changed what if 60-60-60
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CHANGEd:Whatif60-60-60
#0[March7,2012]
http://itsaboutlearning.wordpress.com/2012/03/07/assigning-myself-a-learning-challenge-changed-what-if-60-60-60-0/
#1[March8,2012]Sharing
Whatifweteacherssharedmorepublicly?At
#NAISac12,IblessedlyspenttimewithJohnHunter.HisTEDtalkisincredible!Thissummer,IllattendaMartinInstituteworkshopwithhim.Duringhiskeynote,he
saidhedusedWorldPeaceGameforover30years.Whatotheramazingpracticesareoutthere?!Letsshareandlearnmorewitheachother!
[59words+"Examples"below=60!I'mnotcountingthebullets!]
Examples: Noschese180(thankstoyesterday's#0postcommentfromJohnBurk,whoalsosharesconsistentlyaboutwhatishappeninginhisclasses!)
Wright'sRoompost:"WhyIloveproject-basedlearning" ExperimentsinLearningbyDoingpost:"Encienda-liteorIgnite-litetalksforlearners"
"ChannelingWestportTeachers"...theTeachingChannel(thankstoL.Jeffayforthislink)
#2[March9,2012]Sharing
Whatiffacultymeetingsweremorelikefashionshows?Wecouldrunway
teachingandlearningideasandmesmerizeourteamswiththecreationsofcolleagues.Excitingtrendsfortheseasoncouldsurface!Andwecouldstoptalking
ofstealingideasfromotherteachersandchangeourverbstoco-laboring,
exchanging,andinspiring!Thefashionindustryisoneofthemostinnovative
http://www.ted.com/talks/lang/en/johanna_blakley_lessons_from_fashion_s_free_c
ulture.html
#3[March10,2012]Sharing
Whatifwereallyengagedstorytelling?InAWholeNewMind,DanPinkdeclaresthe
invaluablenatureofstory.Countlessexpertsimploreustodevelopstorytellingspowerincommunicating.OnThursday,@epdobbsandIparticipatedinNPRsStoryCorp.Thispricelessexperiencekeepsmethinkingabouthowtoutilizestory
moredeliberatelyinoureducationaldesignsandtransformationaleffortsto
enhanceschool.
http://www.ted.com/talks/jonathan_harris_collects_stories.html
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#4[March11,2012]Modeling
Whatifnationalorganizationscreatedconferencesliketheclassroomsforwhichmanyadvocate?WhatifNAIS,ASCD,LearningForward,etc.insistedonmorevariety
thanroomsonlysetupinrowsandcolumnsofchairs?Maybeschoolsneedanationalconferencecenterthatmodels/practicestraitsof21stcenturylearning
spacesandmethodologies.Leadingbydoingcouldgetmoretounderstand/follow.
ExampleofaconferencethatcameclosertomodelingconstructivePBLand
collaborativedesignratherthanironicallysage-ingfromthestage(couldsucha
modelworkfora1500-4500personevent?):
RE:ED-NextChapter:ImagineDesigningtheFutureofK-12Libraries#5[March12,2012]PLC
Whatifwevaluedteacherteamsasmuchassportsandmusicteams?Howoften
doesyourschoolfootballteampractice?Howoftendoesyourbandororchestrarehearse?Howoftendoyourteamsofteachersrehearseandpracticetogether?Do
youeventhinkofyourteachersascollectivesofteams?Schooltransformationwillhappenwhenwecommittorehearsalandpractice.
#6[March13,2012]Experimenting
Whenscheduling,manyschoolsfactorin"snowdays"-daysthatwontbere-
calendaredforinclementweathercancellations.Whatifschoolsfactoredin
experimentdayslikesnowdays?Wecouldplanforradicalpilotsandseemingly
outlandishlearningdesignstotestvarioushypotheses.Wecouldlearnbydoingand
negatetheargument,"Wehavetoomuchtocover."Call'em"growdays!"
#7[March14,2012]GrandChallenges,PBL
AtTEDxAtlanta:CommunityonTuesday,Iheardmany
amazingthinkersanddoers.Amongthem,RhondaLowrysharedtheideathat
networkedliteracyisessential-thatwemustvaluerelationalconnectionsover
industrial-agecontainers(like...bellschedules?!).AtvirtuallyalltheTEDandTEDx
events,wehearfromamazingfolksthataremakingpositivedifferencesinthe
world.Whatifwetried1/2timewiththetraditionaldepartmentalizedsubjectsand
re:purposedtheresulting1/2timeas"grandchallengecurriculum."Wecouldexploreandattackthevariouschallengesofour"realworld"andbenefitmightily
fromtheproblem-solvingandtransdisciplinarystudies.[Mywordcounttodayis95.Iembracethatfailure!Thanksforreadingtheextra
50+%.IcouldwriteforWEEKSandMONTHSjustonthistopic!]
CHANGEd:Whatif...60-60-60ProjectExplained
#8[March15,2012]Introverts-Backchannel
"Susieisafabulousstudent!However,sheissoquiet.Iwishshewouldspeakup
moreinclass."HowmanytimeshaveIread,heard,written,andsaidsuch.
"Educare,"though,therootofeducation,meanstodrawout.It's2012!Technology
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makesitevenmorepossibletoempowerintrovertstosharetheirthinkingin
"alternativelyaudible"ways.Polling,quickwriting,Googledocs,backchanneling,etc.Whatifwescaffolded,not"scolded?"Whatifweempoweredtheintroverts
beforetryingtochangethem?
http://www.ted.com/talks/lang/en/susan_cain_the_power_of_introverts.html#9[March16,2012]Stewardship
CHANGEd:Whatifcleanupandcampuscarewerecurricular?60-60-60#9
Stewardshipofresources,responsibility,empathy,workethic.Thesecharacteristics
areimportant,andIheareducatorsrightfullynamethemasessentialskills.Why
don'tweschoolsincorporatedailycustodianshipandcampuscareintoour
routines?Iamsuresomeschoolsdo,butmanydonot.Houraday?Rotatingchores
foradmin,students,faculty?Brooms,mops,hedgetrimmersasanother1:1idea?
#10[March17,2012]Experimentation,#PBL
Colleague@jgoughsentme:TheCockroachBeatbox.YouTube'sversionisbelow.Fascinating!Mademethinkweshouldfacilitatemoreof
thiskindofworkwithstudents.Yet,Ihopethestudentswouldbethescientists,not
justtheaudience.Ihopetheycouldproducetheequipment,animations,video.
Then,IreadcommentsatCockroachBeatbox;mybrainsparkedtoinvaluable
discussionanddebatepossibilities,too.
[youtube=http://www.youtube.com/watch?feature=player_embedded&v=tr4gWi9J
f6k&rel=0]
CHANGEd:Whatif...60-60-60ProjectExplained
#11[March18,2012]Language,#PBL
Whatifwetaughtchildren,notsubjects?
Ifindanumberofamazingeducatorsstrugglewiththe
concept/implementationofPBL(high-quality,transdisciplinaryProject-Based
Learning).Ibelievesomeofthatstruggleisrelatedtohabit.Ibelievesomeisrelated
tosaying,"IteachEnglish"(ormath,science,etc.),insteadof"Iteachchildren,"or"I
leadlearning."Ifyouteach,howdoyouanswer,"Whatdoyouteach?"
