Showing posts with label Future. Show all posts
Showing posts with label Future. Show all posts

Friday, July 17, 2020

7 Characteristics of Learning that Cause Engagement and Empowerment

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A significant problem in education was amplified during the recent school closures across the country. As teachers scrambled to reach students with remote learning, successfully engaging students became an even bigger challenge than it normally was in the physical classroom.

And struggles with engagement were a huge problem already. Far too many students are not engaged in the learning process on a good day. But with distance separating us from our students, it became even more challenging.

So as we reflect on what worked and what didn't, we must return to the essential elements of engagement. As we prepare for the fall, we need to examine our instructional methods through an engagement lens.

How are we being intentional to design our classrooms or online experiences to make learning irresistible? That's a high standard. It may seem like it's an impossible standard. But if we aren't able to engage students in the learning process, we aren't going to be successful.

Too often it feels like we're struggling against students to get them to do what we need them to do instead of focusing on creating the conditions where they can be their best as a learner. 

We're successful only when our students are successful. And that means ALL students. So we must examine all of our practices through the lens of engagement and equity. We must create the conditions where all students can learn effectively.

If learning is a top priority, then making learning exciting and engaging and accessible must be a top priority too.

Now I know lots of things are barriers to learning aside from my list below. When remote learning became a thing, there were issues with internet and technology access, issues with adjusting to a new format for learning, and a whole variety of issues in homes and families across society that made giving attention to learning an incredible challenge.

But aside from those things, many of which we have no control over, we must design learning with these essentials in mind.

1. Curiosity

Learning begins with questions. It begins when your students realize a gap between what they know and what they want to know. Humans are naturally very curious and learning is completely a natural process. But when learning becomes simply an assignment to complete, it loses its variety, surprise, and wonder, and ultimately curiosity is stifled. Nothing destroys curiosity more than a worksheet or packet. That type of work gives students something to complete, not something to be curious about.

2. Relevance

Every learner is always seeking to understand the context and relevance of the learning. Why am I learning this? Is this important to me? We make decisions about where to focus our attention based on how we answer those questions. If we don't find it meaningful, helpful, interesting, or enjoyable, then we're not going to engage with it.

For too many kids, relevance feels like it's only to earn a grade or pass a class. And that's the end of it. They're just trying to make it through school instead of feeling like they're getting something meaningful from school. It doesn't feel relevant. So we must design learning experiences with that in mind. Students are asking these questions, "Why does this matter? Why should I care?" The answer should be more than, "Because it's on the test."

3. Choice

The lack of choice in learning leads to compliance, passivity, and apathy. Being human is making choices. It's been said the average person makes about 35,000 choices each day. 

If students aren't given the choice to have meaningful direction over their learning, they will likely choose anyway. They will choose to avoid it, resist it, or stop caring about it. For students to be excited about learning and invested in learning, they must feel like they have a real stake in it and real ownership over it.

Choice matters. Look for ways to increase student choice in "how" they are learning, "what" they are learning, "who" they are learning with or learning from. Choice in "where" they are learning and also "when" they learn. 

"The way a child learns to make decisions is by making decisions, not by following directions." -Alfie Kohn 
4. Identity

By the time kids get to high school, many of them have established a negative learning identity that is very difficult to overcome. The way they see themselves shapes how they choose to engage as a learner. Sometimes we don't see this internal dialogue they're having, but sometimes they also speak it out loud.

"I don't like reading."

"I'm not good at math."

"I'm not the type of person who participates in class."

"People like me aren't smart."

"School isn't for me."

A new one I've heard: "I can't learn online or with a computer."

I like to think every kid has a natural heart for learning that we have an obligation as educators to protect and nurture. But I fear that too often we are part of the problem. 

If we're not careful, well-intended interventions become a constant reminder of what a student isn't good at. Awards and public recognition only go to a certain type of student. A relentless focus on proficiency, test scores, grades, or honor roll, leads some to believe they aren't cut out for learning.

Which is worse, for a child to leave our schools without reaching proficiency on learning standards or to leave our schools with the belief they can't learn? For me, knowing their strengths and how they are smart is more important than checking off mastery of a standard.

As we build that confidence in learning, more kids are going to reach proficiency as a consequence of the focus being on the person, not on an arbitrary measure or data point. The focus needs to be on growth and nurturing strengths, not fitting all kids into the exact same academic box.

Every kid should be aware of their strengths as a learner, not just their weaknesses.

5. Competence

For students to engage in learning, it must be challenging but not too challenging. No meaningful learning happens without mild frustration. Some discomfort is part of the learning process. 

But when the learner is overwhelmed by the concept or the task, they are likely to do what most every human would do under the same conditions. They'll avoid the learning, turn their attention to something else, or act out in frustration.

If you haven't been to the gym for years and you show up and the trainer puts you through a workout like you're a CrossFit champion, you're not going back for the second workout, and you probably aren't even going to finish the workout. You physically won't be able to.

It's a difficult balance for teachers. Too much challenge is overwhelming. But too much scaffolding is enabling. 

What I have noticed is that kids can take on greater academic challenges when they really care about and connect with what they are learning. For instance, a student will push through a text that is above their reading level if the topic and content captures their imagination.

6. Connection

Relationships matter for learning in undeniable ways. When I reflect on the most powerful learning experiences I had as a student, the connection I had with my teachers was significant.

I viewed the teacher as someone who cared about me, who could help me, who was a mentor to me. I wanted to be more like the teacher. I could relate to them and connect to who they were as a person.

