Persistent Pondering http://persistentpondering.posterous.com Where do social action, art, music, technology, media, pop culture, and most importantly, student needs intersect? posterous.com Sun, 14 Oct 2012 07:53:00 -0700 Envisioning the Future of Education Technology Infographic http://persistentpondering.posterous.com/envisioning-the-future-of-education-technolog http://persistentpondering.posterous.com/envisioning-the-future-of-education-technolog

You all know my obsession with infographics.

envisioning-the-future-of-education.pdf Download this file
I know the title is about education technology, but I am finding the change in pedagogy so intrinsically connected to these technologies that it's difficult to plan on transforming education without integrating pedagogical evolution responsive to these technologies. We discussed this for 4 wonderful hours on Friday while planning what NTH@C will become.

Exciting? Yes. Inspirational? Yes. Daunting? A little. Necessary? Well, to remain relevent and mearningful and adaptive and worthy. Yes.

I would say that Virtual/Physical Studios is defintely an area for growth, but perhaps, the bond program can help with that. Gamification is perhaps closer than we think with powerful curriculum on the horizon (and a pesky facilitator who likes to write grants).

And I want to open up disintermediation. What does that look like? What does that feel like? Can I get some help with that?

The future is NOW. 

 

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http://files.posterous.com/user_profile_pics/1385196/Photo_on_2011-07-24_at_11.26__3.jpg http://posterous.com/users/4wzEg0n9lkIx Janelle Bence Janelle Janelle Bence
Fri, 20 Jul 2012 12:21:58 -0700 From Trees to Webs: Transformation is About Changing How We think http://persistentpondering.posterous.com/from-trees-to-webs-transformation-is-about-ch http://persistentpondering.posterous.com/from-trees-to-webs-transformation-is-about-ch

I have been sitting in front of the computer for weeks and weeks now trying to get my thoughts down. How do I introduce my work on transformation? How do I communicate my motivation to change education for the better... to a more equitable system that gets quality work accomplished?

And I realized it's difficult to begin talking about my work or any transformation efforts without understanding underlying root causes of problems or even of successes. Then, I happened upon this video from the wonderful folks at RSA Animate, The Power of Networks with Manuel Lima.

The video discusses how modern science mirrors our knowledge of how systems work. Lima discusses an article entitled Science and Complexity written by Warren Weaver (1948). Weaver states that in the 17th-19th Century, scientists solved problems of simplicity. At this stage, we relied on using tree metaphors to organize ecosystems, families, and even knowledge. Since then, we have come to understand that systems are not as linear. We have moved from viewing systems as being random and disorganized complexity to finding patterns that actually help to clarify and communicate interconnections between the most diverse elements of a system. We are currently living in a state of organized complexity.

For those of you who know systems thinking, this all sounds very familiar to you. I am thankful to my mentor, Dr. Leslie Patterson, for guiding me on a systems thinking journey via Human Systems Dynamics. Systems thinking is a way to validate, appreciate, and better understand individuals and their differences as well as how to work with rather than against differences to create generative learning that gets important work accomplished.

A mouthful? Yes. Crucial to understanding how transformation can happen in schools? Absolutely.

Let's get back to the trees. How many of us work for organizations with a clearly set hierarchy or what is often referred to as an organizational chart? How many of us live day in and day out in a system with top-down directives? Look at that chart. Examine the flow of memos and directives. Resemble anything? A tree, perhaps? Many of our systems, especially in the workplace, are modeled after solving problems of simplicity. Problem? We are not asked to solve simple problems. How, then, can we expect this model of a system to succeed?

Now, think back on your most recent project where you feel you succeeded. It could be anything from developing a workshop to setting a menu for a dinner party. Let's use the latter as an example. When confronted with the task of determining what one should have at a dinner party, it is not as simple as someone saying, "I want this" and it being served--- unless you are a horrible host and want your guests to walk away very dissatisfied. No, more likely, suggestions are being taken---perhaps through an Evite or Facebook message. You consider dietary needs of your guests. You refer to Pinterest for recipes. You ask your frugal-minded friends if they know of any coupons or specials on any produce or other ingredients needed. And, you probably have other alternatives rather than one dish to serve. You might even ask guests to bring an item to make your party more interactive. Why? Because ensuring your guests get both a nutritious and delicious meal is a complex task that requires organized efforts of gaining information and input.

Rather than using a tree diagram to gain knowledge to complete this complex task, you used a vast web of resources ensuring you would have the best darn tootin' dinner party ever. That's organized complexity. That's systems thinking.

So why pause and take a moment to talk about this? Why ask for a shift in thinking from trees to webs? I ask you, when serving our diverse students, when preparing them for an unknown future, is it a simple problem? Or, is it one that requires respect for diversity, collaboration with tough discourse, finding patterns that may help us to come up with simple rules to guide a discourse towards learning how to approach and solve problems----and being willing to do it all again and again to best serve the dynamic nature of human systems?