CHANGEd:Whatif...60-60-60ProjectExplained
#12[March19,2012]Homework
Whatifourstandinghomeworkassignmentwastospendtimewithfamily,friends,andpersonalpassions?Timetoworkonourhome,
notjusttimetoextendschoolintotheplacecalledhome.Whenwethinkofthe
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balancewewantinourownlivesandinthelivesofourchildren,mightsucha
practiceactuallyadvanceusall?Whatmightstudentschoosetodo...withtime?!Relatedposts:
Longer,recentpostfromBoabouthomework RecentGarrReynoldspostaboutslowingdowntoappreciatewhat'simportant
CHANGEd:Whatif...60-60-60ProjectExplained
Whatifhomeworkwastospendtimewithfamilyandpersonalpassions?
http://itsaboutlearning.wordpress.com/2011/12/23/homework-conforming-to-
school-norms-opps-for-exploration-unnecessary-essential/
http://www.presentationzen.com/presentationzen/2012/03/slowing-down-to-
appreciate-whats-important.html
#13[March20,2012]Studentvoice,PBL
BecauseIworkalotinthedomainofProject-Based
Learning(PBL),Iparticipateinanumberofconversationsandideationsabout
great,futurePBLideas.Ineverceasetobeamazed,though,athowquicklymany
adultsseethePBL-designprocessasadult-centric.Weneatenthemessofeducation-industrylearningtoomuch,andwetoooftenexcludesystemicinclusion
ofstudentsintheseearlydesignstages.Whatifweexpectedandempowered
studentstoco-designcurriculum?
*ScreenshotofjusttworelatedtweetssummarizingsomeofPatBassett's
commentsinaplenarysessionat2012NAISAnnualConference.
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#14[March21,2012]Kaizen,GrowthMindset
OneofmanyreasonsIfeeldrawntoUnboundaryinvolvestheirintentionalpracticeofusingversionsoftwaredesignationtosignal
purposefulgrowthinthecompany.Astheworldandsurroundschange,
Unboundaryadaptsandevolves.Currently,theteamdesignatesitself"Unboundary6.5."Morethanjustthesuffixingofanumber,theprocessunder-girdingthis
practicepromisesattentiontochange-kaizen-asaconstant.Cultureis
transformedwhenacommunityknowsthattheversionnumbershouldchange...will
change.Whatifschoolsusedversionsoftwaredesignationtosignalsuchpurposefulchange?
Relatedpost:"JH2.11"
CHANGEd:Whatif...60-60-60ProjectExplained
#15[March22,2012]Curriculum,CurrentEvents,Creativity
Mostschoolsoffer"History,"andmanyprovide"Study
Hall."Whatifweoffered"News?"Variouspointsofentryforcurrenteventsand
modernjournalismcouldbeexplored.Bynature,thetopicistransdisciplinaryand
PBL-rich.Icanimagineweavingineverydiscipline.In"StudioHall,"learnersofallagescouldusetimetocreate,notjusttocomplete(StudyHall'sfocus).
CHANGEd:Whatif...60-60-60ProjectExplained
#16[March23,2012]GrandChallenges,Curriculum
Please make 23 minutes and 41 seconds to watch Bryan Stevenson's
TED talk: "We need to talk about an injustice."
The opposite of poverty is not wealth. In too many places, the opposite of poverty is justice.
Stevenson's talk has me thinking almost constantly about why we are not more purposefully, more
systemically, more deliberately re-examining our identity as schools. What is school for? Why are we not
re-organizing more curriculum and experiences around such grand challenges of justice, fairness,
inclusion,.... Through these lenses, we could practice literacies of many types, numeracy in context, social
science, communication for authentic purpose. Young people have a wonderful sense of fairness. We
should harness and educate this sense and make a stronger impact on our world...now.
As schools, we need to keep our eyes on the prize. The real prize.
[ted id=1378]
CHANGEd: What if...60-60-60 Project Explained
[Sorry about the word count today. I failed BIG with 2x the word goal.]
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#17[March24,2012]DesignThinking,Curriculum,Significance,Empathy
CHANGEd:Whatifinsteadoffillingtheirheads,wegrabbedtheirhearts?60-60-60
#17
Enhanced information technology and advanced understanding of
human learning make it strange that schools retain many methodologies geared for "filling heads."
Additionally, society faces challenges demanding "grabbed hearts."
At yesterday's MVPS Design Thinking Summit (#dtsummit12), we immersed ourselves in "Design =
Utility + Significance." At design's core beats EMPATHY. Through design, doing-learners engage human
experience to improve that experience. Insight into others' needs grabs hearts. Grabbed hearts inspire active
hands and feet...and wise minds. Isn't that what we need?
First 1/2 Highlights: [View the story "#DTSummit 2012 10:15 Storify" on Storify]
Second 1/2 Highlights: [View the story "#dtsummit12 Design Challenge (pm) Highlights" on Storify]
CHANGEd: What if...60-60-60 Project Explained
#18[March25,2012]Marketing,Communications,Storytelling,(Empathy)
CHANGEd:Whatifschoolsempoweredstudentsandteacherstobejournalistsand
marketers?60-60-60#18
Some schools empower 100% of their people to be the primary
storytellers for what's happening each day at school. Other schools restrict their people from doing so - only
official Communications Departments can media-storytell. Is it "brand management" gone awry? Don'tschools want much, if not all, of their brand to be: "Magic happens here...we're a community of empathetic
experimenters, and we see value in learning by doing and sharing our stories?"
CHANGEd: What if...60-60-60 Project Explained
#19[March26,2012]ChoiceandTime
This "CHANGEd: What if...60-60-60" post is inspired and sparked directly from Ross Peters' March 24,
2012 post:How Summer Camp Should Inform School.
In my past, I attended Camp Rockmont in Black Mountain, NC, and I
served as a counselor and administrator at Camp Sea Gull in Arapahoe, NC. As Ross writes in his post, I
remember fondly the enormous space and time to explore and discover. There were generally three
"periods" - morning, afternoon, and evening. Campers pursued new opportunities and old loves of deep
interest, and we enjoyed "I-can-really-accomplish-something" chunks of time.
Choice and time are powerful cabin mates.
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Most importantly, the best of summer camp includes the spaceliterally and figurativelyfor young
people to become both more independent and more empathetic. ~ Ross Peters, March 24, 2012 blog post.
CHANGEd: What if...60-60-60 Project Explained
#20[March27,2012]Design,ExperimentationCHANGEd:Whatifwedesignedandexperimentedmoreinschools?60-60-60#20
On March 21, I attended the magical Trinity Musical Gala (also see
here). Among the feast was an iPad concerto and a dance troupe debut. AMAZING!
Last Friday, I participated in MVPS's Design Thinking Summit. After interviewing students for precious
insights, we designed outdoor classrooms and modeled with recycled "trash." It was so fun and multi-
disciplinary. INSPIRING!
Awhile ago, a colleague sent me this MITvideo on "Boxie" (5 min worth watching), an anthropologicalrobot made from a cardboard box. MESMERIZING!
