Tag Archives: #innovatorsmindset

Open Resources for #onted: Becoming a Digital Leader

You’ve decided to self-direct your professional learning on Twitter.  Your students want a class Facebook page.  Your school board is implementing a BYOD policy.

Where can you go to ensure you and your students will thrive in online environments?

OSAPAC has led the creation of three series of resources for Ontario educators.

  1. Digital Citizenship and Leadership for classrooms
  2. What Principals Want to Know about Digital Leadership
  3. OSSEMOOC – a community of leaders supporting each other in getting connected.

 

  1. Digital Citizenship and Leadership for the Classroom

Recently, Ontario educators identified the need for resources for teaching the various aspects of Digital Citizenship.  When OSAPAC looked for a suitable product, it was decided that a living resource was most appropriate.  Ontario educators curated suitable resources for Ontario students by organizing them by division and topic.  Then, they wrote classroom connections for teachers.

The full, open, living resource can be found here.

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Images shared by OSAPAC.ca under a CC-BY-NC-2.0 license
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Images shared by OSAPAC.ca under a CC-BY-NC-2.0 license
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Images shared by OSAPAC.ca under a CC-BY-NC-2.0 license
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Images shared by OSAPAC.ca under a CC-BY-NC-2.0 license

 

Educators choose a category and a division, and are then provided with a list of appropriate resources.

For example, Critical Thinking, Junior Division

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As well, many classroom connections have been written to guide educators in using resources.

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2. What Principals Want to Know About Digital Leadership: School Leader Learning Series

Ontario Principals have written a set of resources for their colleagues who are learning to use and to lead the use of technology to enhance learning.

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3. Ontario School & System Leaders Educational Technology MOOC (Massive Open Online Community) 

OSSEMOOC was created to scaffold and support school and system leaders in their personal self-directed professional learning about how to leverage technology to enhance and enrich student learning.

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The open (no password required, no sign up required) site has a content area where information is shared about events (live chats, Twitter chats, livestreaming conferences, GHO on air, blog hops, collaborative projects, book studies, etc.).

Blogs written by school and system leaders and aspiring leaders are linked to the site.

Courses on how to use social media are run regularly, and can also be completely self-directed.

Links to other OSSEMOOC social media are on the site as well as our 30 days to get connected in 10 minutes per day program.

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Be sure to access these free, open, no password required resources.

Contact ossemooc at gmail dot com for more information on free personal support services for education leaders.

#OSSEMOOC

Feature image by OSAPAC.ca, under a CC-BY-NC-SA-2.0 licence.

#InnovatorsMindset Blog Hop 4: Resources on Assessment for Learning

It’s March Break, and while I am taking some time away from thinking hard about innovation and education, I have been collecting some great resources that I will use to write a response to this blog hop question in a few days.

The provocation:

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Here are some of the resources I have been reading to prepare for this weeks’ blog hop.

One of the most powerful paragraphs comes from Will Richardson:

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Is the best measurement that which determines how motivated a student is to learn more?

Further Resources:

Joe Bower: Assessment and Measurement are NOT the Same Thing

The RSA: Re-imagined System Leadership

 

Michael Fullan: How testing does not align with our education goals

Danger of the Dunning-Kruger Effect

Creating Innovators by Tony Wagner and Robert Compton

Most Likely to Succeed: Preparing out Kids for the Innovation Era by Tony Wagner and Ted Dintersmith

Most Likely to Succeed (the movie)

Working at the Edge: Kinds of School Leaders

OECD: The Nature of Learning

Chris Wejr: Are we Marking Assignments or Assessing Learning?

Dean Shareski on Exemplars

BBC: Stress and Teens

BBC: Robotics used to give financial advice

Pedagogical Documentation (Ontario)

The Gap Between Educators

Robot-Proof: How Colleges Can Keep People Relevant in the Workplace by Joseph Aoun

 

#innovatorsmindset Blog Hop #3: What If?

“Daddy, what is that yellow stuff they are spraying on the plane?”

“Daddy, what are those big white things for?”

“Daddy, will we still be able to see the ground when we take off?”

“Daddy, do you think it is snowing in Toronto yet? Will there be snow when we get there?”

I heard all of these questions this morning from a boy, about 7 years old, sitting behind me while taking a flight with his family from Thunder Bay.  They were on their way to Miami, via Toronto.

Then the Mom, who was sitting across the aisle, said, “Why can’t you be that interested in your school work?”

What if?

What if parents asked questions like, “Why can’t you learn about things you are interested in, like this, in school?”

