Group items tagged

How do people feel about knowledge – is it power to be hoarded, or a gift to be shared?

The two key advantages of informal learning are that it happens at the point of need and what is learned is usually applied right away.

In the cooperative model, the learning and development group can shift from being the producer of content to being the guide, initiator, facilitator, and coach.

Based on alignment with agreed upon organizational and learning goals, the learner takes responsibility for his or her own learning – with the support and guidance of the organization.

People who are not used to working in a learning organization culture, where cooperative learning within communities of practice is the norm, need the knowhow and a new mindset regarding learning to cooperatively in the workplace.

The positive is that this incidental learning doesn’t take people away from the work. The disadvantage is that when they are so caught up in doing, people often miss an important ingredient for learning: reflection.

The combination of structured and incidental learning can give us intentional learning.

The key to solidifying this learning is reflection.

David Kolb, wrote about a model of experiential learning consisting of the following cycle: action, observation, reflection, concept formation, and back to action.

Morgan McCall and George Hollenbeck asked managers to stop once a week and answer just two simple questions, “What did you do last week?” and “What did you learn from it?” They found that this simple process of reflection enabled the managers learn from their experiences and to change the way they managed.

integration of formal and informal learning can create a virtuous cycle that leads not only to increased productivity but to the real innovation that is necessary for long term success in a dynamic marketplace.

She started by sharing a few articles about the weaknesses of common grading practices with the entire middle school faculty

Then she invited all faculty to research, examine, and imagine ways to align grading to their vision for progressive and equitable education

first learned how many common grading practices were created during the Industrial Revolution and are based on century-old beliefs about teaching, learning, and human potential that have long since been debunked. By continuing to use these practices, we contradict our current understanding about effective teaching and learning

After studying the research about grading and learning about research-supported grading practices that are more accurate, more bias-resistant, and develop intrinsic motivation in students, the pilot group of middle school faculty members was excited to start using them. These more equitable practices included using alternatives to the 0–100 scale, not including behavior in the grade, ending extra credit, using rubrics, and developing a culture of retakes and redos

Students were less stressed, and classroom environments felt more relaxed and supportive of learning.

Grade inflation decreased

Grades are more accurate and less biased

Students’ motivation increased

Changes to grading practices leverage other aspects of programmatic reimagining

Many contributors agree that a competence is a complex construct, comprising knowledge, skills, attitudes, values, etc. But in the actual listing of the competences, they mix competences with their constituent elements.

Lack of evident interaction across elements of competences:

Lack of a common starting point:

Varied taxonomies:

Lack of a common language and common concepts

Unclear standards and developmental progression:

Lack of consensus on the structure of curricula:

While there is consensus on the need to transition to competence-based curricula, views on the structure of curricula remain divergent between the maintenance of traditional subjects and learning areas interwoven with competences, and the more radical view that curricula should be restructured around competences.

Feasibility of implementation:

Managing the transition:

Weak or unshared tracking of impact:

However, the world still lacks a global normative instrument that can be used as a global reference point for curricula transformation.

Competence is herein defined as the developmental capacity to interactively mobilize and ethically use information, data, knowledge, skills, values, attitudes, and technology to engage effectively and act across diverse 21 st century contexts to attain individual, collective, and global good.

Distinguishing Attributes of a Competence-based Curriculum

A competence-based curriculum is grounded in the understanding of the demands of the learners’ context.

In contrast to competence-based curricula, subject-based curricula are mostly grounded in an understanding of the subject matter content or the disciplines. They generally prepare learners to know the subject matters and to gain a deep understanding of advancements in the field. They don’t necessarily emphasize immediate use of acquired knowledge. The application is often deferred to real life situations that learners may confront later in life, forcing them to apply what they had learned. Because of insensitivity to context, it is often easy to have the same curriculum across different contexts, mostly borrowed from what are considered to be advanced contexts. The risk of irrelevance of the curriculum is also higher.

A key consideration is how best to facilitate curriculum specialists to gain an in-depth understanding of the learners’ current and future contexts, and how to identify competences, which should be reflected in curricula.

Learner centeredness:

Competence-based curricula emphasize the ability to use what is learned. Acquisition is important but not sufficient.

Emphasis on outcomes or impact:

A key consideration is how to support educators to reach for the deeper impact of learning, and how to assess it.

Emphasis on trans-disciplinarity:

Especially at the post-primary level, a key consideration is how to enable educators to master their specific disciplines, and at the same time, to have adequate knowledge of other disciplines enough to make transdisciplinary linkages. Another challenge is how to design curricula in a way that makes linkages across subjects and learning areas.

Competence-based curricula are structured around competences and not around subjects, and progression relates to the competence rather than subject matter difficulty.

As the last word, competence-based curricula are not against subject matter content. Effective application of content across disciplines actually requires a high level of mastery of the content.

seven macro competences that are considered relevant across contexts. These are: (i) Lifelong learning; (ii) Self-agency; (iii) Interactively using diverse tools and resources; (iv) Interacting with others; (v) Interacting with the world; (vi) Multi-literateness; and (vii) Trans-disciplinarity. Because of their universality, macro competences are quite stable. They allow for curricula stability across transformations and reforms. They are the bigger picture and the overarching "why" of a curriculum.

Knowing how to learn is the most critical future competence.

The 21 st century requires people to be self-actualized agents.

Responsible use of tools and resources is also at the heart of responsible consumption and sustainable lifestyles, which contribute to sustainable development.

It demands collaboration to resolve complex problems and create integrated solutions across contexts.

This competence enables people to be local and global.

Different contexts will demand different types and levels of literacies.

Increasing complexity requires ever more sophisticated solutions that integrate knowledge from multiple disciplines and from domains of knowledge.

This framework therefore balances the need for dynamic change in curricula with the equal need for stability.

