalize information and knowledge more and it "sticks" with them for longer - so it is more likely to become something that is applicable to other situations or to be generalized and applied.
    • anonymous
      anonymous on 17 Jan 13
       
      Isn't it interesting how we put limits on the learning of students and we don't even realize we are doing so?
    • anonymous
      anonymous on 17 Jan 13
       
      Right now, too many teachers are using technology in this more simplified, lower level way.  Instead, we need to be pushing students more to make predictions and take their thinking a step further.  I wonder if we, teachers, are pushing ourselves when it comes to thinking or are we simply teaching the same old, same old in the ways we learned eons ago...
  • ...4 more annotations...
    • anonymous
      anonymous on 17 Jan 13
       
      Why is it so hard to raise our expectations that students WILL have this technology?  If we consistently expect it, they will - we expect them to have a pencil...
    • anonymous
      anonymous on 17 Jan 13
       
      key words:  integrated extension
    • anonymous
      anonymous on 17 Jan 13
       
      Change has to happen.  If we keep doing the same thing, we will continually have the same results.  Do we want different results?  YES!
    • anonymous
      anonymous on 17 Jan 13
       
      I was meeting with a teacher this week who had a wonderful lesson using a few websites to ID European countries and find information about each country.  There was a wee bit of critical thinking added into the mix of the assignment but I was still 'hungry for more' and feeling the need to nudge him and his students to the next level.  The green highlighted information is sort of what I was looking for to nudge him onward with in his lesson.  
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