After School Sports or After School Learning? Is Anything Non-Negotiable?

Further to my last post, re: Hattie's book Visible Learning, I've been trying to reflect on the value of different aspects of our educational system on student learning and assess whether or not we are maximizing the value of our investments.

There are lots of places in our system where emotions can come into play and a decision focused solely on the impact on achievement should be weighed against the impact on some of the other goals of the system.  Extra-curricular athletics is an example of a part of our system that I think might generate some interesting conversations if a change to those programs was suggested.  Thinking about the idea of radical changes to our system makes me wonder about what might be considered a non-negotiable part of our current system.

Reflecting on the impact on achievement is tough one considering the resources we put into extracurricular athletics, for example.  School sports are the one place where some students experience success, and can be of considerable worth in regards to school culture, relationships, etc.  The problem is though, Hattie says that extra-curriculars, and in particular sports, do not have much impact on student achievement:

Outdoor education programs however, do have a significant positive impact on student learning:

In my community we have EXCELLENT minor athletic programs including hockey, baseball, volleyball, basketball, gymnastics, soccer, swimming, dance, tae kwon do, and skiing, among many others.  We also offer many of those opportunities in our schools, with volleyball, basketball, soccer, etc. offered throughout the school year.  What is the impact of that duplication on our access to resources?  Are we missing other opportunities by sticking with our standard school sports? 

I've been thinking about this idea in general terms for the past several days, since I first saw the images above in Visible Learning, and we had a discussion at work about how we might use the book.  What if we left the sport development and instruction to the communities, and instead focused our extra curricular efforts on providing our students with outdoor adventure programs?   If we changed how sports were accessed and delivered in our communities, what would the impact be on our schools if we then changed how they are delivered in our schools?

Community groups could take over all sports, and schools could focus their resources on other learning opportunities.  Instead of running after-school athletics, perhaps we could provide students with other outdoor education opportunities?  We could combine Science, Social Studies, and Outdoor Education into practical and relevant community projects and provide our students with additional sporting opportunities in the community outside of school hours.

Considering one of the reasons behind my decision to enter education many years ago was related to a desire to coach, this thought does cause me some not unsubstantial internal conflict.  :)  Participation in organized sports is something I consider essential for kids, but perhaps a change in focus in how that opportunity is provided could be a way for our schools to meaningfully involve our communities?  We might also avoid duplication of efforts, provide kids with outdoor learning opportunities so many of them do not get AND positively influence student learning as well!

I don't believe I'm advocating this....I'm just thinking out loud....and maybe this will generate some conversation about what constitutes reform....penny for your thoughts?

Making Data Easy To Understand With Visible Learning

It is hard to argue with the role that data can play in informing educational decision making.  That we need to make decisions to increase student learning is a given.  In an era of increased competition for educational funding it is important we maximize the value of our choices.

The challenge for educators is to know how to find and use data when making decisions in schools and districts.  There is no shortage of data in educational systems, when you consider financial reports, student achievement data, community data, etc.  Factoring in the data we collect locally with that generated by the significant world of educational research can be overwhelming.  There is so much data available, it can lead to paralysis before it leads to analysis.

Recently while attending a session on systemic improvement presented by Kenneth Leithwood I was introduced to a resource focused on educational research that I believe is quite valuable in this regard.

John Hattie is an educational researcher and professor of education at the University of Melbourne.  His book, Visible Learning, is an easy to read synthesis of other meta-analyses of educational research and presentation of the impact of different strategies on student achievement.  Hattie's summary and the effect of different factors on student learning has the potential to be very useful when trying to decide how we might make the best use of our available funds.  If we start by asking the right questions about our existing practice, Hattie's book can provide valuable data for making our decisions.

One of the unique features of Visible Learning is the way Hattie presents the summary of the research.  The visual gauge Hattie uses, below, is an excellent visual representation of the summary.  The use of formative feedback is something we often talk about as a necessary part of effective instruction.  As Hattie shows below, it is a very powerful factor influencing student achievement.  If you want to take a look at it the book before purchasing, you can check it out here on Google Books.  Much of the book is available for preview online.  If you are wondering if class size or teacher training will have a more powerful impact on student learning in your district, for example, search in the book and see what discussion ensues...

The Potential of Online Mentoring

I have been reflecting quite a bit recently on the potential for change in Alberta's education system.  With a move from a very prescriptive system to a more collaborative system with more local input/control a possibility, I see even more need for focusing on the relationships we create personally and professionally.  

