Leading a way forward

We often see leaders struggle to know how to get to where they want to be if it means change from the status quo. Trends emerge and new ideas seem to be taken up by different schools but it is easy to miss the boat. It is easy to see where its heading but have not been on the first sailing. 

One of the most effective ways I see to lead effectively take aspirational future looking trends like those brought to us by Core Education and look at them through an action orientated lens like the elearning planning framework. The framework can be used in many ways in this case it identifies some different domains for action: Leadership and strategic direction, professional learning, teaching and learning, technologies and infrastructure and beyond the classroom. The resulting ideas can form the basis of effective implementation plans and strategies.  

Doing this with others makes it more powerful and well considered.

At a leadership sharing session We looked at two of the 10 trends (Learner orientation and networked organisations) watched introductory videos produced by CORE and discussed them using them the elearning planning framework as reference frame. Here are some of the action imperatives we saw that would empower and enable schools.

Learner Orientation

“It’s helpful to think of learner orientation in two ways: firstly, how does the learner orient themselves toward learning? And secondly, how does the school and community orient themselves towards supporting that learner?”

Now looking at this with the different elearning lenses pics of notes taken

Leadership and strategic direction

• Leadership needs to be seen to be learner orientated in staff meetings
• brain research into things such as self regulation - help understanding as to how we can orientate towards learners
• Need to try to connect learning areas to bring authentic learning
• We need to know our students observing how they learn outside of school
• We need to know our students getting their feedback feedforward
• We need to know our students collaborating directly with them
• High levels of futures thinking  

Professional learning-

• Need to have a variety of this with a pedagogical focus
• Have learners present ie clear inquiry into learning as it takes place classroom opportunities to observe learning and learning design
• Collaborations with other schools
• Able to provide access to this 365/24 online/blended components aligned with school learning kawa/protocol

Teaching and learning-

• Relationship with the students is paramount
• Diversity in acceptable evidence of learning
• Use of authentic learning inquiries with real world impact
• consistent language of learning eg (thinking maps, habits of mind)

Technologies and infrastructure-

• Need to have open networks and technologies
• Visible learning through the use of web spaces and environments.
• Use of online forms and aggregatable data to inform learner orientation
• Web research to assess preferred futures

Beyond the classroom-

• Have a whanau orientation - work with the things that have their buy in
• And example of this is to show how they can feed students learning into their own  network constructs. Dorothy Burt at Manaiakalani has shown parents how to feed their students blogs into their facebook streams.
• Provide opportunities for parents to experience the same learner orientation their students do with learning happening in the same way.
• Take the school to the community represent the school outside of the school.

Networked Organisations

David Rogers(link is external) describes networked organisations as: “Borderless: Networked organisations tend to have relatively porous boundaries separating their own departments from other schools, parents, and other key constituencies. Collaborative: Rather than settling for mediocre, these organisations actively seek out ideas from students, parents and partners, exchange information with them, and involve them in innovation and value creation. Pervasively-networked: All divisions and functions of the organisation are engaging with customer networks, and digital technologies are used to connect across disciplines and departments within the organisation as well.”

Leadership and strategic direction

• Leaders need to let go and empower everyone to take ownership
• Identify multiple networks and cultivate them  
• Try to be clear about the two way nature of networks ( the give and get)
• Position and present clearly outside of the organisation
• Utilise social networks and other connected environments
• Make networks accessible to the community

Professional Learning

• Associate with educational networks (VLN, GEGnz, edchat etc)
• Participate in regional learning networks and localised clusters
• Acknowledge networked learning opportunities for staff professional learning
• Provide information as transparently as possible to allow for access
• Promote and work with

Teaching and Learning

• Connect learners to others outside of the organisation
• Co-construct some learning with schools beyond our own

Technologies and infrastructure

• Use social Network tools: Facebook, Twitter, Google plus etc
• Provide systems that allow contributions to come from outside of the organisation
• Ensure that the capability of the network connection is

Beyond the classroom

• Try to find ways to ensure accessibility to the organisation for Whanau and that the learning is not solely relying on physical presence
• Familiarise parent with networked strategies
• Be aware of the connection strategies of others in the community

Working with others

Last Year I worked with Mel and her students to design an innovative sustainable toy for  some younger students. I thought I would revisit this post which had been left a draft because I noticed something in the picture. The students are focusing on the from and probably try to listen as things are explained to them but they seem a little disengaged, lethargic almost.  

