A Powerful Network

As we  tend significantly toward working with networks of schools rather than as isolated ones I  thought it worthwhile to spend time considering how this has come about. What thinking and actions will maximise our benefits from belonging to one or more of these networks.

There is a real move to schools working together as clusters; sharing information, resources and becoming more networked. How do we make these powerful and meaningful.

Networking/clustering has been growing for the last 20 years and has contributed to a vibrant and progressing education community.

Here are three stages of belief and deliberate action that I think we have seen in networks.

I am considering the cluster/network and its impact on the learners in the individual schools within it. Each stage is of value but the third belief and deliberate actions associated with it are where I see sustained system improvement is possible.

First Belief and deliberate actions - collectively we engage with outside expertise.

My experience of this first stage started with an ICTpd contract where our school was part of a cluster of 6 schools. The network formed bring an efficiency of resources and a critical mass to a funded programme.

The characteristics of the programme were

• Teacher only days with outside experts. This was for many their first exposure to professional development in their place. A consistent message was about the changing paradigm and the rate of change in society which we would all be faced with.
• Experts were used in rotation with little ongoing relationship any one expert.
• Think tanks of ICT early adopters and geeks got together to share.
• Innovations were spread quickly through group presence and a willingness to try something new.
• Numerous disconnected introductions of various exciting new technologies
• Commitment lasting for the period of funding (ICTpd) ie with outside experts and little internal funding some leaders saw no intrinsic value to working as a network.

Second Belief and deliberate actions - there is power in local connections

My experience of this second belief was one where we developed the power of being in a group we called a professional learning community. For me this represents  a network able to see value in getting together sharing ideas, challenges they are facing and innovations they are adopting or developing.

The characteristics of the programme were

• Experience with Personal learning networks showed that you could connect with others and learn. It was like your extending the PLN to schools.
• Professional learning communities was a way to make similar connections and share learning in a local setting where people could connect face to face.
• Given everyone was attempting change people saw the importance of helping each other in our place
• There was something special we could do when we weren't isolated from each other's ideas.
• These clusters brought all its ideas together with more coming from within.
• There were too many ideas ie many conversations were lost because the variance across initiatives meant that elements of one could not fit in another
• Commitment to this type of group is ongoing and somewhat self funding
• Individual schools within the cluster know their impact

Third belief and deliberate actions - there is power in coherence and collective action

Russell Burt introduced me to the idea of the operational collective. This for me meant that we start to do more together and build on collective innovation. In this type of network the group identifies initiatives with promise testing them in their diverse contexts and bringing back the learning to take the next inquiry cycle.

This third belief is how I would describe the Manaiakalani Cluster as acting and developing.

The biggest difference between this model and the previous ones is that both a school and network (identity/purpose/challenge  guide the day to day activity and long term strategy in the individual schools. This allows them to “get more from” and “give more to” each other going from strength to strength.

Purposeful research allows this type of cluster to know their impact. I see them as “collaborating to compete” (Fullan). Not compete with each other but back to the latin roots of the word compete.

compete

- Comes from Latin competere, "come together," but in later Latin, it developed the sense "strive together," which was the basis for the English term.

What I see in these emerging networks are schools becoming stronger in their individual achievements and coming together in agreed ways to make progress.

The characteristics of the programme are

• A common language of learning eg Learn, Create, Share
• Agreement to inquire into our learning systems with the same reference points
• Visibility of what is happening in learning across the cluster
• Research to know our impact
• The impact attracts and generates wide external support
• Making our Kaupapa -- who we are and understanding a collective identity
• There are more partners but all in service of the learners
• Building a base on innovation found to be effective rather than taking a “splatter gun approach” Russell Burt
• Rich resources of how “we do this” are made for and by the cluster
• Energetic and committed leadership that believe in the contribution of the network to individual success
• Focusing on the learners and the community as the measure of success
• The operational collective develop a sense that they are there for each other.
• Being resolute and persistent

Is there a next stage to this type of network ?

Looking back

I am always in a hurry for people to adopt technology for what it does to help us (to make us better). Allows us to share learn and create. Sure there are those times when we could do with stepping back from technology to breathe in the fresh air and get real. Most of the time I think people aren't: moving quickly enough, adopting quickly enough or coming to terms quickly enough. I came across this reminder  of a survey conducted in 1998 at my school.  At that time half the staff without a computer at home.

We have come a long way.

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#educheck

via IFTTT

This might be a little tongue in cheek but it points to aspiration and doing. The real world activities recommended create some capability that time spent connected to the wifi may not. The simplicity of the goal makes it clear what achievement results in. This is not tough love this is just love.

Scratching the Surface

I have always liked the idea of using scratch with students

• to help them think
• make them doers 
• instant feedback.

I have been looking at an inquiry to find out

Is the use of scratch a way to increase student understanding of geometry?

