Showing posts with label Vision. Show all posts
Showing posts with label Vision. 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.

Monday, March 2, 2020

Combine Your Skills With Technology

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The best advantage is the ability to combine your human abilities with the best tools available.

In the world of chess, the best players in the world can no longer beat the best machines in the world.

However, a combination of top players with machines can nearly always defeat a machine-only opponent.

Even more impressive, a slightly above average chess player teamed with a machine can defeat the top computer chess algorithms in the world.

Some people push for technology like it's the answer. But technology doesn't usually solve problems alone. 

Although technology is getting smarter every day, it's most effective when people leverage the technology to solve problems.

It's the combination of well-developed human skills and the effective use of technology advancements that will lead to the best opportunities.

What does this mean for modern learning? How are you taking into consideration the tools your students have at their fingertips?

If students don't learn to leverage their skills with technology, they will always be at a disadvantage.

Learning must consider the world our students live in, and we mustn't cling to the world we grew up in.

If you’re teaching just as you were taught, you’re basically teaching in a time capsule. 

And as a result, your students will be precisely prepared for a world that no longer exists.

How are you teaching your students to leverage technology? How have modern tools changed what is taught or how it is taught in your discipline? Leave a comment below or respond on Facebook or Twitter

Tuesday, February 4, 2020

Knowing vs. Understanding vs. Applying


The focus of traditional education has mostly been on knowledge. The focus has been on learning more information. But now we have more information available to us than ever before. And the amount of information out there is growing exponentially. 

And this rapidly growing body of information is readily available. We can access it at any time in any place at the tip of our fingers with a connected device. Our tools have transformed our experience. So while learning information still has some value, it's not as valuable as it once was.

So what about teaching for understanding? That raises the bar a little I think. While teaching for knowing is about accumulating more information, teaching for understanding is about making sense of that information and seeing how the pieces fit together. It's recognizing the context of the information, why the information is important, and how the information might be applied.

Teaching for understanding is a deeper type of learning. It involves critical thinking, making personal connections, and being able to have discussions and make arguments about the information. But it's not actually applying the information.

For me, that's the true test of learning. How can you apply what you know? How are you applying your learning? The most important thing for our students is what they are able to do. Application is seeing knowledge and understanding in action. 

When we talk about students being ready for life, it's about them being able to do things to contribute and make a difference. 

Doing makes the difference.

I think traditional education has mostly assumed that students would be able to take their knowledge and understanding and apply it as needed. But we know that's not the case. Students are often not able to transfer their knowledge or understanding. They often don't even see the relevance of their knowledge or understanding because they haven't done anything with it. 

And that's the reason why many people find the best learning after their formal education has ended. 



I'm guessing most educators can relate to this very well. To train to be a teacher you go to college and you expand your knowledge and understanding of the teaching profession. Mostly you learn theoretical concepts or discuss various scenarios or established principles in a way that is isolated from actual practice. You take the quizzes. You take the tests. And you write the papers.

And then, you enter your student teaching and the application begins. And you quickly learn that much of what you learned in your coursework is very different from what you learn in actual practice. At least that's how it was for me. There seemed to be a very big disconnect.

To further prove this point, have you ever known someone who aced all of the classes in college to become a teacher, but then struggled mightily to succeed in the classroom? The skills they needed to succeed on the quizzes, tests, and papers in college weren't the same ones needed to succeed in an actual classroom.

After student teaching, your first full year in the profession is still like a crash course. For several years, you continue feeling a little like a beginner but your learning is consistently reaching new levels. The learning from actual practice was actually far more helpful than the learning from education classes.

So all of this brings me to suggest a different way of learning in school, a way that I believe is more effective than starting with knowing and understanding. Let's start with doing. Let's start with solving and creating and applying. 

The student will still need to learn the information and understand the information. But they will see the relevance of the knowing and understanding, because they will need it to succeed in the application of what they are doing. 

They will learn by doing.

And they will be more curious, more engaged, and more empowered because they will have to decide what information and concepts they need to successfully complete the task. They will see how the learning matters and how it makes a difference beyond the classroom. Through this process, they will need lots of guidance and feedback from the teacher, a learning expert. 

That's the role of the modern teacher, to skillfully design learning experiences that help students know more, understand more, and most importantly, do more.

The best learning requires students in action.

