Tag Archives: vision

Dabbawalas, tutorial networks, and the naysayers

In Mumbai, India, many workers prefer a hot, home-cooked meal instead of eating at a food stand or restaurant. So each workday 5,000 dabbawalas (“those who carry a box”) deliver 200,000 lunches from workers’ homes to their offices. Collecting dabbawalas, who are typically on bicycles, pick up individual lunch boxes from each home and bring them to a sorting location. Sorting dabbawalas then mark the lunch boxes with symbols and colors to mark their route and destination and put them on local trains. At each railway station, local dabbawalas collect the appropriate lunch boxes and deliver them to workers via foot, bicycle, and pushcart. The entire system works in reverse to get the lunch boxes back home again. All of this is quite complex but the entire 125-year-old system is organized organically by the dabbawalas themselves, not the government or a corporation. It is estimated that a mistake is made about once in every 8 million deliveries, which is particularly impressive given that many of the dabbawalas are illiterate. The dabbawalas have been profiled by the New York Times and NBC News, among many others, and there is even a Harvard Business School case study about them. 

In Mexico, what started as an experiment to improve 8 poor, rural public schools has now exploded into a national network of over 9,000 low-achieving elementary and middle schools. In these schools, student-centered tutorial networks rely on the knowledge and skills of youth to help scale up student learning at levels that would be impossible if done by adults alone. On any given day in one of these schools, a teacher might be tutoring a student, a student might be tutoring another student, or a student might even be tutoring an adult parent, community member, or educator. In this manner, new pedagogical practices can be disseminated nationwide through tutoring and social networks rather than just top-down professional development and educator training mechanisms. In these tutorial networks, everyone is a learner and everyone is a teacher.

Richard Elmore describes the system further:

When they have developed mastery in a given area, students play the role of tutor to other students who are undertaking inquiry in the same area. Students learn both the content they study and the practice of tutorials. Over time, the learning of the students and tutors, coupled with the training that tutors receive in the broader network, becomes a fund of knowledge available to tutors and students in other schools in the network. Learning is disciplined throughout by norms of mastery. Students and adults work together to build a fund of common knowledge that is available to all.

No one has told these students that they cannot control their own learning. No one has ‘schooled’ the adult tutors, who are largely recruited from the rural communities they serve, that they are ‘unqualified’ to teach or to serve as leaders of learning in their communities. The students and tutors share an understanding that, if there are things that they need to know in order to teach others, they will learn them through the teaching of others. The students and adults form a powerful social movement, with a common identity around access to learning. Most of all, students are given the gift of adult trust that by engaging in learning, by choosing what to learn, and by giving the gift of learning to others, they will discover their power as leaders of learning in their communities. 

Helen Janc Malone further notes:

What is unique and innovative about the tutorial networks is that they put the learner and the process of learning at the center of the education endeavor, and focus on tutorial relationships as a driver for democratic, equitable learning environment, absent of traditional, grade-level, standardized, rigid structures that often disengage students. Taking agency for instructional delivery and ownership of learning is empowering and motivating for both the tutors and the tutees. There is a great sense of pride that comes from receiving personalized learning, mastering content and sharing that knowledge with peers. An added advantage of such a strategy has been the excitement that spreads beyond the school walls and spills out into the community, where families again begin to see schools as centers for learning and development. This is particularly evident where tutorial networks have been able to positively transform rural, high-poverty, low-performing schools.

Nationwide community-driven tutorial networks that put students at the center. Complex, Six Sigma-quality delivery systems run by marginally-literate workers. Incredible, right? I can’t help but wonder… What could we do if we tapped into the power of our people and tried to actualize new possibilities instead of mere historical inertia? What could we do if our school organizations elevated the questions, “why not?” and “how can we?” over the reflexive “yes, but?”

As school leaders, we know that the naysayers will start chiming in as soon as anything new or different is proposed. Instead of allowing the change-adverse to dominate, maybe we could say, “Look at what’s happening out there. Given our greater resources and our incredible talent, there’s virtually no limit to what we could do. Let’s get started and do some things that are amazing!”

#dreambig #getmoving #makeitbetter

It’s too overwhelming

Overwhelmed

“The magnitude of all of this change… it’s too overwhelming.”

Fair enough. I, too, often feel overwhelmed by it all. But are we going to hunker down and ignore it or lean into it and try to figure out how to adapt? Which one better serves the needs of our children?

Image credit: Day 49 – I can’t do it anymore, Alisa Ryan

This online high school is not going to change education

Siliconvalleyhighschool

The headline at eSchool News reads ‘This online high school could change education’ (a slight modification of the original headline at the Santa Cruz Sentinel). Okay, I’m game. I’ll check it out…

I read about the founders. I read that they’re trying to make the curriculum relevant for students (awesome!). I read the claims that Silicon Valley High School will provide a ‘five star education.’ Okay so far. Then I get to the following:

With the help of a core team of 12 developers and 20 subject matter experts, Teves and Smith have developed a platform and process to deliver ‘best-available’ content to students at a fraction of the cost of similar curricula.

and

The courses are highly linear and feature well-produced videos starring engaging and highly relevant teachers chosen by the high school’s panel of experts.

