LTMS600

The fourth pillar of “instructional model” is more than a quick soundbyte allows.  I see three levels of this notion with increasing value as follows:  1) You have thought about and encouraged good instructional practices in your building/district.  2) You have a well-articulated plan for effective instructional practice that is building or districtwide.  3)  You have a true learner-centered instructional model in place in grades K-12 that credits the constructivist nature of human learning.

At this point, the vast majority of school systems are behind the curve in this area.  Being this far behind might just have one distinct advantage.  If there is no way to see any of the individual trees in a forest, you are likely going to be forced to start your mission with a whole-forest view to begin with. 

You don’t need a flashlight.  It’s not that dark in there anymore.  Trust that there are others who have proceeded down this path before you, and they have learned many important lessons.  Collaborate.  Learn from their successes and failures.  Do not go it alone. 

Ask yourself: what can we do with these new tools available today that we couldn’t do before?  If we could remake our curriculum any way we wanted, how would we do it? 

All systems need what I will call an “innovation engine.”  Whatever the system, whatever the setup, schools and school systems need pockets of sponsored innovation.

Soon after access is all around you, it doesn’t even feel like “technology,” it just feels like the way things are done.  This is a good thing, for when technology becomes invisible, we can finally focus on the value added from new uses of these tools. 

So where does all of this leave you?  How many of these pillars have been already constructed around you?  What have you done to help in that construction?