I felt like they valued me, believed in me, and wanted the best for me. I didn't feel like they just wanted something from me. They opened me up to new possibilities.

What I've found is the people in my life who influenced me the most were the people who believed in me. Even if I wasn't the best, strongest, smartest, or whatever, they had a way of showing that they believed in me. I want to be that person for my students, and I hope you do too.

At its very essence, learning is social. We are meant to learn with others, from others, and to also be able to contribute to the learning of others. Every kid has something to offer to the learning of the other students in the classroom. How are you elevating these voices as the teacher?

Every kid is trying to answer these questions every day:
1. Am I important to someone here? 
2. Do I belong here? 
3. Am I good at something here? 
4. Who will listen to me here? 
5. Is my presence here making a difference?
I'm not sure if it's true that students can't learn from teachers they don't like. I remember one teacher I didn't like at all, and I'm pretty sure I still learned some stuff from her. 

But what I am certain about is that students will learn even more from teachers they like. They will learn even more when they buy into the person who is teaching them.

7. Feedback

I remember submitting a paper in college and when it was returned from the professor I noticed there was nothing on the front page. I started flipping through the pages, looking for comments, or markings, or anything. 

On the very last page, at the conclusion of my very last paragraph, there was one thing written, simply a "B."

What the heck, I thought! It wasn't that I was that terribly disappointed with the "B." But I was just frustrated there wasn't any other comment or justification for the grade.

And this was feedback after the learning had taken place. It was the type of feedback I was most familiar with as a student. It was rare during my years of schooling to have feedback from the teacher during the learning. And yet this is the most powerful kind.

There's been a lot written about feedback for learning in recent years. I highly recommend Dylan Wiliam's work on this topic. His book Embedded Formative Assessment is one of the best books on pedagogy I've ever read. And the title is riveting, right?

I noticed Bill Ferriter posted this great quote from Wiliam: 
Learners need feedback throughout the process of learning, to be more effective in the learning but also to be more engaged in the learning. Feedback guides and encourages the learner. It gives direction, but it also says keep going.

Student work becomes more meaningful when it's not just about turning in the assignment, finishing the task, being done with this so we can move on to the next thing. Learning is most meaningful when there is a cycle of sharing and revision and growth that is reviewed and made visible in the classroom.

One note here: Not all of this feedback has to come from the teacher. In fact, it's often just as effective when the feedback comes from other students or another third-party. When students know their work will be shared with an audience for feedback, it brings new purpose and meaning and contribution to the work.

I hope this post challenges you and gives you some things to think about related to engaging and even empowering students as learners. If we are striving to make learning irresistible, even when we fall short of that, we can know we're prioritizing the right things.

Our kids need to be engaged and empowered as learners and have experiences in school that make them want to learn even more.

What's your response to this post? What else would you add to this list? What have you found to be most effective for engaging students? How are you growing in this area? Leave a comment below or respond on Facebook or Twitter. I would love to hear from you.

Wednesday, October 23, 2019

Do You View Students as Possibilities or Probabilities?


Earlier this month, we hosted a CharacterStrong training in our school. Our presenter was Houston Kraft, CharacterStrong co-founder. He was amazing with the teachers, staff, and even a few students who attended. 

After the day concluded, I couldn't stop thinking about how we must bring more of this type of hope, energy, and connection to the daily life of our school. All schools need this work. It's truly an amazing experience!

As Houston shared with the group, one other idea really jumped out at me from the day. I was reminded just how powerful our lens can be. Our paradigm or perspective can have a powerful impact on the people we interact with. 

It's true that how we see others, including our students, makes a huge difference in how they see themselves. Let me say that again, how you see your students influences how students will see themselves.



So consider this question Houston presented. Do you see your students as probabilities or as possibilities? Do you see their strengths and what's possible for them? Or, do you only see the deficits, challenges, and shortcomings? Do you only see what's probable for them based on how they show up today? Or what might be in their background?

After all, it's easy to build a case for how another person will behave or what they will achieve in the future. We know that in general past performance is often a good predictor of future performance. It's also easy to judge on other factors that limit our students and what they can accomplish.

However, if we want to add value, win hearts and minds, or be agents of change in our relationships, we have to see others for who they are becoming, not just for who they are right now. We have to see them as possibilities and not just probabilities. We have to see them as future world changers, as leaders, as influencers, as difference makers. 

And then we need to encourage them, provide experiences for them, and offer opportunities for them to rise up. How we view others has a big impact on how they view themselves. 


5 Ways to See Students as Possibilities


1. Notice their strengths and reinforce them every chance you get.

Every child in every school needs to hear an encouraging word every day. We need to build on the strengths of our students while simultaneously challenging them to stretch themselves to do hard stuff. 

2. Give them opportunities to lead and have responsibilities.

I love this quote from Booker T Washington...
“Few things can help an individual more than to place responsibility on him, and to let him know that you trust him.” -Booker T. Washington
What are ways you can give a student responsibility and demonstrate your trust in him or her? 

3. Listen to your students and respect their voice, background, and culture.

We need to be very careful about placing judgments on students because of our differences. Instead, we need to listen with caring and curious hearts. We need to recognize we're not there to rescue, fix, or determine their future. We're there to help, support, and influence them as they discover the story they want to create with their lives.