In terms of building the capacity of district and provincial teachers and administrators, I see a place for an increased focus on formal and informal mentorship as a way to facilitate those relationships.  More than a simple focus on team building, mentoring is truly a powerful way of supporting personal and professional growth through tapping into the potential of relationship building.  The impact on the culture of the organization is potentially quite powerful as well!  I wanted to share two examples that I believe illustrate the power of virtual mentorships on individuals and the organization.

I was talking with one of my sources of inspiration a while ago who is doing some work with the Apollo Group as they refine their practices in the Canadian higher education market.  He mentioned that the Apollo Group has an employee mentoring program, and shared the example of a very high-ranking Apollo executive (I believe the CEO) mentoring or coaching one of the young IT employees in Nova Scotia, Canada.  They email, talk on the phone, and occasionally meet when the executive's schedule takes him to Canada.

This commitment to individual employee growth, at the highest level of the organization, is an example of the potential of mentoring programs at the organizational level.  What does it say about the value of people in that organization, that the CEO works to mentor someone in the IT department?  Does that kind of relationship across departments build trust and organizational loyalty?  I think a little bit, don't you?

At the school level, in the past I have encouraged young female students from our remote northern location participate in the Cyber (SCIber Mentor) program offered by the three universities in Alberta (http://www.cybermentor.ca/Home.aspx).  This program puts talented and interested female science and math students in mentoring relationships with females in STEM (science, technology, engineering, and mathematics) professions.  It is simply an amazing program.  It has been in place for many years, and I think/hope it will continue to grow in popularity!

Of course, with children and mentoring programs, the safety issue is something that is of extreme importance.  I have trust in the SCIber Mentor program, but I believe extreme caution is warranted if directing a student to join a mentoring program offered by an outside organization, such as icouldbe.org, as opposed to an institution I am familiar with.

As we plan opportunities for ourselves and others, we need to remember that structure is an important part of a successful program. Online mentorship programs, as with face to face programs, will benefit from a core structure, whether curricular or attending to other needs, that shapes the interactions between the mentor and the protegee.  Additionally, providing a framework to guide interactions and offer direction for the future can help begin a relationship and guide participants until they are comfortable with each other. Until safe and trusting relationships are formed, having a structure in place can help guide the interactions between mentorship participants.  

For individuals and organizations in small geographic areas, I think the potential of building an online pool of mentors is something to consider!  As individuals are more and more connected outside of traditional work hours, there is benefit to this sort of relationship as well.  

I think it is something worth considering!  Our people are the most important resource we have in a school district, and more than any supplies we could possibly buy, they are essential to the achievement of our students!  If differentiating the support our adults get helps the students, it makes sense, doesn't it?

Cheers

The Ethics of Globalization

A lot of consideration is being given to globalization, and to corresponding changes that may be necessary to prepare our students for an increasingly global society.  Personally, I think that is a good thing!

I've had some very interesting talks with junior high students over the past few years discussing what the phrase "China and India have more honors students than we have students" (as shared in the Shift Happens video prepared by Karl Fisch and Scott McLeod) means to them.  

The most recent version of Shift Happens can be viewed here.  If you haven't seen it yet, take a few minutes and watch it.  It is great for stimulating reflection!

Most recently, tonight, I was engaged in a discussion online about the ethical implications of globalization and the outsourcing of production.  I have to confess that despite my more liberal tendencies, I think quite highly of profit!  

In my conversation tonight he impact of moving production from our society to areas where labor costs are substantially cheaper definitely raises ethical issues worthy of attention.  It is a very complex issue though, with some interesting twists possible in the conversation.

I think the primary reason why organizations move their production is to attain a lower cost of production and correspondingly higher profits.  Other ways to do achieve higher profits would be to leave production where it is, and to either lower wages or to increase revenue.  Both are viable means to achieve the same end result, yet for two reasons only one option is realistic.  Organizations are not likely to seek to increase profits by lowering wages because western workers are not likely to accept lower wages.  Also, organizations are not likely to increase profits by raising revenue because the public is not very likely to pay higher prices.

I believe it takes strength of character, of an organization's Board and of those in formal leadership positions, to strive for a balance between profits and what is right for all concerned.  The vision of the organization, to be responsible and ethical profit seekers, is an especially crucial element to achieving this balance.

Focusing solely on the wages paid the workers is, I believe, another concern that can at times be a red herring of sorts.  Without question, if workers are physically at risk or are taken unfair advantage of, or if vulnerable populations are taken advantage of, the organization should be taken to task.  In other cases, the low, by our standards, wages are quite welcomed by the workers receiving them.  Relatively speaking, the wages paid in some developing countries are having a very positive effect on their societies.