The engaged photos are first and then the in classroom ones. Would be grateful for any ideas anyone out there has about how to change the way they saw the in class learning.

Throughout the building I was not sure we used the motivation of this relationship with the younger students enough.  The Technology design was challenging in that students are asked to come up with a toy that hasn't been made before .  

Hmm Focus

Some ideas to up engagement are here...

#educheck

via IFTTT
Not sure when this came from but it is a nice motivator to "give it a go" and "give it a second go". Seth Godin is my favorite motivator and he achieves this through looking at things in a slightly different way. There is a truth to many things that is not what you first see. When we see success we often think it has happened overnight but

"That's why it usually takes years for something to become an overnight success. The culture changes from the edges, and gradually, we come to answer the question about a hat or a software network or a car with, yes, in fact, people like me actually do use something like this." Seth Godin

These messages of persistence are what we nee to keep feeding our students if we want something from them more than what the standards say we should get.

Ulearn Roundup

The best thing about Ulearn for me this year was that feeling of a community working together.
Educators are a friendly bunch and there were great moments when the people around breakout tables 
added to and complimented what the Presenters had to say and do. 

Facilitators

Facilitators like Mark Osborne (http://theopensourceschool.blogspot.co.nz/ http://osborne.kiwi.nz/) and Amanda Signal (http://heymilly.blogspot.co.nz/) had alot of involvement from the teachers attending their workshops. 

In Mark's workshop he used  a collection of what research says improves learning. I like the simplicity of this idea with the effect size stripped away but how to be effective left. 

My "to do" from Mark's workshop is to make these visible somewhere in my learning environment and to try to make this a "theory in action" rather than an "espoused theory."


 


Amanda was working with a large group of teachers using the animation programme scratch. When I came into the room every one was hard at learning and when I consider the collection of  the effective above Amanda's workshop was a great example of many of these theories in action. 

• Working at their own pace
• Creating and using worked examples
• Learning co-operatively
• Teaching each other skills
• Guided and independent practice etc

Amanda had a great site she used with some starter tasks (or fun in other words.) https://sites.google.com/site/ulearnscratch/

I have had and seen alot of super learning using Scratch and Amanda's wasn't the only session looking at scratch unfortunately I missed Bob Bottomley's one but am pleased to see people getting in behind the kind of learning Scratch promotes, at Ulearn.

My "to do" from Amanda's workshop is to work with scratchers again at my school this term and to connect with the other educators scratching at learning.

Bob Botto

Characteristics of Learning

Reflecting on the Term just been I have collected a few pictures that remind me of the learning that took place. To go with this are some ideas of mine and others that I see as important in getting to the learning.

“We need to shift from a focus on’Engagement’ to focusing on ‘Empowerment.’ David Jakes

“The person who does the work is the person who does the learning.”

Facilitating is making sure the things for the learning are there and then standing back as a prompter provoker.

When we work without a recipe we learn to cook. Sometimes when work with one we only learn how to follow instructions.

If creating is what leads to learning, then learners need tools that empower them to accomplish that creating.

Credible Self Direction 1

One of the students at my school has just bought his own computer. He wanted a little bit of advice as to how to get it going. The computer was old and incompatible with even the most basic keyboard we had. What impressed me was the effort that Callum has put into finding out about what he need to do to get this going. I offered to give him a slightly newer computer in return for a couple of articles and received the following first installment by the end of the day.

My favorite quotes are

I acquired a desktop computer tower for $1 at a garage sale in Tauranga it looked in perfect condition. 

