Keeping pace with the hockey stick curve of exponential change requires being deliberate about evolving as a leader.
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New Normal Leader - Radar Journal - 0 views
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leader radar leadership newnormal #MustRead #MVIFIshares change
shared by Bo Adams on 15 May 16
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Too many leaders — both at the top and across organizations — are taking a linear perspective that focuses on small incremental gains, often achieved by squeezing harder on what they already know. The problem is that, in a world of exponential change, a linear path is an exit ramp.
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RADAR believes that “new normal” captures the emerging truth that change and volatility will continue to accelerate and intensify. Equally important, we believe many leaders have been led to think that new normal means things will level out again, and that there will once again be stable times they can get their arms around.
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Transforming from normal to new normal leadership is the single most important variable in sustainable success.
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transforming how you lead is difficult because leadership has become, more than ever, a team sport. A leadership team’s ability to become more adaptive requires not just individual change, but collective and coordinated change.
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Something makes us think that greater speed should require more intense focus on the road immediately in front of us. In reality, it is exactly the opposite.
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The most powerful and dramatic shift you can make toward new normal leadership is to reset your and your team’s perspective, to follow the racer’s rule of thumb and look out of the top 1/3 of the windshield. Like in racing, focusing farther ahead is the key not only to speed, but also to both seeing greater possibility and avoiding potentiallydeadly disruptions.
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What stands out most about how this team works is the time commitment they make to developing and maintaining up-and-out perspective.
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Resetting perspective is the most powerful evolutionary step you and your team can make toward new normal leadership.
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With leadership development, sensemaking forces leaders to teach high potentials how to learn, rather than what they know.
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Sensemaking — especially when approached as a team with a goal of producing aligned foresight — gives an organization one of the most remarkable assets imaginable: clarity of possibility.
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"Will this be on the test?" - The Startup - Medium - 1 views
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Experiences are at the heart of change. We change when we do something, when we interact with the world.
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It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
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Cohort-based, with groups of five to twenty people engaged constantly with each other (we use Slack as a surprisingly powerful peer-to-peer setting for experiential learning)
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takes the five or ten comments received and turns them into a reflective script, detailing actual change, actual growth.
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every admitted student shares the same mindset of seeking true growth. Self-selection plus curated admissions means that the support network is strong. Enrollment—in the outcome and the process—is the secret of effective education.
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If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
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The Physics of Change - Education Reimagined - Education Reimagined - 0 views
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institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
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“Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
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the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
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Do you know teachers who claim to be doing PBL but are really doing the same teacher-centered instruction they always have, only with a project (think trifold) thrown in at the end of the year?
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we fail to notice the ways of thinking and norms that structure the world in which we operate. As a result, we then cannot see the cultural and structural shift needed for these innovative ideas to reach their true potential.
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the data presented showing that less than 1% of U.S. schools were actually operating in the learner-centered paradigm left me even more convinced that inertia is still winning and the only way to make any realistic change is by being much, much smarter in our approach to positive disruption.
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earner agency; socially embedded; personalized, relevant, and contextualized; open-walled; and competency-based.
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three change levers 1) increasing public will, 2) refining public policy, and 3) building proofs of concept—can be a powerful tool to help grow the 1% of learner-centered environments to a potential tipping point, where learner-centered environments are the prevailing approach to education in this country.
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When more education stakeholders are able to see how learner-centered environments are having positive impacts on children, they are better able to build on this success in their own local context.
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Why A School's Master Schedule Is A Powerful Enabler of Change | MindShift | KQED News - 2 views
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He and a team of teachers set out to try to reconfigure how this big high school could structurally put student relationships with teachers at the center, and value mastery of content above all else.
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biggest obstacles to instructional changes of the sort Smith and his team were trying to engineer was the school schedule itself.
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many schools start a school transformation project with energy and vigor, but when leaders run into outside pressures from the district or can’t pick their way through the complex system they run out of momentum.
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That’s why it’s important not to toss away good teaching practices just because they’ve been around for years.
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How School Leaders Can Attend to the Emotional Side of Change | MindShift | KQED News - 0 views
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for many people, change — at least at first — isn’t about growth or capacity building or learning; it’s about loss.
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One of the most difficult things about leading change in schools, according to Evans, is that there often aren’t clear structures to deal with conflict or disagreement.
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Evans acknowledges that creating a school culture that encourages productive conflict, the hashing out of ideas and differing opinions, is particularly hard because the qualities that make someone a great teacher — nurturing, extending beyond themselves, pulling out the best in people — are not typically the characteristics of someone who is skilled at adult conflict
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“Almost all of us would rather work with someone who disagrees with us, but who is clear, than with someone who seems to agree with us, but isn’t clear,”
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Why Kids Need Schools to Change | MindShift | KQED News - 0 views
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In an ideal world, the school day would reflect kids’ changing needs and rhythms. There would be time for free play; school would start later to allow time for students’ much-needed rest; the transition time between classes would be longer, allowing time for kids to walk down the hall and say hi to their friends and plan their next moves; kids would have the opportunity to step away from school “work” in order to regroup and process what they’ve absorbed. “The actual encoding of information doesn’t take place when you’re hunched over a desk,”
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The five criteria that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education
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No grades, no timetable: Berlin school turns teaching upside down | World news | The Gu... - 0 views
www.theguardian.com/...ool-turns-teaching-upside-down
grades assessment School Change #MustRead #mvifishares innovation passion curiosity
shared by Bo Adams on 06 Aug 16
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the most important skill a school can pass down to its students is the ability to motivate themselves
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“The mission of a progressive school should be to prepare young people to cope with change, or better still, to make them look forward to change. In the 21st century, schools should see it as their job to develop strong personalities.”
