Tag Archives: real world

Rise of Superman: Part Two

28 Jan

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Routine is the cornerstone of productivity. But you’ll rarely enter a state of flow just by doing the same thing you did yesterday.

Instead, find an environment that challenges you on a daily basis and pushes you outside of your comfort zone (a bit). Think of the surfer who’s forced to adapt to every individual wave they catch. According to Kotler in Rise of the Superman, it’s this novelty, unpredictability, and complexity that will set off your state of flow. Kotler says there are a few environmental qualities we can look for to help trigger flow:

  • High consequences:Find environments and activities where your actions have real consequences to you. While an athlete might pick a harder course or opponent, for you, this could be as simple as speaking up during a meeting if you’re shy or publishing a post you’ve written on Medium if you’re afraid of comments and public feedback.
  • Rich environment: Find environments that require more of your attention and for you to react quickly to changes. Kotler gives the example of the Pixar offices, which feature a central hub for places frequented by all different employees regardless of their department.

“Steve Jobs artificially created the environmental conditions that massively upped the amount of novelty, unpredictability, and complexity in the environment because people across departments and disciplines started running into each other and having conversations,” said Kotler. “As a result, flow, innovation, and creativity went up.”

How could you use flow in your environment?

I am current experimenting with my routine. I will let you know the results.

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Parenting and Leadership

26 Nov

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I have been reading and tweeting this week a great deal about teaching, being a Dad and our community. As I reflect on my last term as a leader I can see lots of similarities between being a good Dad and a good leader.

It’s not all about you: your role as a Dad is to raise an independent adult. Sometimes your child won’t like you. That’s ok. You are not their friend, you are their Dad. A good Dad knows it isn’t about your child liking you, and sometimes you won’t like them; but it is about you loving them regardless.

Great Dads listen: they respect their children, valuing them as individuals, people who have a voice, ideas, passions and interests. Good Dading isn’t about creating a clone of you, but empowering them to live their own dreams.

Loving Dads are willing to say sorry: It takes humility, but you must be open to the possibility that on occasions your child may be right, and you’re the one in the wrong. Apologizing isn’t a sign of weakness.

It’s about modelling: As a member of the SLT we need to be the best we can be every day and if not apologize for it.

Be the guide on the side: Good Dads are there not to judge, but to catch a child when they fall, helping them to bounce back and have another go.

And the most obvious, Dads love each of their children: they are a gift from God and they are at the centre of our schools.

I hope I am a god Dad. I pray and know that the experience has made me a better leader.

Future Learning: Have a Voice

3 Oct

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Ehara taku toa, he takitahi, he toa takitini

My success should not be bestowed onto me alone, as it was not individual success but success of a collective

With the end the term comes Pathways discussions with students as we reflect on their successes. This something that so many contribute to as the students move to their next step. We as teachers know this better than anyone.

My wife tells me this is important as we are in a changing economy with different worker skills. She was emphasising the same things the front end of our NZ Curriculum and the Tomorrows Schools review are articulating.

  • Broad knowledge base. Understanding of key knowledge and ideas in many fields.
  • Flexibility – Can adapt to new situations
  • Prepared for continuous learning
  • Pro-active engagement. Learners are active and engaged in the learning process. They are curious, develop interests and passions, take learning initiatives, conduct research, check information, become pro-active learners.
  • Learners are adaptable, flexible
  • Problem Solving. Good at using what they know to figure out how to solve a variety of complex problems that are new to them.
  • Work well with others.
  • Literacy and good communication skills. Good readers of both fiction and non-fiction material. Good writers and communicate well with others.
  • Thoughtfulness, both qualitatively and quantitatively.  “Habits of Mind” Skills and Attitudes – Have “grit”, perseverance, curiosity. Learn from failure. Disciplined, “hard-working”, collaborative.
  • Leadership. Demonstrate the ability to take charge, be proactive, plan with others, take initiative, form a positive climate and culture.

How do we build an educational system around developing this deep learning knowledge base and promoting this deep learning level of skill development?  How do we prepare our students for the future of work and citizenship? Many are already on the path towards the type of education that will prepare the next generation for both the economy and civics of the future. We must all do this together. Everybody must have their say or at the very least feel heard.

Authentic Learning

14 Sep

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Authentic learning is a measure of connectedness based on pertinence, interest, and immediacy of a given context. Relevance is critical. Teachers will have a difficult time increasing rigor for learners who do not find the tasks at hand very relevant.