To create new soundtracks, 3D renderings, and cultural cyborgs is a recipe for developing creators and
producers, rather than mere consumers. Let's generate map makers instead of mere map readers. Let's
design and experiment our way into a new three-ring circus as schools.
#21[March28,2012]Grading,Assessment
CHANGEd:Whatifweauditedourpurposesforusinggrades?60-60-60#21
I am all for vigorous assessment and feedback. Without assessment
and feedback, I am not confident that deep, enduring learning can happen. However, in twenty years as an
educator, I have grown increasingly disenchanted with grades as we know them. Do we really understand
the purposes of grading? With commitment to a "purpose audit," I bet we would change practices.
One fabulous example of a school's "grading audit" core resource
[For the next few days, "CHANGEd: What if...60-60-60" will focus on grading and assessment.]
CHANGEd: What if...60-60-60 Project Explained
#22[March29,2012]Grading,Assessment
What if we assessed more, graded less?
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Would spirits sore that learning's ongoing, really endless?
Do big red numbers atop a page
Signal "Guess that's done, now I can leave that stage?"
Would dollops of feedback more likely make us stretch?
Or shall we continue memory training to perfect simple games of fetch?
Is assessment really lots of tests that mostly come at the end?
Or could it be less destination and more calibration for traveling interesting bends?
by Bo Adams in a fit of poetic risk, knowing full well he is not yet the poet he one day will be!
CHANGEd: What if...60-60-60 Project Explained
#23[March30,2012]Grading,Assessment
In deeply studying assessment during the past decade, I have worked
with many of the gurus. All explain the research problem of sending assessment samples to educators for
scoring and receiving results that range an enormous spectrum. Same paper or test can receive range of 30-
100 on 100-pt scale. Interestingly, math teachers tend to span the greatest spectrum because of practice of
partial credit.
With a four to six point scale, though, quality descriptors or standards can be prepared and agreed upon
prior to assessment. Reliability and validity of scoring skyrockets with well-understood, tighter scales. And
can we really discern among an 83, and 85, and an 87? (Dare you to write quality descriptors for a full 100-
pt scale!) Computing made 100-pt averaging vogue, but maybe this is a case of "we can, but should we?"
If you're not into a grading revolution, perhaps we could use criterion-referenced A-B-C-D-F (not norm
referenced). Several experts recommend A-B-C-NY ("Not Yet"). Or we could use the first letter of certain
criterion-referenced categories, or we could use 1-4 or 1-6. As Guskey explains, there are advantages and
disadvantages to any scoring/grading system, but I do hope we move further and further away from the
100-pt, average-based system.
What's next?
60-60-60 #24: What if we disaggregated the single score?
60-60-60 #25: What if we used karate belts instead of averages?
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#24[March31,2012]Grading,Assessment
Whatifwedisaggregatedthesinglescore?
Imagine climbing into your car, turning the ignition, and seeing a
single number on the dashboard. Baked into that solitary number is your gasoline gauge, speedometer, oilgauge, RPMs, trip counter, etc. The engineers simply programmed some formula or average to get a single
number to your dash. We'd be in a mess!
Why do so many schools continue to use a single number for a course grade or report card? Why do we
bake in effort, participation, homework, quizzes, tests, projects, collaboration, etc.? What if we
disaggregated the single score and utilized a more detailed dashboard?!
CHANGEd: What if...60-60-60 Project Explained
#25[April1,2012]Grading,Assessment
Whatifweusedkaratebeltsinsteadofaverages?
I'm thinking of signing up my younger son for karate. I interviewed a
sensei recently. He's a grey belt. I explained that I had never heard of a grey belt. The sensei explained that
his sensei master believed in averaging. While he had achieved black belt, he had started at white belt, so
his master awarded him a grey belt. The sensei said it is really affecting his dojo.
Okay, I made up the story above, but I love when Guskey, Stiggins, Marzano, the DuFours and others talk
about grey belts. When learning, aren't we supposed to start as novices and grow to great understanding?
Why do we continue to penalize for that natural progression with start-to-finish averaging? Why don't we
award "black belts" more in school? What if we used "karate belts" instead of averages?
CHANGEd: What if...60-60-60 Project Explained
#26[April2,2012]Grading,Assessment
Whatifweburiedthezero?
Zeroes in school grading are interesting practices. When schools
shifted from letter grading (A-B-C-D-E/F) to number grading with percentages, an interesting thing
happened statistically because of misalignment of the categorical stages. A zero in an average can have a
disastrous effect. What's more, how exactly does a zero communicate to youth the powerful lessons of
responsibility? It seems more reasonable to teach responsibility by insisting that the work be done and
providing feedback on that work, not by recording a zero and moving on. In the "real world," I've neverexperienced a boss telling me, "Oh, you didn't get the work done by the deadline? I'll just record a zero;
don't bother doing the work now, as the deadline has passed."
What if we insisted on responsibility? What if we used scoring to measure learning, rather than to
"punish?" What if we held a funeral for bad practice and buried the zero? R.I.P.
CHANGEd: What if...60-60-60 Project Explained
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#27[April3,2012]Grading,Assessment
At schools around the country, conversations are happening about
summer study and remediation. Student fails a course...send 'em to summer school. Many educators seem
not to worry over such remedy. Yet, the same many often bristle at second-chance assignments orassessments. What if we allowed more immediate second chances? What if we tactically intervened instead
of relying on "strategic" remediation?
CHANGEd: What if...60-60-60 Project Explained
#28[April4,2012]Grading,AssessmentWhatifstudentsself-assessedmoreandinitiatedprogressreporting?
I know what it's like to be "talked around." You know, when others
discuss your strengths and/or shortcomings, but they leave you out of the conversation...the one who needs
to be involved the most is more "third party." When school progress reports initiate with adult-to-adult
conversation, I wonder if we are talking around our students. What if students self-assessed more and
initiated progress reporting? What if the driver's-seat learners took the wheel and posted updates about
how they are performing relative to the learning standards? What if teachers and parents then JOINED the
conversation started by the lead learner in the equation? I bet the long-term benefits would be profound!
CHANGEd: What if...60-60-60 Project Explained
#29[April5,2012]Grading,Assessment
Whatifwecrowdsourcedassessment?
Those who know me well understand that I think more school
curriculum should be geared toward grand challenges and innovation opportunities. With such project-
based learning comes the need for "authentic assessment with real-world audiences." What if we crowd
sourced assessment? What if more student work was published in 2.0 ways so that the work could be
assessed with feedback from hundreds of available and willing relative experts? When we utilize more eyes
and ears than just those of the classroom teacher, the students gain multiple perspectives for enhancementand growth - like the increase in vision with multiple windows and mirrors on a car or bus! (Not to mention
- "many hands make light work!")
School 2.0 just "lens" itself to taking advantage of the power of crowd sourcing.
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#30[April6,2012]Grading,Assessment
Whatifwereallyutilizedlearningportfolios?
My amazing mother keeps a HUGE Tupperware container full of
stuff that I made in my childhood. Oh...your mother does that too?
