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STEM Event...For Middle School STEM Event...For Middle School Girls Only!

From: Laura_Riley
Description:

What is S.T.E.M? Science.Technology.Engineering.Math.

Do you like building things with toothpicks, marshmallows, and straws? Would you like to design and construct a raft that will float to hold the most pennies? Then this is a learning opportunity for you. In April, there will be two after school STEM events for you to participate in. You can participate in hands-on activities and experiments. You can design, construct, and build cool stuff using everyday household items. You can learn the concepts of Newton’s Laws of Motion and build a balloon rocket car. You can utilize an iPad to dissect a frog.

Who is invited to participate?

Middle School students...girls only.

Why is this for girls only?

Women are generally underrepresented in the STEM fields and according to a 2011 report by the U.S. Department of Commerce, only one in seven engineers is female. Today only 27% of all computer science jobs are held by women. There is a need to create interest in the STEM fields with engaging, hands-on opportunities for girls. At Westmont Junior High a learning opportunity has been created for girls.

When is the STEM event?

Thursday, April 4th and Thursday, April 18th from 3:30-5:00pm. STEM event sponsors. Mrs. Laura Riley and Mrs. Amy Jordan will meet with participants in Room 309.

What are the benefits of participating?

This is an opportunity to enhance their understanding of STEM career opportunities. Girls will learn skills that are needed in a high technology workplace. Girls will get to interact with other girls, test their ideas, meet new people, and learn about new careers.
Blog post
2 months ago
Views: 208

Special Survey for Principals Special Survey for Principals and Administrators

From: Amelia_Hicks
Description:

Models of Support for New Principals and Other Administrators

Special Survey

There is an increased emphasis on the effectiveness of principal leadership with new research showing that principals are second to the teacher in improving student achievement. Support is important for principals to be effective instructional leaders. This survey focuses on what models of support are available to principals and other administrators as they serve in their leadership roles.

Your participation will contribute to the research on supporting principals/administrators. It takes only about 15 minutes.

http://www.mentors.net

http://www.mentors.net/mentorform.php

If you are a principal/other administrator please participate by clicking on the above link.
Blog post
2 months ago
Views: 662
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A Transitional Dilema A Transitional Dilema

From: Robert_Thollander
Description:

My school is going through an administration transition. It has been tough on everyone: staff, teachers, and students. Recent events have my considering if I should change schools or even stay in education. I reached out to a good friend for advice. I met her when she interviewed me when I flew to Chicago for my first interview to become an educator. At the time, she was the Program Director of Chicago Teaching Fellows. We have stayed in touch over the years and she has excelled in her career and become the Program Director of The New Teacher Project (The 'parent' organization of the fellows programs in the US) and is now the Program Manager at a larger but more focused educational reform group. During my initial teacher training, her drive to close the achievement gap in the US really imprinted on me and she still continues to inspire me with her dedication and wisdom as you will see in the conversation posted bellow.

_____________________________________________________________________________________________________________

me

Hey Andrea, I hope you have been doing well! Things are not going good at my school and I need to get out of the school before the new administration fires me (I'm being 'bullied'). I am thinking about leaving teaching altogether. Do you have any inspiring words of advice?

andrea

Hi Bobby!I! It is great to hear from you- but I am SO sorry about what you have been going through- you have done an incredible job caring about each and everyone of your students, focusing on their academic growth and pushing them to aspire for greater things in the future. It really is Collin's loss if they haven't been able to provide a setting that allows you to feel supported, safe and encourages your development. It is ok to feel the way you feel. I cannot blame you for wanting to put yourself first and take care of your basic needs. Being bullied is NOT ok. When a situation becomes too harmful (emotionally, physically) you need to feel like you can walk away. If it does come to that with your school- I would just make sure you do everything you can to leave your students with a smooth transition so that your departure does not disrupt their learning. I do however want to strongly encourage you to think harder about teaching- I have seen and heard of your work and I know- and I hope you know- that you are an incredible educator. It would be a devastating loss to have you leave the profession. Don't let your experience at this school spoil your gift- if after reflecting you recognize that it was your recent experience that has you considering leaving- then take a break and find a place where you fit- where you can thrive and still impact student learning.

me

Thank you so much for your kind words. Reading them made me feel so much better. The last administrator that we had for the past three years left yesterday and right before he did, he pulled me aside and warned me that they are looking at every little thing and are waiting for me to make even the tiniest mistake to try to get rid of me. I guess I don't fit their profile of what an educator should look like and how an educator should educate. I don’t want to leave teaching, I really do love it, and I absolutely LOVE my kids here at Collins. I'm teaching the seniors anatomy and I taught them biology when they were sophomores. I have seen them grow so much and am doing everything I can to help them get into the college of their choice with scholarships. However, yesterday the Interim Principal who took over recently screamed in my face because I gave a couple of students a hall pass to go to their counselors to get college applications that I was going to help them fill out. So, yes, I love teaching. However, this experience this year has been so emotionally draining that so many other things seem more appealing.

me

Last night, I rewrote my resume and made a detailed 5 page CV detailing my experiences as an educator.But then I also started looking into schools and found this: http://www.snre.umich.edu/sites/all/files/behavior_education.pdf and this: http://www.eci.ox.ac.uk/teaching/msc/admissions.php

But I just don't know what to do.

me

On a happy note: It was announced today that my favorite senior who I've been mentoring for 3 years got the Posse scholarship (over $240,000) and my top senior last year got it too! Both want to be doctors or scientists!

andrea

Wow- it sounds like the culture and climate at your school has really turned toxic. I'm sorry to hear that- from what you've articulated it really does sounds like there has been a dramatic change (and there was a strong difference in vision between the old and interim administrators), On a side note- the work that you've done with your kids sounds awesome! It truly is the kids that keep us going huh- too bad dysfunctional systems and admin make situations so unbearable for excellent teachers! I'm glad your heart is still in it- you've definitely done your piece in helping close the gap in Chicago and I know you have many more successes ahead of you. I think your approach is good- if it were me I'd focus on teaching within my classroom walls during the day and quietly look at other teaching jobs for this year (that way you have choices if something happens) and you find a good fit. And you try to stick it out for your kids with a solid back up plan. Looking at your links- if you want to apply for grad school- that is always an option too- I mean it's never a bad investment to continue to improve ourselves. I'd love to see you continue in education- the one piece of advice I have to give you about grad school is - instead of approaching it as "what program interests me and then I'll find a job I qualify for," map out your ideal job- then identify what education you need and work backwards. Our jobs are such a big part of our life it is important to find something that fulfills and challenges us in the long run.

andrea

How fantastic!!! We need more scientists!! That is awesome; I hope you celebrate your success with that one

me

Again, thank you so much for your kind and inspiring words. That is such good advice and I feel so much more at ease. I'm going to do what you said, I promised my kids when we found out the principal was leaving (two weeks later a VP left and yesterday the other VP left) that I would be here for them as long as I am able to. They have been asking me why I'm still here and why I haven't left yet and I tell them it's because of them! Half of our staff was fired or left last year and replaced with first year teachers. Your advice about grad school makes so much sense and you have answered a question that I have been wondering for about a year. Thank you so much. I really appreciate you and will always always-always be thankful for everything I've learned from you.

andrea

You're so welcome! Your dedication to your kids is always an inspiration to me! Please reach out anytime you want to talk about anything.

me

Thank you!!! J It’s so good talking to you.

andrea

likewise

me

I literally just took the deepest breath and feel much better.

andrea

Good! I’m so glad.
Blog post
5 months ago
Views: 354

Supporting New Principals Supporting New Principals

From: Amelia_Hicks
Description:

Models of Support for New Principals and Other Administrators

Special Survey

There is an increased emphasis on the effectiveness of principal leadership with new research showing that principals are second to the teacher in improving student achievement. Support is important for principals to be effective instructional leaders. This survey focuses on what models of support are available to principals and other administrators as they serve in their leadership roles.