It was a pretty bad pc i discovered

I ask my friends in the ICT lab for help, they point out how useless it is (because before i didn’t realise), but I’m still going to use it.




There are couple of discoveries here.

• Students will persist when they are motivated by possible achievement.

• Students are learning independently of us in areas that we can either choose or choose not to support and encourage.

• Give students a chance to work and control real technologies let them show where they are at.

On Saturday 28th July I acquired a desktop computer tower for $1 at a garage sale in Tauranga it looked in perfect condition. Everyone asked me if I was going to take it home and open it up, I said I don't know. The next day I wired it up with the cables, power check, VGA check, sound check, usb for keyboard and mouse... there was none! So I opened it and saw a pretty empty case, but everything was perfect except no hidden usbs. I re-arranged all the ports so I could fit in an usb pci card and plug it into the motherboard.  However when I turned it on it gave a beep and loaded up the BIOS (basic input output system).  It was a pretty bad pc i discovered, no usbs because it is a Pentium 2, it has a quantum fireball hard drive, an Intel Celeron processor and 65536k of memory. I ask my friends in the ICT lab for help, they point out how useless it is (because before i didn’t realise), but I’m still going to use it.

System BIOS (Compaq screen is of another pc)

PCI card slot on motherboard

Pc turned on

Digital Stickers

This idea of digital stickers was first introduced to me last year by Jacqui Sharp http://literacyandict.wikispaces.com/Weemees. Jacqui had a number of great ideas for the 21st Century Classroom.

I used this with a group of year 4 students some who were motivated by collecting a sticker or two that was individual and appeared in their digital work. Read Emma's work which Was given the Magic imagination sticker. Add stickers or ideas to a collection here in an open google doc . How to do it is copied from a support document after Emma's wonderful story

Emma's Happy Place

My happy place is free with rivers, streams and it always has a great big rainbow. It’s my favorite place because I can go in it whenever I want. The people in my happy place are tiny and they only eat  vegetables.Only on Monday they eat ground beef.They eat vegetables    because they don’t like eating animals.The only animals in my happy place are kittens, puppies, butterflies, rainbow birds and unicorns. The grass never turns brown. In the middle of my happy place, there is a big river that has clear, blue, sparkling water that is fresh enough to drink straight away.There are no houses in my happy place so the people sleep under trees. The trees look like huge umbrellas. I never share my happy place with anybody! In my happy place, I feel free because it’s out in the open. The only time it rains is on Thursday and Saturday. My happy place has 1 more day than the real world. Its called Flowerday.My happy place is in my head. :D

 

One of the new features of Google docs is the web clipboard which allows users to copy to a web clipboard and then paste into a Google doc, spreadsheet presentation etc. I have been using this to make digital stickers for students writing.

The web clipboard menu in google docs

There are a few specific cases in which the best way to copy and paste is using the web clipboard menu. When you copy a selection using this menu, the content that you copy is stored and associated with your Google Account. That means that you can copy more than one selection and then choose which one to paste later; it also allows you to copy something on one computer and then paste it on another. To copy a selection using the web clipboard menu, follow these steps:

1. Select what you'd like to copy.
2. Click the Web clipboard menu that appears in the toolbar of your doc.


3. Click Copy selection to web clipboard.
4. In the destination document, click the web clipboard menu; you'll see the selection that you previously copied. If you copied multiple things, you'll see a list of the items that you've recently copied.
5. Place the cursor where you want to paste the content.
6. Click the Web clipboard menu.
7. Select what you want to paste. Depending on your selection, you'll see different formats that you can choose from to paste what you've copied (for example, HTML or plain text).
8. Select a format.

Drawings

You can use the web clipboard to copy shapes from drawings and paste shapes into drawings embedded in Google spreadsheets, documents and presentations, or to copy and paste a drawing from a doc into the standalone drawing editor.

Click the web clipboard icon and select Copy shapes to web clipboard. Then, open the doc that you want to paste the drawing into. Click the web clipboard icon and select the drawing that you want to paste from the menu.