One of the pleasant end results of the movement to outsource production to developing nations is the rapidly expanding global middle class (Das, 2009).  Das shared the increased prosperity in developing nations is significant, and while the typical wages are generally substantially lower than those paid in developed countries, the standard of living, as measured by per capita consumption levels, has grown dramatically.  With more money available, middle class comforts such as options for health care are more likely to be made available for people to choose.  


In a book that I thoroughly enjoyed, New York Times Reporter Thomas Friedman shared compelling statistics about the implication of a greatly rising middle class composed of people from Brazil, Russia, India, and China as well (Friedman, 2005).  Ethically speaking then, outsourcing can be seen as having a positive benefit to some geographical regions while having a negative influence in others.  How relevant is it to look at the balance on the whole?  I think this thought shows the importance of our challenge to convert Alberta's economy to a knowledge-based economy from a resource-based economy.  I see that as significant urgency to act!



From this perspective, I believe it will be interesting to see the implications of the increasing costs of production in societies where the middle class outgrows the low wages offered, as I believe happened in our society.

In summary, I believe the ethical impact of choosing to outsource production is something companies must consider carefully.  The choice, if made correctly, is something I believe can be mutually beneficial. 

Statistician Hans Rosling excels at graphically representing data and has several interesting talks posted on the Internet.  In a short video, approximately 5 minutes long, he creatively and graphically illustrates how the health and wealth of countries has changed, illustrating how the gap between the west and the rest has decreased. I find it fascinating, and hope you might find it interesting too!

Cheers

References

Das, D. K. (2009). Globalisation and an emerging global middle class. Economic Affairs, 29(3), 89-92.

Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York, NY: Farrar, Straus & Giroux.

Black and White and Educational Reform

Someone famous said something about those who are certain.  I'd say who it was, but I don't like to appear too certain about anything.

Well, actually, I can't remember who said that.  I'm hoping someone will comment on it. 

But still, forgetfulness aside, I don't think there are too many things that are 100% black or white.  Context is pretty important.  Aristotle's concepts of virtues were based on his assumption that the right virtues are in between two extreme instincts.  It makes sense to avoid taking a position at either of the extremes, because the power of context makes what is right live on a sliding scale.

Now, what the heck does that have to do with anything?  Well earlier tonight I was reading more about Salman Khan and his Khan Academy.  I believe in Khan's vision to provide resources to students online, but I disagree those who see his approach (including Bill Gates) as a way of completely transforming education. 

I've read today many reactions to Salman Khan's recent talk at the TED conference, on both sides of the fence.  It seems to me people are taking very strong sides on the issue of Khan's thoughts about education.  Depending on some who have written about it, Khan's ideas about education are the next best thing to sliced bread.  To others, his approach is completely off-base.  Read more about his ideas for developing individual mastery, including watching a video about his exercise software, here.  Exercise software?  I'm not sure how that makes education relevant and engaging for kids.  That approach to learning might be kind of distasteful for some students, wouldn't it?  But likely it might also be a good approach for others, depending on the subject and/or their interests?

There are no extremes. 

Khan's resources, and other similar tools, have a significant role to play in transforming how we structure the learning our students have access to. Kids need access to content any time and anywhere, and content like this could be HUGE when planning reverse instruction for our classes.

Resources like that won't replace teachers, however.  Or rather, facilitators as their roles change.  Differentiation instruction is the ultimate support for avoiding the extremes.  Learners (of any age) are so different, we need to use a variety of strategies to support them all.

Why can't we be grey on this issue?  I see huge value for some students who can make use of Khan's resources as a primary source.  I see other students using it for review.  I see other students who will learn best getting dirty and messy and hands-on in class with a teacher near by for support.  There is no one size fits all approach to learning (and therefore to teaching) and I don't think we can budge on that. 

Check out the Khan Academy.  It is interesting...give it some thought.  Let me know what role you see for resources like this in education...

Cheers

Something OLD, Something NEW, Something Borrowed, Something True

Over the last little while I have been trying to give some focus to assistive technology.  This is a big challenge for us, and it is something I think we need to build a systematic approach to in our district. The potential for assistive technology is great for our neediest students, obviously, but potential exists for technology to enhance the learning of ANY student! 

With respect to meeting the needs of students, it is convention week, and there is an awful lot of talk this week about ensuring we meet the 21st century needs of our students.  I made the point in a presentation to GPRC students this week that an effective teacher could meet prepare their students for the 21st century without using ANY electronic technology!  Effective OLD ways of teaching are still valuable in our classrooms.  With respect to engaging students, and making education relevant however, ed tech can certainly be used in NEW ways to make a difference for kids.

