After my comments about not taking risk to my middle managers they are all getting carried away. They are all setting up Google home pages, RSS readers, starting blogs and starting to get it written into the schemes.
All very exciting and change does happen. Small starts just need to keep moving.
Incremental radicalism - The small steps moving forward to big changes. it is great to see.
Monday, October 29, 2007
Ready to leap
Spent sometime with my middle managers last week about why we always tend to fall back into safety positions. My challenge is why to do we have some many text books around when again the vast majority of information is released in digital form.
The inevitable comments about lack of access etc came forward. But why do we still teach atlases, and dictionary, voltmeters and so on when none ever uses them anymore. The challenge is just because something is hard does not mean it should not happen.
Have recently come across a blog called Extreme Leadership by Steve Farber. He talks about the OS!M.
Steve says
"Fear is a natural part of growth, and since growth, change and revolution are all on the Extreme Leader's agenda, fear comes with the territory.
In the right context, therefore, your experience of fear (or exhilaration, for that matter) is your internal indicator that you're moving in the right direction. That you really are leading, in other words. That scary/exhilarating experience is what I call the Oh S**t! Moment or OS!M.
To put it bluntly: if you're using all the buzzwords and reading all the latest leadership books, and holding forth at every meeting on the latest management fads, but you're not experiencing that visceral churning in your gut, and you're not scaring yourself every day, and you're not feeling that OhS**t!Moment as regularly as clockwork, then you are not doing anything significant -- let alone changing the world -- and you are certainly not leading anyone else."
That OS!M needs to occur daily as we constantly push beyond our boundaries into new places. In education we desparately need leaders like this. Those who are going to push the boundaries even further and make the changes we so urgently need. It won't come from the established leadership places but it will come if we push hard enough.
The inevitable comments about lack of access etc came forward. But why do we still teach atlases, and dictionary, voltmeters and so on when none ever uses them anymore. The challenge is just because something is hard does not mean it should not happen.
Have recently come across a blog called Extreme Leadership by Steve Farber. He talks about the OS!M.
Steve says
"Fear is a natural part of growth, and since growth, change and revolution are all on the Extreme Leader's agenda, fear comes with the territory.
In the right context, therefore, your experience of fear (or exhilaration, for that matter) is your internal indicator that you're moving in the right direction. That you really are leading, in other words. That scary/exhilarating experience is what I call the Oh S**t! Moment or OS!M.
To put it bluntly: if you're using all the buzzwords and reading all the latest leadership books, and holding forth at every meeting on the latest management fads, but you're not experiencing that visceral churning in your gut, and you're not scaring yourself every day, and you're not feeling that OhS**t!Moment as regularly as clockwork, then you are not doing anything significant -- let alone changing the world -- and you are certainly not leading anyone else."
That OS!M needs to occur daily as we constantly push beyond our boundaries into new places. In education we desparately need leaders like this. Those who are going to push the boundaries even further and make the changes we so urgently need. It won't come from the established leadership places but it will come if we push hard enough.
Thursday, October 25, 2007
Some fun stuff
Some kids doing some interesting and fun stuff. even some learning in there.
http://www.youtube.com/watch?v=3Wz6ctLIM24
http://www.youtube.com/watch?v=3Wz6ctLIM24
New Zealand curriculum
Spent the day doing work around the new curriculum in New Zealand being released a week or so away. I feel the new curriculum is not offering much change except about removing some constraints that exist at present.
The new curriculum developments are going to be introduced through digital links and that is exciting. especially around the stories and the ideas which I think have the potential to be very powerful in this method.
however for secondary schools the two unanswered questions are
The new curriculum developments are going to be introduced through digital links and that is exciting. especially around the stories and the ideas which I think have the potential to be very powerful in this method.
however for secondary schools the two unanswered questions are
- How are we going to assess in our high stake qualifications system? Is this still the same if so that will be the driver.
- Are we going to let the text book writers choose the resource? I am nervous around whether the teaching fraternity are ready to move in development in this way
Exciting and commendable to the Ministry for choosing this way.
