Agency #immooc

Agencythecapacityandwillingn.png

What is best for the learner?

Whether student or teacher, what is best for each as learner is that which builds the capacity to learn and invent on their own with the freedom to act to forge their futures and make the world better because of it. We need to build the capacity of knowledge to empower learners with the confidence that they can invent their world.

To be truly empowered, people need both ownership and autonomy.

George Couros, Innovator’s Mindset

How do we frame our work together as educators and with students, all learners, so that we own what we do, with autonomy in our journeys? How do we grow agency in our teachers and students?

care_simon_sinek.JPG

Build Trust and Relationships

First step: slide into the path of our students or another teacher to understand each other, to know where we’re from. Build time to listen. Listen. Trust in their choices. Creating an environment of trust warms the willingness to engage; it empowers people with their own agency to make a difference. It’s ripples radiate throughout the community: trust is the sunshine that warms the soul. It builds confidence to risk, to know failure will not be met in a negative way, but as a process to learn, and so builds resilience.

As leaders in education, our job is not to control those whom we serve but to unleash their talent.

George Couros, Innovator’s Mindset

Teachers are prepared with professional knowledge; trust them to do so.

Students are prepared with curiosity; trust them to use it.

Disrupt the Routine

Next step: Disrupt the usual. Share leadership: gather solutions and insights from staff, or as teachers, from students. Expect discord in the dialogue:

Innovation often comes from conflict and disagreement, not in an adversarial way but in a way that promotes divergent thinking…to actually create a better idea– perhaps one that merges multiple, shared ideas.

George Couros, Innovator’s Mindset

Step Out of The Way

Third step: Once the idea that voices are not only heard, but also become a contribution to solutions, then the willingness to participate actively increases. Whether in improving school programs as teachers or developing pathways to learning projects as students, once the doing has been their choice with their voice, the foundation of agency grows.

Teachers own and offer their ideas, collaborating with others to improve student learning. Students own their learning, thinking as authors, mathematicians, historians, scientists, musicians, artists, engineers, leaders, etc. Yes, both teachers and students become leaders: organizers, designers, collaborators, being flexible and team players. They see themselves as creators rather than consumers, contributors rather than recipients.

Celebrate the Culture

Fourth Step: Reflect on the growth. Review for improvement. Once the community of learners, educators and students, moves towards the mindset that each is a vital participant, leading or following as needed, then step back and reflect on what worked and why. Share successes. Soon what didn’t work will come forward. Design next steps from both. And begin the transparency of reflective processes to continue the development of a culture of learning and a culture of innovation. That might look like blogs or portfolios, but sharing is key to continued reflective practice.

Share Innovation

Finally, identify how the journey has created new and better solutions and processes for the school or classroom. Celebrate the innovative ideas, successful or needing revision: each risk comes from the willingness of everyone to build a better community within the school and without. Celebrate and share in social media so others can learn, the community is informed, and progress is curated. The feedback locally and globally will add ideas and further innovation.

Continue the Journey

courosfoundation.jpeg

George Couros suggests  the above five steps to continue the foundation for an innovative culture.  What would that look like?
Lay the Foundation.jpg

An innovative culture builds agency, whereby its participants feel trusted, are confident to voice ideas, co-create solutions, own the process, and act in collaboration with other participants to make the community better. Educators and students alike learn and grow w together in such a culture.


As we discussed progress in developing the foundation for innovation in our Voxer group, a Google Slices for crowdsourcing suggestions and experiences for  innovative professional development or meetings awaits your participation so we all can share in an open way to bring an innovative culture to our own situations with the input of all participants.  Please enjoy, use, and add your own:

Purpose of Education #immooc

deweysre

I’ve really been thinking about this. Our school systems in the United States formed with local boards of education so that the community’s education goals direct what happens in their school. Of course, the State Departments of Education mandate curriculum and their goals, and the US Department of Education and its purse strings mandate their own policies. With the State and Federal mandates determining funding, our schools focus on those goals and mandates, which in this time period include standardized testing, teacher evaluations, and various curricular requirements. This tangle of mandates strangle any true purpose of education, which must focus on the students, and I’m not sure the local community has much say, since the school board of directors usually focuses on improving those test scores as well.

What are the tests testing? Do we need tests to discern whether or not a student can read, do math, or communicate clearly? Do we really need tests to see where students are in the development of their thinking processes — to tell fact from fiction, and to synthesize ideas in discussion and debate with others to reach a set of understandings?

I don’t think so; I think teachers could observe, assess, guide, and scaffold learners to move successfully from where they are to where they could be successful as critical and creative learners on their own.

Because what is the purpose of education? Our public education system accepts all students, and our purpose must be to guide them to discover who they are, to know what their strengths are and could be, and to enrich their world with choices in possibilities through authentic group and personal goals. This is a process of living and working together to discover the understandings of how the world works by doing the work.

The purpose of education is to support and enrich the learners so they can learn on their own, no matter what the situation. As Seymour Papert says, “The good way to learn is to use it now.” Education must be doing what is needed by students as they choose and work through an authentic, relevant, and beneficent interest or inquiry.

In the doing, we learn. We learn more than the objective specific to the curriculum; we learn to investigate, share, discuss, debate, share, design, provide feedback, organize, determine relevance, create and remix, present, etc. Not everyone is learning the same things, because individuals or teams are focused on what each needs to reach their purpose.

Innovation breaks through patterns of routine and encourages attainment of essential goals through better strategies, processes, and tools that engage learners as active advocates and architects of their goals, learning, and life plans, working with peers to make the world better.

Innovation isn’t a big thing, although it could be. Innovation can simply be choices in what and how to study. The choices are the innovation.  Innovation can be stepping back and thinking, “Does every one have to take a test to show what they know?” — and providing or asking students what that would look like. Innovation can be simply just that: making decisions with students.

It can be strategies: how to turn uncivil arguments into civil and respectful debates.

It can be tools: social bookmarking, YouTube Live debates

It can be processes and protocols developed together with participants.

Innovation takes the usual or mundane, reinvigorates the purpose, and creates better engagement to meet that purpose.

Big or small, innovation moves people and education forward for the better, as each student moves forward knowing his/her strengths and goals while building the knowledge and skills to meet their goals.

What has been one of your best “innovations”that have broken through the usual to better focus the team’s goals?

seymourpapert