I had some fun this week spending an afternoon helping facilitate a session for Zone 1 school administrators to help them build their personal learning networks using Twitter, blogs, and shared Google documents.  It was an excellent session, and compared to the recent sessions in Edmonton and Calgary, it looks to me like our adminstrators took to things very very well!  We BORROWED the NRLC lab at PWA to deliver this workshop, and the learning that was shared in those 3 short hours was pretty impressive.

In one of his presentations at convention today, Rick Wormeli mentioned that we need to focus our teaching and be more mindful of what we know works and what we know about kids.  How TRUE that is.  We know kids need to move to help them learn.  Let's let them.  We know they need timely and specific descriptive feedback to learn.  Let's give it to them.  We know they need to make mistakes and learn how to recover from them.  Let's let them learn by doing and redoing.

It was great to see the enthusiasm and energy spilling out of those doors following his standing room only sessions today.  My parting question though, is:  How do we move that enthusiasm and energy into our classrooms next Monday?  What one thing can, scratch that, WILL each teacher do to enact change in their practice that is best for kids?

I look forward to (and am hopeful for) meaningful curriculum change that will facilitate the big changes we need to make.  Read about the curriculum redesign project in Alberta HERE.

Welcome Beginning Teachers!

It is that time of year again where my sidekick in the Department of Educational Technology, Ross, and I get to visit with first year college students from The Grande Prairie Regional College who are considering a career in Education.

Our presentation, without the context of course, is embedded below:



Students:  If you have any questions after watching the presentation above, reading content on this blog, or just in general, please do not hesitate to ask!  You can ask me by using an online form that I've put together just for this purpose:  http://bit.ly/gprcmarch2011

Good luck with your program, and with your careers!

Cheers

Research Based this....Data Driven that...

I hear phrases such as 'research based', 'data driven', and 'data informed' used quite a bit in discussions about how we need to change our educational practice to improve student achievement. 

Those are pretty powerful statements, and it is hard to argue with them.  I mean, who would argue against using data to be more effective at what we do?  Ditto the research-based statement.  Everyone knows that it is sound reasoning to base our actions on what previous research has taught us, correct?

The problem is, as I see it, is that things are not quite as simple as they might seem on the surface.  If someone is talking about using data to improve instruction, what data are they referring to?  How was it collected, what is the purpose of using it?  What does it really tell us about student behavior and/or teacher behavior?  When it comes to research, what is research?  Research is not using Google to find articles, it is more than that.  Pure research involves the scientific method, focused purpose and problem, and critical analysis of the results. 

I stand by my original position, presented above, that it is hard to argue with statements such as I shared, but with a caveat.  We need to truly understand what those statements mean before we agree to use them to make changes in our practice.  We need to have common agreement on definitions, and about assumptions, before we start making changes.  We need to focus our actions, and be precise and intentional based on shared understandings and shared vision.  As instructional leaders, we need to ensure staff understand the urgency behind what we are doing as educators!  The relationships we build with each other and the culture we build in our schools is essential to supporting that clarity of vision and the development of shared understandings.

There, I said it again.  Relationships, vision, and focus are keys to student success!  Bet you never saw that coming....

Now, having said all that, where do our teachers collect their research and what do we do with it?  Google doesn't necessarily cut it.  Google Scholar is better though.  And how many teachers in my district are working on graduate degrees?  Are we sharing articles with each other?  Are we engaging in conversations about research on practice, how students learn, etc.? 

I think we need to take advantage of the things we already have going on, tap into our networks, and focus our conversations on those topics.  It is not about doing more....it is about changing what we are already doing.  Focused and precise.  Those are my buzzwords of the weekend.

Before we do anything...let's understand why we want to do it, and identify what we want it to achieve.  We MUST develop deep common understanding about what we want to do, what it means, and why we want to do it....

Cheers

Of Mistakes and Kids These Days (Or...They're Going to Have to Know it When They Graduate)

I'm surprised CONVERGENCE is not a more popular buzzword in education reform circles.  Or perhaps it is and I am standing outside the circle?

Just about everything I have been reading lately, or that others are sharing with me online or within my district, has to do with one of 3 strategies for improving education:  (i) focused and specific instructional skills and leadership behavior, (ii) developing deep and sincere relationships with our students and parents, and (iii) preparing our students with the skills needed for success in our modern society.  You can't, it seems, reflect on one without having the others creep into the picture.

