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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)


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


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]


#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?"


#12[March19,2012]Homework

Whatifourstandinghomeworkassignmentwastospendtimewithfamily,friends,andpersonalpassions?Timetoworkonourhome,

notjusttimetoextendschoolintotheplacecalledhome.Whenwethinkofthe

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balancewewantinourownlivesandinthelivesofourchildren,mightsucha

practiceactuallyadvanceusall?Whatmightstudentschoosetodo...withtime?!Relatedposts:

Longer,recentpostfromBoabouthomework RecentGarrReynoldspostaboutslowingdowntoappreciatewhat'simportant


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"


#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).


#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]


#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?"


#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.


#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.]



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!



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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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?!


#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?



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.


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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?


#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!



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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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.


#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.


#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!]


#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.

----------

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?


#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?


#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...?


#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?


[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.


#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.)


#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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#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.


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?


#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.


#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?!


#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!]


#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]


#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.


#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


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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]


#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)


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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.


#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]


#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.


#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?


#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?


#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.

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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.

changed what if 60-60-60

Documents