What if parents asked those questions all the time?

Would it impact the pace of change?

Check out some other wonderings about the What Ifs of school:

Patrick Miller

Paul McGuire @mcguirp

Tina Zita @tina_zita

Mark W. Carbone @markwcarbone

Amit Mehrotra (@AmitMehrotra78)

Stacey Wallwin @WallwinS

 

 

#InnovatorsMindset Blog Hop #2: If I Could Build a School..

 

This post is part of a collaborative blog hop.  We all write on a single topic, then post all of the links at once so that readers can read many different viewpoints at the same time.  Join in here. It’s never too late!

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If I were to build a school from scratch, I would start at the top.

That’s right, at the top.

University.

No longer would marks be the thing that determines what children and young adults get to do with their lives.

As long as university entrance is based on ranking children individually, we cannot create the innovative “EY to 12” learning spaces we need in 2016.

Universities are necessary.  We need professional schools.  But why do we think that the people who do best at writing tests will make the best doctors? Or the best teachers?

It’s insanity to judge based on the marks assigned by high school teachers.

Let’s create program entrance requirements that match the capacities required by the profession.

Other university programs can easily be completed through online community-based study similar to what I am proposing below for secondary schools.  But the ridiculous cost of tuition and housing for a basic degree must change.

And what about colleges? Marks can no longer be the currency of program entrance.

Almost half of all jobs are currently at risk of disappearing because of robot technology.

How are colleges embracing this as an opportunity to become more relevant in today’s world?  Are they agile enough to change from centres of knowledge transfer to places that embrace robotics and technology to allow humans to do greater things?

Once we can dispense with ranking children, we have the freedom to really become innovative with our thinking about schools.

Imagine leveraging the power of bringing people into a building every day.  Dean Shareski first made me think of this when we were on a panel together.

Imagine what can happen when school becomes that building in the community where learning happens for everyone.

My school would welcome the community with open arms to model lifelong learning.  It would be a place with resources – family services, a nurse practitioner, a community garden, library, food services, exercise facilities, device access and support for all.

For senior students who don’t require custodial care, I would model the school on the one in the movie, “Most Likely to Succeed“, where learning comes from collaborative projects, reinforced with more formal learning from the best teachers from around the world.  It would be similar to the Inquiry Hub model that won the CEA Ken Spencer Award for Innovation last year.  It is based on cross-curricular learning and conversation, with access to great learning in online environments to supplement the face-to-face opportunities.

First Nations students in remote fly-in communities would learn digitally alongside their peers because education opportunities, and access to pathways, would no longer be tied to geography.

We would use Howard Gardner‘s work on Five Minds for the Future as a basis for learning classical understanding, while building understanding through experiential learning and inquiry would be the norm.

Curiosity and Creativity would be respected and nurtured.  Music education would be a priority for all.

Our youngest learners would be engaged in the current Ontario Early Years model that respects the rights of young people to learn, to self-regulate, and to be in nurturing, healthy environments.

Outdoor play would be part of everyone’s day.  Sitting is the new smoking, and ADHD is diagnosed at epic rates.  Activity is essential to health.

Makerspaces would be the norm. Children would not be sorted by date of manufacture.  Physical and digital spaces would be seamlessly integrated, and tools would be chosen by what each child needed for personalized learning.

Educators would be properly educated for the important role they play in the lives of children.  They would deeply understand knowledge building, constructivism, brain science and learning theory, and they would be encouraged to continue to learn, both with students and on their own.

Time for professional collaboration would be a priority.

This is not a model that ditches the idea that there are things all children should learn, but one that builds on that idea, because just knowing will not be enough for a meaningful life beyond today.

Above all, school would be a place for hope.  The Finnish definition of equity would prevail.

A public education system “levels the playing field”.  Everyone emerges with the same life opportunities regardless of parents or geography.

 

What do you think?

What do others think?

Check out the blogs here.

Paul Mcguire

Amit Mehotra

Patrick Miller

Stacey Wallwin

Leigh Cassell

Tina Zita

Mark W. Carbone

Jennifer Casa-Todd

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Resources:

High Tech High

Dr. Jackie Gerstein – Learning on the Edge & Visions of Education Futures

Pasi Sahlberg – What Makes Finnish Teachers so Special?

What’s Best For Kids?

For the past 24 hours I have been participating in the rich, immediate conversations in The Innovator’s Mindset Voxer Group.

Last night, we were thinking a lot about the challenges of innovating from the middle.  When we challenge leaders to innovate their practice, we are seen as “rogues”, as troublemakers (I can’t tell you how much this reminds me of bright, creative children in a classroom!)