4. View mistakes as learning opportunities.

When we view mistakes as learning opportunities, we are far less likely to sort students or determine what's possible for them based on how they show up right now. Many highly accomplished people have leveraged their challenges, failures, and shortcomings to do amazing things in life. Maybe your student will be one of those stories. And your belief in them can make the difference.

5. Never crush a child's dream.

Yeah, we all know the odds of making it to the NBA are very slim. But my job as an educator is not to remind kids of what they can't do. Encourage their dreams. But at the same time, hold them accountable to the value of other things along the journey too. NBA players need to be coachable, they need to be learners, and they need to solve problems and use their thinking skills. So good news...my classroom can help you get ready for the NBA!

What other tips do you have for seeing students as possibilities? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Wednesday, June 26, 2019

From Implementing to Transforming


Implementing a program or procedure can result in a certain level of success. But "implementing work" will never achieve the value of "transforming work."

Implementing is taking someone else's work and replicating it with fidelity. When we talk about best practices in education, that's implementing.

Implementing is the scripted lesson, it's following the established pattern, it's the well-worn path, the formula, the hack, the tried and true. It's doing it the way it's been done before.

We can train people to be implementers.

But implementing doesn't account for the unique gifts and abilities you have to offer. Sure, we should start with learning best practices. In fact, it's necessary to learn best practices. The work and wisdom of the past informs what's possible next. Tomorrow's progress is built on the progress of the past.

Tomorrow's progress is also build on your contributions. We should contribute to progress. As we develop our expertise, we should seek to make a larger contribution. We should be molding and shaping best practices.

That's transforming work.

Transforming work requires curiosity, creativity, imagination, and empathy. It makes a contribution to the world that is unique and beneficial. It's going beyond best practices to bring something new and better.

There are a million ways you can go from implementing to transforming. Rely on your strengths. Discover your passions. Grow your influence. You'll be more fulfilled when you do. 

Do the work you love. It's hard to love implementing when you could be transforming. 

Are you stuck in an implementing rut? Or are you using your full creativity and imagination in your work? Are you reaching hearts and minds with transforming work? Leave a message below or respond on Facebook or Twitter.

Friday, April 5, 2019

7 Future Driven Questions to Discuss With Your Team


Earlier this week, I was speaking at What Great Educators Do Differently in Houston. It was a fantastic event with a great lineup of inspiring education leaders.

My topic was Great Educators are Risk-Takers and Difference-Makers! When I have the opportunity to work with school districts or speak at conferences, I want to remind educators that we're educating kids for the world they'll live in and not the world we grew up in.

It's an central message in my book, Future Driven

The world is changing faster than ever and schools need to be changing too. I always ask, "Is your school a time capsule (static) or a time machine (dynamic)?" We can't afford to teach to a test or simply prepare kids for the next grade level, or even college or career. We're preparing them for life and anything they might face.

We can't continue to prize student achievement while ignoring the critical importance of student agency. Kids need more opportunities to make decisions and take initiative. We need to develop future leaders and passionate learners, not just proficient test takers.

And the only way that will happen is by allowing teachers to have the needed professional autonomy to be risk-takers and difference-makers. Educators must have the freedom to take initiative and make decisions. They need the flexibility to use their strengths and bring their passions into their classrooms.

But I also want to challenge educators. What are you doing with the autonomy you have? Are you pushing limits? Are you challenging the status quo? Are you creating extraordinary learning opportunities that prepare students for a complex, unpredictable world? If we're going to crush student apathy, we have to start with addressing teacher apathy. We have to show up strong!

Here are 5 Future Driven questions to think about with your team...

1. What will students need to thrive in a complex, unpredictable world? (addressing rapid change)

2. How can our school better meet the unique needs of today's kids? (kids are dealing with new issues/pressures)

3. How can we create a place where kids who resist school are empowered to love learning? (compliance vs. empowered learning)

4. Do teachers have the autonomy they need to create deeper learning? (teacher agency)

5. Do students have opportunities to pursue and explore their own questions? (inquiry)

6. Are students expected to create and innovate in your classroom? (critical thinking, problem-solving)

7. How are students helping others through what they're learning? (empathy, service)

What other future driven questions do you think are relevant for educators to discuss? It's amazing how questions can help us make the best decisions. I want to hear from you. Leave a comment below or respond on Facebook or Twitter

Monday, February 18, 2019

5 Reasons Metaverse is the Perfect Way to Bring AR to Your Classroom

This post is sponsored in partnership with Metaverse.
I’ve been experimenting recently with the Metaverse app, and I think it’s a fantastic learning tool for teachers and students. Metaverse allows users to create augmented reality experiences without having to write any of their own code. The possibilities are literally endless for the types of creative projects you can develop.


So how does it work? The Metaverse Studio provides a drag and drop interface to build your experience. You simply select different components to add to your “storyboard” and then you link them together.

There are all sorts of components to work with. You can even embed your own videos or select videos from YouTube. 



After you create an experience in the studio, it can be shared in a variety of ways. You can use a link or QR code, send them through email, or even embed them in your website or Learning Management System.

To interact with the experience, the user will need the Metaverse App (Android/iOS). Once you’ve downloaded the app, you can tap the link or scan the code to get started. It’s really fun and easy.

Teachers and students are creating all sorts of amazing things with Metaverse. You could make a breakout game, create a trivia/review game, develop a scavenger hunt, interactive story, and much more.

One school even used Metaverse to create a tour of their school for incoming freshmen. And students were the ones who developed the experience for their peers.