Wednesday, October 24, 2007
Research in New Zealand
Read an interesting article in the New Zealand Herald by John Langley. In this article John talks of the 'dogma and myths' that surround education and especially education initiatives in New Zealand (and probably worldwide). We seem constantly bombarded with the latest view of how we can do things better. Whether it is technology, governance structures, testing or something else which is going to 'solve' education.
John's five myths are great.
1. That experience is the best way to gain success.
2. That process is more important than product.
3. That learning must be fun and easy.
4. That you must "like" the person who teaches you.
5 That opinion equals fact.
Especially the last one. I feel it is because everyone has been at school so everyone is an expert. This is something we must work against. Valid research tells us how to act and teach Let's use it.
John's five myths are great.
1. That experience is the best way to gain success.
2. That process is more important than product.
3. That learning must be fun and easy.
4. That you must "like" the person who teaches you.
5 That opinion equals fact.
Especially the last one. I feel it is because everyone has been at school so everyone is an expert. This is something we must work against. Valid research tells us how to act and teach Let's use it.
Tuesday, October 23, 2007
Green stuff
Spent Labour Weekend at Broadwood, a small isolated area in the north of New Zealand. No broadband, no cell phone coverage, no TV coverage.
The people I was with own a dry stock farm. There has not been much money in dry stock farming so even though they are asset rich (millions) they have no money. Old car, old house, run-down farm, limited food.
But a great life. Work all day outside at ease with the surrounds. Feel like a break then take it. The relationship with the environment is important and I noticed where we tend to fight the environment all the time. Progress in the city is about big alterations to the environment and battles around that. More speed (for everything) is important. We expect to spend our time doing more in less time.
I takes me a day or so to slow down enough to enjoy myself. I always want to check my email, watch TV, or rush off to do something. Is this the right way? Or am I being old and stupid thinking that we can step back and live life slow and more at tune with the environment?
And by the way what is education's role in this?
Maybe sustainability is important ito teach as the way of the future.
The people I was with own a dry stock farm. There has not been much money in dry stock farming so even though they are asset rich (millions) they have no money. Old car, old house, run-down farm, limited food.
But a great life. Work all day outside at ease with the surrounds. Feel like a break then take it. The relationship with the environment is important and I noticed where we tend to fight the environment all the time. Progress in the city is about big alterations to the environment and battles around that. More speed (for everything) is important. We expect to spend our time doing more in less time.
I takes me a day or so to slow down enough to enjoy myself. I always want to check my email, watch TV, or rush off to do something. Is this the right way? Or am I being old and stupid thinking that we can step back and live life slow and more at tune with the environment?
And by the way what is education's role in this?
Maybe sustainability is important ito teach as the way of the future.
Thursday, October 18, 2007
Election year
Just read Bruce Hammond's blog on Where we are Going. With election year ahead there will be all the promises and falsehoods attached with that. But where are we going?
We need to have big goals and ideas for ourselves and our organisations. Big audacious goals! But we need to take small steps as we work towards those goals.
I heard this called incremental radicalism. I like that. Does that mean I am an incremental radical?
Felt this was useful to me as I consider where my energies and enthusiasm is to go. It also means the journey which twists and turns is not so hard as along as progress is made.
We need to have big goals and ideas for ourselves and our organisations. Big audacious goals! But we need to take small steps as we work towards those goals.
I heard this called incremental radicalism. I like that. Does that mean I am an incremental radical?
Felt this was useful to me as I consider where my energies and enthusiasm is to go. It also means the journey which twists and turns is not so hard as along as progress is made.
Teaching and Learning
Why are we so concerned about teaching use of the new technologies. Who taught us? I suspect no one did! We are all self taught. No one taught us how to blog or use wikis or flickr. If you're my age (50) you probably are self taught how to use a computer.
