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Best to Next Practices -Challenges in Education
Raymond J. McNulty, President
@ray_mcnulty
Schools are Improving
School
Improvement
Schools are Improving
School
Improvement
Changing
World
The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.
Making a better “20th Century School”
is not the answer.
We are getting better at things that do not matter
as much anymore.
Unless we unlearn some of our
traditional practices, we will never get
beyond an improvement
mindset.
First Different - Then Better
“The future is not some place
we are going to, but one we are creating.
The paths are not found, but made, and the activity of
making them changes both the maker and the
destination.”--John Schaar
I believe the future is not about the latest gadgets,
it is about something more than gadgets, it’s
about …LEARNING
The Adult Learning Year!
2011
Systems are challenged today like never before.
The key challenge that we face
is results.
In an environment driven by results, the best
strategy is to “DEVELOP YOUR PEOPLE.”
Broaden the definition of learning in your system to include adults.
The focus must be on the way we work.
• Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.”
• Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.
WE need to become the AGENTS of change.
Many people -- both inside and outside of education – seem to be afraid (generally) of three things:
• The Future• Technology• Social Skills
Themes1. Best and Next Practices2. Three key trends impacting us3. Technologies to watch4. Non-techie stuff5. The Three R’s6. Closing remarks
Theme
• Best and Next Practices
Best practices allow you to do what you are
currently doing a little better.
Next practices increase your organization’s capability
to do things it has never done before.
Expertise (“the way we do things around here”) can be a road block to problem solving
and to the development of Next Practices.
System Innovation
Sustaining Innovation
Next Practice
Disruptive Innovation
Established organizations often
embrace “sustaining
innovations” but struggle with “disruptive
innovations.”
A Story….• Not a bad idea, but to
earn a grade more than a C+, the idea has to be viable! (Yale Professor)
• Fredrick Smith
• The idea FedEx
-Shurnyu Suzuki
“In the beginner’s mind there are many possibilities; in the
expert’s mind there are few.”
First practice must change, then results,
then policy.
Theme
• Three key trends impacting us
First Key Trend• Our roles as educators is
challenged by easy access to an abundance of resources
• Sense Making• Coaching• Credentialing
Second Key TrendPeople expect to be able to learn,
study and work whenever and wherever they want.
The world outside of school is increasingly collaborative.
We must reflect upon the way student projects are structured and graded and how teachers work.
Third Key TrendThird Key Trend
Theme• Technologies to Watch
The Horizon Report 2011
Near Term: 1-2 YearsElectronic Books and Mobile Devices
Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011
Mid Term: 2-3 yearsAugmented Reality and Game Based
Learning
Far Term: 3-5 Years
Gesture-based computing
Pattie Maes, MIT Media LabPranav Mistry, inventor of “Sixth
Sense”
Current System
Something Different
The Horse
The Automobile
Henry Ford quote…
“If I had asked the public what they wanted,
they would have said a faster horse.”
Some suggesting bold moves….
Conrad Wolfram… Start teaching math and stop teaching calculating.
Intentionally Non-Compliant Student
Theme
Non-techie stuff
The Fundamental Attribution Error
When looking at our own behavior, we tend to view the situation in the environment that surrounds our action.
When looking at the behavior of others, we make assumptions about their personal qualities.
The Effects of Praise
Fixed or Growth
Can’t hand confidence to learners on a silver platter.
Social Skills1. We are very good at content skills,
rules, regulations, strategies. We are terrible at discussing and coaching on social skills.
2. David Brooks, “The Social Animal”3. Policy makers are good at
understanding social skills, but are void in recognizing their value when making policy.
Theme
The Three R’s……
• Technical Challenges
• Culture Challenges
•Rigor
•Relevance
•Relationships
•Relationships
•Relevance
•Rigor
We live in a world obsessed with science, predictability and control.
Some people believe if we can’t measure something, it must not count!
TO DO THE JOB WELL
• QUANTITATIVE DATA
• QUALITATIVE DATA
• GREAT QUESTIONS…
Teacher – Student Comparisons
T – I make learning exciting for my students.
