Tag Archives: Learning

Learning Objectives

5 Jun

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At their core, learning objectives should be three things: Action-focused, learner-focused and consider of existing learner knowledge base. You should be able to clearly specify which learning objectives are informational only, and which require a change to overall behavior. By categorizing objectives accordingly, you can better map how to reach that objective based on the resources available to you and your learners. Past that point, it’s up to you to drill down on learning strategy, using these five tips.

  1. Assess Prerequisite Knowledge. Don’t plunge blindly forward without knowing more about your learner. By offering a pre-test or survey, you can get a better handle on what your learners know and can map based on both objective and current knowledge base to avoid bored learners.
  2. Write Learning Objectives. Use actionable words to describe just what you want out of your program or curriculum. Don’t forget to include supporting objectives, or steps that need to take place in order for learners to reach the goal or objective.
  3. Keep it Concise. While it’s tempting to stuff your curriculum full of content.  it can be a case of “too much of a good thing.” Whenever possible, keep your mapping and your content concise by always focusing on the most important tenants of content. By simplifying the content, the way to your learning objectives is less muddled by “noise.”
  4. Utilize Knowledge Assessment Tools. Ask any seasoned road-tripper: The only thing worse than going the wrong way is going the wrong way and refusing to turn around. By using knowledge checks and assessment tools throughout the process, you can see what’s working – and perhaps more importantly, what’s not. Knowledge checks ensure your learners are “getting it” and are on their way to reaching learning goals.
  5. Evaluate Performance. So, did you reach your final destination? Performance evaluations allow you to assess whether or not the material gave you the results you wanted, as mapped in your learning objectives. Asking learners directly is always an effective course of action, but you can also go for surveys, post-program assessments and even webinars to gather intelligent data and ensure you were on the right track.

Mapping helps you stay on track and avoid any unnecessary detours on your journey to reaching objectives.

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Appreciative Listening

23 Mar

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Lots to think about this week. One of the things I did notice was the idea of listening.

Listening is complicated. It is the sign of a good leader. This week we have done some work on this skill.

Active listeners are listening both with an emphasis on enhancing the interpersonal relationship and to gather information. People have natural listening styles or ways that they process what they’ve heard. A Comprehensive listener will listen to gather information and put it together to create the big picture. An Evaluative listener is automatically judging the information they are listening to. Discerning listeners have a natural style that sifts and sorts fact from fiction. An Empathic listening style helps the listener tap into the feelings of the person they are listening to.

Listeners who have an Appreciative listening style listen for the entertainment and enjoyment of listening, not necessarily to gather information. Understanding our own personal listening strengths and our opportunities for growth is tapping into the power of listening. Almost everyone who experiences being listened to appreciatively, reports that it feels good to feel so deeply heard and respected.

 I find like most leaders, talking is what characterizes our days. Answering questions. Setting direction. Speaking with people about what needs to be done.   It is not unusual for a leader to want to find the “speed up” button when people are speaking or to be multi-tasking.   This links me back to the social discipline window which I am now using a great deal.

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Consequently, it is not uncommon for leaders to feel impatient with speakers and to view listening only as too passive a form of influence in their busy schedule.

However, Appreciative Listening is not passive. It is a highly active, totally focused form of attention.  It is not active listening, repackaged. Unlike in active listening where you’re expected to repeat or confirm that you’ve understood what’s been said, appreciative listening asks you to show that you understand the person.

What is Appreciative Listening?

It is listening with the sole purpose of identifying qualities, strengths and values of the speaker that you respect.

Your commitment to do this only needs to be 3 to 5 minutes of focused time.

The payoff is high in terms of increased understanding, improved rapport and in building a more positive work relationship.

The consequences will be that everything begins to work better simply because you have a better understanding of what really matters to the other person.

Appreciative Listening Opens Door to Changed Relationships

Appreciative Listening offers two profound benefits:

  1. It increases the common ground in all your work relationships– even the ones which feel least susceptible to any positive change.
  2. It changes you the listener.

How do you rate as a listener? What role does it play in your work as a leader?

Leading in the Age of Change

22 Jan

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As school leaders looking to lead complex change, must clearly define and articulate the vision for a staff to get behind it. Such leadership is central to keep our schools relevant. We must do more than talking and spouting phrases such as we are future focussed.

If we expect an instructional pedagogy to shift, the learning space – must also shift. Shifting instructional practices requires shifting spaces. No longer is the desks-in-rows, easy-to-clean set-up relevant for a personal approach to learning. If we expect collaborative work focused on higher-order thinking skills and problem solving, the learning space must reflect the desired pedagogy. All staff must reflect his also.

For our students’ future success, teachers must utilize high quality pedagogy, accelerated by technology, to unleash the needed skills. The teacher-centric, industrial-age model of classroom instruction will not prepare tomorrow’s students for a world of work where automation and robots have removed many of today’s traditional, low-paying, low-skilled jobs. Tomorrow’s workers must be able to problem solve, collaborate, and think creatively. Simply put, a one-size-fits-all approach to instruction doesn’t create the needed learning opportunities for tomorrow’s workforce.