There are degrees of relevance. Something is less relevant if it is an isolated experience and far more relevant if it offers knowledge and skills to support life-long endeavours. Relevance is also contextual. Studying the setting of a story will seem less relevant to a student who hates reading literature than it will to a student who aspires to be a novelist. Fortunately, teachers can increase the relevance for everyone by helping learners find personal value in the studied content or skills. For example, disinterested readers can understand that their entire lives are defined by their personal settings. They can then begin to explore the variables within their own control to alter their settings for the better, making setting a relevant concept to explore beyond literary options. When content (e.g. literature) is used as a medium (not the end goal) to explore critical, real world skills, then relevance is maximized.

When considering if learning is relevant, as a teacher I explore the following questions:

  • Are the questions, prompts, or tasks interesting for the learners? Consider age, region, and modern trends as variables.
  • Might the questions, prompts, or tasks unintentionally exclude some learners (e.g. those who aren’t interested in sports, those who don’t have access to gardens, those who don’t wish to become historians, etc.)?
  • Do the questions, prompts, or tasks replicate processes that are authentic to ‘real world’ applications?
  • Will the questions, prompts, or tasks be fun or engaging? Will they be explained in the context of life-long application?

Few learners will accept robust challenges if they 1) don’t believe someone is there to support their efforts, and 2) can’t find a worthy reason to engage in something that will not be easy.

Don’t Stop Believing

19 Jul

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One of my mentors often says to me “You have to believe in yourself”.   You cannot accomplish anything if you do not believe in yourself.   However, this statement does not fully apply to education. Educators work in a comprehensive system; therefore, educators can believe in themselves all they want to, but there is a truckload of other factors and people that affect how one teacher can perform.  In other words, if every teacher in the system is to reach the pinnacle of success, it will require beliefs that are much deeper than a tangible belief in ourselves. At this stage, it make want to dance around my lounge to that song by Journey.

Belief in yourself is not the ultimate goal for educators but the first step. If an organization desires to reach the pinnacle of excellence, a bunch of people who believe in themselves is a great goal but if the focus is on kids, individual belief isn’t enough because believing in yourself and no one else can only impact 1 year in a child’s life.   If you don’t believe me that believing in yourself isn’t enough, then watch “Mr. Holland’s Opus” or any other Hollywood movie of a teacher with the ultimate belief.

My role this term will be to believe and empower my team more. Teams that trust in each other believe in each other. They have positive presuppositions about one another’s motives, abilities and contributions. They lean on each other in times of difficulty and hold each other to high standards because of that belief.  A team of individuals who believe in themselves and in one another is a huge step up from any belief in yourself because it takes courage, trust and confidence in something bigger than yourself.  Furthermore, teams that believe in themselves expand a positive influence and impact directly onto more students, but this is not the ultimate belief. The team only impacts one segment of the system, not the entire system. There has to be something bigger to affect all tamariki in every day of their education.

Digital Passport

30 Apr

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“We must think of coding not as a skill but as a literacy”

Before I begin a big thank you to MINDLAB for their assistance in this PLD.

After attending the ANZAC Day Dawn Service this week, I completed the Digital Passport course which gave me an insight into the new curriculum.  To prepare the next generation for the future, this has answered the call to teach our tamariki code. But many now recognize it’s not enough for students simply to know how to write code. The capacity to build a product or solve a problem requires an entirely different literacy.

The focus of the new digital curriculum is shifting from teaching the specific skill of coding to teaching computational thinking—or the ability to follow a step-by-step process to solve a problem. The future workforce will require a solid grounding in the discipline of thinking computationally. We think of coding not as a skill but as a literacy. I was reading article this week which suggested “We don’t teach reading because we believe everyone will write War and Peace,” therefore  “we don’t teach computer science with the belief that everyone will be a computer scientist. We teach it because it is increasingly a skill we need to operate in and understand the world around us.”

Much like students learn to read and then read to learn, coding and computational thinking are intertwined. Computational thinking will be fundamental to many of today’s students’ careers and interests in the same way that knowing how to read is fundamental to everything they do in school.

Computational thinking is defined as the ability to “develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.” According to Code.org in the United States, there are more than 503,000 open computing jobs nationwide, but only 35 states allow students to count computer science courses toward high school graduation, and fewer than half of U.S. schools teach computer science.

Much like reading, it’s important for students to learn the basics of computational thinking early, especially for girls. As digital technology increasingly becomes integrated across the disciplines and year levels, access will become more equitable. A quick and easy algorithm exercise for young our tamariki is to ask them to tell a partner, step-by-step, how to tie a shoelace without showing them. A bonus in this exercise is that it includes making a loop, which is a coding principle.

Our tamariki can solve a lot of problems when they understand the language and process of computing. Letting those problems be real, and identified by the students themselves, keeps students engaged and trying. An example could be to ask students to identify a problem in their community, research existing technology, and design an innovative app to solve the problem.