What if we really utilized learning portfolios to do the same in schools? I can imagine using the wonders of
technology to archive and catalog various artifacts of learning as students travel through the journey called
school. With 2.0 tools, teachers, parents, advisers, peers, etc. could comment and cross-link with learning
of their own, feedback, constructive criticism, and so on. What amazing potential for positive digital
footprints and a living history of one's learning - full of podcasts, movies, pieces of writing, etc.
CHANGEd: What if...60-60-60 Project Explained
#31[April7,2012]Empathy,Modeling
CHANGEd:Whatifweeducatorsbehavedlikeour"studentideal?"60-60-60#31
What if we educators behaved like the students we want to see the
children in our classes become? This is aspirational thinking - modeling the ideal. How would we act in
meetings (our "classes")? How would we treat professional learning or in-service days (more of our
"classes")? How would we talk about such learning opportunities as meetings and in-services? How would
we listen, risk, engage, encourage, and trust? How would we ask questions? How would we prepare and
organize? How would we view and feel about quizzes and tests - assessments - of our learning? How would
we empathize?
Be the change you wish to see in others.
CHANGEd: What if...60-60-60 Project Explained
#32[April8,2012]Impossible,CreativeDestruction,Dreaming
CHANGEd:Whatifwedreamed(andattempted)theimpossible?60-60-60#32
Newschoolformatsandstructuresareemergingall
overtheplanet.Startinganewschoolseemstobe"easier"thanchangingexisting
ones.Iwonderhowtheeconomicprincipleof"creativedestruction"willplayoutfor
theschoolmarket.Therearesome(many?)whothinkschoolis"perfect"asitis.
Suggestionsforchange,improvement,andenhancementaresometimes(often?)
metwith,"Thatwouldneverwork.That'simpossible."Whatifwedreamedthe
impossible...andmadeithappen?!
PLEASE READ Seth Godin's February 25, 2012 post (121 words long) - "Perfect and Impossible."
Happy Easter!
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#33[April9,2012]GrowthMindset,WorkinProgress
CHANGEd:Whatifschoolsadoptedthe"workinprogress"mindset?60-60-60#33
[Today I give my 60+ words to Tara. I'd rather you spend your timereading her post, instead of mine. Tara, I am very proud of you!]
CHANGEd: What if...60-60-60 Project Explained
#34[April10,2012]Innovation
CHANGEd:Whatifwebuiltschool-innovationlabs...inschools?60-60-60#34
This weekend, I watched the first TED talk below, which comes from
Lucy McRae. McRae worked at Philips Electronics in the Far Future Design Research Lab. Some time ago,
I watched the second TED talk below, which comes from Homaru Cantu and Ben Roche. Cantu and Rocheutilize a research lab to design dining innovations for their Chicago restaurants Moto and ING.
If the future of schooling is as important as electronics and restaurant-ing, why aren't more schools
operating research and innovation labs or partnering together to do so? Sure, there are pockets of
innovation in many schools - usually particular teachers who are innovating practice. But are there many
systemic approaches to building and operating "school laboratories" within existing schools?! There should
be! Transforming existing schools may depend on such R&D efforts.
Lucy McRae: How can technology transform the human body?
[ted id=1413]
Homaro Cantu + Ben Roche: Cooking as alchemy
[ted id=1304]
[NOTE: After I scheduled this post to auto-publish, John Burk left a great, related comment on 60-60-60
#32, so I am linking to it here. Also, @jbrettjacobsen and I talk quite a bit about this "school-within-a-
school" idea - that existing schools seem to innovate by leveraging the non-monolithic nature of schools
and amplifying the innovative practices, formal or informal institutes, etc. - essentially creating competition
with oneself...two versions of one's school. Interesting how this also relates to creative destruction concept.]
[NOTE #2: Sorry for length of this "60-word" post!]
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#35[April11,2012]Playgrounds,SocialMedia
CHANGEd:Whatifweridiculouslyrelegateplaygroundsto"outsideofschool?"60-60-60#35
"Where are all the playgrounds?," asked Mrs. Simpson as theadmissions director toured her family around the school campus.
"Oh, we've removed the play equipment due to safety concerns," responded Mr. Cruse. "We trust that
children can find time and place to play outside of school time. Without the equipment, there's much less
risk of anyone tragically getting hurt. This aligns with our risk-management futuring at School."
"Thanks for your time, Mr. Cruse. We've seen enough of campus. We need to be moving along now." Mrs.
Simpson stepped toward the route to the parking lot as Susie's grip on her mother's hand shifted from a
frightened squeeze to one of deep gratitude.
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How much did the hypothetical scenario shock you? Unfortunately, it may not be so hypothetical (see
here).
What if we thought of "playgrounds" as metaphors for social media tools in schools? What if we thought of
"playgrounds" as allegorical symbols for smart phones in schools? What if we thought....
What "playgrounds" are we outlawing in many schools when we allow for legal considerations to trumpeducational ones?
CHANGEd: What if...60-60-60 Project Explained
#36[April12,2012]Play,Time
CHANGEd:Whatifweamplifiedthebrightspotsoflunch,recess,andPE?60-60-60#36
As a child, I LOVED school. I still love school. Interestingly, though,
I can remember often telling others that my favorite things about school were lunch, recess, and P.E. I stillhear students repeat this refrain. My own first-grade son retells events from lunch, recess, and PE far more
often than other details. Is it the freedom to move around, choose, and explore? Is it the time to talk more
freely and process one's tales and experiences? What makes lunch, recess, and PE so popular? What if we
amplified the bright spots of lunch, recess, and PE? How might we copy success and sprinkle the magic of
these moments across a curriculum and schedule?
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#37[April13,2012]Time,Play,Mindset
CHANGEd:Whatifinsteadofcountingthedays,wemadethedayscount?60-60-60
#37
When my sons are engaged in something they love and I try to end it,
they say, "Just 5 more minutes please!"
One of my favorite moments in a classroom occurs when no one hears the bell because all are engrossed in
what they are learning and doing.
I cannot tell you how many people recently are asking me, "So, are you counting the days until school
ends?" Without any intent of obnoxiousness, I tend to answer, "Actually, Camp Sea Gull taught me not to
count the days, but to make the days count." As excited as I am for my next career chapter, I am loving
what I am doing. I may not even hear the bell that signals summer vacation for the non-administrative
types. I hope I am making the days count! What if we lived in such a way that we spread this model - to
make the days count? What if we looked forward to the NOW, and taught students to do the same?
What would class and school look like...if at the "end" they begged for "Just 5 more minutes please!"
#38[April14,2012]Play,PBL,Design,Creativity
CHANGEd:WhatifschoolcouldlookmorelikeCaine'sArcade?60-60-60#38
What if school could be more play-based, more project-based, more
passion-based? What if school could look more like Caine's Arcade? [WATCH the 10 minutes! You won't
regret it.]
[vimeo http://vimeo.com/40000072]
A boy, a dad, and a stranger share the roles of "teacher" and "student." There's math, engineering,
communications, design, sociology, social media, economics, marketing, ethics,...
[Many thanks to @occam98 for making me aware of Caine's Arcade! My boys are saving boxes now!]