I like that.  It makes sense.  Approaching all three provides focus on basic skills, and support for taking a less rigid and more fluid approach to educational programming all at once.  Just enough mixture of loose and tight, built on a very solid foundation!

Two TED talks one these topics have inspired me.  Neither Diane Laufenberg's message, nor Chris Lehmann's message, are earth shatteringly new.  For me, they are effective reminders, however.  They have the potential to be transformational for us, too, if we can elicit the instruction they promote in all of our secondary schools. 

HIGHLY relevant learning opportunities will create HIGHLY engaged students.  Period.  Expecting the kids to change to meet our inadequate schedules and structures doesn't work.  That's pretty clear to me.  When they graduate, they won't be asked to reduce fractions to lowest terms.  Sure, they are likely to have some performance expectations, but assuming we do a good job delivering our basic curriculum, they will be OK.

We need to step back, let the kids step up, and be willing to let learning be messy.  Kids these days don't have poor work ethics, as I hear frequently.  Rather, they are different.  Their makeup is different, their experiences are different, their worldviews are different, their expectations are different.  Find a way to align with their needs, I believe, and we will see as much work out of them as any generation has ever given.  AND....what inspires me about the work they will give? I believe this current generation of students has the potential to be the most socially conscious group yet...

I've embedded Laufenberg's talk below.  It is 10 minutes.  If you are interested in hearing what engaged students do, watch it:

CHEERS!

The Importance of Balance

I recently had the extremely good fortune to attend a mentorship day in our school district.  For several years now we have operated a mentorship program for first and second year teachers in partnership with the local branch of the Alberta Teachers Association.  It is an amazing thing, and likely is a key factor in our district having a 63% teacher retention rate, which is second in the province!

:)

Our recent mentorship day was a 'take a break and re-assess' day, where approximately 32 first and second year teachers and their mentor teachers spent the day working with several of our Central Office administration.  Half the day was spent reviewing topics such as work-life balance, and stress management, assessment, and communicating with parents.  The afternoon was collaborative planning time for the mentorship partnerships.

During the work-life balance portion of the day, the beginning teachers were asked what types of events have caused them stress this year.  The lists were lengthy, as you might expect, with many of the usual suspects.  Conflict, time management, students, parents, etc. are all sources of stress for beginning teachers, just as they can be for veteran teachers as well.  It was mildly cathartic for me to look at that long list, and to think about stress triggers.

The ensuing discussion about how to attend to these sources of stress was interesting, and I hope helpful!  Many strategies for dealing with stress were shared.  Some important messages that needed to be affirmed, such as "Make sure you strive for balance" and "Don't feel pressured - it is OK to say no!", were restated.  A lot of talk about priorities took place, and looking back I wish I would have had someone talk to me about priorities when I was starting out..

The discussion about the importance of balance in life reminded me of a TEDx talk I viewed online recently.  Author Nigel Marsh spoke on ways to achieve balance in life, and stressed the importance of the small things.  Fitness is good, but being fitter and working 14 hours a day is still being out of balance!  It is the little things, like going to the park with your children, that are the things that count.  While it may be easier said than done, I think it very important to look for opportunities like that!  I learned that lesson from my wife and children, and continually seek to find ways to make their day.  Who knew the simple act of going into work a bit later once in a while, and driving them to school, could mean so much to them?  I'm developing a HUGE fondness for those little things...I've realized they mean a great deal to me too!

If you have 10 minutes, watch the video below.  I hope you enjoy it, and find value in it, as much as I did:



Cheers!

How Do We Define Achievement?

I've been doing a great deal of reading lately on the topic of achievement gaps.  It is fascinating reading, and what I've come to realize is that there really is LITTLE consensus on what achievement is.  Little wonder there are gaps all over the place, is it? 

Some people talk about achievement gaps between genders.  Those little boys struggle with reading compared to little girls, don't they, in the early grades.

Others talk about achievement gaps between culturally diverse groups in society.  Is achievement influenced by race?  Or is the achievement gap really a reflection of poverty, as suggested by others.  Which might be influenced by race.  Or is it?

Still others talk about achievment disparities that exist between nations, as evidenced by the recent publication of the latest PISA test results.

Are there really that many gaps in our systems? 

The more I reflect, with help from Tony Wagner, who's book The Global Achievement Gap I just read, I think the issue of achievement is most likely an issue with respect to how we define achievment.  I completely agree that different students may be at different stages of development academically.  As firmly as I believe that, I also believe there is absolutely ZERO gap with respect to their academic potential. 

