Fun with Adobe’s Spark Page platform as a reflection on Deeper Learning 2017 in San Diego last week:
Imagine this: as an educator, you are awarded a $100,000 grant which allows you to take time out of the classroom to research and implement a transformational idea. You can use the funds to travel to innovative schools, to attend conferences to further your learning, to hire consultants to work with your school, or any other activity that might help you in your venture. With the help of your administration and a steering committee, you work to transform your school into a place that best serves the needs of students.
Sound like a dream? It is, but it’s available to Vermont educators through the graciousness of the Rowland Foundation, which seeks to usher forth the work of innovative educators, and in turn to truly transform Vermont schools.
Recognizing that this is the exception, Rowland fellows are able to experience all of Couros’ elements to look for in today’s classrooms. A few to note:
Time for reflection:
This is the ultimate gift of the Rowland Foundation. Time to reflect on why education is the way it is, how change happens, and the true meaning of innovation is something most educators only have time for if they disregard the more pressing issue of planning classroom lessons. During the sabbatical, fellows meet five times per year and engage in reflective protocols; they blog about their experiences, successes, and insights, and they have deep discussions with others who are engaged in similar work. Wouldn’t it be incredible if we somehow built into our systems the opportunity for every teacher to take a sabbatical every few years? How might that change our schools?
The Rowland foundation literally trusts teachers every year to make choices about what to do with $100,000 no questions asked. This can be overwhelming at first. There is a sense of guilt that comes with many years of explaining where each penny of your budget is headed. But, once a Rowland fellow can let go of that guilt, the level of creativity and innovation that is possible increases exponentially. One experience leads to another; questions begin to unfold; learning about one new idea leads to a desire to know about ten more new ideas. This is another level of overwhelming that requires working through but at each turn the learning ascends drastically. While there are moments of paralyzed wonder, the ability to respond to a curiosity and have the freedom to do it in whatever way you choose is extremely liberating and leads to deep learning, creativity and ultimately innovation.
Problem finders/ solvers:
The Rowland fellowship stresses that we are engaging in an inquiry process. Unlike most learning experiences, there really is no expectation for a final or finished product. There is no paper, no formal presentation or defense. The fact that there is no expected outcome is again, liberating. It allows for experimentation, revision, or major pivots if that makes sense. In general, learning experiences have an expected outcome. But with inquiry, learning changes our thinking along the way and what made sense at the start doesn’t always make sense in the end. Learning experiences where the process is more important than the product allow for real problem solving to occur.
Opportunities for Innovation:
Because of the focus on inquiry, Rowland fellows are free to experiment. This is key to innovation, as sometimes those experiments fail. However, fellows are able to incorporate these lessons and move forward with a better plan. They are free to imagine possibilities and make progress with other stakeholders in their schools. They function as models of innovative thinking and often inspire their colleagues to follow suit.
Trust is paramount in order for any of these eight elements to work
–whether it be in a classroom with students or with professional development. Innovation happens by embracing the fact that failures happen but can ultimately be overcome with solid relationship foundations. Vermont owes thanks to the Rowland Foundation for supporting innovative teachers with the ambition and drive to transform its schools.
Frith, Caleb. Think. Digital image. Unsplash. N.p., n.d. Web. 26 Mar. 2017.
Street, Jamie. “Sparklers after Sunset, by Jamie Street | Unsplash.” Back to Unsplash. N.p., n.d. Web. 26 Mar. 2017.
Tietsworth, Justin. “Lead The Way, by Justin Tietsworth | Unsplash.” Back to Unsplash. N.p., n.d. Web. 26 Mar. 2017.
ISTE has established itself as the go-to place for all things tech-related, and its guidance on leveraging technology for learning is as robust as its many other resources. It outlines fourteen different elements that are critical to success with tech integration–two of which our school does well:
Equitable Access and Empowered Leaders
Equitable Access: All students, teachers, staff and school leaders have robust and reliable connectivity and access to current and emerging technologies and digital resources.