Just recently, Metaverse added a new feature to allow teachers to see all of the projects their students are working on, in one place. It’s called Collections. 


While collections is a paid feature (Metaverse is otherwise FREE), this addition makes Metaverse even more powerful as a student creation station. 


So here’s what I love about Metaverse…

1. It develops creative thinking.

Students need more opportunities to use creativity in the classroom. Metaverse provides a platform with endless options for creativity. Students can demonstrate their learning in new and interesting ways. They can make their own game, scavenger hunt, or story to show what they’re learning.

2. It develops reasoning skills.

Metaverse has a “storyboard” format that requires lots of if/then logical thinking. To create an experience, students will be using basic thinking skills used in coding, only without the coding. Everything is drag and drop. My cognitive reasoning skills were getting a good workout as I experimented with the tool.

3. It motivates learners.

Metaverse is a fun way to learn. I showed it to my own kids and they were immediately interested in how it worked and all of the different components that could be linked together. It definitely has a coolness factor that many other education apps lack. Students could work on their project individually or in teams.

4. It helps learners apply what they know.

It’s been often said, “No one cares what you know, they only care what you can do with what you know.” Metaverse is a great way to have students do something with what they know. There will no doubt be deeper learning when students create something that demonstrates their learning.

5. It’s a great alternative to traditional paper/pencil assessment.

Metaverse projects are a great way to assess learning. The teacher could develop a rubric for the essential learning outcomes and how those will be assessed in the Metaverse experience. As students work on the projects, the teacher could provide ongoing feedback. And students could provide feedback to each other too.

Overall, Metaverse is a great way to shift instruction from learning as a delivery system to learning that is a discovery system. The opportunities for engagement and creativity using this tool are unlimited.

Question: Have you tried Metaverse yet with your students? If not, you should give it a try. Right now you can try out Collections for free for one month using the following code: ARforEDU. Let me know what you think. Leave a comment below or respond on Facebook or Twitter.

Friday, February 1, 2019

Are You Competent and Creative?


Shouldn't teaching be a creative profession? In my mind, most every profession should have opportunities for creativity. I think humans are made to be creative. And if we don't have the chance to use those abilities, we are mostly going through the motions. We're merely "doing" or "implementing" without much opportunity to use our unique gifts or strengths.

I'm referring to creativity here in the broadest sense. It's not just artistic creativity, although that's an important kind for sure. I'm talking about the ability to have ideas, initiate plans, and solve complex problems. Much creativity is needed for these types of activities.

So are you competent and creative? Having both. That's probably the best scenario. Being competent is knowing your stuff. It's being well-trained. It's having knowledge and expertise and maybe experience too.

But being creative is the ability to use what's available in novel and interesting ways. It's the ability to meet the demands of your current situation and add tremendous value because of your unique gifts and abilities. Being an expert is great, but it has its limitations. How are you leveraging your expertise to create the greatest impact? That's where creativity comes in.

I think we've valued competence to the extent in education that it's placed limits on what we're able to accomplish. When we simply double-down on past practices and past outcomes, we're not thinking in interesting ways. We push for more of the same and pile on greater accountability and less freedom for good measure. 

The world is changing and the skills needed to be successful are changing too. When we fail to adapt our practices to current and future contexts students will face, we are failing to help them adapt. We must adapt if we want students to also have the ability to adapt and meet challenges. We need creative schools. We need adaptable schools.

Recently, LinkedIn published a list of the top in-demand soft and hard skills of 2019. Creativity was at the top of the list for soft skills. That's right, creativity was number one. It's clear the global economy continues to shift from an industrial world to a world of innovation. Ideas are increasingly important. Creativity is increasingly important.

So back to the original question, are you competent and creative? Does your school encourage you to be both? Or, does it limit your ability to be creative? Do you feel boxed in? 

Every organization has some limits. But limits don't have to result in the end of creativity. It's sad when schools create structures and expectations that crush creativity. But it's equally sad when educators fail to use their creativity as best they can in the current situation, whatever it is. 

Even if you feel limited in your ability to use your creativity, use it to the fullest extent you can. You can still be creative. You may wish you had more freedom and flexibility in your work, but you can still create within your current situation.

Seek out others who are interested in finding ways to be creative too. You'll be a happier, more successful, and stronger overall as an educator if you're using your creative abilities as best you can.

How are you taking your creativity to new levels? When you're creative in your work, do you see better results and enjoy greater fulfillment? Leave a comment below. Or, share on Twitter or Facebook. I look forward to hearing from you.

Friday, December 7, 2018

What Would Happen If You Weren't Successful On This Thing?


Here's a reflective question to ask yourself when you're making decisions about your priorities:

What would happen if you weren't successful on this one thing?

What would be the ramifications? What would be the price to pay? What would be the cost if this thing did not happen? What would happen if success in this area isn't made a priority? What would we stand to lose? How would it impact the student, the community, or the world? 

Some things are absolutely essential and some things are nice to see happen and some things really aren't that important at all. Life's all about priorities. But how often do we just go with the priorities of what's been done in the past? 

How often do we accept the priorities of others without even considering if they are best for kids? How often do we push back against the priorities of the status quo because we know we can do better?

There isn't enough time, energy, or resources to make everything a priority. We have to make good choices about what's most important and how to apply our energy and effort. We have to establish the priorities that make the biggest difference.

Here are a few examples of my thinking as I work through this thought experiment...