What am I missing here? Can we flip the script and get better results? Can we start with the project, or the problem, or the application and learn the content through the process? How are you doing this in your school? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, December 13, 2019

All Kids Deserve Opportunities for Creative Work


Which students are doing the creative work in your school? Who has the most opportunities to work on projects, solve problems, collaborate with classmates, develop ideas, design products, and publish for authentic audiences? If your school is like most schools, I'm guessing your strongest learners have the most opportunities.

And I'm guessing the students who struggle the most are doing the most repetitive work, the routine work, and the isolated work. They are spending more time in intervention settings. 


There's nothing inherently wrong with repetition or routine work. Intervention can be helpful. Sometimes that's what's needed. But there is so much more.


Students may master standards in this type of routine learning, but they will never master themselves. They need chances to demonstrate agency, to take greater ownership of their learning, and to explore different ideas.


For your next lesson, what small changes could you make to cause your learners to experience a little more curiosity and a little more creativity? Ask yourself this each day. How can I move the needle toward curiosity and creativity in learning? How can I leverage curiosity and creativity to help students master standards? How can students access this curriculum in ways that build curiosity and creativity too?


Curiosity and creativity aren't separate events from learning content. They enhance the learning of content. It's through curiosity and creativity that we learn content best.

And I believe that's true for all students. It's true for students who have special learning needs, it's true for students who struggle with behaviors, and it's true for students who are behind academically.

All kids deserve opportunities for creative work. 


Learning doesn't stop with learning standards. In fact, some of the most valuable work we can do is developing the curiosity and creativity in learners. Our kids should leave school wanting to know even more. We should aim to develop them as curious, creative, and continuous learners.

How are you developing the curiosity and creativity of your students? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, December 6, 2019

7 Things People Think or Say that Reinforce Mediocrity


In my previous post, I wrote how failure is not the enemy of improvement. Failure is actually a healthy part of learning and growth. The enemy of excellence is apathy or mediocrity. It's being content, either intentionally or unintentionally, with how things are.

That's how people, schools, organizations, etc. get stuck in mediocrity. They become content with just good enough.

There are lots of reasons people embrace mediocrity, but here are a few of the mindsets I've noticed over years of working in school leadership and reflecting on my own attitude when I fall short and observing the attitudes of others as well.

I think by reflecting on these things, we can learn to recognize them in self and others and explore ways to move past them.

1. "I already do that."

Rather than approaching a topic as a learner and looking for ways to adjust and grow, we defend our current practice and imply there is nothing more we can learn about this idea, practice, or approach.

2. "I tried that, and it didn't work."

Since I tried this already, and it didn't work, then clearly there is not room for me to explore this idea or topic again. I have eliminated any future possibilities based on my own personal experience. 

And the thing about this one is that often people didn't execute the practice or idea effectively in the beginning, or they don't give the idea enough time to determine if it could be effective with further practice and/or adjustments.

3. "That won't work with these students."

This way of thinking is extremely limiting and dismissive to students. Effective educators believe in their students, and they aren't the ones to determine if students can or cannot do something. They create the conditions where students have the opportunities to stretch their limits. They think, "If I get the conditions right, I believe my students can and will succeed with this challenge."

4. "What will the other teachers think?"

I remember hearing Ron Clark speak about how, in his first teaching job, his exciting, enthusiastic approach was getting wonderful results. Kids were learning more than ever, and they were loving it. 

But other teachers in the school were not loving it. Clark's principal came to him and said, "You're doing great, but you're making the other teachers very uncomfortable. Would you mind closing the door to your classroom?"

There is a serious mediocrity problem if teachers are not willing to learn from each other and cheer each other on. 

5. "We've always done it this way."

It's been described as the most dangerous phrase in the language. It preserves the status quo. It protects comfort and limits growth. It shuts down new ideas. 

This phrase reveals thinking that is closed minded, inflexible, and possibly even stuck in the past. We can't think creatively or make progress if we're not willing to try something new.

6. "I don't have time for that."

It seems like everyone in education feels the pinch of not having enough time, so in a way, this is a legitimate concern. However, it's also one of the strongest messages we say to ourselves that keep us stuck, that prevent us from moving forward. 

We all have exactly the same amount of time in each day, 1440 minutes in each day to be precise. If you truly "don't have time" to improve something, does that mean you are not currently wasting any of those 1440 minutes? Does that mean that there is no room for growth on how you prioritize the use of those 1440 minutes?