#39[April15,2012]Play
CHANGEd:Whatifwescaled"playingschool?"60-60-60#39
In our vocabulary and parlance, weplay sports and weplay
instruments, but we go to school. The action and agency of those verbs are very different. When young
children simulate school, however, we say that they areplaying school. Many times an older sibling
wrangles younger siblings or neighbors to sit in rows and columns of desks to take lessons from a chalk
board or white board. The organizer almost alwaysplays the role of teacher - the one in charge, the creator
of the lessons. What if we scaledplaying school and empowered more students to stay in those roles of
being in charge and creating lessons? What if instead of saying, "I go to school,"which can sound so
passive, we talked ofplaying school? And what if folks began to speak ofplaying school with the fervor
and excitement with which we talk ofplaying sports andplaying instruments? In the long term, such a shift
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in the way we talk could lead us to value teachers more like we value professional athletes and
musicians...don't you think?
CHANGEd: What if...60-60-60 Project Explained
#40[April16,2012]Advertising,Marketing,Play
Whatifweteachersworeadvertisinglikeproathletes?
I've joked about this idea for years. Picture teachers in NASCAR
jumpsuits riddled with brand advertisements. Or think of teachers leading in classrooms like pro golfers
walking the links with sponsors emblazoned on their hats and shirts. Or ponder master teachers doing
endorsements like Michael Jordan or Mia Hamm.
Seems crazy, doesn't it?! But what if...?
CHANGEd: What if...60-60-60 Project Explained
#41[April17,2012]Empathy
Empathy and EQ (emotional intelligence) may just be the most
critical character traits of the present and future. As my students have recently defined it in Synergy,
empathy is putting oneself in another person's shoes. I wonder if we do that enough in schools - actually
placing ourselves in other people's shoes. On September 30, 2011, I published a post called "Freaky Friday
- just an idea for a student-teacher switch." This weekend, friend and colleague John Burk sent me a post
entitled "Make Teachers Classroom Students." What if teachers and students swapped roles more often?
What if we wove these practices into the fabrics of our schools?
CHANGEd: What if...60-60-60 Project Explained
[Author's Note: Before finally hitting "schedule" on this post, I turned to my book shelf to reference Dan
Pink's book,A Whole New Mind. Sure enough, "empathy" represents an entire section of the book - one of
the six highlighted senses. But I knew that. What struck me was this - until I referenced the table of
contents, I did not realize how much I was mentally utilizing the six senses as the themes for these 60-60-
60 posts. A major "AHA!" moment for me.]
#42[April18,2012]Empathy,History,Connections,IntegratedStudies
Whatifwetaughthistorybackwardsorofferedwarandpeaceasacourse?
http://wiltoday.wordpress.com/2012/04/15/why-not-teach-about-war/
For many years at my current school, I held membership in the
History Department. In a newsletter one year, I proposed the idea (don't think I am the originator!) of
teaching history backwards - start today and work backwards in time tracing connections and interesting
linkages. Dr. Lamplugh even did it one year (said he loved it)! One could weave this approach together
with thematic teaching in a course like "News." Or even better, one could employ Steve Goldberg's deep-
digging approach detailed in his recent post: "Why not teach about war? We're fighting two right now...."
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I think it's about making connections, don't you? Connections with "what's going on today" and "how did
we get here on this issue?" Connections with the PEOPLE living this news and emerging from these
histories. Connections among the things that we overly silo...called departments or disciplines.
The spider cannot weave a web except by leaping from where she currently resides and connecting to
another anchor. From these anchors emerge the threads that last when the wind blows most viciously. From
these anchors empathy blooms.
CHANGEd: What if...60-60-60 Project Explained
#43[April19,2012]Empathy,Teamwork,Collaboration
In all of the talk about 21st Century learning, one would be hard
pressed not to hear "collaboration" mentioned. We expect students to learn to collaborate, and we structure
more opportunities for students to co-labor. Certainly, we expect our teachers and faculties to collaborate
more deliberately. What if we schools collaborated more purposefully? Isn't more intentional school-to-
school collaboration the next (and critical) ripple in the pond? [Maybe it should have been the first!] When
do we put aside unique branding, competition, rival mascot bashing, and realize that deep, systemic
educational transformation will demand that we work together.
When Hollywood has a big issue to address - an humongous asteroid hurtling towards Earth or an evil
Empire building a Death Star that can destroy planets, for instance - they always create a crackpot team of
amazing strength-diversity, and they co-labor to save the day. When might "School Wars" hit the big
screen...not because we are battling each other - public vs. private, private vs. private, etc. - but because we
are teaming and collaborating to make big, needed change in our universe?!
"Use the Force!" (Sorry, couldn't resist.)
CHANGEd: What if...60-60-60 Project Explained
#44[April20,2012]Empathy,Time,Connections
CHANGEd:Whatifwesloweddownandletstrongbondsform?60-60-60#44
Has the new American greeting become, "Did you get my email?"
Have we unintentionally resolved that "Busy" is the standard response to "How are you?" Have agendas
become more driving than relationships? Is the working lunch the result of crowding time at the margins?
Do five minute pass times really allow people to shift gears and catch their breaths? Is it healthy for a
student to have a 7:00 a.m. meeting and remain at school until 7:00 p.m., or later, on a regular basis?
What if we slowed down? What if we gradually and purposefully replaced some quantity with quality?
What if we served fewer items from the buffet to our plates, but what if we served more of fewer items?
Would we stop and talk to each other more? Would we look each other in the eyes rather than walking by
with that "I gotta get somewhere fast" gaze on our smartphone screen?
What if we offered fewer "subjects" because we understood that they are all connected and integrated
anyway? What if we realized that the BIG issues in the world will not be solved through one siloed
discipline...and what if we realized that they will ALL be solved through empathy and relationship?
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CHANGEd: What if...60-60-60 Project Explained
#45[April21,2012]Empathy,Mindset,Strengths,BrightSpots
CHANGEd:Whatifwe"calledtheelectriccompany"moreoftenwithgratitude?60-
60-60#45
Can you imagine working in an industry that achieves great success
yet receives a disproportionate number of calls of complaint? I bet my electricity works 360 out of 365
days of the year. But when do I call the power company? When things aren't working. I wonder what it's
like to work at the power company? Are we too much a culture of "no news is good news?"
Do we celebrate success enough in schools...in our colleagues...in our students? Do we spread those
positive stories enough and amplify the many victories? Do we mark papers and give feedback that is more
mistake and "fix this" oriented or more bright spot and "build on this current strength" oriented? What do
we highlight on report cards and progress reports? Do we "pick up the phone" enough when things are
working?
My lights are shining, my coffee maker is brewing, and my refrigerator is keeping things cold. I think I'll
go make a call.
CHANGEd: What if...60-60-60 Project Explained
Related Work that I Investigate for Relevance to this Idea:
TeresaAmabile'sTheProgressPrinciple(TEDxAtlantaTalk) JenniferFox'sStrengthsMovement(andvideohere) TheHealthBrothers'BrightSpots CarolDweck'sGrowthMindset(assummarizedandlinkedbyGuyKawasaki)
#46[April22,2012]LearningandtheBrain,LearningandtheHeart
CHANGEd:Whatifteacherswerethoughtofasthebrainandheartsurgeonsthatwe
are?60-60-60#46
My graduate school mentor means the world to me. I could fill
multiple 60-60-60 series with all that I learned from him. He guided from four pillars of philosophy. One of
the pillars he evoked from this statement:
We who cut mere stone must always be envisioning cathedrals.