As part of our Lancer One program, every student in our school is issued an iPad. Indeed, one of the original goals of the Lancer One program was equity: all learners were to have equal access to technology. In a rural school district, where diversity comes in the form of socio-economic separation, the importance of this belief cannot be overstated. We wanted our students to be able to access learning opportunities anytime and anywhere, and having devices in hand was imperative. With a supportive community who were able to recognize a budget surplus as an opportunity, we were able to make it happen, and with a lot of work on infrastructure, we were able to build the internal supports to uphold it.
Empowered Leaders: Stakeholders at every level are empowered to be leaders in effecting change.
I appreciate how ISTE recognizes that “leaders” can be any stakeholders. This is why I think we succeed in this element. Our teachers are empowered through a culture of opportunity and celebration–that is, we encourage teachers to share their successes and we celebrate them. (Check out #LamoilleLearns for a few examples!) Our students lead the way in groups like YATST, Environmental Club, and A World of Difference–effecting change in the realm of technology and beyond.
While every school has bright spots, there are also some that could use some shining. I think Implementation Planning is ours. ISTE describes this as, “All stakeholders follow a systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources.” We have some incredibly bright spots–teachers who are lighting it up daily with innovative use of technology to meet the needs of our learners–but there need to be more. As George Couros so often reminds us, it’s about relationships, and building those with reluctant teachers is a step in the right direction. As the tech integrationist, I’ve started with that and have continued to encourage those who risk. It’s about helping teachers keep what’s working and update what’s not–without judgement.
One of the things I noticed in ISTE’s Lead & Transform Diagnostic Tool was the number of times they referenced some kind of incentive for teachers. While I spend most of my time trying to bribe teachers with lunch in order to show them a tool, this survey started me thinking more seriously about compensation. Food is great; badges are better, but money? Now you’re talking. Maybe that’s where the magic incentive lies, and perhaps it’s where more school districts should begin planning their PD budgets. If funds were budgeted to compensate teachers for taking the time to learn these new tools on their own, perhaps more teachers would do it.
Or, what if we banded together (speaking for smaller school districts) and offered up a partnership with some of the big leagues to host PD? Beekmantown School District had great success with their recent Explore EDU event that paired classroom visits with panel discussions. While traveling to far off places for conferences isn’t always possible, perhaps we ought to start considering bringing more to us.
Big ideas…thanks to ISTE for providing the inspiration to begin dreaming about a school that meets all of the essential elements!
As I’ve made the switch from a focus on students to a focus on teachers this year, I’ve been reminded that there are a lot of similarities between teaching students and teaching teachers.
First and foremost, it’s about relationships.
In The Innovator’s Mindset, George Couros referenced a New Yorker article that explained why “one-on-one interactions increase people’s willingness to try something new.” In essence, the article explores the idea of seven “touches–” that is, interactions with people with whom you want to build a relationship. Yes, this takes time, but if you are committed to change, you have to commit to connecting with the people who will make it happen.
While I admit I have an inclination toward risk in the classroom and in school, I recognize that this isn’t the case with everyone. Still, I have an intense desire to help teachers try new things in the classroom, so I’ve been working diligently to develop relationships. Below, I’ve included six things I regularly do to help build these connections. I hope these may be of some use to you!
Couros, George. The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity. San Diego, CA: Dave Burgess Consulting, 2015. Print.
Gawande, Atul. “Spreading Slow Ideas.” The New Yorker. The New Yorker, 19 June 2015. Web. 19 Mar. 2017.
For a moment, I’ve pretended that my dream school exists. I pored over photos to find glimpses of it in my own school, in schools I’ve visited, and in the activities my children participate in. I didn’t capture everything of which I dream; in truth, this is a cursory look in draft form of my ideal school, but it’s a start.
<p><a href=”https://vimeo.com/208406899″>Dream School</a> from <a href=”https://vimeo.com/user6516965″>Lori Lisai</a> on <a href=”https://vimeo.com”>Vimeo</a>.</p>
I envision an education that inspires, challenges, and exposes students to the wonder of the world through experience.