We seem to be concerned about teaching when we should just worry about learning. Our students are learners. They use bebo and myspace and txt with out being taught. Has anyone taught them what 'lol' means when they text? Or how to put video in their web page.
David Warlick has a great blog on this. His next blog suggests what we should be teaching. The ethics of of information use. While we continue to teach kids things they will learn anyway we miss out on teaching how to use the information ethically. Then we have to put blocks and safety mechanisms and anti cyber bully programmes because we were remiss in leaving out the important stuff.
We seem to be concerned about teaching when we should just worry about learning. Our students are learners. They use bebo and myspace and txt with out being taught. Has anyone taught them what 'lol' means when they text? Or how to put video in their web page.
David Warlick has a great blog on this. His next blog suggests what we should be teaching. The ethics of of information use. While we continue to teach kids things they will learn anyway we miss out on teaching how to use the information ethically. Then we have to put blocks and safety mechanisms and anti cyber bully programmes because we were remiss in leaving out the important stuff.
Wednesday, October 17, 2007
Feedback
After my presentation on Monday for the Ministry I got very good feedback. I got emails, txt messages and verbal feedback. But only one comment on my blog.
I feel that for many in positions of deciding the future of education they are still trapped in last century's technology. Where is the future? My belief in it being around Web 2.0 technologies means that educational leaders need to be using this to find out how it works if nothing else. I don't mean the future is learning how to use Web 2.0 technologies, but learning in an environment based on collaboration, instant information and communication, and control of knowledge.
But it is not happening. No blogging, no social networking, no flickr, no wikis, etc. We think by using email we are modern but email is very much last century's way of communicating. My children never email for instance.
Interestingly email is not the new way. An article about the problems of email suggest it is not suitable way of communicating. In my immediate team no one is allowed to email. It's ability to miscommunicate instead of communicate is huge. so we have banned it my team. communication is now so much better.
I feel that for many in positions of deciding the future of education they are still trapped in last century's technology. Where is the future? My belief in it being around Web 2.0 technologies means that educational leaders need to be using this to find out how it works if nothing else. I don't mean the future is learning how to use Web 2.0 technologies, but learning in an environment based on collaboration, instant information and communication, and control of knowledge.
But it is not happening. No blogging, no social networking, no flickr, no wikis, etc. We think by using email we are modern but email is very much last century's way of communicating. My children never email for instance.
Interestingly email is not the new way. An article about the problems of email suggest it is not suitable way of communicating. In my immediate team no one is allowed to email. It's ability to miscommunicate instead of communicate is huge. so we have banned it my team. communication is now so much better.
Tuesday, October 16, 2007
Leadership
Today I did some work with Excelerator. This is a leadership institute run by Auckland University. I had previously been part of one of their leadership programmes which had occurred over 18 months in 2005-7. My work with them today was as an example of a case study of a leadership situation.
The situation was of a challenge around management and governance and the role of the principal and board. I found it difficult to describe and talk about a situation which was a year old but still has so much emotion and rawness attached to it.
Lester Levy, who I admire hugely, talks about this situation as one of courage and standing up for what one believes is right. A Lester quote is "You can spot a leader because they are always face down in the gutter with a knife in their back."
While I am proud of how I acted in this leadership challenge and the development for me was huge, I am still nervous and unsure of why we do what we do. Another Lester quote is "Leadership is voluntary". I am still unsure why I volunteer!
I believe very much in wanting to make a difference to people but am still not able to understand why this is so important to me.
Thanks to Lester and Joline for the invite. Enjoyed the experience but it brought challenges out for me which require more thought.
The situation was of a challenge around management and governance and the role of the principal and board. I found it difficult to describe and talk about a situation which was a year old but still has so much emotion and rawness attached to it.
Lester Levy, who I admire hugely, talks about this situation as one of courage and standing up for what one believes is right. A Lester quote is "You can spot a leader because they are always face down in the gutter with a knife in their back."
While I am proud of how I acted in this leadership challenge and the development for me was huge, I am still nervous and unsure of why we do what we do. Another Lester quote is "Leadership is voluntary". I am still unsure why I volunteer!
