The education world is full of smart people. We are not short of innovative and creative thinkers. What I believe holds us back at times is finding a different lens.
When we think about the priorities of our schools and the priority of learning it is of course grounded in curriculum and the things that have been determined to be important. Top of that list is the basics, literacy, math, science and social studies. More recently global competencies or the 5Cs have represented a more updated lens of what matters. On top of that, we are shifting from a one size fits all to a more individualized approach to education.
All of those things address the questions of “What is the matter?” as well as “what matters?” Diagnostic tools and insights help teachers find out both what matters as well as what is the matter with them, or what things impede their learning. From there we work tirelessly to ensure these things that matter are offered, shared, delivered to students. I don’t want that sentence to read as negative because not only is that the core of the work of schools but it can and for the most part is … Read the rest
I have a Master’s Degree in Educational Technology. For 9 years I had the job title of Digital Learning Consultant. I held another job for a software/media company. I’ve taught post-secondary courses that focus on the role of technology in schools. I’ve spoken at dozens of technology conferences. And yet today I feel more removed from educational technology than ever.
My relationship with technology is like many people I know. With a limited computer background, I became interested in technology because of its increasing ability to connect us at a very human level. Beginning in the late 1990s, I became an early adopter. It was at this point I began to use computers and cameras, specifically in my classroom. This is when I began to see technology as magic. Doing things I was not previously able to do. At that time, interfaces were clunky, hardware was slow and unreliable and so it was only those that saw the magic and potential that preserved and learned. That enthusiasm allowed me opportunities to share and eventually take a leadership role in my district. An M.Ed and high ranking blog, utilization of Web 2.0 tools, conference presentations and invitations … Read the rest
This post was last updated on May 28th, 2019 at 10:43 am
I’ve been using this quote fairly often in presentations because it’s a good reminder to myself and educators that embracing ideas, even ones that seem to contradict our beliefs or thinking can be joyful. As educators, modelling this might be one of the essential gifts we can share with students
I’ve been a fan of Marcus Buckingham and his work around strengths and the title of this book intrigued me. I’ve been told on a few occasions that I”m a bit of a s*&T disturber. Depending on the person or the context it’s unclear whether this is a compliment or not but under the guise of “strengths” that’s what I take it as. This book aligns well with that character trait.
The chapter titles alone might intrigue you:
The book is based on a large research sample of thousands of employees in hundreds of companies. Lie #1 hits you pretty hard. Swap out “company” for “school district” and you have a very interesting conversation. The message is pretty simple. People’s experience at work is not based on a companies values or mission but on the individual teams they … Read the rest
This post was last updated on April 9th, 2018 at 05:26 pm
Speaking in generalities and platitudes is easy. But living out the hard things in life is rare. Believe me, I’m guilty as the next person and am working on my own ignorance and faults.
An ever-growing passion of mine is to seek out people that I disagree with and yet can have productive conversations. Even if a conversation is not possible, at least reading/watching/listening to those ideas and beliefs can be fruitful. My premise is that the many of the people I see online would like to believe they are open-minded and yet are so easily offended that they rarely if ever seek opinions and ideas that would contradict their own. We know the echo chamber exists and it’s not always a bad thing, in fact, it’s important to surround yourself with those who support and encourage you. At the same time finding a few folks who will push you, challenge you and straight up disagree with you is the sign of a mature, healthy learner; the kind of learner that educators ought to ascribe to.
The idea of student empowerment over engagement is a growing conversation and trend in education. Rightly so. Many emerging ideas such as genius hour, project-based learning and others are designed to empower students. As we examine and reflect on any implementation of these ideas, we typically hear some reference to “motivated students”. If students are seen as motivated, any kind of independent learning is more likely to work. Conversely, people’s resistance to giving students more ownership and autonomy is often because they don’t feel their students are motivated.
I had a chance to visit Thames Valley School District this week in London, Ontario. I had been to the district before and seen some of the innovative work they are doing. They have a long-standing art program at one of their high schools that embodies so many of the principles of empowered learning. In addition, they recently have developed a “school within a school” concept. Essentially they are working with grade 9 teachers who were asked one question: “What if there were no subjects?” From there the district outlined the “bumpers” (must still address curricular needs, no major additional funds, must work in teams) and now nearly 20 cohorts have been … Read the rest