Here was the First Project Challenge I gave students. 1. Create a Scratch script which tells a sprite to draw each of the following shapes in succession. triangle square pentagon hexagon octagon So how did things turn out Well with just a few basic introductions like pen down Movement and turning they got cracking The group almost all were able to complete the challenge though it was interesting to see  how they achieved it. Quite a few of them had really repetitive code to achieve it which  presented a great opportunity to look for patterns and optimise it. Here is a solution that  works and underneath it working.

Learn more about this project

The inquiry is showing some promise for scratch. In my next post I want to discuss with students some of their thinking around Maths.

In Our Own time

When we give kids a challenge and some ownership they love it.
They learn as well. Having offered students a chance to come in at lunchtime and work with Lego robotics we have about ten committed students. 


They turn up consistently and work on this.


They are experiencing flow.

One of the ideas I am working on with this group is that
this is not a race and to acknowledge their own achievements.


The Temptation is to "borrow code" from others a little further ahead. 


With our own efforts well get there and when we do we'll understand more than borrowers.
With our own interests and challenges we are more likely to see this through.


Another quote to support this is "be a maker not a taker"

What Mckenzie had to say about Robotics and their Robot Storm.

Storm "So far we have built our robot. We are currently wireing and putting on our sensors. We downloaded the program we needed to use to program our storm robot.Our robot is basically made out of lego,  I like building Storm because it is a great challenge to achieve."

Finally Have a look at this clip that comes without sound.

5 seconds only. What it show is grandparents looking at the kids playing with robotics. I don't think the future is all about robotics but the looks on the faces of grandparents shows how different their learning and lives were.

Going Mobile

This Is my first mobile post. 


Typed/swyped mainly on a mobile. What I'd like to push myself to do is be more transformative in my actions. Lately I have become read alot (obsessed) about what features are to be available in the latest version of Google Android versus Apple's iOS.
This is an area that is changing so fast that new utility,applications and features are being added daily. 
There are people writing and reflecting on this even more often. We can read multiple updates and perspectives on this as easily as going to the web or even easy if we have them come to us using aggregation (reader) software.
My feeling is that we are a bit myopic in our adoption of Apple products fantastic though they are; without enough people testing other ways of doing things. My reading would tell me there is some realistic basis to this ie that the alternative are not without merit or functionality.


So There is some purpose to this Reading/Finding out but it is limited.

• preparing for purchase decisions 
• predicting future capability 
• finding useful applications 
• to be knowledgeable in the area of rapid change
• this is the fastest developing focus area for new tech

There are a few downsides

• lack of impact beyond the above
• this can become a habitual response 
• more passive than active 
• comes at opportunity cost for other learning 
• often relates to content acquisition rather creativity or adding value

So to break the cycle ...

I am limiting myself to set periods of reflection and to keeping a focus on 

the relationship of this learning to what it can bring for schools and learners as a result. When I read and follow I will put the GEMS into this blog or spaces for others. 

And on that note...

A great tool for android are the swype type keyboards have a look at this video to see how they work. Think this works on iOS but only jail broken phones/pods/pads.

This shows touchpal but swype is another great one.

Pilgrimage to Thinking - Why do it?

Having travelled for 36 hours to attend the international conference on thinking in Belfast I have been both jet lagged and  tired. It has been a fantastic antidote to that time in the air. The first day included a group presentation led by Robert Swartz who is a leader at the National Center for Teaching Thinking.

Part of his session looked at what strategies can make thinking explicit.
One of the propositions with regard to thinking skills  was that they require a context and process in which to be placed.


Robert used a Thinking Map or organiser to look at Part Whole relationships

Determining Part-Whole
Relationships
1.  What smaller things make up the
whole?
2.  For each part, what would happen to
the whole if it were missing?
3.  What is the function of each part?


I decided to try to apply this to my own understanding as to what made up a conference such as this thinking one. My feeling was that these are powerful learning experiences and wanted to critically look at why. The tool did help me to come to the following personal viewpoint after this is a look at the process map I used. The graphic organisers and perspective tools add to the depth of thinking I think.

Relating Part to Whole

The reasons we attend conferences or professional learning is to add to existing understandings and create potentials. These experiences might provide preferred futures for ourselves our learners, schools and communities. One such opportunity is an international conference which has a particular place due to its unique features. The motion involved: travel, pilgrimage, exposure to new faces and new ideas creates an immersive environment that goes beyond the keynote and workshops. There is invigoration and determination to take as much away from this opportunity. Keynote speakers generally represent considered authority and bring together contempories to challenge each others thinking. These people set some of the big questions for the audience to consider and bring an authority and respectability to the event. The programme brings focus to the ideas and concepts concerned in a way that other learning situations are unlikely to achieve.

Part Whole Thinking

Roberts co-authored this book which maybe worth a look: ‘Infusing the teaching of Critical and Creative Thinking into Content Instruction” by Robert Swartz & Sandra Parks (The Critical Thinking Co.) It can be purchased online from The Learning Network NZ.