And there we have it. ‘Highly linear,’ self-paced, one-size-fits-all courses; videos made by experts; and an online platform to ‘deliver’ them, including quizzes. I’m pretty sure that this is not the first time this has been suggested or tried (MOOCs, anyone? Khan Academy? K12 and Connections Academy? TED-Ed?). And – good intentions aside – I’m pretty sure that these models are essentially replicating online the traditional face-to-face model of sit-and-get, transmission-oriented education that’s dominated for centuries. But, hey, students can proceed at their own pace and do this anywhere…

Video lectures are still lectures:

More than 700 studies have confirmed that lectures are less effective than a wide range of methods for achieving almost every educational goal you can think of. Even for the straightforward objective of transmitting factual information, they are no better than a host of alternatives, including private reading. Moreover, lectures inspire students less than other methods, and lead to less study afterwards.

When will we be willing to confront the need to change the day-to-day learning experiences of students rather than simply trying to repackage traditional methods in different wrappers?

How do communities define school success?

Last week in a session at the Iowa Association of School Boards annual conference, we were asked how our communities defined school success. Superintendents and school board members started voicing their mission and vision statements, which sounded quite lofty. I chimed in that, despite our school systems’ rhetoric, the reality for most community members probably was quite different.

I’m guessing that for most of our schools, most of our community members define success as 1) test scores, 2) whether most kids graduate, and 3) good sports teams.

What do you think?

Definingsuccess

Digital Leadership Daily: November 2016 update

Digital Leadership Daily Photo

Thought I’d share some quick numbers regarding the Digital Leadership Daily service that I launched back in February. Nine months later, we have 146 subscribers getting a daily text message through Remind, 97 people on the Facebook page, and 650 followers on the Twitter channel. If you or someone you know would benefit from one carefully-selected technology leadership resource per day, feel free to sign up!

My keynote for the 2015 K12 Online Conference

McleodK12online

My keynote for the 2015 K12 Online Conference is now available. It’s long because within it I profile numerous examples of innovative schools. Here is the description for my session:

Whenever any sort of change or innovation is discussed, the ‘Yes, but…’ objections are inevitable. However, instead of allowing those resistance points to dominate and defeat promising ideas, teachers and administrators can reframe opposition into possibility by asking the questions ‘Why not?’ and ‘How can we?’ Effective educators focus on adaptation, forward progress, and collective effort and efficacy. The ‘yes, buts’ don’t do anything except keep us stuck. Too often we get mired in negativity and defeatism instead of recognizing that – both individually and collectively – we usually have the ability to do and be so much more than our current reality reflects. This keynote focuses on transformative leadership mindsets and features exemplary schools from around the world that are ignoring the ‘yes, buts’ to make amazing things happen for children and youth.

Check it out and get some great ideas for changes you might make in your school. Be sure to see all of the other wonderful presentations too. The four conference strands this year are Maker Ed, Stories of Connection, Overcoming Obstacles, and Beyond The Core: Art and More. Did I mention the conference is FREE?!

Happy viewing!

Time to find other employment

In the past decade, most everyone with access has experienced what it's like to learn from anyone, anywhere at any time. In everyday life, this is no longer an event to behold but the way we learn. Any policy maker or leader who doesn't understand and live this needs to find other employment. - Dean Shareski

Dean Shareski said:

In the past decade, most everyone with access has experienced what it’s like to learn from anyone, anywhere at any time. In everyday life, this is no longer an event to behold but the way we learn. Any policy maker or leader who doesn’t understand and live this needs to find other employment.

via http://www.huffingtonpost.com/dean-shareski/make-it-stop_1_b_8142928.html

Transform, not reform

Greg Whitby said:

more businesses are moving away from improving old models to responding to the changing needs of consumers (and employees) within the context of a rapidly changing world. In addition, real time data has helped to create a whole new paradigm for doing things differently, thinking creatively and responding immediately.

On the flip side, education is still wedded to the improvement model; looking for enhanced solutions to old problems. We operate on the assumption that we can control the variables, link performance to accountability measures and tighten up processes. Where are the innovative solutions?