I believe very much in wanting to make a difference to people but am still not able to understand why this is so important to me.
Thanks to Lester and Joline for the invite. Enjoyed the experience but it brought challenges out for me which require more thought.
Monday, October 15, 2007
Still working on what secondary schooling is about
Did my presentation on 21st Century Learning to the staff of Group Special Education a branch of our Ministry of Education. I was very pleased with how it went especially as it was the after lunch session.
I had thought how I was going to maintain engagement through the 40 minutes or so and was pleased with that. I had asked them to make their own rubric on how engaged they were and give me instant feedback on a 1 to 5 scale. It was good so must have kept their interest. Learnt this off Tony Ryan at the Ulearn conference. He also said do something to attract interest in the first 90 seconds. So did this as well.
I wanted to do some Internet work but all they had was a dial-up connection. So often we ask people to act in a 21st Century way on last century's technology. Luckily I had saved some web pages and videos but still that dislocation between the reality (slow Internet) and what we need to have for you tube, bebo etc
My basic premise is that what we teach in schools is years behind what is actually happening. Our kids use cell phones, Internet, ipods like they are normal. I did text my daughter in the presentation and got a reply within 90 secs even though she was sitting in a class.
However we still assess through NCEA how to draw a line graph! When was the last time someone did a line graph (or pie or bar) by hand in the 'real' (ie non-educational) world! Haven't our examiners heard of Excel. Or the preoccupation with content. When you look at the external examinations they are still (especially Level 3) mainly about content. It is great that key competencies are in the curriculum but why are these skills not in the exams.
I do believe content is important. It is what you hang the learning off. But when you look at our assessments it is very much like the content is everything. This in the age when information is available so readily through Google, wikipedia etc.
But we still ask
I had thought how I was going to maintain engagement through the 40 minutes or so and was pleased with that. I had asked them to make their own rubric on how engaged they were and give me instant feedback on a 1 to 5 scale. It was good so must have kept their interest. Learnt this off Tony Ryan at the Ulearn conference. He also said do something to attract interest in the first 90 seconds. So did this as well.
I wanted to do some Internet work but all they had was a dial-up connection. So often we ask people to act in a 21st Century way on last century's technology. Luckily I had saved some web pages and videos but still that dislocation between the reality (slow Internet) and what we need to have for you tube, bebo etc
My basic premise is that what we teach in schools is years behind what is actually happening. Our kids use cell phones, Internet, ipods like they are normal. I did text my daughter in the presentation and got a reply within 90 secs even though she was sitting in a class.
However we still assess through NCEA how to draw a line graph! When was the last time someone did a line graph (or pie or bar) by hand in the 'real' (ie non-educational) world! Haven't our examiners heard of Excel. Or the preoccupation with content. When you look at the external examinations they are still (especially Level 3) mainly about content. It is great that key competencies are in the curriculum but why are these skills not in the exams.
I do believe content is important. It is what you hang the learning off. But when you look at our assessments it is very much like the content is everything. This in the age when information is available so readily through Google, wikipedia etc.
But we still ask
- What is an ester?
- What is the Doppler Effect?
- What is gravitation?
- Etc etc
Why can't people simply look up the answer on the Internet? After all that is what now happens in real life. We need to teach how to determine the veracity of the source, how reputable is the information, what are the credentials of the writers.
I feel this is the challenge. It is not simply enough to rewrite the curriculum. We must do more!
More visitors
A very busy week. Visitors in the school to look at our developments this morning.
Then off to present at a conference for GSE workers. My presentation is about 21st Century education, but is more about the dislocation between what is happening in the world and what is taught in secondary schools.
My concern is that there is such a canyon between the two. Our national qualifiactions the NCEA, still asks people to draw a line graph. when was the alst time anyone ever drew a line graph.
Then tomorrow it is off to work with some educators on a course at Auckland University on a leadership chalenge. There has been a few in this job! Still when I walk around the school it is great to be proud of what we have acheived.