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The main reason why the ESBC is gaining a reputation as Germany’s most exciting school is that its experimental philosophy has managed to deliver impressive results.
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“In education, you can only create change from the bottom – if the orders come from the top, schools will resist.
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Maker Empowerment Revisited | Agency by Design - 2 views
www.agencybydesign.org/maker-empowerment-revisited
AgencyByDesign agency cognition dispositions Habits of Mind learning MakeEd empowerment blog post #LiquidNetworkSpill
shared by Jim Tiffin Jr on 26 Jul 17
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The big idea behind the concept of maker empowerment is to describe a kind of disposition—a way of being in the world—that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making.
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The concept of maker empowerment is meant to be somewhat broader than the label of maker. It certainly includes maker-types—i.e., hackers, DIYers, and hobbyists—but it also includes people who may not define themselves as wholly as makers, yet take the initiative to engage in maker activities from time to time.
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We teach art, or history, or auto mechanics not solely to train practitioners of these crafts, but to help all students develop the capacity to engage with world through the lenses of these disciplines—even if not all students will become artists or historians or auto mechanics. The concept of maker empowerment aims for this same breadth.
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Maker Empowerment (v2): A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking.
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one of the main purposes of the Agency by Design project, which is to understand how maker activities can develop students’ sense of agency or self-efficacy.
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maker empowerment is a dispositional concept. That is, rather than simply naming a set of technical skills, it aims to describe a mindset, along with a habitual way of engaging with the world.
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the research I’ve just described wasn’t conducted with the disposition toward maker empowerment in mind. So we don’t know if the findings about sensitivity transfer.
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People we label as open-minded tend to have a distinctive and dependable mindset that flavors their engagement with the world:
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Through a series of rather elaborate experiments, we were able to show that the contribution of these three elements—ability, inclination, sensitivity—could indeed be individually distinguished in patterns of thinking and that a shortfall in any of the three elements would block cognitive performance.
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It turns out that the biggest bottleneck in behavior—in other words, the shortfall that most frequently prevents inclination, ability, and sensitivity from coalescing into sustained cognitive activity—is a shortfall of sensitivity. In other words, at least in terms of critical and creative thinking, young people don’t follow through with these habits of mind not because they can’t (ability), and not because they don’t want to (inclination), but mainly because they don’t notice opportunities to do so.
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This doesn’t mean that young people’s inner detection mechanisms are woefully flawed. Rather, sensitivity has everything to do with the saliency of cues in the environment. If an environment doesn’t have strong cues toward certain patterns of behavior—or actually contains counter-cues—it can be pretty hard for those patterns of behavior to be cued up.
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the maker movement can empower people to shift from being passive consumers of their world to being active producers or collaborators.
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As the maker movement continues to infiltrate mainstream education, a dispositional analysis of maker empowerment might serve as a similarly useful tool.
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"The big idea behind the concept of maker empowerment is to describe a kind of disposition-a way of being in the world-that is characterized by seeing the designed world as malleable, and understanding oneself as a person of resourcefulness who can muster the wherewithal to change things through making."
Five Ways to Sustain School Change Through Pushback, Struggle and Fatigue - 1 views
www.kqed.org/...-pushback-struggle-and-fatigue
leadership deeperlearning Learning change transformation school School Change
shared by Meghan Cureton on 08 Apr 18
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Empowering Teachers to Empower Young People - A New Game - Medium - 2 views
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A person who becomes self-empowered in this way uses her inner powers (her innate capacities) again and again to solve problems — to create opportunities — and to empower others.
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Being self-empowered — changemaking — requires a sophisticated understanding of the world — an understanding that your wellbeing is inextricably entwined with everyone’s wellbeing. And it means taking responsibility — taking the lead — and collaborating with others to make life better for yourself and family and friends and community and humanity and the planet.
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Being self-empowered is a way of being. It involves being empathic, thoughtful and creative — being curious, resilient and effective. Becoming self-empowered, then, is a process of finding, using and developing a complex array of changemaking powers.
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And for most, the experience of school reflects limited conceptions of the human mind, the human being and human potential.
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To make these changes, we need pioneering teachers and educators to come together as change leaders — to form collaborative teams — and to execute strategically-focused projects. And to lay the foundations upon which these strategic projects can have massive impact, we need to build a global community of education professionals who are fully committed to self-empowering educators — for self-empowering young people.