So when we discuss, and try to attend to, acheivement gaps, what do we look at?  Is it Reading level that is how we define achievement?  If that is achievement, then we should clearly state that is our goal and pour our resources in that direction.  Or is it Math?  Reading and Math?  What about Writing?  Hard to argue with any of those, isn't it?  What about computers?

Tony Wagner identifies how graduates in today's society require critical and analytical thinking skills, as well as the ability to problem solve and to work in teams.  It is hard to argue with those being essential skills too, isn't it.

So what do we do next?  I think our system will be best served if we get some guidance (i.e. consensus) from society re: what high levels of achievement they most want to see our student attain.  Imagine how powerful our educational systems would be if we ALL understood what we were trying to achieve, and if we ALL worked to the same end?  Wagner's seven essential skills, plus language and number knowledge would be second nature for every graduate!

I look forward to working with our communities to help identify that collective understanding, and to seeing our students reap the benefits!  If you have the opportunity, please read the Global Achievement Gap.  It has the potential to be transformational towards your thinking!

Cheers

Online Digital Citizenship Symposium

I have the GREAT pleasure and honor of spending today with 20 junior high students and 4 school administrators attending an Online Digital Citizenship Symposium. 

There are interesting discussions taking place...for example, I asked the group what they would prefer to receive as a gift, iPhone or iPad....overwhelming majority would prefer an iPhone.  They had some very interesting reasons why...

It definitely looks like the future is MOBILE!

The changes that are occurring around us in education are obvious.  The changes that are coming ahead are not so obvious. 

In my role in educational technology, I talk with a lot of people about these changes.  I am not sure the sense of urgency that I see that exists for helping our students develop a strong foundational knowledge is shared by everyone else. 

As I reflect this morning on what I am hearing from the students participating, I think I am going to need to help develop that sense of urgency!  Mission now = urgency!

Cheers!

Hello Prospective Teachers

Hello Teacher Education North students from GPRC (and others who may have found their way to this post). 

The brief presentation I used to start conversation during my recent visit to your T.E.N. classroom follows.  The purpose of this presentation was to introduce you to the idea that technology integration 'fits' in modern classrooms and to introduce some of the tools/concepts you will be working with during your student teaching and upon graduation.  It can be challenging to talk about the integration of technology into teaching and learning with veteran teachers, but trying to put together a 90 minute session for education students is a different challenge entirely.  I hope you found it interesting and relevant. 

Ideally, some of what you saw and/or we discussed will be useful as you continue to prepare for the day you have your own classrooms!  Feel free to come back and review this presentation over time and check to see if your perceptions or beliefs change in the future.  For those of you who may be interested in the links shared in the presentation, they are listed after the presentation that follows.

Integrating Technology, Teaching, and Learning (10.12.2010)

Technology Integration for Beginning Teachers on Prezi

The following links are embedded in the above presentation:
www.csoonline.com/article/print/619221 (re: facebook and twitter behavior)
http://www.smarttech.com/ (to access SMART Notebook Express online)
http://exchange.smarttech.com/search.html?m=01 (to share SMART Notebook activities/lessons)
http://education.alberta.ca/admin/technology/standards/internetsafety.aspx (Alberta Education's Internet Safety page with great information and resources)
http://search.creativecommons.org/# (searching for resources licensed for sharing)
http://www.freetech4teachers.com/ (home of an amazing blogger who shares FANTASTIC resources)
http://sharpsav.com/tag/fresh-look-fridays.html (ditto, produced by an Alberta SMART trainer)
www.google.com/reader (Google Reader home)
http://www.youtube.com/watch?v=VSPZ2Uu_X3Y (Google Reader in Plain English video)

Questions?  Comments?  Drop me a line or leave a comment below.

Cheers!

Is More More, Or Is More Less? Or Maybe Less Is More?

There has been LOTS of press lately about the new U.S. documentary Waiting for Superman, by Davis Guggenheim (the same director as An Inconvenient Truth), and about the status of education reform in the United States.

 

I loved an Inconvenient Truth.  Author John Kotter  was likely impressed by how that movie helped build a sense of URGENCY re: the need for action to address global warming.  It was a very compelling presentation on the perils that faced us if we remained inactive!  I suspect the director may have approached the issue of education reform from the same perspective with his most recent movie from the early reviews I've read online.  I'm conflicted though, likely given my position immersed in the education system, that while I haven't yet seen Waiting for Superman, I think I can already tell I don't like it!