Presentations

You can't use the web clipboard to copy and paste standard text and images in Google Docs presentations yet. You can select entire shapes on a single slide and if the shape is a text shape, the text will be copied to the server clipboard.

Charts

You can use the web clipboard to copy and paste charts from a spreadsheet into a document or drawing.

Here are some more of the stickers.

Tweets–They’ve got to mean something

Twitter is different way of writing: Recently I received a mention from a man I have a great deal of respect for. It said …

As result of this I have been reviewing why Sam would say this.

I Click, Publish, Send, Upload, Tweet and Chat.  My thoughts, ideas, images, voices, opinions are public and read by my PLN and searchers. I try to stay involved in this stream of information because I value it. I put tweets and posts into this stream to express what I am thinking to those who I would like to hear me. When I am reading observing or learning from this stream; putting back makes me feel like a true participant. I have always thought myself an OK writer but never a good editor.

@Samjarman made me realise I shouldn't just say anything, in any form I like; when others are going to read it. The implications for me are important enough to make this post necessary.

What had Sam seen in my tweets?

 

“So there is someone reading my tweets and they want something to be there”

My thinking is that the following might be important:

• Consider literary discipline to communicate effectively within 140 chars ie tighter not looser.
• Punctuation and intonation are my friends.
• Consider what the audience will need to understand what the tweet means.
• What purpose does the tweet have beyond self expression.

I like the idea of action: “Don’t think Do” Ewan McIntosh, “Ready, Fire, Aim” Michael Fullan and “Planning is Guessing” Jason Fried @jasonfried. These ideas are about the importance of doing.

What I am seeing is that audience and peers create a standard though under which efforts and actions will quickly try to navigate, realign and improve. This is the aim part that Fullan talks about. I hope that  the firing off of Tweets has help me aim via feedback.

On the bright side
I am motivated to get better at this so feel free to follow me @davein2it

Links:
http://www.computerworld.com/s/article/9132410/Twitter_Tips_How_to_Write_Better_Tweets
http://smallbiztrends.com/2010/01/how-to-write-better-tweets.html

Reality Check Inventions

The Students have designed some inventions and spoken about the on ustream.
I was impressed by the creativity that went into ideas such as the “ultimate hair brush”,
”The Magniball wall” and the “Super Alpaca feeding station”. The ability to adapt, change and think in different ways shows that young students are able to move from designing to inventing. Well done.

It takes bit of strength to get up in front of the camera. There is a pause for about 30 seconds while one student gets up the courage to show what they invented.

 

Connected Schools – Six mths in

We have been working as a professional learning community for six months and we can see impact in the video below.

With the project comes regional goals and as leaders what I see as crucial now is:

• Communication with other schools (newsletter coming)
• Collaboration with others like the University and Polytechnic
• Clear internal roles such as (organiser secondary voice)
• Sharing of successes and failures (learning)
• Strategic planning for sustainability and engagement
• The creation of Reuseable and AAA (anytime ,anywhere, anyhow) material

Great to watch a lot being picked up from our community development day and being used by the students,
EBooks , Voicethread, numeracy interactives. This will make for engaged learners and improved learning outcomes.

Connected Schools Six Months in from Media team on Vimeo.

Hamilton Schools working together to create a professional learning community for themselves and other educators.

Education Quotes

Please help me collect some of the great educational quotes. You can even make your own ones up. If you are good ;-)

Motivation

Daniel Pink talks about motivational aspects in his book Drive

Motivation requires three aspects

• Real sense of purpose
• Sense of Autonomy
• Sense of potential Mastery in what they are attempting

It concerns me that sometimes we seem to focus on things we think they should know rather than what motivates them.
Dan’s talk on the subject has a lot to offer educators looking for improved student outcomes.

At the school where I work I heard some students who were working on a market day project the other day say to a teacher "I have never worked so hard before". The way the student said it was with immense pride. The project has obviously struck a chord and motivated students to learn and achieve.