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Brendan Murphy

Apple - ACOT2 - Social and Emotional Connections with Students - 0 views

ali.apple.com/connections

shared by Brendan Murphy on 20 Aug 10 - Cached
  • For example, when students lack social and emotional connections to learning, educators, schools, and their peers, it often leads to behavior issues or disengagement, which inevitability leads to declining achievement and, in the worst cases, students dropping out of high schoo
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      STep 4 CBAM consequences of actions
  • behavioral motivation
  • emotional engagement (
  • ...3 more annotations...
  • cognitive engagement
  • Researchers generally agree that learning is inherently social-it happens in the context of interactions and relationships with teachers, peers, family, experts, and others
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      bud the teacher posed this question in his blog recently.
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
  • They find kindred spirits who fuel joint explorations and productions, reinforce understandings, and provide divergent opinions and clarification of understandings as discussions ensue. In many cases, social interactions enable levels of learning that simply wouldn’t be possible for students to accomplish on their own.
    • Brendan Murphy
      Brendan Murphy on 20 Aug 10
       
      STep 6 CBAM is collaboration
Brendan Murphy

Margaret J. Wheatley: Goodbye, Command and Control - 0 views

www.margaretwheatley.com/...goodbyecommand.html

margaret wheatley administration education leadership management leader jhuiste vision

shared by Brendan Murphy on 03 Aug 10 - Cached
  • We sought prediction and control, and also charged leaders with providing everything that was absent from the machine: vision, inspiration, intelligence, and courage
  • productivity gains in truly self-managed work environments are at minimum thirty-five percent higher than in traditionally managed organizations
  • There is both a need to have more autonomy in one’s work, and strong evidence that such participation leads to the effectiveness and productivity we crave.
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  • We never effectively control people with these systems, but we certainly stop a lot of good work from getting done.
  • creating systems of relationships where all members of the system benefit from their connections.
  • People organize together to accomplish more, not less
  • Whenever we look at organizations as machines and deny the great self-organizing capacity in our midst, we, as leaders, attempt to change these systems from the outside in
  • Most of us know that as people drive to work they're wondering how they can get something done for the organization despite the organization
  • They are tinkering in their local environments, based on their intimate experience with conditions there and their tinkering shows up as effective innovation
  • solutions cannot be imposed; they have to remain local.
  • If people are clear about the purpose and true values of their organization, their individual tinkering will result in system wide coherence.
    • Brendan Murphy
      Brendan Murphy on 03 Aug 10
       
      This is why we have to develop a clear and shared vision.
  • Clarity about who we are as a group creates freedom for individual contributions.
  • If conformity is the goal, it will kill local initiative.
  • People develop new levels of trust for one another that show up as more cooperation and more forgiveness
  • But you can't direct people into perfection; you can only engage them enough so that they want to do perfect work.
  • They need information, access to one another, resources, trust, and follow-through
  • Ultimately, we have to rely not on the procedure manuals, but on people’s brains and their commitment to doing the right thing.
  • the higher you are in the organization, the more change is required of you personally
  • Commitment and loyalty are essential in human relationships. So how can we pretend we don't need them at work?
  • Employability in lieu of mutual commitment is a cop-out.
Brendan Murphy

SEDL - School Context: Bridge or Barrier to Change - 0 views

www.sedl.org/...culture.html

leadership education administration change week 6 sedl jhuiste

shared by Brendan Murphy on 18 Aug 10 - Cached
  • Discipline is the overwhelming obstacle to school success.
    • Brendan Murphy
      Brendan Murphy on 18 Aug 10
       
      This is so true especially in low SES schols.
  • Educational bureaucracy obstructs
  • According to Gault and Murphy (1987), many American schools claim to practice cultural pluralism, but in reality all students are expected to fit into the white middle class culture. Students with different cultural backgrounds, values, and skills than those generally valued by American schools may be perceived as incapable of performing according to the school's standards.
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  • Minorities don't care about education. (p. 39)
    • Brendan Murphy
      Brendan Murphy on 18 Aug 10
       