If you are a principal/other administrator please participate by clicking on the following link.

http://www.mentors.net/mentorform.php

This link will take you to a secure website for the Mentoring Leadership and Resource Professional Interest Community supported by ASCD.
Blog post
6 months ago
Views: 299
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Your 2012 Education Political Your 2012 Education Political Primer

From: Walter_McKenzie
Description:

As the election plays itself out this coming week, we as educators continue to work on behalf of children and our communities as a whole. Whatever the outcome of the vote, the work goes on and our efforts must continue. So I want to keep this post simple and straightforward. Whatever your political persuasion, there are certain objective, observable realities we can all agree on in looking across the education landscape:
- As public educators, we are employed by our government to educate our citizen’s children.
- As education professionals, we have an obligation to inform our government and its citizens of what is in the best interests of the children with whom we are charged.
- As publicly employed professionals, we work in the conditions created by the decisions made by our government and its citizens.
- We are largely funded by revenue collected through local taxes which is augmented by state and federal funding.
- We work within the contexts of the society in which we live. The world has changed much since we were students and so we have changed our goals and roles as educators.
- As society continues to evolve, education will continue to reflect the changing needs of society.
- Society is moving towards an individualized delivery of goods and services. It is not happening overnight, but little by little consumers expect everything to be customized for their needs and interests.
- The individualized delivery of instruction is a huge challenge for educators, where standardization, funding formulas and accountability are the legacy of the industrial age.
- The push towards more individualized instruction will continue in public education, long after our good work is done and we are retired.
- Public education will look very different by the end of this century. Are you ready to start touting the virtues of 22^nd century skills?
When you look at these statements in the progression in which I offer them here, does it seem that there are forces at play far beyond our immediate influence? There are. These forces are forever changing society and, therefore, will forever change education. Are these forces of a particular political bent? No. regardless of your personal views or even those views of the candidates running for office, this kind of seismic sea change will continue to happen in spite of ourselves. Of course one party or another will sway the dialogue on the methods and priorities for getting the job done, but in the final analysis the transformation of public education is bigger than all of us. What a sobering realization. So...does this mean all our efforts are for naught?

No, of course not. Whichever candidates you choose, get out there and vote on Tuesday. And after the election results are in, continue to work to make a difference in the life of each child and each colleague with whom you come in contact each and every day. Because when your career is complete and you look back at the difference you have made, it won’t be measured in monetary or political terms. You will see the difference you have made in the life of each student you become reacquainted with in their adult lives...and this has become much more commonplace with the rise of social media. So here's a political primer you can actually reconcile with your professional life:
- Carry on the good work.
- Keep your perspective; education is about fulfilling human potential.
- Don’t get swept up in polarizing labels and slogans and hyperbole.
- Vote your conscience.
- Make a difference one student at a time.
- Be the kind of educator your students will want to reconnect with as happy adults contributing to society.
- Nothing else matters.
Walter’s blog archive: http://surfaquarium.com/blog.htm

Mirror site: http://surfaquarium.blogspot.com/
Blog post
6 months ago
Views: 1062

My Reality Check My Reality Check

From: Walter_McKenzie
Description:

How do you know if your worldview is based in reality…if your expectations are well-grounded? You need reliable perspective. How do you get solid perspective? You step outside of your own realm of experience and see how others live.

In my fourteenth year of teaching, I was also leading a number of professional development offerings for Spotsylvania County Schools. And like so many of us in ed tech, I was being pushed more and more to train colleagues on technology. It was at this point in my career that the husband of one of my workshop attendees approached me. “I hear you’re really good. Why not do what you do well for more money?” He worked for a consulting firm that worked with government agencies and private sector firms. They needed a technology trainer.

More money caught my attention…that and the offered title of Senior Technology Trainer made it tempting. After all, there weren’t many options for upward mobility within K-12 other than building and district administration. If I accepted the offer, I would be working at the Department of Housing and Urban Development right in downtown DC. My kids were young…not even in Kindergarten yet…so I asked for an assurance that I wouldn’t be doing a lot of traveling and I got it. It was June, the end of the school year…the perfect time to make the move. And so I did.

What a different world. Starting on day one I hit the ground running, meeting with HUD staff, learning every application used within the agency, and developing and delivering training. I was also on call for technology user questions, as happy clients got you “atta boy” letters of commendation that my consulting firm valued and would use to pay me bonuses and raises. What a different model from public education!

I was in the fast lane and on the fast track. Everything moved quickly. I would login on any given morning at my desk and a message would pop up saying “Joe So-and-So no longer works here. Please send all requests for assistance concerning his projects to Cathy Such-and-Such.” I quickly learned that no one was indispensible and you’re only as good as your last success. I also learned that once you’re in, you’re in for whatever the client needs. So even though I had been given an assurance from my consulting firm I wouldn’t be traveling much, within a few months I was being asked by the client to travel to HUD field offices around the country: Philadelphia, New York, Chicago, Denver, San Francisco. No room for hesitation. No questions asked. And so I traveled.

At the same time I was taking a course in instructional design with a brilliant professor who worked for the Arlington, Virginia Public Schools. The course gave me a lot of tools for my work at HUD, but it also reminded me of everything I loved about working in education. Over the course of the semester it was a source of substance and sustenance. I needed to keep learning and growing, even as I met the rigorous demands of life as a contractor. We got through the Y2K scare, during which I spent New Years Eve into the next morning manning phones in the event any of our systems went down as a result of entering the new millennium. Then came the change of administration in the White House, which meant changes for every federal agency from the top on down.

Talks of shake-ups and turn-over started in January, and my more veteran consulting colleagues talked me through everything coming into play as the change in the air was palpable. I kept my head down and my eyes on my work. Rumors circulated and the pressure ratcheted up as workers worried what the change would mean for them. We had huge meetings in packed rooms where HUD administrators spoke cryptically about what lay ahead, offering equal doses of caution and reassurance as nervousness turned to anxiety.

Finally in April the announcement came down immediately and all at once. A large number of workers were being let go and the new Secretary would be looking at major reorganization within the agency. My supervisor and all my tech-training consultant colleagues were let go. Inexplicably, I was the only tech trainer left standing. I was stunned. How was this possible? Why was I spared the axe? What do I say to all these people I had been working with closely who were coming in that day to clean out their desks and be escorted out by security? It was a very tough, very real-world lesson about so many of the assumptions I brought with me from public education. Job security, seniority, loyalty…nothing is guaranteed. I was so grateful to still have a job but so shaken by the reality of life outside K-12.