Setting up a culture of care is very much an exercise in making empathy central to daily work.

Empathy is now identified as the first step in the design process, whether crafting new software for a user or creating form-factors that inherently please the consumer.

empathy is described as ‘step.’ But that easy designation belies a very deep process in which a designer must, for lack of a better term, ‘sink into the mind of another and take on their persona’. That is a deep descriptor of an ultimate form of empathy—and it may be a necessary component of an educational system increasingly tilted toward design and inquiry.

Ready or not, education is entering an age in which social learning is the new norm. Pure academics are giving way to increased opportunities for students to work together; teachers increasingly take on the role of co-learner and facilitator; listening, learning, and teaming are the new core skills. At the heart of this new skillfulness for everyone is the ability to forge deep connections lead to creative problem solving and positive pursuits. Taken all together, this makes empathy critical to schools. In fact, very soon we will need to invent a new taxonomy of learning that makes empathy the base of the learning pyramid.

education that is student-initiated, interdisciplinary and co-planned by students and teachers together

“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.

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.

Google’s People Operations department

there was nothing showing that a mix of specific personality types or skills or backgrounds made any difference. The ‘who’ part of the equation didn’t seem to matter.’’

As they struggled to figure out what made a team successful, Rozovsky and her colleagues kept coming across research by psychologists and sociologists that focused on what are known as ‘‘group norms.’’

Norms can be unspoken or openly acknowledged, but their influence is often profound.

looked for instances when team members described a particular behavior as an ‘‘unwritten rule’’ or when they explained certain things as part of the ‘‘team’s culture.’’

After looking at over a hundred groups for more than a year, Project Aristotle researchers concluded that understanding and influencing group norms were the keys to improving Google’s teams.

The researchers eventually concluded that what distinguished the ‘‘good’’ teams from the dysfunctional groups was how teammates treated one another. The right norms, in other words, could raise a group’s collective intelligence, whereas the wrong norms could hobble a team, even if, individually, all the members were exceptionally bright.

As the researchers studied the groups, however, they noticed two behaviors that all the good teams generally shared. First, on the good teams, members spoke in roughly the same proportion, a phenomenon the researchers referred to as ‘‘equality in distribution of conversational turn-taking.’’

Second, the good teams all had high ‘‘average social sensitivity’’ — a fancy way of saying they were skilled at intuiting how others felt based on their tone of voice, their expressions and other nonverbal cues.

psychological safety — a group culture that the Harvard Business School professor Amy Edmondson defines as a ‘‘shared belief held by members of a team that the team is safe for interpersonal risk-taking.’’

Psychological safety is ‘‘a sense of confidence that the team will not embarrass, reject or punish someone for speaking up,’’

‘‘It describes a team climate characterized by interpersonal trust and mutual respect in which people are comfortable being themselves.’’

Rozovsky’s study group at Yale was draining because the norms — the fights over leadership, the tendency to critique — put her on guard. Whereas the norms of her case-competition team — enthusiasm for one another’s ideas, joking around and having fun — allowed everyone to feel relaxed and energized.

other behaviors that seemed important as well — like making sure teams had clear goals and creating a culture of dependability.

it made sense that psychological safety and emotional conversations were related.

The behaviors that create psychological safety — conversational turn-taking and empathy — are part of the same unwritten rules we often turn to, as individuals, when we need to establish a bond.

If I can’t be open and honest at work, then I’m not really living, am I?’’

to be fully present at work, to feel ‘‘psychologically safe,’’ we must know that we can be free enough, sometimes, to share the things that scare us without fear of recriminations. We must be able to talk about what is messy or sad, to have hard conversations with colleagues who are driving us crazy. We can’t be focused just on efficiency.

By adopting the data-driven approach of Silicon Valley, Project Aristotle has encouraged emotional conversations and discussions of norms among people who might otherwise be uncomfortable talking about how they feel.

In the best teams, members listen to one another and show sensitivity to feelings and needs.

‘Just having data that proves to people that these things are worth paying attention to sometimes is the most important step in getting them to actually pay attention,’’ Rozovsky told me. ‘‘Don’t underestimate the power of giving people a common platform and operating language.’’

But assuming projects are between 3-6 weeks long, I’d like to see a minimum of two projects per year in every K-12 classroom, in all subject areas—so that all students, no matter who they are, can gain the benefits of high quality PBL.

Even better, make it one project per quarter—four per year. And while you’re at it, sprinkle in a few mini-projects to help build a PBL culture or tackle a relatively confined topic or task.

Why is the PBL dosage important?

Students cannot build 21st century success skills if they only get occasional opportunities to practice and internalize them.

Students will become more confident, independent learners—even identifying and tackling problems authentic to themselves, their communities, and the wider world.

be part of a culture that celebrates risk-taking and innovation.

If only a few scattered teachers use PBL in a school or district, or only a few students experience it and thus limit demand, then the system’s basic structures, policies, and culture will remain the same. But if a critical mass is reached, schools and districts will need to rethink the use of time, teacher workloads, community relationships, assessment systems, decision-making processes, and much more. Here’s to reaching the PBL tipping point!

Building innovative organizations will take all of us working together. This is not about a “top down” or “bottom up” approach as much as it is about “all hands on deck.” And it is possible.

to learn to see everything you choose to do (including, by the way, choosing to procrastinate on making a decision) as a choice not to do a million other things

strategic

tactical

keep Method weird

For the weird section, we want people to share their passions.

come up with their own titles

Which of Method's values do you connect with most

I estimate that just 60 percent of candidates make it over.

"How will you make life better in the park?"

Why doesn’t education focus on what humans can do better than the machines and instruments they create?”

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?

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?

leaders better be building school cultures that learn, constantly.

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

“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,”