I always think of Dr. Pajares' insistence on this visioning when I think of two other quotes of which I have
become fond:
In the last 20 years, we have learned 90-95% of what we know about the brain.
And...
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They don't care about how much you know until they know how much you care.
We teachers work on hearts and minds everyday. What if teachers were thought of as the brain and heart
surgeons that we are? How would we approach our own professional learning and growth, each and
everyday, if we perceived ourselves as akin to brain and heart surgeons instead of mere experts in a subject
area? How might we structure our learning spaces and experiences? How might we build our teams of
"operators" and support staff? How might the way in which we view ourselves change the way we work?How might the way in which we are perceived by others change the way we work?
CHANGEd: What if...60-60-60 Project Explained
#47[April23,2012]Peervisits,Sharing,InterdependentSchools
CHANGEd:Whatifwecommittedtovisitingourpeersmoreoften?60-60-60#47
Thanks to Megan Howard's riffs on the 60-60-60, I am bumping a
scheduled post. She has me thinking about interdependence and making certain that we close the gapbetween metaphors and action. In fact, schooling has been a very silo-ed endeavor for practitioners...for a
LONG time. Kathy Boles, at Harvard's Graduate School of Education, calls school the egg-crate culture
(think of a school building and the dozen eggs in your frig!).
So...how do we school folk work to become interconnected, interdependent practitioners? How do we take
action to become more advanced professionals? One major, critical step is simply to visit each other's
classrooms. Yep. In fact, if anyone thinks that the Junior High School where I currently work has moved
closer to 21st C education in the last decade, I would argue that the journey really began with peer visits -
just committing to visiting each other's classrooms and practices on a regular basis.
If you say that your school and your teachers are great, then take advantage of the single most valuable
professional resource that you have at your immediate, daily disposal...take advantage of having each other
just steps away. Connections don't just happen...we make them happen.
Go. Do. Visit. Share. Learn. Grow. [Rinse & Repeat!] It's good for the head and the heart! And with
practice, the mindset spreads, other interdependent innovations emerge, and the ripples in the pond radiate
outward. The tribe bonds and grows.
CHANGEd: What if...60-60-60 Project Explained
#48[April24,2012]PLC,LessonStudy,Practice,Scrimmage,Rehearse
CHANGEd:Whatifwescrimmagedandrehearsedmore-liketeams?60-60-60#48
Well, I've bumped another scheduled post! Yesterday, I enjoyed a
great time in the Junior High math-science PLC (Professional Learning Community) that meets four days a
week during Period 4. The math-science PLC has been working on lesson studies for PBL (project-based
learning). One of the teams created a lesson on the Fibonacci sequence and nature (see Vi Hart's video
about the Fibonacci sequence for a quick taste).
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On Monday, we experienced and tested the lesson. We scrimmaged. We rehearsed. The room contained
teams of teachers in one math-science PLC. Before rolling out this lesson to students, we prototyped the
"need to know," the content, the methodology and pedagogy, the possibilities for "voice and choice," etc.
We measured our fingers, our faces, our arms, and our legs. We discovered the Golden Ratio over and over
again. We had fun, and we learned. And...we practiced!
Don't we know that scrimmaging and rehearsing enhance performance?! Don't we owe it to our learners topractice, scrimmage, and rehearse before we play the actual game?!
CHANGEd: What if...60-60-60 Project Explained
#48.5[April25,2012]change,experimenting,innovation,patterns
CHANGEd:How'boutwechallengepatternsandroutines?60-60-60#48.5
Some say the future belongs to the pattern see-ers. I think our future
belongs to the pattern makers and the pattern challengers.
How 'bout we challenge patterns and routines more in school? Worst thing that could happen - we surprise
some folks and realize the world won't stop spinning. Best case scenario - we open new lenses of
perceiving and learn from our risk...discover something new...create something better!
[Really, I just wanted @mmhoward to have to write for 61 days! I love what she's writing!]
CHANGEd: What if...60-60-60 Project Explained
#49[April26,2012]storytelling,design,creativity
CHANGEd:Whatifwedesignedtitlesequencesforourcoursesandourschools?60-
60-60#49
I love the art and science of storytelling. I am not the storyteller that I
one day will be, but I am committed to practicing. Last night, I wandered onto Jason Kottke's The art of
film and TV title design. His post made me think - What would the title sequence look like for the course
that I facilitate...for the school that I lead? How would teachers and administrators design the "film or TV
titles" of various school elements? How would we visually tell those stories? Shouldn't we be thinking
about that? Shouldn't we want title series that invite people in, excite them, and compel them to be part of
the story of our learning?
[youtube=http://www.youtube.com/watch?feature=player_embedded&v=qbhi-JICKKI]
CHANGEd: What if...60-60-60 Project Explained
#50[April27,2012]Faculty,Meetings,PBL,CBL,DBL
CHANGEd:WhatifIweredesigningonemorefacultymeeting?60-60-60#50
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[Disclaimer: This is my biggest failure on the "60-word target!"] For
the past nine years, this last week of April has marked the moment when I would begin framing next year's
opening-of-school faculty meetings. New student registrations have just occurred, so I have made a habit of
starting faculty meta-planning the morning after those student registrations. Students are registered...we
need to start planning! I won't be doing such faculty meta-planning this go around, but a habit is a hard
thing to break.
I have always striven to design frameworks for faculty meetings that would make people want to flock to
the events. Unfortunately, I think I have always failed. Yet, I have kept trying. What if I were designing the
frameworks for an August meeting that would open the 2012-13 school year? What would some of the
frame pieces look like?
1. I'dprobablycreateaGoogledocinwhichfacultycouldcontributetheirideasforfacultymeetingtopicsandexplorations.Whatdotheywantandneedin
ourpreciousfewmeetingstogether?Thesetributarieswouldweighheavilyintothecollectiveriverofourworktogether.Thesewaterswouldbethe
projectsandchallengesthataremostrelevanttous.2. I'dtrytocreateaninvigorating,exciting,compelling"needtoknow."Withaschoolvisionthatfocusesonproject-basedlearning,integratedstudies,
globalconnectedness,balancedassessment,teacherteaming,and21stcenturyschedulesandspaces,Iwouldlikelytrytomodelandsimulatethose
verythingsintoourmeetings.Ifwewantedtolearntoplaybaseball,thenthe
bestmethodwouldlikelybeto...playbaseball(notsittinginadeskhearing
aboutbaseball!).So,Iwouldwanttostartwithahook-a"needtoknow"-to
getusplaying.
3. I'dbetemptedtoinviteteacherstoshareIGNITEorTED-talk-likesessionsabouttheirpracticesandpotentialexperiments.Maybewewouldeven
workshopandconstructthesetogether,insmallgroupsandteams,duringthemeeting.