Later that year, after much soul-searching, my instructional design professor suggested I apply for a job as an Instructional Technology Coordinator with the Arlington, Virginia Public Schools. I missed education, and even though the job and the money as a consultant were good, when Arlington made an offer I accepted. I knew I was an educator at heart and I needed to come back where my instructional background could make a difference as technology continued to make its way into classrooms.

I eventually moved on to become a technology director and ultimately an assistant superintendent for data and technology. But I never forgot the perspective I gained working outside of education for that one segment of my career. It was a reality check. It changed me. I no longer feel entitled to anything. I am grateful to have meaningful work helping teachers and students. And I understand that giving my all in that work is the true definition of being a consummate professional…even as I have moved from K-12 to working for the world’s leading professional education association. Everything else is secondary, and in some cases, a distraction. We can lose our way…our sense of what’s important…important to us personally and as professionals.

As we prepare to vote next week and move forward in education, I encourage you to find an opportunity to gain new perspective. Even if it’s volunteer work, or summer work, or a sabbatical…whatever options you might have…get out there and experience the world outside of education. Get new perspective. It will change how you see your work and how you view your self as an educator.

Mirror site: http://surfaquarium.blogspot.com/

Walter’s blog archive: http://surfaquarium.com/blog.htm
Blog post
7 months ago
Views: 1208

What Makes the Difference Toda What Makes the Difference Today

From: Walter_McKenzie
Description:

I have spent the last few days in Nassau, Bahamas celebrating the approval of Bahamas ASCD application to become an ASCD affiliate. It was just a year ago I came to attend their inaugural conference as an ASCD Connected Community, their first step in becoming an affiliate. I remember being impressed with how well planned and coordinated that first conference was…how committed the leadership was to building this new organization to meet the needs of educators and students in their country.

It was at the end of last year’s conference that Bahamas ASCD made the decision to complete the affiliate application. Over the past twelve months we worked together to complete the application process and ensure that it would be given every consideration for approval. Interestingly enough, the ASCD Board met this past week at the same time Bahamas ASCD was holding its second annual conference, and we had no way of knowing if it would act on the affiliate application before the conference wrapped up.

As so often in life when good work is carried in a flow of positive energy, the ASCD Board approved the application on Tuesday and we were able to announce and enjoy the good news at the Bahamas ASCD conference the end of the week. What is significant to me is not the fact that everything fell into place, but the conditions that made this such a success story. Bahamas ASCD demonstrates:

- a leadership team that is highly respected in its education community

- a vision for education that addresses the immediate needs of educators

- a strong alignment with ASCD and the work we are doing

- a single-minded seriousness of purpose shared by all members of the leadership team

- clear messaging and effective public relations strategies

- professional connections that enhance its effectiveness and add value for members

- an energized membership base that seeks active participation in the affiliate’s work, and

- a work-life balance that evidences hard work, enjoyment of that work, and having fun as well

As I returned to DC and thought through these elements of success, it impressed me how much the Bahamas ASCD success story demonstrates the traits of successful membership organizations today. They aren’t looking to compete with other groups that already have created a niche on the education landscape. Rather, their singular reason for being is to meet the needs of educators on the ground in their backyard.

Yes there are lots of possibilities they will consider as they continue to write their story in the Bahamas, but with their clear sense of purpose, they will single out the opportunities to make an immediate difference from those initiatives that will take them away from their focus and weaken their impact. It occurs to me that staying small and nimble is an advantage today, as the education landscape continues to shift and morph around us. Perhaps Bahamas ASCD is a timely reminder of all that is right and good about effectively serving our peers: keep it simple and don’t take your eye off the ball.

Think of the organizations to which you belong and those which you joined at one time and in which you decided not to renew your membership. Aren’t the organizations you value similar to Bahamas ASCD? Let’s all aspire to follow its clear and concise example. Be there for each other and seek to make an immediate difference in the profession.

I am proud of my friends and colleagues who lead Bahamas ASCD:

Bahamas ASCD Board President Wenley Fowler, Board Vice-President Abraham Stubbs, Regional Director Verneth Patterson, Executive Director Christine Williams, Secretary Annastacia Forbes, Assistant Secretary Vernetta Ferguson, Treasurer Shirley Krezel, Assistant Treasurer Tamara Stuart, Public Relations Roberta McKenzie, Assistant Public Relations Tessa Nottage, and Project Coordinator Beverley Symonette.

Walter’s blog archive: http://surfaquarium.com/blog.htm

Mirror site: http://surfaquarium.blogspot.com/
Blog post
7 months ago
Views: 1043

Caring Caring

From: Walter_McKenzie
Description:

Caring makes all the difference in the world. Not a mood or an attitude…caring is a way of being. You either care or you don’t. It’s easy to care when something is important to you. But how about caring when it’s important to someone else? How about caring when there’s nothing in it for you, because it makes the world a better place?

Caring does not turn on and off. It doesn’t only count when it grabs your attention. It doesn’t matter just when you feel like it. It is something that can be seen from within regardless of the moment or the motivation. You either genuinely care or you don’t.

In order to be caring you have to have thought through what you are all about. You know why you are here…why you are in education…and why you make the choices you do. You have come to terms with what you can control and what you can’t…and you understand that even in the worst of circumstances you make a difference simply by caring.

How do you instill caring in your core? You have understanding, acceptance, empathy, compassion, perspective and a strong sense of who you are. You refrain from reaction to what is happening around you and thoughtfully respond in helpful ways. When all else fails, you simply seek to understand. Caring is the constant when all other variables conspire to make you act out of self-interest. Caring keeps you focused on what’s important.

You know that feeling of comfort when you are interacting with someone who cares…you feel reassured and you are willing to trust just a little more. You feel secure. You can focus on what’s important. Caring inspires caring in others. Caring exposes the best in us.

Caring is positive. It does not justify selfishness or the status quo. Caring does not make you a better person…it makes you make choices that make you a better person. It will not transform you all at once, but it will transform your life over time. Do not care about those things that reinforce negativity and resentment. That’s not caring…that’s rationalizing resentments. It takes no effort to be cynical.

It takes effort to care. You have to consciously catch yourself when you start to give into not caring. Apathy is easy. Caring requires discipline. It’s not always easy, but over time it becomes habit…a part of you. Over time you care about the right things for the right reasons and something happens…you are no longer controlled by things that drain you of your potential to make a positive difference in your life and in the lives of others.

When caring is in your core, life will seem easier, doors will open for you, and you will find fulfillment. Why? Because people recognize caring in others Worthwhile people respond to caring and want to experience it with you. These kinds of caring connections lead you to opportunities and possibilities you cannot find when you are negative and full of self-interest.

If you’re happy with your lot in life this message is not for you. But if you know in your heart that you are settling…struggling…searching for something better…caring is the key. Caring is a selfless way of being…a way to operate in your personal life…your professional life…with those closest to you and with complete strangers. Cynicism wants you to believe you can’t afford to care. I’m here to suggest that you can’t afford not to.

Caring is a habit. So start practicing it now. Care about what is good and right and let everything else go. You will look back one day and realize you have been transformed…your life has been transformed…because you chose to care about more than yourself.