The school is just the catalyst for a deeper kind of learning that often happens outside of its walls–it’s a building, but as with any great architecture, it inspires. Its learning spaces are amorphous–changeable depending on the needs of its inhabitants. The learning is not confined to this space, and instead encompasses the idea that education happens all the time, everywhere. We are always learning through our experiences. My vision includes opportunities for all students to travel and see the world–provoking the deep empathy only possible with first-hand experience.
The school name needs an upgrade, and this is just the beginning of an idea. Still, I would want to attend my dream school, so I can’t be that far off.
Thanks again to George Couros for the inspiration. 250 words–a different sort of challenge!
The amazing George Couros has offered up inspiration for this blog post by asking us to consider one of the elements of the Innovator’s Mindset, and I’d like to talk about risk takers.
A couple of years ago, I was fortunate to receive a Rowland fellowship–an incredible opportunity for Vermont educators to transform learning in their schools. As part of this work, I formed a steering committee, which I deemed the “RFCC”–Rowland Foundation Cannonball Committee–a name which embodies the way I encourage its members to operate. Our mission is this:
to recapture the adventure in learning through the use of technology and game-based learning
and that requires a willingness to take risks–that is, to cannonball. Sometimes you just have to jump in, right? Sometimes the best way isn’t a toe wading in the water, or a scoop by the foot to test it out–sometimes, you have to plunge in with abandon, limbs wrapped tightly and maximum height employed, when you try something new.
I’m making an assumption about those who avoid risks: they fear failure and they fear change. I recognize and respect these fears, especially as someone who abhors disappointing people and who can get just as comfortable with the way things are as anyone. But I’ve been forced into change over the last five years, much of it against my will, and I remain as eager and inspired as ever to direct my energy into making positive change in our schools.
My steering committee is a group of teachers who bravely experiment with new approaches, recreate their lessons to incorporate new tools, and in general, iterate. By having them as models at our school, we begin to build a culture where cannonballing is revered–because it gets results.
Take Chris Bologna for example. He teaches social studies to 7th and 8th graders at our school, and recently created a Breakout game to help students explore our constitutional amendments. Check out the game launch–where he lines up the “prisoners” in short order– in this video:
— Lori Lisai (@lorilisai) March 12, 2017
Or take Ryan Farran, who decided this year to completely overhaul his approach to teaching math by incorporating Dreambox for practice and a flipped model using TES Blendspace, all hosted by Schoology. He takes you through his process here.
These are just a couple of teachers taking risks at our school to engage our students and try innovative ways to teach curriculum. As Couros says in The Innovator’s Mindset, “Risk is necessary to ensure that we are meeting the needs of each unique student. Some respond well to one way of learning, while others need a different method or format” (51). These teachers are taking risks–modeling failure when it happens, and more importantly, grit that develops when they model how they move through any failures. In truth, there have been far more successes, as demonstrated in the engaged looks on these student faces.
Couros, George. 8 Characteristics of the Innovator’s Mindset. Digital image. The Principal of Change. N.p., 14 Mar. 2015. Web. 10 Mar. 2017.
If you started a school from scratch, what would you see as necessary, and what would you take out from what we currently do? Thanks to the inspiration from George Couros this week and his #IMMOOC blog challenges, I am going to delve into my ideal school.
I’ve been thinking about my own school for years now. It lives in my head and calls to me every time I ram my head against the proverbial wall of resistance at my current school. When I can’t understand how change can be so slow, I fantasize of this dream school’s inner workings. The thing is, my dream school already exists in bits and pieces around the globe.
Its Maker Space lives at NuVu, where students use the design thinking process to create things like this hand drive wheelchair attachment, clearly meeting the needs of their users through empathy.
Fostering global awareness through travel opportunities at my dream school exists at the Think Global School, where students immerse themselves in the cultures of the world. When students aren’t learning in another place, they might be using VR technology to likewise gain empathy and understanding.
Its sustainability focus lives at Crossett Brook Middle School, where Sarah Popowicz leads students to investigate our world’s most pressing environmental challenges.