Not having enough time is one of the biggest excuses I know for not doing anything to grow, learn, or change. You may not have time to do everything, but you do have time to do something to grow, learn, and change.  

We make many decisions each day how we use our time. We should use it wisely.

7. What if something goes wrong?

The fear of failure is one of the biggest deterrents to progress and growth. It feels like a big risk to try something that isn't as familiar. It feels like a big risk to try something new or different. It feels safe to try things that have predictable outcomes. 

But the big risk is staying comfortable and avoiding new possibilities. Excellence requires positive risk taking. 

Can you think of any other phrases or messages that keep us stuck in apathy or mediocrity? Share your thoughts here or on Facebook or Twitter. I'd love to hear from you.


Monday, August 5, 2019

11 Questions that Build Relationships and Foster Connection


Earlier this summer our district leadership team spent a day of training together around the Clifton Strengths Assessment. It was really interesting to learn more about self and others and how to leverage our individual and collective strengths to make our impact for kids stronger.

Of my top five strengths, I was a little disappointed to learn that none of them fell into the larger category of Relationship Building. 

That's right, I often write about how much I value relationships and how important they are, but connecting is not a natural strength for meat least not in my top 5 according to this instrument. 

Our trainer was really helpful in explaining that just because something isn't a natural strength doesn't mean you're not good at it, or that you don't find value in it. It just requires more effort and intention to be good at it. When you believe strongly in something, you can be effective in it even when it's not near the top of your strengths.

That was encouraging to me. 

My top 5 strengths were 1. Learner, 2. Activator, 3. Belief, 4. Futuristic (sounds like a familiar book title), and 5. Self-Assurance. These are all areas where I get energy, where I thrive.

But I also realize that relationships are the most important part of what I do. I can't be effective as an educator or as a human being for that matter, unless relationships are my number one priority. So I will remain intentional about how I strive to connect with others.

I've noticed sometimes when I interact with students I feel like I'm saying the same things over and over. Just simply exchanging pleasantries, smiling, nodding, fist-bumping, etc. And then maybe I'll ask about last night's game or how their classes are going.

I've also noticed that while we often talk about how important relationships are in education, we don't always share specific strategies for how to build relationships and connect in the middle of all those interactions we have every day. 

But I read an article recently about a study by psychologist Arthur Aron that described how certain questions have proven to build connection between people. And while the questions were designed to be used in a single 45 minute conversation, I'm wondering about how some of these questions might be helpful to me in working with students or colleagues, perhaps in shorter time frames. 

Some of the questions seemed more fitting than others. I thought I would share a few here in case you're like me and looking for ways to make your conversations more meaningful. The questions were divided into sets based on the level of vulnerability they might require.

I think they might even be good for staff meetings to build more connection and teamwork among teachers. When we share together we grow stronger together.

Set 1

1. Would you like to be famous? In what way?

2. What would constitute a "perfect" day for you?

3. For what in your life do you feel most grateful?

4. If you could wake up tomorrow having gained any one quality or ability, what would it be?

Set 2

5. What is the greatest accomplishment of your life?

6. What do you value most in a friendship?

7. What is your most treasured memory?

8. Is there something you've dreamed of doing for a long time? Why haven't you done it?

Set 3

9. Your house, containing everything you own, catches fire. After saving your loved ones and pets, you have time to safely make a final dash to save any one item. What would it be? Why?

10. When did you last cry in front of another person? By yourself?

11. Make three true "we" statements each. For instance, "We are both in this room feeling..."

There were actually 36 questions total. I'm just sharing a few of the ones that seemed most likely that I might use. I would definitely be uncomfortable asking students, or even colleagues, a few of the questions that were included in the larger group, especially from Set 3. 

You might want to check out the full list of 36 questions and the protocol for the entire activity. You might find some other questions you like for your classroom or school. Or, you might want to try the entire process for date night with your significant other. Enjoy!

What are other questions or topics you rely on to foster connection? I would love to hear from you. Leave a comment below or respond on Facebook or Twitter.

Friday, June 28, 2019

Are You a Change Agent?