4. I'dwanttoutilizesome"brainfood"-somestufftowhichtoreactandrespond.IthinkImightusethefollowing:1. CHANGEd60-60-60:OURBRANDS,by@mmhoward2. LeveragingLearningbyOrganizingTechnologyUse:AModestFramework,by@maryannreilly
3. EducatingtheNextSteveJobs,byTonyWagner4. LessonsfromCaine'sArcade,bySethGodin5. RSA Animate - Changing Education Paradigms...Sir Ken Robinson6. KiranBirSethiteacheskidstotakecharge...TEDtalk
5. And,perhaps,wewouldemploysomequietreflectingandwritingtime...andmaybesomemicro"FedExtime."I have loved serving as the principal learner at my Junior High School for the past nine years. I don't have
many regrets. I do wish I had done a better job each and everyday for the faculty. I wish I had spent more
time interacting with each and every one of them. I wish I had spent less time in other meetings and more
time in shared learning with the middle school teachers. So, I think I'd keep that in mind as I designed one
more start to school.
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#51[April28,2012]expectations,commonvalues,sharedvalues
CHANGEd:Whatifwecraftedatencommandmentsofmodernschooling?60-60-60#51
Listening to This American Life episode, "The Ten Commandments,"
I thought about what our ten commandments of modern schooling might be. Wouldn't it be interesting to
engage in a faculty exercise of recording ten such expectations, one each on a Post-it note, and affinity
mapping the commonality and differences among a school's tribe of practitioners? Shouldn't we have some
level of agreement about the ten most fundamental expectations for schooling in our modern era? Do we?
In the comments section, I hope you might record one or more of your suggested commandments for
modern schooling. Sharing our thinking might make for some interesting conversation.
CHANGEd: What if...60-60-60 Project Explained
#52[April29,2012]PBL,DBL,CBL,LearningSpace
CHANGEd:Whatifweconnectedstudentswithcitydesignprojects?60-60-60#52
One dynamic way to help schools move into "21st century" education
- full of project-based learning, design thinking, and integrated studies - would be to partner secondary-
school students with local architects, city planners and developers, new urbanists, sustainability scientists,
etc.
In this 52nd post, what if we moved from a scholastic house of cards...to education that blurred moreboundaries between school and real life?!
_____________________________
Thanks to my PLN (personal learning network), I have been exposed to a few more profound thinkers and
resources concerning school as ecosystem, learning-spaces evolution, etc.
[View the story "Evolution of learning space...from 3D to 4D" on Storify]
[ted id=634]
Another great, related resource: Matthias Hollwich's talk at TEDxAtlanta RE:Purpose, January 26, 2010(this is when I first began to ask, "What if we could partner Synergy students with people like Matthias,
working on future-city projects?")
And another great, related resource: Announcing the 2012 TED Prize Winner The City 2.0
Yet another great, related resource: Grant Lichtman's blog, The Learning Pond
CHANGEd: What if...60-60-60 Project Explained
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#53[April30,2012]Design,IGNITE,MakerBot,3DPrinting,LeonardodaVinci
CHANGEd:WhatifschoolsIGNITEdmoreLeonardodaVincis?60-60-60#53
Well, I've been relatively long-winded lately...relative to 60 words.
SO, I'll let the following 5 minute video speak for itself, which it does quite ably! [Thanks to @lottascalesfor passing this IGNITE along!]
Schools need more MakerBots and more IGNITE, literally and figuratively. Schools need more folks who
know How to Think Like Leonardo daVinci.
[youtube=http://www.youtube.com/watch?v=1osdnKzj-1k&feature=youtu.be]
CHANGEd: What if...60-60-60 Project Explained
#54[May1,2012]Empathy,CurrentEvents,GoogleEarth,TechnologyCHANGEd:WhatifweusedreadingandGoogleEarthasspingboardsfor
interdisciplinary,globalempathy?60-60-60#54
Some believe that technology is separating us, disconnecting us,
making us less empathetic. I don't think it's about the technology. I believe it's about the people behind the
technology and the ways that we commit to using the technology. I believe technology can actually make
us more connected, more together, more empathic. Tools can be used to build up or to tear down...to
joyfully create or to tragically damage and destroy. But it depends on the user, not the tool. I am thankful
that I have many teachers who are showing me these lessons.
Steve Goldberg is one of my newest teachers. He is teaching me to use Google Earth to read for global
empathy. What if more of us used reading and Google Earth as springboards for interdisciplinary, global
empathy? Oh what a wonderful world it could be!
Inter-disciplinary reading of the news
Skyping in to Detroit to talk current events
Empathizing with Baba Amr (wherever that is)
CHANGEd: What if...60-60-60 Project Explained
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#55[May2,2012]Innovation,SchoolsoftheFuture,DisturbUs
CHANGEd:Whatifweinvited,evenprayedfor,disturbance?60-60-60#55
Recently, I heard my school president open a meeting with a prayer
written by Sir Francis Drake in 1577. I accessed a copy of the prayer here. In the prayer, I am reminded of aline from Pat Bassett's TEDx St. George School talk (upcoming in post #56), which paraphrased basically
communicated - Parents, we should seek teachers for our children who are experimenters. And earlier in
the talk he stated, "Be an advocate for your children and your schools to be innovative."
Disturb us, Lord, when
We are too pleased with ourselves,
When our dreams have come true
Because we dreamed too little,
When we arrived safely
Because we sailed too close to the shore.
Disturb us, Lord, when
With the abundance of things we possessWe have lost our thirst
For the waters of life;
Having fallen in love with life,
We have ceased to dream of eternity
And in our efforts to build a new earth,
We have allowed our vision
Of the new Heaven to dim.
Disturb us, Lord, to dare more boldly,
To venture on wilder seas
Where storms will show Your mastery;
Where losing sight of land,
We shall find the stars.
We ask you to push back
The horizons of our hopes;
And to push back the future
In strength, courage, hope, and love.
This we ask in the name of our Captain,
Who is Jesus Christ.
CHANGEd: What if...60-60-60 Project Explained
#56[May3,2012]Innovation,SchoolsoftheFuture,NAIS,PatBassett,TEDx
CHANGEd:WhatifweusedtheBigShiftstoevolve?60-60-60#56
Do educators really listen to the leaders of our national organizations?
Shouldn't we? As a member of an NAIS (National Association of Independent Schools) school, I believe I
should listen and respond to the leadership of Pat Bassett. Will you take 27 minutes to watch his talk about
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the Big Shifts for schools of the future? Isn't it worth 27 minutes to understand more fully how our NAIS
president believes schools must be disturbed and evolve to become relevant and effective schools of the
future? And it's not just for independent schools; it's for all schools!
Oh, watching and listening is only a start. We should be inspired to DO. We should be inspired to ACT.
[youtube=http://www.youtube.com/watch?v=y0cqrhvgBB0]
As I have continued to plan for a faculty meeting that I will not be leading in August 2012, I would add
Pat's TEDx talk to my list of "brainfood" resources. And I think I would add the NAIS Commission on
Accreditation's -A Guide to Becoming a School of the Future .
[ted id=814]
CHANGEd: What if...60-60-60 Project Explained
#57[May4,2012]Empathy,Innovation
CHANGEd:Whatifschoolleaderspracticedthechangetheypreach...anddevelopedapeoplestrategy?60-60-60#57
Thinking about CHANGEd 60-60-60: PEOPLE STRATEGY and
re/pre-flecting...