The leadership challenge is where there was a difference in how the Board and myself saw an issue and how it was resolved.
Then off to present at a conference for GSE workers. My presentation is about 21st Century education, but is more about the dislocation between what is happening in the world and what is taught in secondary schools.
My concern is that there is such a canyon between the two. Our national qualifiactions the NCEA, still asks people to draw a line graph. when was the alst time anyone ever drew a line graph.
Then tomorrow it is off to work with some educators on a course at Auckland University on a leadership chalenge. There has been a few in this job! Still when I walk around the school it is great to be proud of what we have acheived.
The leadership challenge is where there was a difference in how the Board and myself saw an issue and how it was resolved.
Sunday, October 14, 2007
Presentation
Have a presentation tomorrow to a 100 people or so from Group Special Education who deal with special needs in New Zealand Schools. I have the after lunch session.
Education in the 21st Century is the title!! Will they stay awake?
Education in the 21st Century is the title!! Will they stay awake?
Friday, October 12, 2007
New Schools
Had some visitors looking at Whangaparaoa College. They wanted to see what they could do different. Being in a new school it is has been great to challenge the way that we do things. Whether it is length of lessons, bells, learning spaces or curriculum we have been able to challenge them all.
Some of the learning spaces are interesting and you can see them pictures of the spaces. It is great to be able to challenge around workshops, laboratories, libraries and not be constrained about 'the way things are always done.
Some of the learning spaces are interesting and you can see them pictures of the spaces. It is great to be able to challenge around workshops, laboratories, libraries and not be constrained about 'the way things are always done.
Thursday, October 11, 2007
Back again
Well I've been off my blog for some months. Been away for a while and so much to do when I returned .
Have also been feeling a bit disillusioned with where education is going. It seems as though we have not made any progress in what is happening in education for several decades. We still seem stuck in teaching last century's ideas utilising methods which we know fail. So I have felt as though I have just been rolling things over.
I was at the Ulearn conference last week where I was doing a presentation. The feedback about the presentation was good (even allowing for technical hassles) and made me feel that maybe we are trying some things at my school that work.
Also went and listened to Tony Ryan. I found him inspiring. It was great to listen to someone who is able to have things that not only inspire that can work as well. There seem a gulf in so many presentations between what is presented and what can be used in the classroom.
The question we should ask is "What can I use tomorrow?" If the answer is very little then was it worth being there? We seem more interested often in inspiring speakers rather than what this means for us and how we can use it.
This is what I felt about many of the presenters at Ulearn. Lots of big ideas floating around. Presented well and sometimes really inspiring. But where is the next step? The linkages between these big inspirational ideas and what works in a classroom is often lacking.
This creates frustrations.
This is where I have been at. Trying to move towards a modern curriculum within structures that want to hold us back is trying and tiring.
Have also been feeling a bit disillusioned with where education is going. It seems as though we have not made any progress in what is happening in education for several decades. We still seem stuck in teaching last century's ideas utilising methods which we know fail. So I have felt as though I have just been rolling things over.
I was at the Ulearn conference last week where I was doing a presentation. The feedback about the presentation was good (even allowing for technical hassles) and made me feel that maybe we are trying some things at my school that work.
Also went and listened to Tony Ryan. I found him inspiring. It was great to listen to someone who is able to have things that not only inspire that can work as well. There seem a gulf in so many presentations between what is presented and what can be used in the classroom.
The question we should ask is "What can I use tomorrow?" If the answer is very little then was it worth being there? We seem more interested often in inspiring speakers rather than what this means for us and how we can use it.
This is what I felt about many of the presenters at Ulearn. Lots of big ideas floating around. Presented well and sometimes really inspiring. But where is the next step? The linkages between these big inspirational ideas and what works in a classroom is often lacking.
This creates frustrations.
This is where I have been at. Trying to move towards a modern curriculum within structures that want to hold us back is trying and tiring.
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