Maybe, we, as educators, can learn a lesson from scientists. They have metamorphosed from the tree of life to the web of life. In education, we seem to be stuck in problems of simplicity mode; a by-product of using the education system to suit an industrialized society. But, as we make more demands on our graduates, education should be reformed to respond to the complex yet organized web of needs, resources, learners, and teachers.

And now, maybe, I can better communicate my work, my reasons, my motivation for what I try to do. Yes, I do realize this post was for me: a way to reflect on my beliefs as an educator, a way to make sense of why things don't work and why things do. But maybe, just maybe, you will pause, consider, and remain curious on what changes can and should be made in education because it is not a question of whether or not transformation needs to come about; it is a question on how to proceed.

I believe systems thinking can frame those very profound, challenging, but necessary conversations.

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Fri, 22 Jun 2012 07:54:00 -0700 More than a Number: Barry Lane's Musical Response to Students and High Stakes Testing http://persistentpondering.posterous.com/more-than-a-number-barry-lanes-musical-respon http://persistentpondering.posterous.com/more-than-a-number-barry-lanes-musical-respon

Wow! I have been doing so much thinking about the effects of too much emphasis on testing on students. I know. So many people have discussed it. So many more people will discuss it. But, it doesn't hurt to continue this important discourse. These important discussions coupled with action are the only way to transform education into what our students deserve.

Please listen to Barry Lane's tune. Share it. Discuss it. Keep the dreams alive.

 

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Tue, 28 Feb 2012 12:47:00 -0800 Poised for Much Needed Transformation:A Response to Saving Black and Latino Boys by Pedro Noguera | NWP Connect http://persistentpondering.posterous.com/poised-for-much-needed-transformationa-respon http://persistentpondering.posterous.com/poised-for-much-needed-transformationa-respon

This article teaches us that there is no magic formula to successfully serving our Black and Latino male students. In some cases, separating by ethnicity and gender worked. In some cases, it did not. There are arguments for and against any type of school.

 

The difficulty arises when considering all the elements that need to exist in a school that is effective with these populations, as well as all other populations. These schools focus on community, culture, individual learning networks, mentoring, relevant curriculum, rigor, character, ethics, and a respect for learning. That's a tall order.

 

The situation becomes even more complicated when attempting to transform a campus. My campus received a $6 million TTIPS grant to transform our campus. We are focusing on creating academies to make education more relevant and responsive to student interests. Along with that since we are an urban campus with many who are considered "at-risk" students, there comes the charge of keeping students engaged---many of our students aren't aware of their interests in an educational setting. And if they are aware, they have had little to no occasion to speak or act on these interests. We are needing to create contexts that invite discussion, ignite curiosity, boost inquiry into possibilities. We are also dealing with shrinking enrollment due to feeder pattern changes and changes in demographics. We need not only to recruit new students to our academies but also having to re-recruit, in a sense, our current students for them to realize that education can be different and more meaningful to them.

 

This change isn't limited to our students. There is a need for a philosophical shift for the teachers. Clearly, it's not a completely new mindset, but rather, a return to the original educational values that drove teachers to education in the first place. Many of us have become so accustomed to the climate of high-stakes testing, the pressures from the powers that be to deliver test results, that we have felt forced to sacrifice or hide our meaningful literacy instruction because it was so at odds with the assessment world. In response to this, we began the transformation process by attempting to empower our educators to believe that it's time to return to what we know works. It's time to return to putting students first by having high expectations, rigorous and relevant lessons, and focusing on what works. It takes courage to confront those above us still saying that the test results are our top priority.

 

Because no matter what we do, the testing climate continues to exist. We are deemed worthy or unworthy of future grant funding based on data that in part is assessment-based. So will the transformation be successful? Will we be able to strike the fine balance between what we know is right and effective for all of our learners with the increasing demands of high-stakes testing?

 

Only time will tell. I remain optimistic not because I am naive or idealistic but because I know it has to happen. We have to provide a quality education for all of our students. One thing for sure, I am more motivated than ever to find ways to reach not only our Black and Latino males but all of our students.  Reading this article bolsters the notion that the entire school community contributes to the success of these critical groups.

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Fri, 02 Sep 2011 08:52:00 -0700 Transformation Quote of the Day http://persistentpondering.posterous.com/transformation-quote-o-the-day http://persistentpondering.posterous.com/transformation-quote-o-the-day

Constant development is the law of life, and a man who always tries to maintain his dogmas in order to appear consistent drives himself into a false position. 

- Mohandas K. Gandhi

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Wed, 31 Aug 2011 13:36:00 -0700 Transformation Quote of the Day http://persistentpondering.posterous.com/transformation-quote-of-the-day http://persistentpondering.posterous.com/transformation-quote-of-the-day

"It is absolutely essential that the oppressed participate in the revolutionary process with an increasingly critical awareness of their role as subjects of the transformation."
Paulo Freire 

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Tue, 30 Aug 2011 07:45:00 -0700 Transformation Quick Write http://persistentpondering.posterous.com/transformation-quick-write http://persistentpondering.posterous.com/transformation-quick-write

Here's my initial response to what this means to me.

Screen_shot_2011-08-30_at_9

More later as this training continues.

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