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A Plan to Kill High School Transcripts … and Transform College Admissions - 0 views
Overcome Resistance to Change by Enlisting the Right People - 0 views
Jim Hemerling: 5 ways to lead in an era of constant change | TED Talk | TED.com - 0 views
www.ted.com/...d_in_an_era_of_constant_change
change transformation leadership School Change innovation
shared by Meghan Cureton on 18 Oct 16
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Taking Small Steps Towards Change At A Big, Traditional High School | MindShift | KQED ... - 0 views
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How Can Schools Prioritize For The Best Ways Kids Learn? | MindShift | KQED News - 0 views
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if the changes to education are all in the service of doing the same thing better, they may be missing the point.
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examples of schools and districts that are asking themselves difficult questions to propel change. The successful ones are letting the answer to the question, “How do kids learn best?” drive everything they do in schools.
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education that is student-initiated, interdisciplinary and co-planned by students and teachers together
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“It’s about doing work that matters,” Richardson said. “It’s about connections. It’s about play. It’s about cultures where kids and teachers are learners.” When schools have a set of beliefs about learning and enact those beliefs through practice, but don’t anchor what they are doing in today’s context, they may be doing something progressive, but also a little irrelevant. Beliefs and contexts without practice leads to ineffective teaching. The sweet spot for a very different type of education system lies in the Venn diagram of all three: beliefs, context and practice.
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It can be difficult to interrogate longstanding policies and choices, but if districts, schools and individual educators can’t reflect on what’s working and what isn’t, articulate a change, and begin doing it, the education system as a whole will become irrelevant.
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Is There a "Future of Work"? - 0 views
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the speed and scale are going to shock those in education charged with preparing our children for it.
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Like so many other things that we think of in the future tense, (climate change, surveillance, etc.) the changes in work have already arrived, we just don’t seem to realize it
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we need to start thinking differently about what it means to be “career ready” (as well as, I suppose, “college ready.”)
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Why doesn’t education focus on what humans can do better than the machines and instruments they create?”
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So, wouldn’t we be better off shifting the emphasis on the work of our teachers away from content and grades and curriculum to mentoring, apprenticeships, making, and discussion?
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Finally, what role does leadership play in staying abreast of these types of shifts, articulating them to school and community, and in building capacity for those groups to engage in relevant, meaningful conversations around what changes may need to happen?
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NAIS - The Learning Curve: How We Learn and Rethinking the Education Model - 0 views
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Unlike Semmelweis, whose theory about the need for cleanliness was rejected because it lacked the scientific support that Louis Pasteur’s germ theory would eventually provide, today we have ample research that suggests a mismatch between learners and schools—a mismatch between how people learn and how educators think they learn.
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We think and learn about things that matter to us, that are emotionally relevant because we perceive them as important to our physical or social survival and well-being.
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Motivation, engagement, perseverance, creativity, optimism, resilience—pretty much all the so-called “soft skills”—are rooted in emotion.
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If students’ programs of study include significant, meaningful opportunities for them to follow their expanding and changing interests during their many years in school, motivation and perseverance will spontaneously combust because, as some students told me, “my interest and involvement in my studies became personal. I felt like my school had meaning, like there was purpose.”
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regression is essential to learning because each time the learner rebuilds the network, the more stable and automatic it becomes. Regression is not failure, although it is often treated as such.
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So what matters to students? What are they learning in school that forces them to focus on what matters to adults?
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Because emotional goals motivate and direct people’s thoughts and behavior, as Immordino-Yang suggests, understanding students’ goals can provide insight into what they are likely to learn and help educators understand how they might change their practices
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Engagement in school does not always reflect engagement in the sort of deep, meaningful learning—developing intellectual skills and conceptual understanding—that educators value.
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how to rethink school designs and create a new conceptual model for schools—a model that combines and finds an effective balance among the goals that adults have for students and the needs that students have for themselves, a balance between what matters to students and what matters to adults.
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more effective model will offer real opportunities for students to pursue personally meaningful interests and questions
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Instead of insisting that all students collect identical promotion and graduation credits by meeting minimal standards to “pass” anywhere from five to seven courses each year in discrete, unrelated subjects, educators might be more successful ensuring that all students work each year on a body of specific essential skills—perhaps communication, collaboration, creativity, critical thinking, and problem-solving, which are getting so much attention today—that can be learned while working in any subject area.
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Some of the changes that make this new model possible involve significantly reducing the number of traditionally required courses, creating individualized rather than rigidly standardized courseloads, giving students more control of the subjects they study, and establishing graduation requirements based on skill development.
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Teaching Kids Design Thinking, So They Can Solve The World's Biggest Problems | Co.Desi... - 2 views
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designthinking design_thinking design thinking School Change schooldesign schoolreform #mvifishares #MustRead
shared by Bo Adams on 27 Apr 16
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We need to look at the world around us and consider what global problems modern society will need our children to solve.
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America needs massive change in our understanding of the learning experience, not simply in our exam results.
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Prototype Design Camp was created by Christian Long, a visionary educator, to introduce and infuse design thinking skills into the K-12 landscape.