I’ve left the most important part for last–the teachers. In truth, good teachers are hard to find. A shared vision, a commitment to student learning, and the right people are an ideal combination, and with this working space and conditions, well-rounded, engaged, and inspired graduates wouldn’t be far behind. Some of my favorite teachers inspire students daily, think deeply about how to be better, and constantly innovate: Marc Gilbertson and Whitney Kaulbach, Chris Bologna, Cori Rockwood, Pat LaClair, Katie Bryant, and Nick Allen.
In the design of a new school, a fierce desire to inspire a culture of learning in students is necessary, and my dream is to recapture the adventure in that learning. By creating experiences for students that enable them to learn while doing, to feel valued in their opinions and ideas, and to foster their natural curiosities while exposing them to new ones, my dream school encompasses what it truly means to be educated.
“An Avenues Education.” Avenues: New York. Avenues World Holdings LLC, 04 Oct. 2016. Web. 03 Mar. 2017.
“Blue School.” P. A. Collins PE Consulting Engineering PLLC. P.A. Collins P.E., n.d. Web. 03 Mar. 2017.
“Brightworks: An Extraordinary School.” Brightworks: An Extraordinary School. N.p., n.d. Web. 03 Mar. 2017.
“Hand Drive Wheelchair Attachment – NuVu School & Autodesk Education.” YouTube. NuVu School & Autodesk Education, 12 Oct. 2015. Web. 03 Mar. 2017.
Montgomery, Blake. “The Maker Movement’s Influence: Photos From San Francisco’s Brightworks School (EdSurge News).” EdSurge. EdSurgehttps://www.edsurge.com/, 10 July 2016. Web. 03 Mar. 2017.
Popowicz, Sarah. “Sustainability Science.” Sustainability Science. N.p., 2013. Web. 03 Mar. 2017.
“THINK Global School.” Private School Review: New York County. Private School Review, n.d. Web. 03 Mar. 2017.
“THINK Global School – The World’s First Traveling High School.” THINK Global School – The World’s First Traveling High School. N.p., n.d. Web. 03 Mar. 2017.
Think about the last time you committed to changing something and it paid off–a time when you had to change habits, and although it was difficult, you did it because you believed in your end goal. The struggle was hard, but it was worth it, right? Now think about how much time you spend on social media–scrolling through recipes, fake news, and kids’ sports photos on Facebook or naming the filters on your Instagram feed. How do these two connect? Because committing to a new social media platform–namely Twitter–takes some commitment, but the end result is incredibly useful, and you’re much less likely to be subject to recipes or kids’ sports photos in your feed. (I can’t say the same for fake news, but that’s another post altogether.)
I joined Twitter in 2009, and like most new Twitter users, was immediately flabbergasted. My uncle told me I should check it out, and because I respected his tech savvy eye, I did. My Twitteracy was elementary, to be sure. I had no idea what a hashtag was, why there were so many @ symbols, or what on earth people were trying to say because everything was abbreviated. I scrolled, wondering how this could ever be useful to anyone. I spent some time lurking, following other Twitterers here and there, but feeling like I had really missed something. Instead of feeling connected, I felt left out. And stupid. I left it unattended for a few years. Yes, years.
And then one day, inspired by a desire to establish a better online presence and find other like-minded educators, I hopped back on and I found this:
posted by @Stephen_H, and I thought, well, maybe it IS useful. I was inspired, and that’s what it took to hook me. I retweeted his graphic, because that’s an easy way to get your first tweet out there, and Twitter began to reveal its brilliance to me.
Inspiration junkie by definition, Twitter is where I now go for my fix. I didn’t realize it then, but in order for Twitter to work well for you, you have to work at it a bit. After searching for and following people you already know, you have to dig around to find people who might inspire you, and reading through whatever pops up on your feed won’t necessarily help you in your first few weeks. Instead, spend time searching for hashtags to find people who interest you. You’ll know you’ve found someone worthwhile when you read their brief bio and it spurs you to read some of their tweets, which then inspire you. When you find someone of interest, check out who they follow. This can increase your network exponentially, where ten minutes of searching can suddenly fill your feed with the collective brilliance of a hundred more educators.