1. What would happen if I didn't develop the strongest relationships possible with my students?

I would risk losing the learner entirely. They might just check out and not follow my lead on anything. There's greater chance of behavior problems, attitude problems, parent problems, and more. If the relationship is toxic, nothing I do will be good enough, interesting enough, or important enough. It's impossible to have extraordinary learning experiences with mediocre relationships.

2. What would happen if students dreaded coming to our school or my classroom every day?

If students hate school, we know they're going to be disengaged, distracted, and probably agitated. None of those are good conditions for learning. We can wish they would change and magically love school. Or we can change the school and find ways to reduce the friction. What if we made it harder for kids to hate school? What if we created a place where kids who hate (traditional) school love to learn?

3. What would happen if students didn't get chances to lead and make decisions in this school?

If they don't have chances to lead and make decisions now, they won't be ready to lead and make decisions later. They won't have opportunities to practice and they won't be primed for leadership and decision making beyond school. Kids need practice leading and making decisions about their learning. They need agency just as much, if not more, than they need achievement. If I simply learn, I will probably forget. But if I have a strong enough learning identity, there is nothing I can't learn eventually.

4. What would happen if students didn't master every standard in this school?

They might not score as well as others on standardized tests. They might have some gaps in their learning. They might have to learn some things down the road if they're faced with situations where they aren't fully prepared. But is that really the worst thing? Is standards mastery the key to future success? I don't think it is.

5. What would happen if students didn't learn soft skills or develop good character in this school?

I'll answer this question with another question. Would you prefer to have a neighbor that is a caring person or one who has outstanding academic skills? Of course, having both would be great. If you needed help with some complex math problems, they'd be able to help you and care enough about you to be willing to help you. But if you had to make a choice? I'm picking soft skills and character every time.

So what other questions might you ask to test your priorities and your school's priorities? If we didn't do this thing, what would happen? Pour your energy into the things that you know count the most. We get most of our results out of a small portion of our effort. We accomplish 80% of our results with just 20% of our effort. The rest of our effort is lost compared to that 20%. If we can learn to apply effort more efficiently, our overall capacity would greatly increase.

Let me know what you think about this thought experiment. Is what you're doing today moving your students closer to what you want for them tomorrow? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.

Friday, November 9, 2018

7 Unexpected Benefits of Curiosity


Curiosity might be good for you, and good for your students too, in ways you haven't considered. One of our core values in our school is "start with questions." We want our students to be more curious tomorrow than they are today. We want to design learning that develops curiosity. We believe in the benefits of curiosity. In fact, curiosity has been shown to contribute to academic success as much as hard work or intelligence. 

But curiosity has many benefits beyond academic success. When we are curious in a whole variety of situations, we can better come to terms with who we are, how we fit into the world, and how we can make an impact on the world around us.

So here are 7 ways curiosity can be beneficial beyond academic success...

1.  Curiosity About Feelings

We are seeing unprecedented levels of anxiety and depression among young people. But mindfulness principles are effective in addressing thoughts and feelings by leveraging curiosity, instead of angst or avoidance. Be curious about feelings in a nonjudgmental way. Recognize that feelings come and go and are neither inherently good or bad. Approach feelings with a sense of wonder, "I'm curious about why I'm feeling this way." Be curious, not furious.

2. Curiosity About Relationships

Relationships grow stronger when we show empathy. And it's necessary to be curious to develop empathy. You have to be curious about what the other person is experiencing. You have to put yourself in their shoes. When we are curious about others, it also makes them feel valued, listened to, and understood. Curiosity says, "I want to know more about you. You matter. You're interesting to me."

3. Curiosity About Perspectives

Our perspective shapes our mindset. We can view failure as something negative, or we can view it as an opportunity to learn and grow. Everything that happens to me can be useful to me and for my benefit. But that requires me to be curious to consider how I might reframe in a positive way things that on the surface seem to be hardships or difficulties.

4. Curiosity About Habits

After reading The Power of Habit by Charles Duhigg, I became far more curious about my habits and the habits that are common in our school. We want to create an extraordinary greeting for our students, every morning and each class period of the day. We want to make that a habit. I also want to examine my personal habits with curiosity, "Is this habit taking me where I want to go? Is this habit consistent with the path I want to be on?" Let's be curious about the habits we have in the classroom and how they impact learning.

5. Curiosity About Risk Taking

What would you do if you had no fear? What do you fear? And why do you fear these things? What is holding you back? We need to be curious about these questions and why we aren't willing to embrace positive risk taking. Nothing ventured, nothing gained. We cannot know what we are truly capable of accomplishing if we aren't willing to push outside our comfort zone and take risks.

6. Curiosity About How Things Work

Have you ever wondered how electricity works? Or magnets? Or gravity? Science can explain these phenomenon, at least to an extent. But they also maintain a mysterious quality. They make me curious. But as a leader, I'm also curious about what makes our school culture work the way it does. I'm curious about how student's motivation works. And I'm curious about how to facilitate positive change. There are so many examples of being curious about how things work. And sometimes, this curiosity leads to innovations and breakthroughs that make life better for everyone.

7. Curiosity About the Future

I'm curious about the future. I'm curious about what life will be like for my own kids and for my students. And, I'm curious about what educators need to be doing today to prepare students for their futures. When we are curious about the future, it helps us be more diligent in our decisions today. The choices we make today will shape the future. But we have to be curious and consider how today's decisions might lead to future challenges or opportunities. Acting today with little thought for tomorrow is unlikely to end well. A long term perspective is needed to prepare for an uncertain future. Be curious about the future.