If we want our tamariki to be comfortable learners and creators, for their own interest or as part of the workforce, they need a basic understanding of how computational thinking works. If a child can talk about how something is made or built, then when something doesn’t work right, they can debug it or tweak it. Our job as teachers has always been to support our tamariki as they start exploring bigger ideas and provide the tools they need to be able to do that. Now let’s help them take that next step.

 

Connection

10 Apr

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As George Couros says often, “Isolation is a choice that educators make.” There are so many resources available for educators to connect with and learn from one another.  It is easy to get comfortable doing what has always worked.  If you aren’t connected to other educators in your school, district, or globally, you are not exposed to new ideas or pushed to think about better ways of doing things.  It is easy think that the way you have been doing it is the only or best way when you aren’t seeing other models.  To continue learning and developing your practice, it is important for teachers to get out of their classroom, both physically and virtually, to leverage the collective genius of the many educators across the globe

Flipped Learning

12 Feb

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As educators we should ask ourselves “what would we lose if we put all of our lecture notes online, or made them available for students online?” Would we lose interaction? Collaboration? Contribution? If education is more than the transfer of information, what is it? I have been doing a great deal of thinking at present about the change we need to make in teaching.

This week I have been doing some work on Microsoft Teams. This is a great tool and it had lead me to think about the work of Eric Mazur who I was fortunate to listen to last year. Eric Mazur claims we’d lose very little dialogue, very little interaction if we shared our notes with students. I agree with this looking at my evidence this week. I saw an interactivity in learning.

I really enjoyed Mazur’s approach to this in his writings. Mazur’s clever use of the physics problem of what happens to the hole in the middle of a metal plate when it is heated demonstrated very powerfully the way we can increase learning power when we turn on the innate learning curiosity of our learners. The exercise moved from a focus on the fact, to the reasoning – he ignited the fire of the audience curiosity! His point was powerfully made with regards to how we need work with students in our classrooms. Mazur’s use of this approach has been researched to demonstrate the impact of this on student retention – the significance here being the difference between simply transferring information (focus on facts) to the engagement in creating knowledge (emergence of reasoning).

The Flipped Learning environment offers such richness for a learning point of view.  There is more student accountability and agency for gathering information so we can better help them assimilate it.

There is a change the idea of delivering and transferring information for the learner. It puts the learner in charge. There is a transmission of knowledge vs construction of knowledge. We need to allow time for the brain to process the information – not simply ‘remember’ it. Moreover, but involving students in sharing among themselves, the learning is no longer an isolated experience. Education, deep down, is a social experience – not an isolated one (reference here to Vygotsky’s theories here)

 

Friday Reflection: October 20

19 Oct

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Our students need the skills to know when they are being manipulated so they can take control of their learning and their life. They also need to know that if they get a recommendation from a company to purchase something, they don’t have to buy it. They need to be able to spot fake news. They need to be critical thinkers. They need to be sceptical, curious, and critically consider what will be best for them. That’s our job as educators. It’s about encouraging learners to have a voice and choice so they are intrinsically motivated to want to learn.

Let’s help them navigate the new world of what some call “personalization.” But let’s be clear what that means for teaching and learning and fight for our students so they are the ones personalizing their learning experiences with teachers guiding the process not a company that is using their data to tell them that they know best how they learn.

We need students that are not “compliant” following the leads from a company based on clicks. They are so much smarter than we give them credit. We need to encourage learners at a very young age to learn how to learn, to reflect on their learning and to be the ones in control of their learning so they are lifelong, self-directed learners.

Employing Staff

10 Oct

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Selecting new staff can be one tough job. I was recently asked how I do this at a job interview. I often think about where will this person sit in the staff-room. How will they fit into the jigsaw. Here are some of the things I  believe about recruiting good people who are, in a healthy culture, set to become great teachers:

How much time do I spend on the qualifications and experience of candidates? 

Once I know that a teacher is Ill-trained, I am interested primarily in their personality and passion for learning and working with young people. I are looking for a bright individual with the potential and desire to learn and grow … more than an accomplished history. I need subject experts; I also need people experts. Both have (and will need) time to develop these skills.

How interested am I in things like classroom management techniques? 

I want to know what people do for fun. What do they like to read? Have they a passion for music, sports, the arts? Have they skills or interests that are interesting? An engaging person doesn’t need to worry about classroom management.

What are the most vital things I want to know? 

I want to know that prospective teachers have an absolute conviction that all students can learn. That character counts. I want them to assure us that they are learners themselves, therefore I are particularly interested in their technology skills and their willingness to become amazing teachers.

What am I thinking during the interview? 

I tend to visualize teacher candidates sitting with colleagues in our faculty lounge. I think about them at our Christmas lunch. Will they be the ones who help clear up and then stay afterwards, or will they quickly eat and leave? Will they fit in the team? Will they improve the team? Will they inspire students?

Have you any tips for me?

 

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