Skip to main content

Home/ MVIFI Mount Vernon Institute for Innovation/ Group items matching "article" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Trey Boden

Stop Trying to "Do It All" - 99U - 1 views

99u.com/...stop-trying-to-do-it-all

#mvifishares leadership culture

shared by Trey Boden on 22 Apr 16 - No Cached
  • Naturally, it’s the same with your work: any given hour, week or year dedicated to one project can’t be used for another.
  • When a friend asks if you’ll jump on board with her new business, or a possible freelance gig arrives by email, you’ll see more clearly what you’re giving up in exchange. Which means that if you do decide to say yes, you’ll be freed from the nagging worry that you ought to be doing something else.
  • Or follow Warren Buffet’s suggestion: list your 25 top career goals, choose the five you value the most, then treat the remaining 20 as your “avoid at all costs” list.
  • ...1 more annotation...
  • 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
Bo Adams

New Normal Leader - Radar Journal - 0 views

www.radarjournal.com/new-normal-leader

leader radar leadership newnormal #MustRead #MVIFIshares change

shared by Bo Adams on 15 May 16 - No Cached
  • Keeping pace with the hockey stick curve of exponential change requires being deliberate about evolving as a leader.
  • 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.
  • 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.
  • ...12 more annotations...
  • Transforming from normal to new normal leadership is the single most important variable in sustainable success.
  • 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.
  • 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.
  • 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.
  • What stands out most about how this team works is the time commitment they make to developing and maintaining up-and-out perspective.
  • “Perspective is worth 80IQ points.”
  • However, managing speed requires more than perspective. Leaders also need to develop alignment.
  • In organizations, alignment is what makes foresight an accelerant.
  • Resetting perspective is the most powerful evolutionary step you and your team can make toward new normal leadership.
  • With strategy, sensemaking pushes leaders back into the role of explorer rather than just decider.
  • With leadership development, sensemaking forces leaders to teach high potentials how to learn, rather than what they know.
  • 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.
Bo Adams

Re-Designing American High Schools for the 21st Century | Stanford Social Innovation Review - 0 views

ssir.org/...h_schools_for_the_21st_century

wayfinder d.school School Change redesign #MustRead #mvifishares

shared by Bo Adams on 06 Aug 16 - No Cached
  • Bo Adams on 06 Aug 16
     
    HT Education Reimagined, Pioneering Issue #17
Meghan Cureton

Decrease Classroom Clutter to Increase Creativity | Edutopia - 1 views

www.edutopia.org/...increase-creativity-erin-klein

learning environment spaces MVx

shared by Meghan Cureton on 31 Mar 17 - No Cached
  • ablumencranz on 11 Apr 17
     
    I love the picture from a Montessori classroom! Such a great article and totally agree. Here's some research to go along with that idea... https://well.blogs.nytimes.com/2014/06/09/rethinking-the-colorful-kindergarten-classroom/comment-page-1/
Trey Boden

The 4 Phases Of Developing Your Creative Voice - 99u - 0 views

99u.com/...developing-your-creative-voice

shared by Trey Boden on 21 Aug 15 - No Cached
  • Your voice is how you’re recognized by others.
  • Your voice is the confluence of inspiration, dedicated practice, and strategic risk.
  • 1. Discovery Phase
  • ...8 more annotations...
  • In this phase, it’s important to identify the small, obtainable skills that could become the building blocks of growth.
  • 2. Emulation Phase
  • Which “mentor works” of my heroes should I immerse myself in, and emulate, in order to build my skills?
  • 3. Divergence Phase
  • when you begin to take everything you’ve learned, and bend and break the rules you learned during emulation.
  • 4. Crisis Phase
  • Perhaps everyone around you is perfectly fine with your performance, but deep down you know that you’re no longer striving to sharpen your craft, and you’ve grown stagnant.
  • We will cycle through these general phases many times over the course of our lives and careers, but for the greatest artists the process of growth never ends.
Trey Boden