Can you think of any other unexpected benefits of curiosity? Is you school consistently making efforts to bring out curiosity in students? I want to hear from you. Leave a comment below or respond on Twitter or Facebook.

Friday, November 2, 2018

5 Questions for Deeper Reflection


Reflection is important for growth. But we have to be intentional about it. Our reflection is meaningless unless we do something with it. It has to change us. Or, it has to help us change directions. Effective people are reflective people.

Many years ago I read Dale Carnegie's incredible book, How to Win Friends and Influence People. Just this last week, I decided to start reading it again. Carnegie tells the story of a bank president who for many years made it a practice to reflect at the end of each week on every appointment he had in the previous week. He would ask himself the following questions:

"What mistakes did I make that time?"

"What did I do that was right--and in what way could I have improved my performance?"

"What lessons can I learn from that experience?"

The banker attributed his great success in large part to his system:
I often found that this weekly review made me very unhappy. I was frequently astonished at my own blunders. Of course, as the years passed, these blunders became less frequent. Sometimes I was inclined to pat myself on the back a little after one of these sessions. This system of self-analysis, self-education, that continued year after year, did more for me than any other one thing I have ever attempted.
It helped me improve my ability to make decisions--and it aided me enormously in all my contacts with people. I cannot recommend it too highly. 
I also try to make it a point to consistently reflect on how things are going in my work. However, I don't have a process as systematic as what's described by the banker. Maybe that's something I should consider.

This week as I'm reflecting, I thought of a few more questions to consider...

1. How is the reluctant learner experiencing our school (or your classroom if you're a teacher)?

We may think about how our students are doing overall, but I think we need to be especially attentive to how the reluctant learner is doing. If we create an experience that engages some of our most challenging students, that same experience will also probably benefit our other students too. We're aiming to create a place where even kids who "hate school" love to learn.

2. Am I measuring with a yardstick of my own years?

When I get frustrated with some of the behaviors I see in students, I need to be reminded that they are often acting exactly like 15-year-olds are inclined to act. That doesn't mean that I don't try to influence them to rise up, but I can't get frustrated when they don't think, or act, like me. That sounds ridiculous doesn't it? But I think we all tend to get frustrated if people don't act just like we think they should.

3. Do I have a healthy level of dissatisfaction with my own performance?

At the end of the day, it's important to be content with doing my best but to also be dissatisfied with how things are. I don't want to become complacent. And I don't want to beat myself up when I make a mistake. So be content, but never be satisfied. 

4. Are there ways I'm falling into binary thinking?

Binary thinking creates false dichotomies. It's either/or. Effective leadership almost always requires a more nuanced position. We can have fun AND have high expectations. We can use technology AND develop social skills and teamwork. We can encourage student agency/inquiry AND improve achievement. It's not all or nothing.

5. What specific strategies am I using to motivate students (and teachers)?

I'm thinking about the ways I influence student and teacher motivation. Am I doing it by connecting and building relationships? Am I doing it by clearing barriers and showing support? Am I motivating students by creating a positive environment? Just what are the specific strategies I'm using to motivate? Food for thought.

So how are you developing a reflection routine? Would you benefit from having intentional reflection each week? Let me know what you think. Leave a comment below or respond on Facebook or Twitter.

Friday, October 19, 2018

What's Most Valuable? Creativity, Empathy, or Technology


In a world that is more complex and uncertain than ever before, what is most valuable? Creativity, Empathy, or Technology.

You might argue it's technology. After all, everything that can be digitized is being digitized. Over the last 20 years, we've seen changes that are unprecedented. The Internet has changed how we live, work, play, and interact. Social media has exploded. Nearly every person on the planet, it seems, has an Internet connected mobile phone. We can literally stay connected every minute of every day. Self-driving cars are a reality. We have the Internet of things, big data, robotics, artificial intelligence. Digital is how the world is changing.

Fewer people are creating a larger portion of global wealth today. It takes fewer and fewer people to produce more and more. The innovation economy is already here, but it's accelerating. Digital is going to continue to drive change. 

And change will happen even faster.

And yet, the things that are becoming more valuable for the future are the things that cannot be digitized or automated. Traits that are human-only will become more and more valuable. Traits like creativity and empathy.

Creativity is thinking in novel ways. It's solving problems. It's developing new ideas, finding better opportunities, and combining old things to create new possibilities. 

Empathy is the ability to understand, connect, and see the world through other people's eyes. It's moving closer to people. It's having social skills to communicate, accept differences, and find common ground.

In order to adapt in this rapidly changing world, we must embrace technology. It's important. 

But more importantly, our students will need to develop creativity and empathy. It's not about what you know. It's about what you can do with what you know. Can you work with people? Can you add value to people? Can you create something new and interesting?

These disruptive trends show no signs of slowing. But are schools keeping up? I don't think so. Things are moving so fast, it's hard to keep up, even for the schools that embrace change. 

Creativity and empathy are not considered the core work in most schools. They are extras, add-ons, and enrichment programs. But I think we have it flipped. Start with creativity and empathy and use those to propel learning of content and academic skills. 

It's very different than the type of learning I had when I was in school. We plowed through content and curriculum and produced right answers year after year. We jumped through all the hoops as instructed but probably didn't learn how to take much initiative. 