Above all else our relationships are so important. Building dynamic relationships helps transform culture, laying the foundation for instructional shifts to occur.

As I reflect on our curriculum inquiry I was fascinated in this resource this week.

 

Lego and Learning

4 Dec

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Invention was the key to Lego’s appeal for me growing up. The fun of building, breaking, and rebuilding. Using pieces of that were not lego because we had lost a piece. So of those pieces were gems. That was where the challenge lay. We learnt through trial and error, through testing and refining. More wheels don’t make things go faster – the increased friction actually slows them up. The walls of buildings need to interlock with each other occasionally or they fall over. I may not have grown up to be a mechanic, a bricklayer, or a vet, but I gained some valuable understandings about how things work.

Contrast that with today’s experience of building a Lego set. Certainly there are still valuable skills and experiences to be gained: following instructions with care and the sense of satisfaction upon completion. But the words “I’m finished” are not something I have ever associated with Lego. Had we ever uttered them, our parents would have simply said “Well, build something else.” Today, many children would consider it sacrilege to convert their immaculate Jedi Interceptor into a homemade bulldozer or their Hogwarts Castle into a skyscraper. In many bedrooms, ‘completed’ Lego models sit on the shelf, an end unto themselves.

From creation to replication – therein seems to lie the change in Lego. Teaching our children to be artisans who can recreate objects, carefully and methodically crafting them from a template, is a useful skill. But encouraging them to be artists, with the confidence and creativity to create and refine original designs, may be more useful still.

Which leads to the other sneaky change – from collaborative to solo pursuits. Learners memories are communal; they are of competition and co-operation. There were highest tower races, last-car-standing demolition derbies, joint construction projects and endless haggling as my brothers and sisters and I bartered for pieces from each other’s piles. It is true that, once built, a modern day themed set does provide the basis for interactive play. However, does it replace the life-lessons of building together?

Having recently seen the Lego Star Wars Wii game being played in virtual reality on a big screen, I should be glad that the solid little plastic bricks of my childhood still even exist. Nevertheless, I challenge parents to the following next time you are cleaning your child’s room:
1. ‘Accidently’ drop two or three of their completed Lego models on the floor
2. If they still have the original instruction sheets, hide them
3. When they get home from school, tell them to rebuild. It builds resilience
4. Better still, challenge them to build something completely different

Mentoring and Successful Schools

10 Nov

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As school leaders, we recognise that appraisal an essential process that exists in schools. The evidence gathered in the process is central to the ability teacher registration. However, because the process is often seen as mechanical, and in some cases is not seen as a significant driver to assist school improvement, a real opportunity is missed for developing potential and bringing out the best in others.

As I work on my own appraisal and appraisal meetings I note the importance of self-accountability and growth. With growth comes an increased sense of one’s own potential. When one has both confidence and a true sense of what could be, then a space is created for the individual to try and test out new behaviours.

When mentoring is placed firmly at the heart of the appraisal process, teachers and other staff members experience a process in which belief in the development of human potential becomes central to the conversation. At the heart of these must be the PTCs.

When school leaders are skilled in using the principles of mentoring to assist their appraisal, meetings they help to create a clear path for creating a school culture where individuals to make things better.

Mentoring accepts it as a process for accelerating the achievement of school targets (that is annual goals and strategic plans) through:

– Creating alignment between organisational and personal goals

– Growing and developing others

– Enabling others to step outside of their comfort zones

– Supporting others to achieve their full potential

When opposite beliefs and attitudes exist about the purpose and value of performance management, school cultures are created in which individuals:

– Struggle to take responsibility for their own actions

– Become dependent on others for solutions and place limitations on their own ability to problem solve

– Lack the internal motivation and desire to succeed

– Weaken their ability to take risks and learn from their mistakes.

The truth is, when systems for appraisal exist that do not develop an individual’s sense of self-worth, a void can be created between the individual’s perception of self and what they feel capable of achieving. In such environments, individuals either consciously or subconsciously limit what they give both to themselves and their school.

Individuals come to see more fully their unique role and the contributions they can make towards bringing about improvements in their school. Rather than seeing it as something that is done to them, they begin to understand what it means to be accountable to themselves and others and they start to own the process.

 

 

 

Doing it Better

21 Oct

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I have a lot on my plate at the moment. Last week I worked over 60 hours at school with many crucial meetings and by the time Friday came around I was tired. As a result, I made a couple of errors and let standards slip. Part of being a good leader though, is recognising when that occurs and doing something about it. And here I go doing something about it.

Yes, I know that leadership in schools in the 21st century is complex and challenging and most of the time I feel like I’m on top of things. On Friday night, it took me one km in the pool that night and a rigorous 8km run on Saturday morning to finally gain control of my emotions and to think it all through and plan a way forward.

You see, there are times when you are tested as a leader, often when you least expect it. The most important thing that I have learned as a leader is to work on your self-leadership skills. If you can’t lead yourself, then you will never, ever lead others successfully.

