21st Century Story Telling. Interesting change through the years. Worth a look.
Showing posts with label change. Show all posts
Showing posts with label change. Show all posts
Wednesday, September 29, 2010
Sunday, October 18, 2009
Change - It's a Constant!
I have been taking some time to reflect on why the need to change. We are aware that times are certainly changing. Is it another bandwagon or good reason for real change. What are the real benefits of e learning? technology? How will they benefit our next generation of learners.
Pleased I stumbled upon this in youtube
Wednesday, October 7, 2009
Leading Change - Cheryl Doig Ulearn
Cheryl's Website - Think Beyond
Herding Cats is Easier!
Rata Teachers Support Cheryl shared about her experience in South Africa. She shared how she had to take a good look at herself. The photos said it all - These people lived in harsh conditions.
Managing change is about the attitude we bring with us. It starts by knowing oneself. What are the Hidden Areas, Unknown Areas, 'Blind Spots'. Cheryl commented on the key way of knowing self better is to get feedback. Importantly she asked who do we actively seek feedback in our own organisation, from family, friends etc.
Shirley made me laugh - she is sitting next to me and stated a good way is have a glass of wine with Sarah!
Change Enablers Some of Cheryl's messages
Mobilizing people
If Learners are to Thrive - Why are you trying to herd cats? How are you allowing teachers to thrive, create, innovate from the floor, find the joy.
Can you change others? - think of it as working with the people to change the practice.
If we think there are things we need to change in others first we should look at ourselves.
Build a culture where people can raise issues, Building Leadership Capacity
Thinking about - What is it like in the shoes of the other people. This rang true with the recent experiences I have had being present in classes and office spaces to get a sense of different peoples realities.
How do we encourage others to take informed risks? Again another great question that made one think about What do we specifically do in our organisation to encourage this?
Building Team - Trust, Fear of Conflict, Lack of Commitment, Avoidance of accountability, Inattention to results. Patrick Lencioni, 2002
Using Evidence - Here's what, So what?, Now What?
Asking what is essential to preserve and what is expendable?
A thoroughly enjoyable session - many thanks Cheryl
Herding Cats is Easier!
Rata Teachers Support Cheryl shared about her experience in South Africa. She shared how she had to take a good look at herself. The photos said it all - These people lived in harsh conditions.
Managing change is about the attitude we bring with us. It starts by knowing oneself. What are the Hidden Areas, Unknown Areas, 'Blind Spots'. Cheryl commented on the key way of knowing self better is to get feedback. Importantly she asked who do we actively seek feedback in our own organisation, from family, friends etc.
Shirley made me laugh - she is sitting next to me and stated a good way is have a glass of wine with Sarah!
Change Enablers Some of Cheryl's messages
Mobilizing people
If Learners are to Thrive - Why are you trying to herd cats? How are you allowing teachers to thrive, create, innovate from the floor, find the joy.
Can you change others? - think of it as working with the people to change the practice.
If we think there are things we need to change in others first we should look at ourselves.
Build a culture where people can raise issues, Building Leadership Capacity
Thinking about - What is it like in the shoes of the other people. This rang true with the recent experiences I have had being present in classes and office spaces to get a sense of different peoples realities.
How do we encourage others to take informed risks? Again another great question that made one think about What do we specifically do in our organisation to encourage this?
Building Team - Trust, Fear of Conflict, Lack of Commitment, Avoidance of accountability, Inattention to results. Patrick Lencioni, 2002
Using Evidence - Here's what, So what?, Now What?
Asking what is essential to preserve and what is expendable?
A thoroughly enjoyable session - many thanks Cheryl
Monday, September 21, 2009
Change Drivers
There have been a few key words and phrases that have certainly enabled and influenced the change to happen in our organisation. Two important words have been EMBED and ABANDON. Before any change can be implemented something needs to go (be abandoned) to allow the space for the change. Change after change continues to be rolled out and added to the already complex load of a classroom practitioner. We have learnt that change can be adopted more readily and at a faster pace if time and thought is put into what is being abandoned. What practices are redundant? What do we do just because we have always done it like that? What practice has a positive impact on student achievement? Does collecting loads of assessment data actually inform students next learning steps? To make room for the change to happen we started by critiquing the current assessment practise. We questioned why each piece of evidence was collected. Our 20 page assessment profile on each student fine tuned to 4 pages. These decisions created time for the intentional teaching of Life Long Learning competencies to happen.
Other key change drivers that have certainly aided the change process would include
Creating a shared language – building on a common language
Alignment – synthesising trends and information to create simple models
Split screen – helping to keep process/competencies and content knowledge in balance through a split screen approach
Less is more –giving permission to slow the process down
Going deep – taking the learning from surface to deep and then profound levels
Developmental progressions – providing scaffolds for learners so they can talk about how they are going, where they are going and what their next learning step is.
Using Metaphors and Images
Other key change drivers that have certainly aided the change process would include
Creating a shared language – building on a common language
Alignment – synthesising trends and information to create simple models
Split screen – helping to keep process/competencies and content knowledge in balance through a split screen approach
Less is more –giving permission to slow the process down
Going deep – taking the learning from surface to deep and then profound levels
Developmental progressions – providing scaffolds for learners so they can talk about how they are going, where they are going and what their next learning step is.
Using Metaphors and Images
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