In response (at 1:30 a.m. I might add), George Couros generously jumped in and said that it is important to do “what is best for kids”.

And this is exactly where I see the problem.

As educators, we all want to do what is best for kids.

Perhaps “what is best” for a child is passing the Ontario Secondary School Literacy Test so that he might graduate.

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In that case, the “best for kids” strategy is to teach the child to write a news report, and to practice it over and over again so that they might pass the test necessary for graduation.

An innovative educator might suggest that in a world where media companies are failing, and people are getting their news through Facebook (CBC Radio Noon, Feb. 4, 2016), Buzzfeed, Twitter, etc., that writing a news report is a ridiculous bar for graduation from secondary school.

What is “best for kids”?

Until the structures in the system align, until we can clearly articulate what school is for, what is “best for kids” will be blurry.

We need even better arguments to insist on innovative practices to meet the needs of our learners in 2016 and beyond.

Please join The Innovator’s Mindset Voxer group and keep the conversation going!IMG_2004

 

 

What Does Innovation Mean to Me? BlogHop for #InnovatorsMindset

This post is part of a blog hop on innovation.  Details can be found here.

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Innovation in Education is…

For me, innovation in education has two parts:

a) successfully navigating barriers to create an inclusive, participatory, and responsive learning environment for everyone, and

b) building relationships to successfully and collaboratively break down those barriers to innovation.

We can’t wait for the barriers to come down.  Learning needs are too urgent.  We need to work around the barriers to meet those learning needs.

But at the same time, we can’t stop working to bring those barriers down, in a way that is supported by our community of learners.

Connections

Innovation requires connections.  Education 3.0 is all about connections.  More connections means more ideas, which leads to better ideas (Crowd accelerated innovation).

Shared by Dr. Jackie Gerstein under a CC-BY-NC-SA-2.0 license https://usergeneratededucation.wordpress.com/2014/12/01/experiences-in-self-determined-learning-moving-from-education-1-0-through-education-2-0-towards-education-3-0/
Shared by Dr. Jackie Gerstein under a CC-BY-NC-SA-2.0 license https://usergeneratededucation.wordpress.com/2014/12/01/experiences-in-self-determined-learning-moving-from-education-1-0-through-education-2-0-towards-education-3-0/

What are the Barriers?

CEA recently looked at barriers to change in education.

  • The system values kids who fit the mould.  They do school or they leave school.

 

  • Time (scheduled classes) is a constraint on learning – experiential learning, without the constraints of time, is what we often remember as valuable

 

Image shared by Lisa Neale, Principal, Ancaster Senior Public School
Image shared by Lisa Neale, Principal, Ancaster Senior Public School
  • Confining physical spaces – having to learn in specific places.
  • Competition at all levels is negative – competition among students, competition among schools, competition among school districts (e.g., which of 4 boards in Ontario will you enrol you child in?)

 

  • Competition limits spread of ideas because there is value in a higher ranking.  Sharing makes it more difficult to win, yet ideas are needed for innovation.

 

  • Fear of being judged.  This is a pervasive response from both students and educators.  Has “growth mindset” thinking made a difference?  We can’t do amazing things with kids without the courage to get over the fear of being judged.

 

  • Creative risk takers?  We need innovative leaders, yet rarely are creative risk takers seen  as leaders in education.

 

Shared by Karl Baron under a CC-BY-2.0 license.
Shared by Karl Baron under a CC-BY-2.0 license.

One of the biggest barriers to innovation in education is that the two-digit number that represents children, and where they rank among their peers, determines the learning they will have access to in the future.

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Shared by Dean Shareski under a CC-BY-NC-2.0 license.

We decide on the available education paths by the average mark on the school report card.

When you create a system where a mark determines a future, you can’t ever make it about something else.

Learning to work around and through barriers, while maintaining positive relationships, is successful educational innovation – making the learning needs of all our students the true priority.

Shared by Andrew Forgrave under a CC-BY-NC-SA-2.0 licence.
Shared by Andrew Forgrave under a CC-BY-NC-SA-2.0 licence.

 

Some other thinking about Innovation from Ontario Educators:

Stacey Wallwin

Jennifer Casa-Todd

Tina Zita

Paul McGuire

Patrick Miller

Mark Carbone

Check out more at OSSEMOOC!

*Featured Image created by Tina Zita

Resources:

CEA: Innovation means giving up control

CEA: Sources of Innovation (Stephen Hurley)