And that worked okay in a world where a high school diploma could get you a job, maybe even a career. And a college degree almost assured you a privileged place in society. Those days are gone.

We cannot afford to prepare students for the world we grew up in. We must prepare them for the world they'll live in.

How do you see the role of creativity, empathy, and technology in the future? What will our students need to thrive? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Wednesday, September 26, 2018

7 Tips for Difficult Conversations with Students



These tips are actually true for conversations with just about anyone, not only students. Too often I think we avoid having a difficult conversation about a topic because we aren't sure how it will go. We aren't sure if it will be productive, so we just remain silent.

Or, on the other hand, we know the topic might evoke some strong emotions, so we come at the conversation forcefully, from a position of dominance. It's the "my way or the highway" approach. That might get compliance from students, but it won't build trust or stronger relationships. Underneath it all, there will be a kid who resents you.

Neither of these approaches is successful. It's not good to be silent and avoid the topic. And it's not good to be aggressive and overbearing either. A healthy relationship is build on mutual trust that comes through respectful dialogue.

Here are five tips for having difficult conversations that create shared meaning and understanding.

1. Keep Dialogue Open

Let the student know that you are willing to listen and work together to solve the problem. Ask if they are willing to listen to your thoughts too. Keep the focus on the issue and not on sweeping generalizations like "You always..." or "You never..." statements. You might even ask the student, "How can we have this conversation in a way that is positive and helpful?"

2. Make Respect a Top Priority

Let the student know you believe it's possible to solve any problem if both parties are respectful of one another. Let the student know you will never intentionally disrespect him or her. Let them know you want to hear what they think about the issue. The words we use are powerful and communicate our level of respect. Your body language and tone of voice are equally important.

3. Describe Your Intentions

You might say, "I'm willing to discuss this as long as it takes until we both feel good about how it's resolved." Let the student know you're wanting a solution he or she can feel good about too. We're aiming for a WIN/WIN outcome, not my way or the highway. As the teacher, you don't have to prove you're in charge. You ARE in charge. You don't have to prove it. Work cooperatively with students to seek WIN/WIN solutions.

4. Be Curious, Not Furious

Ask questions to understand the student's perspective. Be curious about what they are experiencing. Say, "Tell me more" or "Go on" to show you are interested in hearing the details. Paraphrase what they say to you to show you're listening. My biggest mistake is talking too much. When I'm "telling" a student what I think should happen, I'm missing the opportunity to listen and better understand the student's perspective.

5. Avoid Countering

Countering results in arguments. We start debating the facts. We build our case. We prove our points. It's about "being right." Try to avoid this trap. Try to stay curious and avoid countering. Spend more time listening. The goal is to get to a place where both parties let their guard down and work together cooperatively.

6. Timing is Everything

In my first few years as a principal, I would sometimes choose horrible timing to try to address an issue. I thought it had to be resolved immediately. Usually, that's not true. Most of the time it can wait until cooler heads prevail. If I sense there is no way to have safe dialogue in the moment, I'll step away temporarily. And then I'll resume the conversation in a different location in a different time. This works much better than allowing a situation to escalate.

7. Focus on the Future

Every kid needs a fresh start every day. Time spent holding onto yesterday means less time moving forward today. Take inventory of the current situation, but then focus on the future. Where do we want our relationship to go from here? How can we work together to make the future brighter in this situation? What are we trying to accomplish? What will it look like if we are successful in resolving this problem?

Some people might view these tips as "going easy, or "being soft" or "having low expectations." I would completely disagree. We must have firm boundaries. What's easy is avoiding the conversation entirely. What's easy is being silent. What's easy is also using threats or power to get your way. What's hard is listening to a student, understanding their perspective, and guiding them in a way that is cooperative and respectful. We MUST have boundaries, and we MUST challenge behavior that is harmful to learning. But the way we do it can either build trust or destroy it. 

What are some of your strategies for having difficult conversations with students? I know you have some great tips to share. I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, June 22, 2018

20 Ways to Be Future Driven in Your Classroom


Reflection is so important for continued learning and growth. I developed the list below as a tool for educators to reflect on practices that help prepare students for a rapidly changing, complex world. Some of these practices are new. Some are not. Some of them involve technology. Some do not. 

These are all based on important themes from my book, Future Driven. These factors help prepare students for a modern world where continuous learning and adaptability are paramount.

I don't think I would expect any educator to be pursuing all of these indicators at once. And this list should never be used to think in terms of judging a good teacher vs. a bad teacher. So don't look at it like that. The purpose of the list is for reflection and growth.

It might give you an idea of where you want to focus your learning for next school year. You could pick one or two and consider how you might develop the practice in your classroom. It might help you consider your next steps in your growth as an educator.

20 Ways to be Future Driven in Your Classroom

1. I provide opportunities for project-based and inquiry-based learning.

2. I give students choices about learning (time, place, path, or pace).

3. I am learning new things about technology and sharing my learning with students and teachers.

4. My students have opportunities to connect with real-world experts.

5. My classroom learning space provides flexibility for student-centered grouping and learning tasks.

6. My students regularly have opportunities to use digital tools to leverage their skills for learning tasks.

7. I utilize Genius Hour or 20 percent time to provide opportunities for students to pursue their passions and interests.

8. I model risk-taking, grit, and perseverance for students and regularly discuss the importance of these characteristics in class.

9. I build strong relationships by greeting students, calling them by name, and getting to know them as individuals.

10. My students assume considerable responsibility for class discussions. Conversations become student-led, instead of teacher-directed.