Mirror site: http://surfaquarium.blogspot.com/

Walter’s blog archive: http://surfaquarium.com/blog.htm
Blog post
7 months ago
Views: 1132

The New Minimalism The New Minimalism

From: Walter_McKenzie
Description:

Over the past year, in my work with ASCD affiliates, we have been exploring ways to revolutionize the ways we serve their affiliate members. Why? The writing is on the wall that today’s educators have different needs and expectations. It’s difficult to get out of the classroom to attend conferences, and when educators can get away for professional development they want to be actively engaged in acquiring meaning and building understanding. One concept I have asked affiliates to explore is the deconstruction of conferences, workshops and seminars into a newly emerging kind of professional development: the unconference.

Why unconference? It’s a back-to-basics movement…a new minimalism…wherein the participants define the learning and then contribute to its success. There are no keynote speakers, no concurrent sessions and no matrix schedules. They can be held anywhere you can find conducive free space so there is literally no overhead costs. And the payoff is that those who attend get to connect, learn and network for follow-up discussions after the event is over. Sounds intriguing…but scary! As one affiliate board member remarked to me at their summer retreat: “No headliners? No identified agenda? No pre-registration? What if nobody comes?!”

“Take a chance!” I replied. “If nobody comes then…nobody will know it flopped!” The room laughed nervously. But the truth is to make revolutionary changes in how we serve educators, we need to take risks. Every affiliate I have discussed unconferencing with has been fascinated with the idea. It makes sense to them…especially as they consider the needs of educators under 40. They’re not joiners. They don’t want to sit and be talked at. They want opportunities to apply themselves and be leaders among their peers. They need places where they can make that happen. What we need are some early adopters…

We do have a number of affiliates seriously planning their first foray into unconferencing. This past week I attended the first of a series of unconferences to be held by South Carolina ASCD on Project-Based Learning (PBL) at a middle school in Columbia, SC. Executive Director Charlene Herring invited me because of my recent book IQuest and so I could provide an additional layer of support as her team began this new PD experiment.

Because there was no published schedule or agenda, only an open-ended theme, the SC ASCD team had no idea who would actually show up or what would happen when they did. As educators rolled in, they slapped on a self-signed nametag and went to one of three whiteboards at the front of the room and wrote what they knew about PBL and what they were seeking to learn at the unconference. There were few solo attendees…most educators came in teams of two-to-six people…and they sat in their teams wherever they found seats. What struck me most? Of the 40 people who came to participate, more than thirty of them were young educators. The over-forty attendees were administrators who brought their young teams to contribute and learn. And the teams did not stay in teams for long. People were quickly talking across teams to share and learn and exchange contact information. It was purposeful and powerful in how it took on a life of its own.

Several teams emerged as having experience and expertise that everyone else in attendance wanted to hear about. There were elementary people picking the brains of secondary people and vice-versa. At some points people met in quickly-forming groups to discuss PBL planning or implementation or assessment concerns. Then the room would shift as groups of educators sought to discuss ideas by grade level. By the time it was over, SC ASCD’s first unconference was a high-energy success with everyone parting full of ideas and strategies and new contacts with whom they could continue the conversation. The entire event lasted three hours and didn’t cost anyone a penny. It was relevant engaging and satisfying for everyone involved.

Could it be more than 40 attendees? Absolutely. But it was a great turnout for a first-time event with no defined parameters. More importantly, it was a big step for an ASCD affiliate offering a new kind of professional development to its membership. Yes, edcamps and unconferences are already tried-and-true PD formats in ed tech circles, but ed tech educators are typically early adopters and innovators by trade. I am very proud of our ASCD affiliates serving as innovators in their own right. We can build on our successes and learn from our efforts. The point is, ASCD and its affiliates are committed to remaining relevant partners to educators, providing rich resources and rewarding experiences that make a difference in their work. Thank you to the SC ASCD team and its members who partook in last week’s PBL unconference. And here’s to more ground-breaking innovation for our affiliates in the months to come!

Walter’s blog archive: http://surfaquarium.com/blog.htm

Mirror site: http://surfaquarium.blogspot.com/
Blog post
7 months ago
Views: 1552

Rich, Real-World, Performance- Rich, Real-World, Performance-Based Learning

From: Walter_McKenzie

Description:

Howard Gardner challenged that prevailing definition of intelligence with one concise description of what it means to be smart: “the ability to find and solve problems and create products of value in one's own culture.” It’s so simple it’s profound! There is no single measurement for intelligence in this definition. There is no “quotient” that can quantify ability or predict potential. Gardner’s theory attempts to provide for the complex processes of human cognition without setting limits on its potential. If the human mind has an operating system, Gardner’s model is the manual that attempts to explain how it runs.

Consider these observable actions for each intelligence:

Intelligence	Observable Actions
Verbal	Read, write, speak, tell, ask, explain, inform, convey, report, articulate, address, confer, request, recount, lecture, present, announce, narrate, debate, discuss, converse, recite, quote, describe, clarify
Logical	Solve, resolve, question, hypothesize, theorize, scrutinize, investigate, experiment, analyze, deduce, prove, verify, decipher, determine, predict, estimate, measure, calculate, quantify, simplify
Visual	Observe, symbolize, draw, sketch, draft, illustrate, paint, color, contour, outline, rearrange, design, redesign, invent, create, conceive, originate, innovate, imagine, picture, envision, visualize, pretend
Kinesthetic	Build, construct, erect, assemble, make, manufacture, structure, craft, imitate, play, perform, walk, run, jump, dance, collect, gather, compile, fashion, shape, duplicate, dissect, exercise, move, transport
Musical	Listen, hear, infer, audiate, note, pattern, sing, clap, chant, model, repeat, replicate, reproduce, copy, echo, imitate, impersonate, mimic, compose, harmonize, dub, rap, orchestrate, resonate
Intrapersonal	Express, imply, support, sponsor, promote, advise, advocate, encourage, champion, justify, rationalize, characterize, defend, validate, vindicate, assess, evaluate, judge, challenge, survey, poll
Interpersonal	Share, lead, guide, direct, help, mediate, manage, conduct, collaborate, cooperate, interview, influence, persuade, campaign, convince, compromise, role play, improvise, ad-lib, referee, reconcile
Naturalist	Sort, organize, categorize, compare, contrast, differentiate, separate, classify, detail, align, order, arrange, sequence, inventory, catalogue, group, file, index, chronicle, log, map, chart, graph
Existential	Reflect, contemplate, deliberate, ponder, summarize, synthesize, associate, relate, recap, encapsulate, elaborate, appreciate, appraise, critique, evaluate, assess, speculate, explore, dream, wonder

Our goal should be to provide instructional opportunities that promote all nine intelligences. MI Theory was not developed to label or exclude individuals, but to allow all learners to be successful through the different paths to learning that Gardner has identified.

Technology can provide us with the tools we need to redefine how and what we teach. As the old saying goes, “If the only tool you have is a hammer, everything around you looks like a nail.” There is no longer a one-size-fits-all solution for providing instruction. With this in mind, let’s consider how different technologies map to each of the intelligences. While this is by no means exhaustive, it offers examples of technologies and the intelligences they stimulate.

