The Rider, Elephant, and the Path

In my Turnaround Leadership class, we have been learning about ways to influence and enact change within our organization. The Heath brothers’ books–Made to Stick and Switch: How to Change Things When Change is Hard–are now both on my To Read List. Unfortunately, I don’t think that I’ll be able to read both books in its entirety while still working on my dissertation. #sigh #toomanybooksnotenoughtime

However, that’s not say that I haven’t already gleaned some important concepts that are applicable in my position at my school. I like that the Heath brothers made the concepts so simple to remember:

  • Direct the Rider
  • Motivate the Elephant
  • Shape the Path

The video included in this post gives a great synopsis of how to approach change in any organization. I definitely need to keep these concepts not only in my backpocket, but forefront in my mind.

#goodstuff

Setting Intentions

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#amorebeautifulquestion #sketchnotes #paper53 #doodler

As 2016 comes to a close, I thought I would take a moment to write one last blog post…

Winter break began on December 19 for me. For most of my colleagues, it began Friday, December 16 at 2:25PM, but I wasn’t quite done yet. As soon as I turned in the last paper of my first semester as doctoral student at Johns Hopkins University, I felt like I could finally relax. And relax I did.

I spent most of my Christmas break reading and of course thinking about what 2017 would bring.  I’ve been practicing yoga for several years and it has a made a huge difference in my mindset. Things that I used to perseverate upon now (for the most part at least) roll off my back. I’ve learned the importance of slowing down, taking notice of the little things…and just Be.

Earlier this week, my yoga instructor mentioned that though she has nothing against New Years Resolutions, she focuses more on setting intentions and she welcomed us to consider that option for 2017. In fact, each time before class, she asks us to set an intention for our practice. Usually my intention is to not fall flat on my face because I’d sure hate to have to find a new yoga studio (I’m kidding, kinda). But for 2016, I spent the better part of the year reminding myself that I should be…that I need to…always remember to be grateful for what I have. So for 2017, one of my intentions is to show gratitude for the blessings in my life.

I am lucky. Blessed in fact. I mean, who else gets to work with little minions who want to learn…who crave interactions…who blurt out the first thought that comes to mind…who share perhaps more than their parents would like about what goes on at home…who poke their heads into my room to say “Hi” even though they’ve already seen me earlier in the day or will later on? I mean, who gets to be surrounded by this much awesomeness? I’m so grateful to be able to work with children. Their curiosity inspires me. Their willingness to try new things is like a breath of fresh air. They don’t fear…much. And they laugh. They giggle. A lot. Even the boys.

This break was sorely needed as I felt like I was burning the candle at both ends but I miss my little rug-rats. I miss their faces. And as I close the door to 2016, I look forward to what 2017 brings…because I’m grateful. I’m grateful to be an educator. I’m grateful to learn along side my students. I’m grateful to work with some amazing people. I’m grateful to be on this particular path. The road is windy, one never knows what is beyond the bend, but whatever the case, I’m ready. Bring it on 2017. Bring.it.on.

#InnovatorsMindset – Pedagogy

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Those thinking about or new to using technology in the classroom may be under the impression that technology is the magic potion that is going to radically change student engagement and achievement in the classroom. That is a huge misconception. Technology in and of itself is not the magic potion. If teachers simply hand students a mobile device without changing the task, it’s no better than using the more affordable alternatives – pencil and paper. In fact, the technology tool (in this case) becomes no better than a $1000 pencil.

What needs to change is the task itself. And this is where pedagogy comes in.

Dr. Ruben Puentedura is credited with defining how technology can transform learning tasks through the use of the SAMR model. John Spencer sums it up quite nicely:

Now let me be clear. There is nothing wrong with tasks at the Substitution level. After all, teachers and students need to start somewhere. But if that is all that is done…then the technology tool becomes an expensive alternative to paper and pencil. Those of us in the educational field know that money doesn’t grow on trees (remember when we used to have department budgets?) so the thought of spending vast amounts of money on technology only to have it being solely used at the lowest level of SAMR is a travesty.

But in order for teachers to understand the need to change the learning task, they first have to understand the pedagogy behind the meaningful integration of technology in the classroom. This is where the TPACK model comes in. Candace M does a great job summing up TPACK in 2 minutes.

So you see, teachers have (or should have) the content portion down pat. And some may even have differing levels of technology prowess. But without understanding the pedagogy, the learning tasks associated with technology will have little to no connection to authentic learning. And now we’re back to the $1000 electronic pencil analogy.

But I recently came across a term that is making me think more about how I structure learning tasks for my students and PD for my teachers: pedagogical content knowledge (PCK). In the book How People Learn: Brain, Mind, Experience, and School: Expanded Edition, pedagogical content knowledge is defined as “knowledge about how to teach in particular disciplines” (p. 167). In other words, it’s not enough to know the content, teachers must educate themselves on how to teach that specific content. The discipline of history needs to be taught differently than the discipline of math. In fact, the National Research Council states “expert teachers are sensitive to those aspects of the discipline that are especially hard or easy for new students to master” (p. 166). Take the discipline of history, for example. History is more than a mere list of names, dates, and places. Shocking, I know. Good history teachers will help students develop skills to critically read and interpret primary and secondary sources, corroborate evidence, as well as understand the problematic nature of historical interpretation (National Research Council, 2000).

So on top of clearly articulating the pedagogy behind meaningful integration of technology to teachers who attend my PD sessions, I also need to keep in mind the reading, writing, and thinking skills of how students should approach the study of history in my own classroom as well as how teachers should approach lesson and task design in their history classrooms.

And since I’m a serial book reader, I get all excited when topics of my books come together. Having finished The Innovator’s Mindset earlier this month, I’m stoked that the book How People Learn is helping me to make more sense in how to design meaningful learning opportunities for students. The sketchnotes below is my reflection on Chapter 9 from the #InnovatorsMindset book.
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