I noticed an educator recently who had 'change agent' listed in her Twitter bio. I thought that was cool. I think every teacher, every educator for that matter, should be a change agent. We aren't just teaching lessons, we're cultivating potential. We're helping students become world changers. We are helping them build capacity in a variety of ways. Academics is only one part of what we do.

This summer I've read a number of books on change. One that was especially helpful was Switch by Chip Heath and Dan Heath. I wanted to share a few of my notes and how I think it might apply to classrooms and schools.

Which of the following is most powerful?

Think, Analyze, Change or See, Feel, Change

Think, Analyze, Change is when we use data, evaluation, reasoning, and research to drive change.

See, Feel, Change is when we utilize stories, experiences, connections, and emotions to drive change.

For smaller adjustments and minor behavioral changes, Think, Analyze, Change seems to work fine. But for transforming change that requires much bigger shifts in thinking and behavior, emotion is critical.

Think about the biggest decisions and the biggest changes you've made in your life. I bet they were more driven by emotion than by analyzing. Where you went to college. Who you married. Deciding to have children. Buying a car or home. I'm sure you used your powers of reasoning in these situations also. But there were also very strong emotions at play.

Do most people get into too much debt because of a problem with analyzing or a problem managing emotions?

It's not uncommon for emotions to overpower the reasoning that we apply to a given situation.

So if you want the people (students, colleagues, staff) you are leading to change, it's probably more effective to help them 'see' and 'feel' why the change is important and not just present them with the reasons why they should change. 

You can't change them, but you can help create conditions where they can change themselves.

An example from Switch was a 1st grade teacher who told her students that by the end of the year, they were going to learn so much they would be as smart as 3rd graders. For 1st graders, it feels really good to be like a 3rd grader. It feels big and strong and important. So the teacher constantly revisited the idea that by the end of this class you're going to be like 3rd graders.

Our emotions are often driven by our identity, and we tend to act in ways that are consistent with how we see ourselves, who we believe ourselves to be.

Change agents use See, Feel, Change to help others see themselves in new and powerful ways. They see them not just as they are now, but for who they are becoming.

Here are five ways to use See, Feel, Change as a teacher or principal or parent. You can use these in any role.

1. Give people experiences.

Powerful experiences can be transformational. I remember moments my thinking changed entirely at a conference. We've sent teachers to Ron Clark Academy, even though we're a high school. And some of our teachers have credited that experience with a whole new trajectory in their teaching.

2. Give people affirmation.

Affirmation is not just giving a complement. Those are good too. But affirmation is seeing qualities in someone they may not see in themselves. My high school coach saw potential in me when I didn't believe in myself. That made all the difference. The person who influences you the most isn't the person you believe in. It's the person who believes in you. All of our students are future world changers. See the good in them.

3. Give people responsibility.

If you want people to rise, give them responsibility. It's amazing how the opportunity to take the lead can change a pattern. When you give responsibility, it shows faith and trust in someone. They don't want to let you down. The new responsibility can disrupt the pattern of disempowerment they've experienced.
"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.
4. Give people hope.

Some of our kids are hopeless because they don't think it matters what they do. Nothing will change. So we need to constantly tell stories of courage, perseverance, and triumph to let them know what's possible. We must give people something to believe in. Things can get better. We always have the power to decide. And our decisions will determine our destiny.

5. Give people connection.

And finally, give people connection. For people to change, they need to feel a sense of safety and belonging. They need to feel secure. They need to know they matter, that someone is listening, and that their presence here is making a difference. 

What are you thoughts on being a change agent? Is that something that's important to you? How are you driving change? Leave a comment below or respond on Facebook or Twitter. I would love to hear from you.

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, June 21, 2019

Don't Just Plan Lessons, Create Experiences


"How did you become a Chicago Cubs fan?"

I asked the question to a Cubs fan I was visiting with recently. And I wasn't being sarcastic, since I'm a St. Louis Cardinals fan, and that would be on point for fan behavior between the two teams.

No, I was just curious because he wasn't from a part of the country that isn't typically considered Cubs fan territory. He explained that some members of his family were Cubs fans but what really hooked him on the Cubs was when he attended a game at Wrigley Field (Chicago) as a young boy.

That experience, he said, was something he never forgot and resulted in his lifelong love of the Cubs. It was as simple as that.

Experiences are powerful. They can change our entire perspective for good or bad. In this case, a positive experience resulted in a deep attachment to a baseball team.