Intelligence	Technologies
Verbal	Textbook, pencil, worksheet, newspaper, magazine, word processing, electronic mail, desk top publishing, web-based publishing, keyboard, text bridges, speech recognition software
Logical	Cuisenaire rods, unifix cubes, tangrams, measuring cups, measuring scales, graphing calculators, spreadsheets, search engines, problem solving tasks, programming languages
Visual	Videos, picture books, art supplies, chalkboard, Smart board, slide shows, charting and graphing, digital camera/camcorders, graphics editors, digital animation/movies, WYSIWYG editors
Kinesthetic	Manipulative materials, screw, lever, wheel and axle, inclined plane, pulley, wedge, assistive technologies, digital probes, simulations that require eye-hand coordination, video games
Musical	Puzzles, virtual pattern games, musical instruments, digital sounds, digital recotding, digital sampling, multimedia presentations, multimedia editing software, MP3 players
Intrapersonal	Journals, diaries, voting machines, learning centers, children’s literature, student-centered projects, online surveys, online forms, digital portfolios, digital self-assessments, blogs
Interpersonal	Laboratory, board games, walkie-talkie, cell phone, chat, message boards, instant messenger, collaborative projects, online projects, virtual interactive games, Twitter, LinkedIn
Naturalist	Magnifying glass, microscope, telescope, bug box, scrap book, sandwich bag, plastic container database, semantic mapping tools, social bookmarking sites, online file storage
Existential	Theater, virtual communities, virtual art exhibits, virtual field trips, wikis, Facebook, Google+, multiple user virtual environments, virtual reality

By keeping in mind the affordances of each technology, teachers can successfully select those applications that will match learning objectives to the intelligences that thrive in every classroom.

But how do schools adopt a new model of thinking and learning that adequately parallels the demands of the Information Age workplace? And if we tend to teach in the same ways that we ourselves were taught, how then do we as teachers break away from the standardized, homogeneous approach to schooling that we knew as students? And for those innovators in the classroom who have already recognized the changing needs of society, in what sound theory can they base their evolving instructional practices?

Gardner’s definition of intelligence resounds clearly: the ability to create products and solve problems that are of value in one’s own culture…to be able to demonstrate understanding in rich, real world, performance-based tasks. For example, any standardized test can ask a student to identify the major organs in the digestive system of a fetal pig, but the student who is able to take that working knowledge and identify similar organs while manually dissecting the feline digestive system demonstrates that s/he has truly mastered the skill. Which student would you rather have working in your laboratory? Good test takers aren’t necessarily so because they master content easily. They’re good test takers because they can infer and deduce information and make correct choices a high percentage of the time. This may suffice for the needs of a multiple choice test, but any master teacher will tell you a student really hasn’t mastered a skill or concept until s/he can apply it in a completely novel context. When all students can demonstrate these kinds of abilities with regards to math, science, history, language and the arts then we will have truly revolutionized public education.

Mirror site: http://surfaquarium.blogspot.com/

Walter’s blog archive: http://surfaquarium.com/blog.htm

Blog post
8 months ago
Views: 1265

An Education Engine An Education Engine

From: Walter_McKenzie
Description:

In this election year we continue hearing about “twenty-first century” skills. But what we should be talking about, IMHO, is what’s after the twenty-first century threshold. At the outset, the challenge seemed to be to simply be able to manage the data with which we are inundated. But as the tools to manage data have become more and more user-friendly, the next challenge is to find contexts for the pertinent information we encounter … context provided by the experience and expertise we bring to understanding information. When we have meaningful understanding of information, insight is created, the kind of insight that identifies opportunities for innovation. There is a shift from mere information management to insight.

Another major change we are experiencing is movement from the simple realization that we live in a global economy to actively contributing to a communal marketplace of ideas. The first decade of the twenty-first century kicked off with a celebration of the fact that we now have the capability to interact globally, and we have been doing that through various electronic communications. But with this capability now demonstrated daily, the next challenge is to use these tools to truly build communities across traditional geographic and political boundaries. It is slowly taking place as we bridge the challenges of time zones, language differences, and cultural differences. There is a shift from simple global awareness to collaborating communities world-wide.

There is a progression of four different stages in this thinking:

The Ideate Paradigm: Generating ideas based on global information. This is where the twenty-first century started. It is the result of norm-referenced standardized testing and the push to compare ourselves not only with local students, but students elsewhere. The institutional reaction to how students compare to others around the world generates entirely new initiatives to close gaps and document student achievement improvement. This approach is linear and sequential and focused on deficits. It is Zeno’s “racetrack paradox,” which states that if you keep advancing half the distance to the finish line, mathematically you never actually reach it. (Aristotle, Physics 239b11-13). This is the rut in which education sits today, and because it is statistically impossible to ever reach the finish line, public education has become politicized and polarized. No one wins.

The Automate Paradigm: Utilizing digital technology to complete a number of traditional tasks faster, more accurately and with greater ease than we used to be able to accomplish the same tasks in the industrial age. This has been a huge breakthrough in productivity and efficiency. Unfortunately it has also made technology a primary focus in-and-of itself. Automating our schools does not transform education; it simply builds on the ways we already teach with new tools used to complete traditional goals. Of particular concern is the role vendors are now playing in education decision-making; the lines have blurred and we are not necessarily making educational decisions based solely on the needs of the learner. There is now an insidious commercial influence that has the potential to move public education into the domain of private enterprise.

The Informate Paradigm: Using digital communications and learning tools, we can create new ways to empower every family to support their children as learners. Instead of focusing on the technology, transform education by building capacity for all family members, students and parents, to be ctive life-long learners. This paradigm transcends automating, looking past immediate task-focused instructional goals and focusing on a global destination for public education: the more school-aged families become acclimated to using information portals, electronic communications and online learning communities, the more we will realize our mission in public education to provide a free, appropriate education for everyone. In this paradigm we elevate the impact of education by engaging all education stakeholders using the tools we have at our disposal.

The Innovate Paradigm: Beyond generating ideas, automating tasks and informating electronically, innovating is the ultimate goal: generating original knowledge, new products and novel solutions to problems that are valued across learning communities. To innovate is to push the envelope, take risks, gain insight and eventually break new ground that contributes to the greater good. Risks that do not produce innovation are not considered failures, but opportunities to gain insight for future risk-taking, as well. Find a point on the horizon where you know you and your students must be and then use the insight you possess to figure out how to get there. As a result of reaching that point on the horizon, the worldwide economy is infused with energy and ideas and new possibilities. This is the future today’s children will inherit, and we must prepare them for it.

So, rather than fixating on twenty-first century skills, identify where you are now in this 4-stage progression on the matrix below and then figure out your next steps to help your students and school and community move forward toward innovating. Do you have to go through each of the four stages listed above to reach innovation? No. The matrix is simply a high-level snapshot of where we are and where we are headed. Instead of trying to match the matrix step-for-step, practice true innovating by finding the point on the horizon where you know you need to be…a model innovator…and then work to gain insight on how you will get there. Take risks based on your insight, and learn from your journey.

How do we summarize the journey to innovating? From an education perspective, we need to revolutionize the ways we work, the ways we teach, and the ways we learn. We cannot simply reform the old model. We must transform public education into a new, global, innovating enterprise that becomes the engine for a revitalized economy.

Technology is integral in both converting raw data (information) into understanding (insight) and bridging the gap between comparing ourselves to other cultures (global awareness) to participating in new societies (collaborating communities). Although the focus can’t be on the technology itself, we as educators must be looking for the ways the technology can open possibilities for our students to learn.