      Ruby Payne would say they don't believe it helps.
  • Welch (1989) reports that teachers assess advantages and disadvantages of collaborative consultation primarily in terms of how implementation will impact them personally, rather than how it might impact student growth
  • For [many students] the main benefit of the school is the opportunity it provides to interact with close friends on a daily basis" (p. 181
  • Students will participate, according to Fullan, if they understand, have the necessary skills, and are motivated to try what is expected.
  • With teachers unable to explain why they were adopting this innovation, concern increased and parents put an end to the innovation.
  • in situations where the school board and the district are actively working together, substantial improvements can be achieved,
  • Cynicism and apathy may reflect negative experiences and produce teachers who are unwilling to proceed regardless of the content or quality of the program (Corbett, Dawson, & Firestone, 1984; Fullan, 1991).
  • Cuban (1988) states that most reforms fail because of flawed implementation.
  • Lasting fundamental change (e.g. changes in teaching practices or the decision making structure) requires understanding and, often, altering the school's culture; cultural change is a slow process.
  • culture becomes the cohesion that bonds the school together
  • culture can also be oppressive and discriminatory
  • attitudes and beliefs of those in the school create mental models
  • system paranoia exists
  • Those new to the organization must learn the culture or suffer consequences, such as the feeling of alienation.
    • Brendan Murphy
      Brendan Murphy on 18 Aug 10
       
      though if you can suffer through that feeling of alienation you can have the opportunity to make positive changes.
  • high expectations for itself
  • successful programs do not suppress criticism
  • a school can make significant gains, in spite of faculty weaknesses, through sound staff development. Schools, however, commonly fail to have a norm regarding the need for in-service work during implementation (Fullan, 1991)
  • sharing a common vision increases the likelihood that school improvement efforts will succeed (Beer, Eisenstat, & Spector, 1990; Deal, 1985; Carlson, 1987; Miles & Louis, 1990; Norris & Reigeluth, 1991; Schlechty & Cole, 1991).
  • A cultural norm supporting the involvement of teachers in decisions or plans that will affect them heightens the possibility that changes will be appropriate in a particular setting.
  • Not only teachers, but students as well need to internalize the norms of the school improvement culture.
  • These norms encourage criticism in order to highlight areas that need improvement.
  • Students are rarely informed regarding plans in spite of the fact that the plans cannot be carried out successfully when students are not committed to cooperate with the plan, and do not know what to do or how to do it. (Fullan, 1991)
  • Negative side effects that may occur from accommodation are students' expectations that accommodations will always be made, a lack of active student engagement with the content of instruction and increased student boredom and apathy (Miller, Leinhardt, & Zigmond, 1988).
  • Parents need to be involved as co-teachers in their children's education.
Brendan Murphy

Confusing Technology Integration with Instructional Reform « Larry Cuban on S... - 0 views

larrycuban.wordpress.com/...tion-with-instructional-reform

technology integration reform

shared by Brendan Murphy on 29 Aug 10 - Cached
  • Many teachers and principals have said repeatedly to the point of the words being cliched: “integrating technology is not about technology, it is about learning.” Yet those who buy and deploy new technologies continue to seek “educational uses”  for the electronic devices.
    • Brendan Murphy
      Brendan Murphy on 29 Aug 10
       
      Buy the technology you need not educational technology
  • The instructional focus shifts from being teacher-centered to being learner-centered…. Traditional verbal activities are gradually replaced by authentic hands-on-inquiry related to a problem….”
  • Why, she asks, should K-12 teachers’ roles change to integrate technology effectively?
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  • These two reasons, technocentrism and pedagogical dogmatism, Harris argues, explain why for decades, enthusiastic policymakers, researchers, and practitioners have confused technology integration (involving  the perennial conflict of content vs. skills) with technology as an instrument for pedagogical reform (moving from teacher-centered to learner-centered instruction).
  • Since most technology designers do not understand effective teaching (or are not designing something for teaching purposes), they often focus on making content more appealing or easier to access instead of creating a technology that causes students to more deeply engage mentally with content.
  • When I did my doctoral research, I found that just bringing in technology and showing teachers how it worked did not change pedagogy. I believe that if you want to change pedagogy to a more constructivist approach, you need to tackle this head on and not make it part of some technology project.
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