Ever wondered why change can be so difficult? Many wonderful change models exist, yet all but a few truly consider the brain and neuroscience. This missing element from change management often explains change success stories, as much as the disasters. If you are a change agent (i.e. a teacher, leader, parent, manager...) ignore the brain at your peril!Read More
For those of us in education, the flipped classroom model has been one of those nirvana-like strategies that sounds great, works for savvy teachers, but, well, there is just so much to learn.
In reality, and done well, the flipped model can be both as efficient, in terms of teacher effort, as it is effective. The model leverages students' preference for video/visual information and the true expertise of a teacher in guiding application and understanding in the classroom.Read More
If I reminisce back to less than 10 years ago, 8 to be exact, I remember a world that was B.F (before Facebook), and before the rich i'Devices' that we take for granted now. In less than a decade, we talking about a world, in 2006, that is incredibly different to today. Just to labour the point further, think about what we do to connect on an everyday, even hourly basis now, on trains, at home, travelling, and compare this to the almost prehistoric tech behaviours back then. I mean, I now rarely call people, I don't really text in anywhere near the same way, I don't carry a separate camera and I haven't purchased a physical music CD since 2005. All of these functions, and more, are done on a single device, online, anywhere, anytime.
While I'm indulging you in the moment of amazement, what we don't appreciate as we revel in remembering, is what else is about to hit us. The video below needs no paraphrasing or summary - it is a relatively simple essay on what is coming, and how underprepared we are as we revel in our technological wizardry. Every school should watch this, as should every enterprise involved in designing education - we are still educating kids for not quite today's world, let alone the future suggested here.
What are your thoughts and comments after seeing this...?
In reviewing content for my updated Success Zone Classrooms workbook, I cam across this wonderful YouTube video on the brain, models to explain the brain, and comparing the brain to the internet (as a model).
This well produced and equally well-explained piece could easily be used by teachers in expelling brain function to kids, if not for, ourselves, simply better understanding the organ we are trying to influence as educators.
Recently I had an exciting glimpse of the NBT (next big thing) at the 2014 Digital Education Show Asia (KL, Malaysia), where Dr Adam Gazzaley presented some very interesting and engaging content around the intersection of neuroscience and gaming (something tells me that I'll be blogging a great deal of his work).Read More
Schools and education systems are not widely known for their agility and adaptability to change, all the more the case in the technology domain. Interestingly, it could be argued that, from a device and infrastructure perspective, schools have been at the forefront of technology deployment. Take my experience in the Victorian education system (Australia), where, in 1995, a 1:1 laptop program for teachers was rolled out to 35,000 educators, where broadband was deployed to every school (ISDN back then), and that system wide serves such as email and intranets were very much on the agenda. Did any of the above transform education in Victoria? Sadly (from the perspective of ROI), probably not a great deal.
You see, for change to occur, both at the level of the individual and their behaviour, and at the level of organisations and their systems, attention and time have to be diverted (as mission critical resources) to creating new workflows, new habits, new explorations. When a teacher, as driven by imperatives of the system of education, spends nearly every available moment on the delivery of teaching (preparation, delivery, marking and followup, reporting...) there is no time left for learning. Teacher learning that is.
The good news is that many schools are finally getting it - that organisational change is the aggregation of individual adaptation, and that the growth of the individual demands vision, focus, clarity, reflection and (most importantly) time. Teachers need access to learning opportunities that allow for differentiation of learning styles and entry points of engagement. Sound familiar? Isn't this what we try to provide our students?
The way that this is approached at AIS here in Singapore is constant with the complexity and diversity of learning in any brain (teacher or student):
- Vision and Mission - at a school level, and at the ICT intent level. We have both a school level vision, and a document that positions the intent and design of ICT use ("driven by pedagogy, inspired by technology).
- Structure and Strategy - we have leadership and management structures across the school, and within the ICT department, that are reflective of and adaptive to the changing demands of integrating ICT. Two clear strategies (initiatives) that pervade the whole organisation are our PLRS (Professional Learning Review System), a coaching approach to individual teacher growth, and TIGs (Teacher Inquiry Groups) that provide the opportunity for group learning around key pedagogical inquiries.
- A Culture of Learning - where the vision and strategies shape what people do on a day to day basis, and where the accumulated behaviours of many individuals lead to a set of beliefs and values that become 'who we are'.
- Workflows and Opportunities - as provided through both the PLRS and TIGs initiatives, as well as collaborative planning, targeted professional learning sessions and a strongly developing teacher-as-learner culture
- Action and Reflection - where at the ground zero level of change within an individual, goals, reflection, feedback, discovery and action are intertwined in an action learning cycle.
What should be immediately obvious in the above list is that a simple approach to 'training' teachings is far from sufficient. The other discovery available here is that this all takes time and effort, and successful schools have deliberately created resources for developing this approach by strategically abandoning strategies and workflows that do not contribute to mission and vision. In other words, some hard calls have been made about prioritisation to release precious time for learning.
Watch this space...