Of course, the focus always comes back to students learning. Melding our understanding of how the world is changing, how technology is providing opportunity, and a sound understanding of the multiple intelligences is a roadmap that can lead our educational system not only deep into the twenty-first century, but well beyond.

Walter’s blog archive: http://surfaquarium.com/blog.htm

Mirror site: http://surfaquarium.blogspot.com/
Blog post
8 months ago
Views: 1898

Walk On Walk On

From: Walter_McKenzie
Description:

I spent time this weekend visiting a place that has been very significant to me, especially over the last year. I did it to come to terms with the fact that I can’t go back.

I know they say you can’t go home again. But I found I could go home again when I returned to Massachusetts in the early two-thousands. So I thought I could apply this here. I was wrong.

This visit, my best friend was no longer available to me. The sights didn’t seem as exciting. The food didn’t seem as great. Nothing matched my memories. I was simply visiting a place that used to be where I felt grounded…and now I’m just a visitor.

I share this with you because, as we move forward into whatever the future holds for us as educators and as people, as much as we want to…we can’t go back. Our memories are wonderful, our intentions are laudable, but the reality is once things have changed for us there is no going back…because there is no way to recreate the people and circumstances that came together at a fondly recalled place in time.

Perhaps we hold on to what we knew and loved because it was a time of growth and success. Perhaps we made assumptions that those people and circumstances would remain constants in our lives. Perhaps the comfort and familiarity of what we have known brings us warmth and happiness we don’t want to lose. Whatever the reason…no matter how well-intended, sooner or later reality hits and we suddenly come to terms with the fact that we’re not as well-grounded as we used to be or we want to be. We need to let go and move forward.

It’s ok. It’s alright. It’s not the end of the world. You accept you can’t go back…that things cannot be the same. It has to sink in for a while. And you will fight the fact before you finally accept it. But once you finally finish resisting the reality, something incredibly powerful happens. You look around. You become centered in who you are where you are now, and you start to focus your energies not on recapturing the security of your past but in realizing the promise of your future.

I talked to a wise confidante of mine about this, and she said, “You make it sound like if you accept the past is over, there’s nothing to look forward to in the future! Why shut yourself off from all the potential you have in the years ahead? Who knows what might come your way…even bigger and better than what you’ve had!” She was right. Somehow in coming to terms with the fact that I can’t go back I was jumping to a place where I felt resigned that life as I knew it was over…and that’s a dangerous place to live. In fact, it didn’t feel like living at all. It felt limiting and frustrating and final.

And so I say to each of you as friends and colleagues, wherever your career is taking you…wherever your life is taking you…it’s ok. Don’t allow yourself to think of it as accepting the inevitable. You will have new opportunities ahead…you just need to be open to the possibilities…to engage yourself in the life you have now…to be alive in the present and learn.

I realize as I write this the reason I could go home to Massachusetts was because I was finding new people and circumstances in which to thrive. The fact that I reconnected with familiar faces and places as I settled in was incidental to my success in returning home. I was not trying to recreate what I remembered so fondly. Can we reconnect with people and situations from our past? Yes I believe so…but only on the new terms of the present moment . There is no going back.

The memories are always there. Be grateful for them and go back and visit as much as you like. But don’t seek to be grounded there. There is no firm footing in the past. Allow yourself to walk on and find your full potential…experience your whole happiness…without reservations or regrets. Life is too short…and you have too much to offer the people and circumstances waiting for you in the days ahead. Walk on...

Walk On lyrics: http://goo.gl/VtMy6

Walter’s blog archive: http://surfaquarium.com/blog.htm

Mirror site: http://surfaquarium.blogspot.com/
Blog post
8 months ago
Views: 2000

"As-Is"...Not "As-If"... "As-Is"...Not "As-If"...

From: Walter_McKenzie
Description:

It’s currently popular on social media to share memes that say something to the effect of, “Don’t expect anything and you’ll be grateful for whatever life sends your way!” I am taking issue with this sentiment.

If all you want to do is drift through life rolling with each bump and curve on the landscape, a “no expectations” outlook may be fine. No. Scratch that. Have you ever tried to drive with your eyes focused right where your hood ends and the road begins? Everything that your wheels encounter startles you. You’re not looking ahead to anticipate the traffic and potholes you will encounter in the next minutes. No one drives that way!
So why would anyone live their life that way?!

No. Living with no expectations is reckless and foolish. You’re not increasing your capacity to be grateful…you’re preventing yourself from appreciating the big picture by creating artificial short-sighted surprises.

So shake off the false-feel-good memes and self-imposed artificially-induced gratefulness. If we want to leave the world a better place than we found it, we need to raise the bar higher than our current footing. There’s no pleasant surprise getting caught back on our heels.

All this having been said, here are my expectations for the coming academic year:

- I care.

- I live my life with passion.

- I embrace positive energy.

- I make this world a better place.

- I give my best and expect as much in return.

- I grow personally and professionally over time.

- I live reflectively, thoughtfully, and deliberately with intention.

- I touch the lives of others in ways that make a good difference.

- I consciously choose who I keep in my life and who I cannot keep.

- I give 100% in everything I do.

- I am patient with myself.

- I do not live with regret.

- I don’t make excuses.

- I don’t settle for less.

Will there be letdowns? Of course. Disappointment is just the difference between where I’ve set the bar and where I find my footing. It’s a good thing…a gut check that helps me reassess and aspire to do better. It’s not based on what anyone else does…it’s defined by me and the standards to which I hold myself. If I’m never disappointed, I’m not setting the bar high enough for myself.

How about you? Are you willing to settle? Are you headed into the new school year willing to kid yourself and accept an existence that is void of your true potential? Do you want to spend another year getting up, looking in the mirror, and forcing yourself to smile because you’d rather pretend “as-if” instead of facing reality “as-is”? You’re not just kidding yourself…your impacting everyone around you…and precious time continues to pass. How many Septembers have you seen already? Set high expectations for the Septembers you have left…beginning this week...keep your eye on the horizon...and make a difference in your life and the world around you!

Walter’s blog archive: http://surfaquarium.com/blog.htm

Mirror site: http://surfaquarium.blogspot.com/
Blog post
9 months ago
Views: 2179

“You're Gonna Need a Bigger Bo “You're Gonna Need a Bigger Boat!”

From: Walter_McKenzie
Description:

“You're gonna need a bigger boat!” -Police Chief Brody, Jaws

Three able men are shoveling chum out into the water to attract the menace terrorizing their beaches. Suddenly an image begins to take form beneath the water, circling the small fishing vessel. They assess they are looking at a 25-foot, three ton tiger shark. Police Chief Martin Brody exclaims, “You're gonna need a bigger boat!” A patently obvious observation? Granted…remember the theater breaking out in nervous laughter when Schneider blurted it out in 1975? But as Shark Week concludes it’s also an apt allegory for capacity building...personal capacity building.

Capacity building typically refers to an organization’s ability to offer new services that add value for those it serves. You have to have the capacity before you attempt to take your services to a higher level. For example, it doesn’t make sense to increase your student body by 300% if you don’t have the staff and room to accommodate three times as many learners. Sure you’d have more revenue from increased enrollments, but you wouldn’t be able to meet everyone’s needs and expectations. You have to have the capacity to handle your goals once you realize them.