86%
S – My teachers make learning fun.
41%
Teacher – Student ComparisonsT – I am aware of my students’ interests outside of school.
84%
S – My teachers know my interests outside of school.
28%
You can’t teach kids you don’t know….
Talking with kids…
It’s not us against them!
Rigor and RelevanceWhat is it? And what does it mean?
3 Mis-Conceptions on Rigor
• That rigor means ‘ more’
• Raising a grade is not ‘rigor’
• Being stricter and enforcing tighter policies
Rigor!
• Rigor means increasing the level of thinking in a more sophisticated and complex manner.
Knowledge TaxonomyKnowledge Taxonomy
1. Recall Knowledge1. Recall Knowledge2. Comprehension2. Comprehension 3. Application3. Application 4. Analysis4. Analysis 5. Synthesis5. Synthesis 6. Evaluation6. Evaluation
Thinking Continuum
Assimilation of knowledge
Acquisition of knowledge
Relevance
Relevance • To determine a lessons level of Relevance you must ask the following questions…
1. Is it application?
2. Is it real world?
3. Is it unpredictable?
Application ModelApplication Model1 Knowledge of one 1 Knowledge of one disciplinediscipline
2 Application within 2 Application within disciplinediscipline
3 Application across 3 Application across disciplinesdisciplines
4 Application to real-world 4 Application to real-world predictable situationspredictable situations
5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations
AcquisitionAcquisitionof knowledgeof knowledge
Applicationof knowledge
Action Continuum
Relevance of learningto life and work
Example:
–Analyze how Abraham Lincoln in his “Second Inaugural Address” examines the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn among them.
– CCSS Match: 9-10.RI.3 and 9-10.RI.9– Source: CCSS Appendix B: Text
Exemplars and Sample Performance Tasks
Awareness 1
Comprehension 2
Application 3
1
Knowledge in one
discipline
2
Apply knowledge
in one discipline
A
Acquisition
Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.
Low-level Knowledge
A Quadrant
• name• label• define• select• identify• list• memorize• recite• locate• record
• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation
Verbs Products
Awareness 1
Comprehension 2
Application 3
B
Application
3
Apply knowledge
across disciplines
4
Apply to real-world
predictable situation
5
Apply to real-world
unpredictable situation
Students use acquired knowledge to solve problems, design solutions, and complete work.
Low-level Application
B Quadrant
• apply• sequence• demonstrate• interview• construct• solve• calculate• dramatize• interpret• illustrate
• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline
Verbs Products
Application 3
Analysis 4
Synthesis 5
Evaluation 6
1
Knowledge in one
discipline
2
Apply knowledge
in one discipline
C
Assimilation
Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.
High-level Knowledge
C Quadrant
• sequence• annotate• examine• report• criticize• paraphras
e• calculate• expand• summarize• classify• diagram
Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation
3
Apply knowledge
across disciplines
4
Apply to real-world
predictable situation
5
Apply to real-world
unpredictable situation
Application 3
Analysis 4
Synthesis 5
Evaluation 6
D
Adaptation
Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.
High-level Application
D Quadrant
• evaluate• validate• justify• rate• referee• infer• rank• dramatize• argue• conclude
• evaluation• newspaper• estimation• trial• editorial• radio program• play• collage• machine• adaptation• poem• debate• new game• invention
Verbs Products
Quadrant AAsk questions to recall facts, make observations or demonstrate
understanding.• What is/are__?• How many__?• How do/does__?• What did you observe__ ?• What else can you tell me__?• What does it mean__?• What can you recall__?• Where did you find that__?• Who is/was__?• In what ways_?• How would you define that in your own terms?• What did/do you notice about this __?• What did/do you feel/see/hear/smell __?• What do you remember about _?• What did you find out about __?
