Group items tagged

Today's teams are not well designed for getting work done in the twenty-first century, argues Professor Amy C. Edmondson . One starting point: learn the skill of teaming.

"...teaming process that includes a deep recognition among individual players of the interdependency of their roles. This recognition leads naturally to early and consistent communication among formerly separate parties throughout their joint work. Once the task is completed, more communication-this time in the form of reflection and feedback-must take place."

Tools for Documenting and Making Learning Visible "...includes three types of learning tools: documentation tools, protocols, and technical help."

Relates to the conversation CSPMT has about video in classrooms, institutes, workshop presentations on Sat., October 27. Great resources for using video to document and reflect on student learning and professional practices.

"The best approach is to learn the work by doing the work and having someone that you can share and reflect with. I think teachers respond well to the immediacy and collegiality of this approach."

"The best advice that I have ever been given to help me create good quality summative comments when assessing pupils' work came from Darren Mead. He explained that if the comments made are kind, specific and helpful, the pupil will be able to progress to the next level."

"The outcome of this demonstration was for pupils to know that peer assessment should provide not only summative comments but also an insight into achieving better work."

Here is the list that I ended with.  Even though it is numbered, I now see that other arrangements are at least as appropriate as this.
Permission to Identify and Describe a Problem
I added permission here because several times during the day people described environments that were unwilling to admit problems or listen to those who suggested any course other than "business as usual."
Permission to Solve the Problem
This one might actually be tougher to allow than it seems.  Having worked in state government, I know how risky it is to do anything that jeopardizes your reputation - or that of your boss.  In some environments, it is your job to make your boss look good.
This one might better be labeled, "Permission to take a Chance."
Willingness to Let Go
I suspect that many worthwhile innovations fail, because they are simply mounted on top of existing practices, rather than transforming existing practices.  This is illustrated by the three challenges, made by American education reformers, to the Finnish education model (see Finnish Miracles and American Myths).  The U.S. education reform movement seems unwilling to consider letting go of government testing, school competition, and accountability.
Awareness of Other Boxes
This is a bit of a twist from my usual reference to "outside the box" thinking.  It was actually sparked by a previous conversation with the Director of Applications Development at a large school district I recently worked in.  He told me that what he looks for in prospective hires for his programming staff is "creativity."  He went on to say that the best part of his education was all of the history, literature, science, etc. that he took.
I think that innovation does not necessarily come from outside the box, but from having access to other boxes that rearrange our perspectives and enable us to come at a problem from a different angle.
Engineer a New Way
Thi