You’ve heard of the six degrees of separation? One of my favorite things about Twitter is that it becomes one degree so easily. I’ve exchanged tweets with @MsMagiera, @gcouros, and @Sugatam –all people for whom I have great respect in the world of education. I would never have directly communicated with them–and so easily–without Twitter.
With so many options to choose from in the world social media, it can be challenging to put in the time to learn another platform. The way I think of Twitter, however, is as my professional social media platform. The others have a bit of crossover, but I use Twitter to grow my PLN, garner inspiration from other educators, create connections for classroom games or lessons, and to learn. It’s worth the time. Do it.
My favorite hashtags:
Fitzgerald, Kelly. “Using Twitter to Become a Strong Educator.” Using Twitter to Become a Strong Educator. N.p., 4 Sept. 2014. Web. 19 Feb. 2017.
Just a quick share of my slides for our VITA-Learn workshop last Friday…
If any of you have ideas about how best to share your successes around technology and its impact in the classroom, I’d love to hear from you! Our designers discussed a Tech Hub, a plan for creating time for staff innovation every school week, and some potential additions to two dynamite VT-based learning platforms: LiFT and Launch Pad (currently in beta in with limited availability). Feel free to share your successes on Twitter with #VTedtech. Let’s share all of the incredible tech happenings in our schools!
I’ve spent a lot of time thinking about school change and how best to make it happen: hours in meetings talking about how to inspire, talking others down from the ledge as they became so easily mired in pessimism, sometimes finding myself marveling at the problem as opposed to seeking out solutions. It’s easier to say you can’t do anything because of X, Y, Z than to actually take steps to make change. And it’s true that sometimes even when you spend countless hours trying to make systemic change, it fails.
Michael Fullan, the Heath brothers, and Dan Pink have all written at length about change and its one primary, deciding factor: motivation. In “Change Theory: A force for school improvement,” Fullan writes, “If one’s theory of action does not motivate people to put in the effort–individually and collectively–that is necessary to get results, improvement is not possible” (8). Interesting that he draws attention to the fact that change cannot beget results if only accomplished individually. I have learned this lesson time and again as I carefully constructed the isolated island of a classroom teacher, head down, wading through the bull in an effort to create the best experiences for my students. By the time I met with my colleagues at the end of the day to talk about standards, common assessments, or whatever other initiative was coming down the pike, I was spent and ready to watch some ridiculous Jib Jabs, not so much do heavy thinking on how best to align ourselves for the betterment of our students.
This idea of a culture shift–noted by both the Heath brothers and Fullan–is one that the Rowland foundation has likewise esteemed, and I recognize that shift as the ultimate goal. So let’s talk about some small steps to get there, taking my call for empathy as the impetus. I will attempt to build capacity through students first–Fullan’s second premise of the change theory. Check out my Powtoon for my plan of action–one I hope will result in a move toward better understanding the world in which we live.
I will report out (share widely!) what our students propose, and how their ideas play out at our school. I’d love to hear your ideas as well, and if you’d like to partner with us in this venture. Authentic audiences, global connections around issues important to our students, and a lasting understanding of what technology can do to build empathy are all worthy goals for this venture. Please join us!
Fullan, Michael. Change Theory: A Force for School Improvement. Jolimont, Vic.: CSE Centre for Strategic Education, 2006. Web. 7 Feb. 2017.
Heath, Chip, and Dan Heath. Switch: How to Change Things When Change Is Hard. London: Random House Business, 2011. Print.
Pink, Daniel H. Drive: The Surprising Truth about What Motivates Us. Edinburgh: Canongate, 2010. Print.
“Rowland Foundation Vermont Secondary School Teacher’s Fellowship Philosophy.” Rowland Foundation Vermont Secondary School Teacher’s Fellowship Philosophy. The Rowland Foundation, n.d. Web. 7 Feb. 2017.