11. My students take on projects that make a difference in the community or in the world (service-learning).

12. My students have many opportunities to create work that will be visible to authentic audiences.

13. I am intentional about cultivating curiosity in my students by having them develop their own questions, by allowing exploration, or by creating mystery or intrigue.

14. I ask my students for feedback on my teaching and the relevance of my lessons.

15. Empathy is just as important as responsibility in my classroom.

16. I am focused more on what a child can do and not what he/she cannot do.

17. I think about how the future will be different for my students and strive to teach with that in mind.

18. My students have opportunities to experiment with different approaches, rather than just practicing a predetermined method.

19. Character is more important than compliance in my classroom.

20. My students have many chances to take initiative, not just follow directions.

What other practices do you think are important for relevant, future ready learning? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Thursday, June 14, 2018

11 Powerful Characteristics of Adaptable Learners



Most of what is learned in the traditional approach to school is not adaptable learning. It is discrete learning. It's focused on a specific body of knowledge and isn't always transferable to new situations. Yesterday's learning is in silos with distinct separation among the disciplines. It's the type of learning that was useful in a world where you could train for a profession and be assured of relative stability in that profession for many years.

Gone are those days.

Our world is moving extremely fast. We can't even fathom how fast things are changing. We're too close to the change to get a sense of the magnitude. 

How can we deal with this increased complexity and uncertainty? Change is accelerating. And that creates a need for a different type of learning. In Future Driven, I write that adaptable learners will own the future.

So what makes an adaptable learner? Here are 11 characteristics.

1. Recognize Your Environment Is Constantly Changing

Adaptable learners are ready. They embrace change. It's not just small changes we're talking about. It's a tidal wave of change that's coming. Change is accelerating exponentially. You must be willing to adapt.

2. Reject Comfort and Complacency

You can't adjust to the changes, meet the challenges, or take advantage of the opportunities without stepping out of your comfort zone.

3. Take Ownership of Results

It's not helpful to blame poor outcomes on changing circumstances. The adaptable learner looks inward first to find solutions. There's a stubbornness to find a way or make a way.

4. Show Willingness to Collaborate

No one person can have all the skills needed to meet the challenges of rapid change. But together, it's possible to leverage our shared abilities for the good of our team.

5. Build Resilience and Perseverance

In an uncertain learning environment, there will be mistakes. It's important to learn from these mistakes and press on. It's critical to stay with difficult problems and try different solutions.

6. Demonstrate Care for Others

I believe adaptable learners are caring learners. People find better solutions when there is a larger purpose. When people are caring learners, it makes the learning meaningful.

7. Be Open to Changing Your Mind

No one has it all figured out. Have strong opinions loosely held. If presented with new evidence, be willing to take a new position.

8. Be Flexible in Your Methods, Focused on Your Mission

Our methods and practices must change with the times, but our process of adapting can continue. And ultimately, the mission can continue. 

9. Be Eager to Try New Things and Learn New Skills

Adaptable learners are constantly picking up new skills and adjusting previous skills. There has to be a willingness to do something new even if it's hard at first.

10. Be Open to Feedback

Feedback is a necessary ingredient to learning. Don't feel threatened by feedback. Pursue feedback. And use it to adapt and learn.

11. Develop Confidence in Your Ability to Learn

Most people are frightened by the thought of rapid change. But the adaptable learner feels a sense of confidence. When you believe in your ability to learn and solve problems, you view challenges as opportunities.

How are these characteristics being developed in your classroom or school? Are your students ready? Will they thrive in an unpredictable world? Leave a comment below or respond on Facebook or Twitter. I want to hear from you.

Wednesday, June 6, 2018

Be Firm in Your Principles. Be Flexible in Your Practices.



I'm a big advocate of positive and productive change. If one thing is certain, it's change. There will be change, and we must adapt. Our students must adapt. Our schools must adapt. The world is becoming more complex and uncertain, and that makes change even more imperative. 

But some things never change. Teaching principles, for instance, stand the test of time. Principles are fundamental truths. They are universal and unchanging at their core. These things should be the foundation of who we are and what we do as educators.

-Treat every child, every person, with dignity and respect.

-Make kindness a top concern.

-Communicate clear goals and objectives.

-Set high expectations.

-Believe the best of your students.

-Provide extraordinary learning experiences, not just lessons.

-Make learning relevant to time, place, and the individual.

-Persevere, push through obstacles, and never give up on a child.

-Recognize effort and progress.

-Consistently provide useful and meaningful feedback.

These things will not change. There may be some slight contextual ways that they change. But essentially, they are some of the fundamentals whether we look at education 50 years in the past or 50 years into the future.

But our practices are different. Our practices should be much different than 50 years ago. They should even be different than 5 years ago. They may be different tomorrow, based on our students' needs. We must adapt our practices to the needs of the students we are working with today, right now. We need to adapt to the changes that are happening in the world right now as well.

Teaching practices are only effective in certain situations and change over time: grading, curriculum, technology, strategies, and lessons all must change to stay relevant.

So...

Be firm in your principles. They are your core beliefs.

Be flexible in your practices. They flow from your principles and are your actions today.

Be firm in your mission. It's your purpose as an educator.

Be flexible in your methods. Your methods are how you achieve your purpose and may change with the situation.

How are you developing your principles and practices as an educator? Both are important. Leave a comment below or respond on Facebook or Twitter.