I'm wondering about how students experience school. Are we creating experiences that result in a lifelong attachment to learning? Are we creating powerful learning experiences that develop curiosity and cultivate interests?

While much of my own school experience was somewhat routine and mostly forgettable, there were some amazing experiences that really led me to want to learn more.

Most of those memorable experiences were projects or trips to visit interesting places. I remember visiting a cave, a Civil War battlefield, and even a museum with a real mummy, all part of opportunities through school.

I also remember creating a news broadcast and interviewing people from our community, as part of a project for class. I also remember competing in a stock market game, and I remember performing a classroom play.

I don't remember a single lecture from school. I take that back. I remember one very gifted social studies teacher who could tell stories from the Civil War that were so interesting I wanted to learn more on my own. He had us on the edge of our seats.

I don't remember any worksheet tasks standing out. I don't remember any tests in particular. 

Here's the thing. I'm not saying tests, or assignments, or routine work are all bad in school. I'm not saying they don't have value. But if we want our students to be inspired learners, we better look for ways to connect learning to positive emotions. We better give students experiences that really capture their attention in ways that go far beyond the routine.

In a time where standards mastery seems to be at the top of all priorities, I wonder what types of experiences kids are having? 

What type of experience are they having when remediation has been routine for them year after year in school?

What type of experience are they having when they don't have the opportunity to pursue things they're interested in?

What type of experience are they having when they don't get to learn outside the classroom by taking field trips?

A couple of high school principals were discussing how they are making sure any field trips in their school tie directly to meeting standards. I guess that's one way to look at it.

But for me, I want our students to have as many opportunities as possible to learn and interact with interesting people and places away from our school campus. I especially want that for our under-resourced students who might not ever have those opportunities otherwise.

There is a time for rolling up our sleeves and doing the routine work of learning and life. But if we're not also creating peak moments along the way, we are missing the joy in the journey. 

And we're probably missing out on potential passions, and maybe even missing out on developing a passion for learning.

The routine work should flow from a deep sense of purpose. We need to know our why. That's where lasting learning is nurtured.

As I wrote in my book, Future Driven,
Don’t just create lessons for your students. Create experiences. Students will forget a lesson, but an experience will have lasting value. We want to do more than cover content. We want to inspire learning.
Is your school making time for powerful learning experiences? I want to hear from you. Leave a comment below or respond on Facebook or Twitter.


Friday, May 24, 2019

Balancing Achievement and Agency


How do you define student achievement? Is student achievement defined by how students perform on some type of standardized assessment? When politicians, policymakers, and lots of educators too, talk about raising student achievement, it usually means raising test scores.

The problem is that test scores are a very narrow way to define student success and student achievement. That definition favors a certain type of student, magnifying a certain type of skill set, while diminishing a whole range of other factors that can lead to success academically and in life.

So why is it the current definition of student achievement is always tied to how students perform on one test that happens in one moment once a year? I want to see more emphasis on student agency. I want to find ways for students to connect to what they are learning, to apply what they are learning, to do things with their learning that are making a difference. To me, when students exercise agency and demonstrate growth, that is achievement.

When we are driven by preparing kids for a test, we may neglect preparing them for life. I'm not saying we can't prepare kids for the test and for life, but too often I think that's exactly what's happening. The test is driving everything in some schools. 

But does the learning stick? Will students remember the things they must know for the test? I really like how Will Richardson put words around this idea. He says we need to aim for learning that results in permanence. We should seek learning that has lasting value. When students have agency and ownership in learning, it's much more likely to have long term impact. When it connects to their passions and their goals, they're much more invested emotionally and intellectually.

Another question I would raise is this, does the learning shift perspective? Simply learning content and using it to answer test questions doesn't necessarily change who you are or how you see the world. And I think education should always result in more empathy and understanding. It doesn't just change what you know but helps you better understand who you are and how you can make a bigger difference.

If we want more permanence and perspective in education, we have to be willing to invest in agency. We must empower students and teachers to do things that are bigger than just mastering content standards. We have encourage creativity and connection and allow for learning that taps into strengths and passions.

So let's aim to get a better balance between achievement and agency. Achievement won't solve the world's problems unless our students learn they are powerful problem solvers. They must know first and foremost the significant agency they have to make a difference.