The 100-hour knack - The Whiteboard - 0 views

whiteboard.stanford.edu/...the-100-hour-knack

shared by Trey Boden on 16 Aug 15 - No Cached
  • with a 100 hours of investment into a new skill or practice, you can hit a tipping point,
    • Trey Boden
      Trey Boden on 16 Aug 15
       
      What obstacles hold us back from reaching the 100-hours. What part does interest play? How (should we?) get beyond our own interest for the sake of skill aquisition?
    • Trey Boden
      Trey Boden on 16 Aug 15
       
      What obstacles hold us back from reaching the 100-hours. What part does interest play? How (should we?) get beyond our own interest for the sake of skill aquisition?
  • ...4 more annotations...
  • I had unwittingly reached a point where the effort became an asset.
  • the benefits outweigh the struggle
  • So, how do we push ourselves through this “pre-knack” period when the short-term calculus doesn’t seem to add up?
    • Trey Boden
      Trey Boden on 16 Aug 15
       
      Really important quote for this article...
  • That means our job is not only to teach our students the skills and tools for their practice, but also to inspire and set into motion a practice that gets them past that tipping point, where the ability becomes part of them and they couldn’t imagine not putting it to use. 
Bo Adams

The Marriage of Formal & Informal Learning - 1 views

www.cognitiveadvisors.com/...ge-of-formal-informal-learning

assessment Badges microcredentialing LRS #MustRead Learning learning analytics dashboards

shared by Bo Adams on 01 Aug 15 - No Cached
  • important that integration of formal and informal learning have champions
  • Web 2.0 technology is a key enabler for this marriage
  • Technological tools and leadership support alone will not be enough to make the marriage of informal and formal learning work. The shared values, beliefs, mental models, habits, and behaviors of the workforce in an organization – its culture is key.
  • ...11 more annotations...
  • 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.
Meghan Cureton

'Lesson Study' Technique: What Teachers Can Learn From One Another | MindShift | KQED News - 0 views

ww2.kqed.org/...ers-can-learn-from-one-another

School Change InstructionalRounds

shared by Meghan Cureton on 15 Sep 15 - No Cached
  • Next, the teachers do some research on why students struggle with adding fractions. They read the latest education literature and look at lessons other teachers have tried. Typically they have an “outside adviser.” This person is usually an expert or researcher who does not work at the school but who’s invited to advise the group and help them with things like identifying articles and studies to read.
  • he observers don’t focus on the teacher; they focus on the students
  • But the Japanese think about improving teaching.
  • ...4 more annotations...
  • we need to shift from thinking about how to improve teachers to thinking about how to improve teaching.
  • it’s a long process, kind of the opposite of the one-day workshop
  • Lesson study helps you “get into new habits as a thinker, and as an instructor,”
  • “We are so addicted to quick fixes,” says Hiebert. “If it doesn’t fix things in two years, it’s not worth it.”
Meghan Cureton

How Teens Move From Innovative K-12 to College - US News - 0 views

www.usnews.com/...rom-innovative-k-12-to-college

#MustRead School Change

shared by Meghan Cureton on 13 Aug 15 - No Cached
  • Meghan Cureton on 13 Aug 15
     
    What a great read on the challenges the K-12 sphere (even High Tech High!) is facing when many higher ed institutions have not yet caught up. Also a great reminder that we have a lot of work still ahead of us to figure out...and we're preparing our kids for life not college.
T.J. Edwards

Here's Why Coding Is Much More Creative Than You Think - 0 views

mic.com/...h-more-creative-than-you-think

shared by T.J. Edwards on 15 Nov 15 - No Cached
  • The directions for learning Processing are all written in a way that people who've never coded before can still understand, and there are simple examples to guide beginners through the process
  • Processing's flexibility makes it more appealing to students just starting to code, and computer science programs across the country are combining art and programming to meet this creative coding niche need.
  • "Taking it broadly, you could see Processing as a gateway into learning programming proper,"
Bo Adams