The concept of capacity building holds true for each of us individually. It makes no sense to pursue goals that you aren’t personally ready to handle…because once you arrive at your desired destination, the reality will hit hard that you can’t handle what you thought you wanted. Be careful what you wish for, but more importantly, when you know what you want to go after in life, be sure you have built your inner capacity so you can fully engage and enjoy it! When your ship comes in…do you want to meet it at the docks with a station wagon or an eighteen wheel moving van?

Educators, think of it like instructional scaffolding. We don’t expect students to sink or swim as they work to master new skills and concepts. We provide support for them to build on their strengths and successes as they take risks, make mistakes and learn. The same holds true for us as adults, whether on the job or at home. To build personal capacity we need to be able to push ourselves to take risks, learn and grow. Sounds simple, but what is required?
1. Push yourself beyond where you are - if you’re too comfortable where you currently live or work, you’re not going to grow
2. Identify new small challenges - nothing earth-shattering; something you can attain using your current skills
3. Commit your personal strengths to meet your challenge - you’re making it a priority to take risks to grow
4. Invest your time and energy to make it happen - stretch yourself to meet and surpass the challenge you’ve set
5. Monitor your progress - be self-aware, learn as you go and make adjustments as needed
6. Be persistent - push yourself and refuse to give up to develop resilience and tenacity
7. Be flexible - consider multiple ways to meet your challenge from different perspectives
8. Hit your target - give yourself credit for progress and know when you meet your challenge
9. Appreciate your new capacity - recognize how meeting your challenge helped you grow
10. Build on little victories - identify new challenges that will push you to grow and build more capacity so that you will eventually realize your goals
If Quint’s boat had the proper capacity to deal with his nemesis, “Jaws” could have ended much differently. No one wants to find themselves sitting in a boat too small to handle the shark encircling it!

So how about you? How do you want your story to end? Now is the time…today is the day…to start purposefully developing your personal capacity.

Mirror site: http://surfaquarium.blogspot.com/

Walter’s blog archive: http://surfaquarium.com/blog.htm
Blog post
9 months ago
Views: 2800

Less Friction. More Traction. Less Friction. More Traction.

From: Walter_McKenzie
Description:

What’s your agenda? Do you know? Do you think you know? How honest are you with yourself? Because if you aren’t honest with yourself, you’re not going to be honest with anyone else.

Everyone has their agenda…the things they are looking to accomplish and get out of life. As we interact with each other, we discover where there are commonalities and differences on one another’s agendas. Most of us are aware of at least the major things we want that are important to us. We work to advance those things in our relationships, both personally and professionally. As we find contexts that foster success, we stay and work in those relationships. In the best contexts, we actually discover more about our personal agenda and learn about ourselves in the process. It’s all about our relationships.

When a relationship ends, it’s because of incompatible agendas. We simply don’t agree or have enough in common anymore to support one another in what we mutually want. How many times have you left a relationship - personal or professional - and you didn’t know why you were dissatisfied and ready to move on? Rarely. Our agendas define who we are and the parameters of what we are willing to do.

Knowing your agenda is to your advantage. You can navigate through life towards those things that are important to you. When faced with choices you can opt to consistently advance your dreams. You don’t feel stuck or wonder how to change your circumstances. You keep moving forward. You know who you are and where you want to be.

So what’s your agenda? If you made a list right now of what you want and what’s important to you, could you do it? Would it be complete? Would you have that nagging feeling that there is more not on the list but you can’t quite put your finger on it? Fight the urge not to identify what that is. It’s too easy to settle for less and then spend your energy wondering why you are who you are, where you are. No one is stuck in life by anything but their own thinking. Only we can make ourselves settle for less.

As we prepare for teachers and students to return to classrooms, I ask you, what is your agenda? Why are you in education? Take thirty minutes this week and make a list of your whys and what-fors. Then look over your agenda and ask yourself, “Are these items all compatible and pointing towards one destination?” If so, you’re deliberately and actively working your agenda. But what if you find items on your list that conflict with one another and make you lose traction in getting where you want to go? It means you have some soul-searching to do and some choices to make. Clean up that agenda and make it work for you. No one ever got anywhere drifting through life, surprising themselves as they react to whatever pops up in front of them.

Not sure how to honestly put your professional agenda down on paper? Then start with your personal life. What do you want for your personal happiness? What do you want and what are you willing to give to have the best, most important relationships in your life thrive? What are you willing to spend and what are you willing to save? What do you need more of and what do you need to remove completely?

Being thoughtful and deliberate about your agenda requires an awareness of what you are doing as you operate each day…and it’s worth the effort. Because as you develop the habits of knowing and furthering your agenda, you will attract others who will support you in your efforts and you remove many of the obstacles and frustrations that you notice in your life right now. You will be true to yourself and contributing to the happiness of those with whom you share common goals. Less friction. More traction.

And what if you find your agenda is not pointing towards your goals for happiness? Maybe it’s time to make some changes…choose different agenda items…end relationships and jobs that undermine your happiness. Frightening to consider? Fear is the number one reason people avoid looking at themselves and taking responsibility for their own happiness. Sadly, it’s easier to blame our circumstances and blame others and settle for less.

The truth is, you can’t choose to be in education and have an agenda that is not consistent with the goals of the profession. To do so is to subject yourself to a frustrating career fraught with episodes of burnout. You’re in the human potential business…make fulfilling your own potential a mindful priority. Your potential for fulfillment. Your potential for happiness. Your potential for peace of mind and satisfaction with your work and relationships. If you don’t do it for you…who will? Things can only get better!

Walter’s blog archive: http://surfaquarium.com/blog.htm

Mirror site: http://surfaquarium.blogspot.com/
Blog post
9 months ago
Views: 1695

Mentoring Support for New Prin Mentoring Support for New Principals/Administrators

From: Amelia_Hicks
Description:

Are there any networks that provide support for new principals/administrators?

I am very interested in knowing what type of support there is for principals and other district administrators. There is much activity in training of principals, et. al, but what about once you get the job. Can you share what research you have found or what is actually happening in the field.

Are there any support groups that link new principals/administrators with the universities.

Are there any support groups that link new principals/administrators to job alike positions in other districts.

Please join the conversation.
Blog post
9 months ago
Views: 862

Not So Super Bowl Lesson Not So Super Bowl Lesson

From: Jacob_Weatherred
Description:

This past Thursday for Mrs. Heise’s visit I planned a lesson discussing advertising, its merits, and the effect it has on stock prices. To execute these objectives and add some relevancy to the lesson we watched five of the most popular Superbowl-ads from last year and I asked students to analyze them from two different perspectives. That of a consumer and potential customer, and from the opposite angle of an investor in the companies whose ads we were watching. Students appeared engaged and I believe the activity ignited some good discussion points and asked students to think in ways they might not normally. After viewing the commercials I asked students to get together in groups and write on large poster-sized paper their two favorite commercials, the two they disliked the most, and the reasons why. Also, on the board I wrote the stock prices for five commercials we watched before and after they aired at the Superbowl. The point or major theme I was trying to present was that many different factors dictate the price of a stock and the reasons for and against paying upwards of 3 million dollars for a thirty-second commercial. In my discussion with Mrs. Heise after the class she gave me some really good advice pertaining to ways in which the lesson could have been more focused and clear. These were not points completely unbeknownst to me, but was good to hear them verbalized by Mrs. Heise and really encouraged me. While I know students realize I care and try hard to do a good job, there are definitely some ways in which I am still figuring out how to tighten up my lessons and create a clear and concise theme for each class. I look forward to implementing the ideas and strategies we discussed and I know that while I am still learning and in the infancy of becoming the teacher I want to, I can see it on the horizon.
Blog post
9 months ago
Views: 307

Open the Flood Gates Open the Flood Gates

From: Walter_McKenzie
Description:

One of the legacies of the Industrial Age is the ideal of standardization: creating products of consistent quality that can be mass-produced. Coming out of the Agricultural Age, this was a huge step forward; without standardization much of what was accomplished in the twentieth century could not have been attained.