Improvement is no longer the challenge so let’s use educational conferences and colloquiums to focus on how we change the system not how we fix it. As Sir Ken Robinson says the challenge is not to reform but to transform.

via https://bluyonder.wordpress.com/2015/09/04/improvement-is-no-longer-the-challenge

4Q: The quadruple win

Retweet 0 Share 24 25 Google +1 12 Pin it 1

Retweet 0 Share 24 25 Google +1 12 Pin it 1

4Q

Four big questions to ask about a lesson, unit, or activity…

  1. Deeper learning. Did it allow students to go beyond factual recall and procedural regurgitation and be creative, collaborative, critical thinkers and problem-solvers? Did it really? [If not, why not? Our graduates need to be deeper learners and doers so that they can add value beyond what search engines, Siri, and YouTube already can do.]
  2. Student agency. Did it allow students to drive their own learning rather than being heavily teacher-directed? Did it really? [If not, why not? Our graduates need to be autonomous, self-directed, lifelong learners so that they can reskill and adapt in a rapidly-changing world.]
  3. Authentic work. Did it allow students to be engaged with and/or make a contribution to the world outside the school walls? Did it really? [If not, why not? Our graduates need to be locally- and globally-active so that they can be positive citizens and contributors to both their community and the larger world.]
  4. Digital tools. Did it allow students to use digital learning tools to enhance their learning beyond traditional analog affordances? Did it really? [If not, why not? Our graduates need to be digitally fluent so that they can effectively navigate our technology-suffused information, economic, and learning landscapes.]

What percentage of the learning occurring in your school system would simultaneously satisfy at least two of the above (2Q)? At least three of the above (3Q) for a triple win? All four (4Q) for the quadruple win?

If you have a 3Q or 4Q lesson, unit, or activity that you think is worth sharing, let us know below. We’d love to hear about it!

Dreaming bigger for Iowa education

RETHINK

Lately I’ve been trying to dream a little bigger about Iowa schools. Feel free to map this onto your own state or province…

Background

Bottom line

What if…

  1. every Urban Education Network of Iowa district had an ‘alternative’ high school for low-achieving students that focused on creative inquiry, collaborative problem-solving, and community contribution instead of worksheet packets and self-paced online courses? (some may already)
  2. each regional Area Education Agency had the capacity to help its districts create project-based learning ‘incubators?’ (kind of like Iowa BIG in Cedar Rapids)
  3. the Iowa Department of Education worked with the School Administrators of Iowa, the Iowa Association of School Boards, the Iowa State Education Association, the Iowa Business Council, the Iowa Association of Business and Industry, the Iowa Chambers of Commerce, the Iowa Economic Development Authority, and others to help superintendents, school boards, communities, and postsecondary institutions envision a more transformative learning future for students?
  4. given our tremendous grassroots movement toward 1:1 computing environments – 200+ out of 331 districts (and counting!) – Iowa was the first state in the country (other than maybe Maine) to place its instructional technology emphasis on enhanced learning and teaching, not just access?
  5. like in many private schools and Rhode Island, high school seniors had to complete a deep, complex, multidisciplinary capstone requirement in order to graduate?
  6. every high school student in Iowa had the opportunity to do a credit-earning, community-based internship before graduation?
  7. there was statewide pressure from school districts on educator preparation programs to be more relevant?
  8. one or more Iowa universities worked with external partners to design and deliver a ‘Future Ready’ leadership graduate certificate that would give teacher leaders and administrators the skills necessary to foster 21st century learning environments?
  9. we utilized hands-on, engaging STEM activities more often in core math and science courses, not just in electives or extracurricular programs?
  10. Iowa Learning Online dramatically expanded its offerings to include electives such as Agricultural Engineering, Design Thinking, Sustainable Development, Digital Marketing, or Computer Programming and students not only could get high school or university course credit but also microcredentials that could be used for employment?
  11. our various statewide education summits were targeted, focused opportunities for us to work together and craft solutions, not just sit and listen?
  12. we trained district curriculum leaders in various blended learning models?
  13. we had regional exemplar schools across the state like Waukee APEX, the Thomas Jefferson High School for Science and Technology in Virginia, the North Carolina School of Science and Mathematics, or the urban National Academy Foundation schools, with an emphasis on intentional dissemination partnerships to spread best practices to other schools?
  14. we scaled competency-based education to the next level (like in some other states) rather than it idling in the pilot stage?
  15. like some states and districts, we created open access textbooks and taught teachers how to curate open educational resources (OER), thus freeing up textbook monies for other purposes?
  16. we did a much better job of raising the (inter)national visibility of Iowa’s amazing educational initiatives through better utilization of social media channels, online communities, and digital branding and marketing strategies?
  17. the Governor’s Office, the Iowa Department of Education, the Iowa Business Council, the Iowa Farm Bureau, and other partners collaboratively approached a major education foundation, corporation, or government grant program and said, “We’re deadly serious about thinking REALLY big here. Help us make it happen?”

Each of these would be big. Many of these together would be amazing… What do you think? What would you add to (or remove from) this list?

Switch to our mobile site