Quadrant BAsk questions to apply or relate.• How would you do that?• Where will you use that knowledge?• How does that relate to your experience?• How can you demonstrate that?• What observations relate__?• Where would you locate that information?• Calculate that for __?• How would you illustrate that?• How would you interpret?• Who could you interview?• How would you collect that data?• How do you know it works?• Can you show me?• Can you apply what you know to this real world problem?• How do you make sure it is done correctly?
Quadrant CAsk questions to summarize, analyze, organize, or evaluate.• How are these similar/different?• How is this like___?• What's another way we could say/explain/express that?• What do you think are some reasons/causes that _____ ?• Why did __ changes occur?• How can you distinguish between__?• What is a better solution to__?• How would you defend your position about__?• What changes to __ would you recommend?• What evidence can you offer?• How do you know?• Which ones do you think belong together?• What things/events lead up to __ ?• What is the author’s purpose?
Quadrant DAsk questions to predict, design, or create.• How would you design a __ to __?• How would you compose a song about__?• How would you rewrite the ending of the story?• What would be different today, if that event occurred differently?• Can you see a possible solution to__?• How could you teach that to others?• If you had access to all resources how would you deal with__?• How would you devise your own way to deal with__?• What new and unusual uses would you create for__?• Can you develop a proposal which would_?• How would you have handled__?• How would you do it differently?
Theme
Why it is so hard to change?
Why is it so hard to change?
• The more successful a system is, the more difficult it is to recognize when it must change. By example, market leaders are the last ones to transform.
• The American Education System, “The market leader during the industrial era!”
Market Leader Thinking• Dominant logic: “That’s the way we do
things here.”
VII
Shown below is the Roman numeral seven. By adding only a single line, turn it into an eight.
IX
• Shown below is a Roman numeral nine. By adding only a single line, turn it into a six.
SIX
IX6
Mental Locks
• We don’t need to be creative for most of what we do (driving, shopping, business of living). So staying on routine thought paths enables us to do many things without having to think about it.
• Our training in school has taught us that there is one right answer.
• The Right Answer
Five beautiful and well-dressed woman are standing in a tight group. One is crying and she has never been happier. The other four are smiling and they have never been more disappointed. Why?
The Second Right Answer
• What is the answer?
• What are the answers?
• The Right Answer
• That’s not logical
• SOFT • HARD
• Logic• Metaphor• Dream• Reason• Precision• Humor• Consistency• Ambiguity• Play• Work• Exact• Approximate
• Direct• Focused• Fantasy• Reality• Paradox• Diffuse• Analysis• Hunch• Generalization• Specifics• Child• Adult
• SOFT• Metaphor• Dream• Humor• Ambiguity• Play• Approximate• Fantasy• Paradox• Diffuse• Hunch• Generalization• Child
• HARD• Logic• Reason• Precision• Consistency• Work• Exact• Reality• Direct• Focused• Analysis• Specific• Adult
• SOFT
• Shades of gray
• Hard to pick up
• Many answers
• Flood light, diffused
• HARD
• Black and white
• Easy to pick up
• Right answer
• Focused like a spot light
Cat - Refrigerator
NEXT PRACTICE THINKING• The Iterative Process
• Versions
• Create a disciplined, managed space for development of new ways to accomplish difficult tasks
Theme
Closing Thoughts
BE EXTRAORDINARY
BEING EXTRAORDINARY
• Committed to the truth• Be committed to delaying
gratification• Be someone who always has the
chance of saying “yes”• Live a life where you do not make
others wrong
BEING EXTRAORDINARY
• Be committed to courage• Be someone who produces results
with absolutely no force• Be a person who is peaceful in chaos
BEING EXTRAORDINARY
• Be committed to courage• Be someone who produces results
with absolutely no force• Be a person who is peaceful in chaos• Be committed to managing success,
while being aware of its dangers (lottery winners and GM)
The Invisible Difference
Passion Commitment
• Ray McNulty: @ray_mcnulty
• International Center for Leadership in Education:@rigorrelevance
Best to Next Practices -Challenges in Education
Raymond J. McNulty, President
@ray_mcnulty