 

(note:  I'll probably go see it.  Or rent it.  I get curious.  I had to see the Blair Witch Project too.  I still regret that, actually)

 

I don't disagree that education needs reform.  That belief is affirmed every day when I read, see, or hear about kids not getting what they need to maximize their success.  I feel it in my stomach when I am unable to provide the best solution to an issue and have to 'settle' for the best we can do at that time.  I know we need to change.  I disagree with anyone who suggests it is primarily only teachers who need to change.  The changes that have occured in society are huge, and I think corresponding huge changes are needed in education to help address our needs. 

 

I am completely impressed by the direction our system is heading here in Alberta to look at building teacher capacity and enlisting the cooperation of the community to enact the reform we need.  I hope we move away from the incredibly prescriptive curriculum (are there really over 1200 specific learning outcomes in grade 7?) to a more descriptive system that allows us to focus on the core skills AND ALSO those deemed critical and relevant by the community and the students!  A committment to helping develop emotional intelligence anyone?  That can work!  We've got great teachers and eager students and families ready to go, let's get pointed in the right direction and get going!

 

I see education reform as promoted by politicians and business leaders in the U.S. as short sighted.  The focus I see advocated for in Waiting for Superman, and being promoted by Charter School advocates in the U.S., to add more hours, more resources, etc. is something I think is misguided.  How can that be sustainable?  How can systems and families sustain that kind of effort over time?  Superman, as an individual, does not exist.  The strength of superheroes does exist however, and it is the power of the collective.  Of community.  Of collaboration.

 

It makes me wonder how what are reformers like Bill Gates seeking to accomplish?  What is the function of their desire to see more rigidity?  Why is the fourth way presented in the book The Fourth Way: The Inspiring Future for Educational Change (by Hargreaves and Shirley) that incorporates partnerships and capacity building as a comprehensive solution to education reform not being embraced by those who might be Waiting for Superman?

 

Is it Replicability?  Are those in private industry, used to the scientific method of building consistent and replicable means of production, seeking to apply the skills they know to the more human-focused system of education?  Frederick Taylor's scientific management methods (and the standardization they imply) can't really be effective in education, can they? 

 

Would they work for you in your current job?  What if you were a student?  Would mass standardization work for your 13 year old son or daughter?

 

Is it all a labor ploy?  Are the Waiting for Superman advocates focused on teacher unions as the scapegoats for the results of the education system in the U.S. so they fail to recognize other factors (such as societal expectations and behaviors) as being influential to the output of the education system (i.e. student acheivement)?

The bottom line for me is that society has changed, and continues to change faster than most of us realize!  Ultimately, if we want creative and innovative thinkers, perhaps we need less rigidity, and more focus on meeting local needs.  Less is more.  Lets get more parents involved and focus on less objectives.  Let's spend the most time on what is most important.  Let's put our limited resources where they will make the most difference.  Any successful reform must involve parents and the community.  As supporters and partners, not as the experts those Waiting for Superman seem to think they may be.

 

Cheers

What Is In Store For Education In The Future?

I attended a meeting of the Alberta School Boards Association Zone 2/3 Trustees recently where much conversation took place re: the future of education in our province.

I shared my feelings that this is an amazing time to be involved with education in Alberta, as it appears we have much opportunity to contribute to significant education reform, given the provincial leadership with Setting the Direction and Inspiring Education/Inspiring Action.  Lots of work remains, but if the foundation remains change for the sake of improving the learning experience for kids and adults alike, then I am confident the work will get done!

I also used a favorite comment of mine to describe the state of education.  I'm not sure who the original source is, but it has been said that if Rip Van Winkle were to awaken today, he'd find a great deal different in society.  Cell phones, vehicles, computers, etc.  If he were to walk into many (but not all) schols however, he'd likely feel very much at home, with the neat rows of students and the teachers up at the front doing lots of talking.

We know an awful lot about how people learn, and about how we need to create an environment for kids that allows us to use that knowledge, but in the end we struggle to use that knowledge and change our environment within our existing structure. 

If you want to take a quick look at the future and see what is likely in store for education, researcher Phil McRae has posted a 'Forecasting the Future' article on the Alberta Teachers Association website.  I think his short-term, mid-length, and long-term predictions are pretty spot on!

Deep, rich digital connections, distributed learning, different definitions of time, etc. are all predictions that I believe are coming true NOW. As the pace of change quickens, I don't doubt we're going to have to react QUICKLY in the future. 

I think we might need to start looking at our change management skills in the field of education to make sure we are prepared to adapt and change when the time comes!

For 5 bonus points***, who said:  "In times of change learners inherit the earth; while the learned find themselves beautifully equipped to deal with a world that no longer exists."?  I think that statement describes the challenge that lay before us beautifully....