A strategy for thriving in uncertainty - Bain Brief - Bain & Company - 0 views

www.bain.com/...r-thriving-in-uncertainty.aspx

strategy uncertainty innovation #MustRead

shared by Bo Adams on 21 Jan 16 - No Cached
  • Bo Adams on 21 Jan 16
     
    HT Brett Jacobsen Very valuable read for thinking about one's own company/school strategy, as well as frameworks for helping and consulting others. 
Jim Tiffin Jr

When Grading Harms Student Learning | Edutopia - 0 views

www.edutopia.org/...student-learning-andrew-miller

#LiquidNetworkSpills assessment Edutopia grading formative assessment schoolreform

shared by Jim Tiffin Jr on 07 Feb 16 - No Cached
  • Is grading the focus, or is learning the focus?
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      Simple, straightforward reminder of what assessment is for.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      A simple, straightforward reminder of what assessment is for.
  • Zeros do not reflect student learning. They reflect compliance.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      Exactly.
  • a deduction in points. Not only didn't this correct the behavior, but it also meant that behavioral issues were clouding the overall grade report. Instead of reflecting that students had learned, the grade served as an inaccurate reflection of the learning goal.
  • ...7 more annotations...
  • Students should learn the responsibility of turning in work on time, but not at the cost of a grade that doesn't actually represent learning.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      I completely agree with this point. But admittedly, I still am not sure how it would work in practice... I totally realize that the grades we give as teachers are completely under the school's control - we can go back and change grades even after the course has ended if we need to. But at the core of my question is, "What is the leverage (if that is the right word) that we can use to help students learn that responsibility?" Sports and pulling privileges come to mind, but what else is there. I wonder what other teachers have used for this situation? 
  • Practice assignments and homework can be assessed, but they shouldn't be graded.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      An excellent distinction!
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      An excellent distinction!
  • Many of our assignments are "practice," assigned for students to build fluency and practice a content or skill. Students are often "coming to know" rather than truly knowing.
  • we should formatively assess our students and give everyone access to the "photo album" of learning rather than a single "snapshot."
  • Teaching and learning should take precedence over grading and entering grades into grade books. If educators are spending an inordinate amount of time grading rather than teaching and assessing students, then something needs to change.
  • We've all been in a situation where grading piles up, and so we put the class on a task to make time for grading.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      Guilty :-(
  • Our work as educators is providing hope to our students. If I use zeros, points off for late work, and the like as tools for compliance, I don't create hope. Instead, I create fear of failure and anxiety in learning. If we truly want our classrooms to be places for hope, then our grading practices must align with that mission.
    • Jim Tiffin Jr
      Jim Tiffin Jr on 07 Feb 16
       
      +1!
Bo Adams

Four Innovative School Models Every Leader Should Know | GOA - 0 views

globalonlineacademy.org/...very-school-leader-should-know

school model

shared by Bo Adams on 23 Oct 18 - No Cached
  • The most important trait today’s school leader can have is a willingness to discover.
Bo Adams

A 'University' Model for High School | Edutopia - 0 views

www.edutopia.org/...university-model-high-school

school model School Change schools of the future

shared by Bo Adams on 30 Oct 18 - No Cached
  • recent launch of Learning Pathways, a competency-based approach to instruction that emphasizes self-paced, personalized learning.
  • interdisciplinary coursework and out-of-school learning experiences
  • To evolve their teaching practice, teachers need to carve out dedicated time to regularly observe and reflect—on themselves and their peers—say Anderson and other staff.
  • ...2 more annotations...
  • The campus also offers microcredentialing, a system that allows teachers to pitch ideas and a plan of action for their own professional development.
  • When completed, they get a salary bump.
‹ Previous 21 - 40 of 74 Next › Last »
Showing 20▼ items per page