So what did I learn:

  • Breathe deeply and give yourself time to think. Consider that sometimes your biggest problem may be your biggest opportunity. Choose actions that will make you a better person. Actions that are aligned to your values and reflect what you love to do.
  • Use a Growth Mindset. A Growth Mindset ensures strategies to keep learning and growing. A Fixed Mindset will stall your growth and development and you will find yourself blaming others.
  • Remember that working your way through problems and frustrations will develop your resilience.
  • Remember that it’s not always about you. It’s about what you can do to help others grow and develop.
  • Always focus on learning. What am I learning and how can I improve.
  • There is always tomorrow. The staff at our school are reading one of four books over the summer holidays.

Term 3 Focus

2 Aug

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As the term begins for us here in New Zealand it is a good time to take stock. What are your goals for the next 100 days of school? Do your goals take priority over learning styles and student needs? Is your professional development (PD) plan a success if all of the teachers complete the face-to-face PD, but do not implement the instructional strategies?

As a teacher, the world may not be second-guessing your decisions or requesting that you explain your school improvement plan on national TV. Impacting the lives of hundreds of students in a school is much more complex than a checklist. This term I will be asking my middle leaders to reflect on the reason they became an educator. Knowing “your why” will help you support teaching and learning. While a teacher’s legacy is the successful transition of children into adults who contribute to society, it is important to focus on the students you have this year and not your legacy.

Here are five focus points for you:

1.  Focus on The Students You Have This Year

2.  Recognize The Importance Of Continuous Improvement

3.  Focus On Goals, But Not At The Expense Of Student Growth

4.  Provide A Culture Where Multiple Perspectives Are Valued

5.  Reflect On The Reasons You Became An Educator

Restorative Reflection

29 May

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In my work this week I have been trying to get my head around restorative and relational practices. I have been thinking what makes effective practice and how we can apply this in my own environment. The question I am posing then on mountain2surf is just what does creating a Restorative Culture within a school or other community look like?

Positive relationships form the basis for any healthy community. For a Restorative Culture to develop, it is essential that community- and relationship-building be intentional. Relationships of authentic trust between adults and youth, and within both staff and student cohorts, are the foundation of the connections that will be restored through the use of RJ practices. We must first form these relationships, then, in times of trouble, there is something to restore. So building good relationships is key.

Reflection is something I believe we do not do enough of. It is essential to a restorative culture. Prayer in Catholic school provides an ideal opportunity for this. When students “act out”, do we examine our own contribution to the situation? What feelings and beliefs do we bring to the circumstances? In our busy and challenging position as educators, have we really done all we can to meet an individual student’s needs or is there something else we could try? Out of our best intentions, have we given some students so much slack that, without realizing it, we have set the bar too low and inadvertently sent them a message that they are not capable? This type of deep self-reflection and willingness to examine one’s own feelings, biases, pre-conceived notions, and actions is not easy, but it is one of the essential keys to establishing a Restorative Culture in schools.

But where should this self reflection take place. Now for self-reflection to take place and to build positive relationships, a safe space must be provided. Safe space encompasses not just physical well-being but also emotional and intellectual safety. Are behavioral and academic expectations clear? Are standards upheld consistently? Is the aftermath of making a mistake free from shame? If I take personal responsibility for my actions will I be met with compassion and a willingness to listen, rather than a quickness to blame and punish? Does the community embrace and validate different experiences, beliefs, and perspectives and allow for them to be expressed?

 

Just some initial thoughts.

 

Leadership

4 May

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Most of us want our leaders to do better–to make smart, ethical, innovative choices that maximize everyone’s success, not just their own. That’s one reason why accountability and transparency matter. But it seems we want much the same for ourselves to push ourselves to greater heights bit by bit, to learn from our setbacks, and to move forward more capably than before.

Being SLT in Term One

11 Apr

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“Good relations between teachers and their colleagues and between teachers and their students can mitigate the negative effects of challenging classrooms…”

 In March 2015 the OECD released a report from the International Summit on the Teaching Profession: Schools for 21st Century Learners (2015) by Andreas Schleicher. It identified some good news, and some not-so-good news:

The good news: The most successful education systems are those in countries whose society values the teaching profession.

The not-so-good news: Fewer than one in three teachers believe that teaching is a valued profession in society.

On my ongoing development there are some key areas that I have been working on in my leadership in SLT in 2017.

  1. Distributed leadership, provides opportunities to participate in decision making at school.
  2. Positive interpersonal relationships between teachers and their colleagues and teachers and their students
  3. Meaningful appraisal and feedback that recognises and celebrates teachers’ strengths while simultaneously challenging teachers to address weaknesses in their pedagogical practices.
  4. Provide a culture of collaboration among teachers through:
    • jointly teaching the same class
    • observing and providing feedback on other teachers
    • engaging in different classes and age groups
    • professional learning

“The strongest association with teachers’ job satisfaction appears to be participating in collaborative professional learning activities five times a year or more.”

  1. Quality professional development. A focus on the three components of self-efficacy – classroom management, instruction and student engagement. Learner agency has been a common term for me this year. 
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