Cheers

***the quotation is attributed to American author, sociologist, and philosopher Eric Hoffer.

The First Days of School

When times are busy, and chaotic, my natural reaction is to make a list, get down to business, and start striking things off the list.

Busy and chaotic sounds like the first day of school, doesn't it?  On the first day of school however, I think that focus on tasks and efficiency is the absolute LAST approach to take to making it through the day.  There is an old saying that suggests you only get one chance to make a first impression.  The first day of school is when the relationships that teachers will have with their students for the year begin to be formed.  It is important to take the time to get to know them, to begin making deposits into the relationship bank account, and to focus for the day on the social and emotional needs of the people in the building, and not the curriculum, and the rules, and the needs of the system.

To that end, here is a GREAT list of tips for attending to social emotional needs on the first days of school by engaging kids as important stakeholders in the learning process.  I love the first one, about making the atmosphere one of festivity: 

http://www.edutopia.org/blog/social-emotional-learning-tips-school-starts

Have a great year everyone!

Cheers!

Summer's Over - Back to Work!

It is fitting, in a way, that this post is my first since I took my summer hiatus.  My last post was on the topic of what reading means to me, and thanks to my good fortune in winning a signed copy of Seth Godin's LINCHPIN, and as I write this I am just about to embark on a new book to start a new season of personal professional reading. 

I usually read during the summer, but for some reason (likely the reading I've been doing for my Ed.D.) I spent a little less time reading for personal professional reasons this summer.  I'm looking forward to getting back in the swing of things next week after the kids get up and running at school.

I also have borrowed what looks like an excellent book on change, The Fourth Way, by Andy Hargreaves, and will be starting that next week too.  I'm itching to get going!

In general, it is good to be back and putting my reflections into print again.  I know (next to) no one (thanks mom - AND Malkie!) likely reads this, but blogging helps me refine my thoughts and progress my thinking.  It helps me make sense of things when they often seem to be coming our way in education at 100 mph.  My next post?  Likely on how the AISI project structure supports educational change in our province and what I think the connection is to the systemic change that is looming on our provincial horizon.

Cheers!

What Does Reading Mean to Me?

I've always been a reader, and for most of my life I strayed very little from popular fiction and the occasional eccentricity that caught my curiosity. For the last 5 or 6 years however, I've found myself reading more and more about topics that are relevant to my work in schools and with students of all ages.

In addition to the many many books I've read over the last few years (perhaps a thread on my favorites is in order), there are a great many excellent resources freely available online. Whether it is an incredibly interesting blog, or an informative educational website, I have a list of over 100 sites marked for updates in Google Reader. Google Reader is a GREAT way to capture and collect updates to your favorite sites. I try to set aside some time every Friday to visit my Google Reader feed and see what new posts/updates have been made to my favorite sites. It is staggering what I've learned in this manner. If you would like to learn more about Google Reader, click HERE and visit one of the many tutorials on the service that will explain or illustrate how to use it.

Today, I want to share a promising new link that I found recently for reading about leadership, business trends, higher education trends, etc.:  If you are a young professional looking to add to your knowledge base and engage with some interesting content at the same time, you might want to add Online MBA to your Google Reader feed, and watch for new content being added regularly!  Being a visual learner, I especially like the infographics!

To me, reading means continuous growth.  Reading to me is as water and sun are to plants.  Reading gets to my core and provides the nourishment I need to grow personally and professionally.  I get as much enjoyment and learning from reading a book I disagree with as I do from reading a book that affirms my beliefs.  What does reading mean to you?

Cheers

My PERSONAL VISION for INTEGRATING Technology Into Teaching and Learning

A Personal VISION For Educational Technology in the GPPSD on Prezi

Testing New Video Resource

The Regional Resource Center in our Zone is exploring the use of a new digital content streaming service provided by discovery.ca.  I have access via a trial account, and I am exploring how smoothly the content can be used off-site.

It doesn't look like it embeds, but I can link to specific videos, such as THIS one illustrating how to substitute and solve square roots for different valued. 

If anyone has any experience with this service provided by discovery.ca, please let me know.  It looks very promising at this point but I would love to hear how it functions across an entire district in the long term.

EDIT: Whoops. It appears the content may not be shared with others via forums like class blogs, and perhaps Moodle. The link above will not open the media player unless the user is logged in to the site.  The next question is, how does this affect our use of the content?  Will this be a significant problem?  Or perhaps our students will be given the ability to create their own accounts as well (which I doubt)?  Some more investigating is in order.

Cheers