What are you thoughts? How are you specifically equipping students with greater agency and empowerment in your classroom and school? Leave a comment 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

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 23, 2018

Are You Reaching Your Full Capacity?


Last Christmas, we decided to add a new Boston Terrier puppy to our family. His name is Rudy. There have been many times over the past months that Rudy has tested our patience. And he's tested the patience of our older Boston Terrier, Max, too.

He's chewed up the house. He's been slow to house train. He's been quick to disobey. He's a little too affectionate. He's in your face affectionate. It's cute and annoying at the same time.

But a few months ago we noticed something was wrong with Rudy. He was having problems with one of his back legs. It would happen occasionally, and he would limp around on three legs for a while, and then he was back to his old self.

But the problem became even more frequent. A trip to the vet revealed Rudy's leg problem was Patellar Luxation, a knee cap that was dislocating. The leg would not get better on its own and needed to be addressed surgically.

So Rudy was scheduled for his operation.

After Rudy had his surgery, the vet said we needed to keep him from using the repaired knee. "No using that leg," he said. 

Just how are you supposed to keep a dog from using a leg? Hey Rudy, no using that leg, okay? 

But turns out that wasn't a problem. Rudy didn't want to use the leg. I guess it was pretty sore, and he quit using it entirely after the surgery. 

Even weeks later, after several visits to the vet, Rudy was still not using the repaired leg. The vet suggested several ideas for getting him to start using the leg again, including swim therapy in our bath tub. Seriously.

But Rudy still refused to use his fourth leg. He was a three-legged dog, it seemed, forever.

However, it was clear from our trips to the veterinarian, Rudy's leg had healed properly. He was simply choosing not to use the leg. He had created a limitation in his canine brain that he was a three-legged dog. He had created a new identity that kept him from reaching his full capacity.

Would Rudy ever walk on four legs again?

And then, in a matter of a couple of weeks, Rudy started testing the fourth leg a little more. He pushed out of his comfort zone and into his growth zone. The video clips below were shot on the same day in the span of about an hour. You'll see his three legged routine and then what's possible when he pushes past the limits. Rudy was very capable it seems.



When Rudy got past his limits, he was running around like any puppy should. He was back to annoying all of us again, in his regular way. He was starting to utilize his fourth leg to its full capacity.

But here's the thing, how many of us are choosing, perhaps unintentionally, to be three-legged dogs? Could it be that most of us are only using a fraction of our true capacity? What might be possible if we would only test our limits and continue to learn and grow?

I think most people are only operating at a small percentage of full capacity. And I think most schools are only operating at a small percentage of full capacity. We're probably capable of so much more. Our schools are probably capable of so much more.

Sure, we're trying to make progress, but we're walking on three legs. We're trying to make things better, but we need to make ourselves better. Change you first.

What we really need is to cut loose and run on all four legs. And we need to create conditions where other people are able to reach their capacity, too. 

So how can you reach your capacity? You have to get started on a path of growth. Break through your limits with the following...

1. The BELIEF that you need to get better.

If you think you're doing just fine on three legs, you'll never find your true capacity. You'll just keep limping along. You need a vision of what's possible. Moreover, you also need the belief that things CAN get better. Don't allow your past performance to limit your future possibilities.

2. The DESIRE to want to get better.

Growth is the more difficult choice. It's easier just to be satisfied, either intentionally or unintentionally, with how things are. We have to crush apathy and reject mediocrity. We have to desire excellence. You have to commit. You have to really want it.

3. The WILLINGNESS to take action to get better.

You have to test your limits. You have to see what that fourth leg is capable of doing. Sometimes it feels really risky to step out in faith. It might hurt. But you must take action. Destiny is about decisions. It might be hard, but it's worth it. 

4. The WISDOM to learn how to get better.

There is a certain wisdom and humility needed to recognize that we're not currently all we could be. We're probably capable of more, if we're honest about it. We must therefore seek out opportunities to learn from others. We must apply the things we learn. We have to pursue growth intentionally. 

5. The DISCIPLINE to follow through and be GREAT.

Living a no limits life requires discipline. A new direction requires discipline. Full capacity requires discipline. You have to eliminate the choices that aren't leading you toward your capacity. You have to be relentless to achieve the results.

What are some ways you want to test your limits? What are some ways you need to test your limits? I want to hear from you. Leave a comment below or respond on Facebook or Twitter