In Pat Bassett's TEDx St. Georges School talk, he reveals seven big shifts in the larger world that are
changing the landscape of education and schooling:
Knowing...Doing Teacher-centered...Student-centered TheIndividual...TheTeam ConsumptionofInfo...ConstructionofMeaning Schools...Networks SingleSourcing...CrowdSourcing HighStakesTesting...HighValueDemonstations
If we administrators expect teachers to proactively respond to these big shifts for the futures of their
students, mustn't we do so ourselves?
Shouldn'twebetransformingfacultymeetings(andother"PD")intofacultydoings?Shouldn'twebeexperimentingwithPBLwithadults...andwithprojectsthatarerelevantandmeaningfultoteachers?Areweevenasking
themwhattheywantandneed?
Fromtheadminview,howcanwemakeschoolmore"teacher-centered"sothatteacherscan,inturn,makeschoolmorestudent-centered?Shouldn'tweadminbemodeling"studentvoiceandchoice"byprovidingsuchtoour
faculties?
Howareweun-silo-ingourschoolstofacilitateteachersworkinginteams?
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Howarewefacilitatingtheconstructionofmeaningamongourfaculties,insteadofaskingthemtoconsumeinformation?Dodecisionsfeeltop-downorbottom-up?Orinside-out?Oroutside-in?
HowareweadminemployingandengaginglearningnetworksandadvocatingforOPENandSAFEandTHOUGHTFULuseofsuchendless
learningresourcesinthenetwork...outsideourschoolwalls? Howarewecrowd-sourcingourcollectivewisdomwithinourfacultiesandamongourfacultiesfromschooltoschool?Howarewerefusingtore-invent
thewheelandinsteadpartneringwiththecrowdsofotherdoingschools...I
meannetworks?
Howarewerefusingthehighstakestestingofteachersandengaginghighvaluedemonstrationsofprofessionalpractice?
A people strategy begins with EMPATHY. It moves along the stepping stones of the Golden Rule. A
people strategy refuses to commit the fundamental attribution error (see the Heath Bros' Switch).
Be the change you want to see in others! Show the way; don't just tell the way. Blur the lines among
"admin," "teacher," "student." In fact, any of us should be all three. It's not about the titles. It's about
learning...together.
CHANGEd: What if...60-60-60 Project Explained
#58[May5,2012]Empathy,memory,madetostick,experientiallearning
CHANGEd:Whatifwereallyreflectedonwhatformerstudentsremember?60-60-
60#58
For over 15 years, I taught eighth graders the subject of economics.
When alums return to school or write to me, do you know what they say they remember? The number onememory is "The Stock Market Game." Second in the tally - creating resumes and business cards. Not one
person has ever told me they remember any definitions, graphs, or theories. They remember what they
created and crafted. They remember the parts that felt most "real life." They remember what seemed most
relevant when they finished college and called on applicable skill sets. What if we really reflected on what
former students remember? Would we design our courses and classes to provide more of the memorable
experiences?
CHANGEd: What if...60-60-60 Project Explained
#59[May6,2012]Empathy
CHANGEd:Whatifweteachershadtoenrollinourownclasses...andatleastonemore?60-60-60#59
I've written before about teachers and students swapping roles, and so
has my amazing 60-60-60 mirror, @mmhoward. But what if we teachers simply had to enroll in our own
classes?
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Would we ourselves enjoy the structure we employ, the instructional practice, the methodology, the
routines and the repetitions? Do we really think that all of the students in our classes learn just like we
did...like we do?
What if we also had to enroll in at least one more class - a class that is completely and utterly different than
the one we teach? In that place of uncomfortableness, wouldn't we learn how to reach more of our
students...the ones who don't think and learn just like we do?
Don't we owe it to our young learners to put ourselves in our own classes, as well as in at least one more
that stretches and perplexes us?
CHANGEd: What if...60-60-60 Project Explained
#60[May7,2012]Learning,reflection
Whatifwealltriedsomethingnewfor30days(orlonger)andlearnedoutloud?
http://www.ted.com/talks/lang/en/matt_cutts_try_something_new_for_30_days.html
Working at summer camp was really what caused me to pursue a
career in education. At Camp Sea Gull, Captain Lloyd used to explain the length of camp sessions this way:
When other camps are moving to two-week sessions, we are sticking with four-week sessions. You know
why? It takes 21 days to form a habit. While our campers are with us, we want to guide them to form habits
of taking better care of themselves, each other, and the world around them. It'll take some time to break a
few bad habits, and we have an extra few days to make sure the new cement dries.
For the past 62 days (I started at "0" and I wrote a "48.5"), through this "CHANGEd: What if...? 60-60-60"
blog series, I have been building new habits. I am just one day short of repeating the 21-days-forms-a-habit
rule for three consecutive cycles. Here are just a few of the things I have learned and enjoyed:
1. Icravethetimetowriteeachday.Iwakeupwantingtowrite.Ataboutday16,IwonderedifIwouldmakeitfor60days.Atday25,IknewIwouldmakeit.
2. IfailedmoretimesthanIsucceeded.Isetouttowrite60posts...in60days...of60wordseach.Irarelyachievedthe60-wordgoal,andthatwaspart
ofthechallengeforme.Ifailedrepeatedly.AndIlearnedeverydayfromthe
failure.Iembracethatfailure.Iwillbeabetterwriterforthatfailure.Istill
feelverysuccessfulnevertheless.
3. By"learningoutloud,"IconnectedwithpeoplewhomIprobablywouldhavenevermetotherwise.Duringthe60-daychallenge,Ihavedoubledandtripled
myaverageweeklyreadership,comparedwiththenumberofweeklyreaders
beforetheseries.Throughthosenewreaders,myPLNhasgrown,andIam
thebetterforit.
-
8/2/2019 Changed What if 60-60-60
27/27
4. MeganHowardhelpedmetremendously.Shebecamemypartnerinthisexper(ience)ment,asshecalledit.Bygettinginthisboatwithme,shemademefeelmoreaccountable...toatleastoneotherperson,andIdidnotwantto
letherdown.5. Alldaylong,Inowthinkofwhatifquestions.IthinkIhavedevelopedandenhancedmyInnovatorsDNAbecauseoftakingthisonandbuildingbetterhabitsofobserving,questioning,experimenting,networking,practicing,and
associating.
Won't you try something new for 21 or 30 or 60 days? We ask our students to do so all the time. Shouldn't
we be students ourselves? Shouldn't we be learning out loud? Shouldn't we be building the habits that will
make us better teachers and educators for the future? Better learners?
What if more of us worked to develop not just 20/20 vision, but "60-60-60 vision?" We educators should
never think that we've got schooling as good as it can ever be. We should be seeing our current reality
clearly, and we should be envisioning how we can get better. Isn't such delta-oriented vision what it will
take for education and schooling to be CHANGEd?
[ted id=1183]
Theback-up&theonethatgotaway
WhatifmoreschoolssupportedBYODandcellphonesaslegitimatetools?
http://plpnetwork.com/2012/03/09/pocket-based-learning-my-cellphone-
classroom/
http://whatsnext.blogs.cnn.com/2012/05/03/intel-smartphones-will-plug-into-
your-brain/
Alsoseestarsonreader.