Along with standardization came specialization, as specific standards of quality had to be met by specific experts. On any assembly line each worker knows expertly his or her one piece of the whole standardized assembly process. It serves its purpose well in manufacturing.

An intriguing concept in specialization is the notion of compartmentalizing: to separate into distinct, discrete parts of a whole product. By compartmentalizing, we are able to isolate specific processes and problems and focus on solutions without being distracted or overwhelmed by the bigger picture. There’s a safety in compartments. When people compartmentalize, they can focus on what they want without allowing themselves to feel the impact of other parts of their lives. Likewise, building the hull of a ship by compartments makes it more seaworthy; if one set of compartments takes on water, the ship can remain afloat as long as the rest of the compartments remain intact. Barn silos. Office cubicles. Individual serving packets. Compartments are everywhere.

But compartmentalizing has its limits. When we compartmentalize, we never deal with the bigger issues. We seal in quality but also seal out any further chance for improvement. Whatever we place in a compartment becomes frozen in time, unless and until we break the compartment open again. In the case of a seaworthy ship, opening up compartments isn’t desirable. For people, we all eventually have to break out of our compartments to become whole, happy, healthy, functioning people. For silos and cubicles and packets of instant oatmeal, we want to be able to break the seal and bring value out for our use.

Working and living in compartments - in isolation - prevents us from realizing our full potential. It can feel safe to seal off specific parts of ourselves, but in reality each of us is one whole, complete self-contained system of wonderful potential that can make the world a better place. The same goes for organizations. Each department can have its own self-contained expertise that contributes to the whole, but to be successful in the quickly-changing Information Age, each group of experts need to connect and communicate and collaborate across departmental boundaries. To continue working in isolation is to ensure organizational extinction.

This holds true for education. We have compartmentalized ourselves by subject matter expertise, grade levels, geographic boundaries, political boundaries, and local management. We identify ourselves by pedagogy, practice, textbook adoptions, proprietary technologies, budget priorities, and so much more. Education is the most splintered, compromised, compartmentalized public institution in existence. This is why, in my humble opinion, it is struggling to be successful in the Information Age.

At some point standardization reached its optimal potential, and a new ideal began to come into focus: individualization. You can’t meet the needs of individuals when your expertise and resources are locked up in compartments. Society is being opened up in the info-technical explosion we now know as the Information Age, and education is unable to keep up because of its compartmentalized structure. How do you capitalize on all the benefits of individualizing for students when you are set up for one-size-fits-all standardization?

If we can break down the walls and open up the free-flow of ideas and resources, education has the potential to become a game-changer in the Information Age. What would that look like? There are numerous models around us of children being educated individually to meet their needs and interests so that they are prepared for the wide-open society they are about to inherit. Technology can make that kind of unique individual education experience possible on a massive scale. Perhaps the first step is to stop trying to force technology to fit the model of standardized instruction…unleash its transformative potential and let innovative education practices show us the way. Change is not an easy thing for any public institution…but students are already using tech tools in every other aspect of their lives…and if schools do not transform to reflect how students learn and work and interact today, they will become irrelevant in the not-too-distant future.

Standardization has had its day. Unfortunately, the process of becoming extinct is slow and often hard to discern…especially when it’s happening to you. In order for organizations to remain relevant in the Information Age, they must break out of their various compartments, open the flood gates, and let the resulting flow of energy and ideas wash over them and take their course.

Walter’s blog archive: http://surfaquarium.com/blog.htm

Mirror site: http://surfaquarium.blogspot.com/
Blog post
9 months ago
Views: 1973

You owe it to Yourself You owe it to Yourself

From: Walter_McKenzie

Description:

Did you ever have a relationship with someone who had really pronounced personality traits…and those traits happened to be what you most admired in them AND what would most drive you crazy about them?

Some examples:

Someone who is very passionate about their ideas and beliefs…but at some points they are unable to hear your perspective.
Someone who is wonderfully verbal...but at times you get annoyed that they may not be able to listen as well.
Someone who is full of life living-in-the-moment…but can have difficult time making decisions about anything too far in the future
Someone who is always neat and organized…but has trouble being flexible when you need them to be.
Someone who always has insight and solutions for difficult situations…but can’t seem to apply them to his or her self.

We’ve all had these experiences. When the net benefits outweigh the contradictions, the relationship continues. And yet there is always that line that can be crossed where an inherent strength can become an annoyance.

Think of this in terms of your professional life. There are many initial reasons we got into education. And yet how many of those reasons have become a source of frustration for us at times over the years? Again, some examples:

Benefit

Frustration

Working with children

Changing expectations

Lifelong learning

Required professional development

Job security

Locked into pay scales

Professional stature

Media criticism

Making a difference

Being tied into accountability

Serving your community

Being treated as public employees

Those of us who truly see the value of being an educator, even in the face of the frustrations, continue to serve in education in different capacities as our careers continue to evolve. We are committed to our work, understanding the pros and cons. Others of us see the frustrations and leave the profession under their mounting weight. Then there are those of us who choose to stay in the profession even though we are frustrated for reasons of self-interest: salary, benefits, retirement.

Is that OK? It depends on who you ask. Certainly as professionals we are aware of our own interests as well as the interests of the greater good. We’re not philanthropists functioning in a vacuum. Still, how long do you stay in a relationship where you’re getting less and less out of it? And when you see other people together in an unhappy relationship, do they look like they’re doing one another a favor? It affects everyone around them.

We all know someone who is still working their job, collecting their paycheck, and not doing anyone any favors. They can be bitter, frustrated, burnt out…and they give us a bad name as a profession. Yet they don’t see the obligation they have to the children, their colleagues and the profession to move on to new work. I am not writing to suggest when or how this decision should be made; it’s a very personal self-assessment-and-decision-making process. But I am saying if you are still in the profession, and you no longer see the net benefits outweighing your frustrations, do a self-check and be aware of how this is affecting you. If you can take a good hard look at yourself and you still see that spark of idealism, that love of children and learning, that drive to make the world a better place, then you are in good stead. But if you realize your words and actions and attitudes impair your ability to be the educator you could and should be, maybe it’s time to ask yourself what you’d like to be doing the next 20 to 30 years. After all, no one wants to spend their life feeling stuck and frustrated.

Still not convinced? Well look at it from a point of self-interest...you owe it to yourself to do a gut check, whatever you decide...and in hindsight, you'll be glad you did.