Showing posts from 2012

Education Drivers, Innovation, Culture and Targets

Education Drivers   (Fullan) personalised student centred capacity systemness System Needs & Change   (Clayton Christensen) efficiency (faster & cheaper) sustaining (improve current system needs), disruptive (make complicated solutions simpler) Enabler Technologies  internet ubiquitous mobile efficient (cost and HR support) rich content Purpose and Target Doing the same things the same way will not work Move from a centralised authority to a discreet and   targeted system focus on targeted client audiences (not at the system middle) view schools as interconnected cottage industries focus on teaching and learning work practices (Hattie) Why, then how then  what  Innovation and Culture innovation is as important for leaders as strategy and operational excellence Innovation to enable continuous improvement (not big bang) Disciplined, deliberate, relentless Developing business units culture,   artefacts and explicit purpose. Identi

Strategy and Culture

Culture eats strategy  Culture can be identified in a business unit's artifacts : vision,  norms,  symbols,  beliefs,  behaviors, and  traditions. Strategy - successful strategies need supportive cultures.   Issue Q : How does a business unit get the best out of strategy in periods of uncertainty and structural change. (How do you get buy-in to achieve what needs to be achieved?) ---------------------------------------------------   The Culture of a Business Unit   Business Unit Questions: How do our artifacts describe us? What artifacts actively attracts people to use our services? What artifacts actively discourage success? Immediate culture questions Vision and Mission  how is the vision made evident throughout all of our activities? is the vision and mission persuasive?  Collaboration  how do our projects cross support and benefit each other? Education  how do project leaders co-educate each other and what artifacts demonst

Project Management - celebrate small achievements

Purpose of this Blog To encourage professional workers to recognize their small achievements, celebrate the small achievements, and share the small achievements across the work unit. Project Management - the importance of celebrating small wins at work Managing projects can be a complex process involving time, risk, and priority management. Managing multiple projects that involves working with a multitude of clients and within a hierarchy of positions, over distance, and involves "wicked problems" requires strong hard and soft management skills. Soft management is more difficult to identify and yet it has a significant impact on the success of a project. This blog discusses soft management skills. It focusses on enabling achievement recognition to benefit the individual and the work unit. Recognizing achievements and failures affect the personal attachment to the project and in general the potential successful outcomes. Most importantly it affects the dispositi

21st Century: The Learning Challenge Part 2

PISA (Programme for International Student Assessments) results are aligned with 21st-century skills (critical thinking and problem solving) The future of learning will focus on problem-centered instruction and will dismiss the 20th-century methods and curricula that are based on basic skills. Teachers need to dismiss instruction that outputs master memorizers, regurgitation, and fact toters (testing for the correct answers). Teachers need to enable instruction that outputs problem solvers.   Teachers need the skills to manage “ill defined" problem-based learning programs. Students as problem-solvers need to have critical and creative skills. Students need to access technologies that support problem-solving. Technologies cannot be limited to a standardized "one size fits all". The present situation in schools is that instruction is largely 20th century based.  Most teachers prerequisite learning standards based on the emphasis on memory, regurgitation, a

Open and Free: Forget privatisation of knowledge (it's so 20 centryish)

Why I like freedom Open Linux Open Ubuntu Open Google Forget privatisation of knowledge (it's so 20 centryish) If NASA can send an open source robot to the moon why can't you? One-off sponsorship You Tube

21st Century: The Learning Challenge

These notes are abbreviated; ebook text highlights and notes by JJFBbennett. I do promote the reading of this book to gain a deeper understanding of 21st C teaching and learning. 21st Century: Rethinking how students learn : Whilst the following notes are inspired by the book they are not directly associated with the book. The challenge To equip students with 21st Century skills. The connection  The link between skills and knowledge are interdependent Effective teaching requires students to learn skills  Life long learning ability requires adaptive learning skills Students need literacy and numeracy skills to have the fundamental capacities for lifelong learning Plan for the future Foreseeing what future skills students will need - is essential.  Teachers need to plan for adaptive learning skills. Teachers cannot focus only on present-day skills. The relationship between the educator and learner needs is key to students gaining 21st Century skills Participatory l

What needs to change in cricket to engage me

As an Australian, my cultural heritage was embedded heavily in cricket - through many hours of listening to, watching, playing, supporting, and discussing. I have now lost interest in the game - well more specifically test cricket, one-dayers, and now 20 20. Test cricket is just out of touch. One day games are too long and take too long to get engagement. Simply putting, I cannot dedicate one day to watch a game.  20 20 is slightly better but my interest falls from one 20 to the next 20 sessions. It is like reading two books one after the other. It is not a game it is two games connected by a score. So................. Get rid of test cricket. It is too centered on the players, ex-players, and a hand full of die-hards. It is tedious, there are too many non-events draws and is biased by climatic conditions. Borrrrring One day games just take too long. There are better things to do with a TV, mp3, or tablet. My day is too interesting to waste on one game. 20 20 is halfway

Sad Sad Songs

Questions Are your dream realistic? When do you move on? What do you have that you need to let go? How do you give up riding a dead horse? How do you replace a failure with a new dream? Should you disengage because of difficulty? How do you create a brighter future when the present is dark? Statements Finding it difficult in deciding how to move past an issue. Only remembering emotionally stimulated events and not day by day activity. It is a challenge to keep up and move with change. Emotional Intelligence recognize your own emotions and how they affect your thoughts and behavior, know your strengths and weaknesses, and have self-confidence. You’re able to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances. You can understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize th

Designing Professional Learning for Teachers

Designing Professional Learning for Teachers Questions of expectations - from the participant's perspective - to assist in designing a user-focused event/program/workshop/webinar. This is a list of questions that a deliverer should ask of themselves when designing a professional learning event for teachers. 1. Why should I attend? 2. What do I need to know, to be ready for the event/workshop? 3. What am I expected to do with this knowledge once I return to school? 4. What will I learn & will it be at my level of knowledge? 5. Why is this training important to me - is it relevant? 6. How will this benefit my student's learning? 7. How can I logistically apply this in my classroom? 8. How can I share this knowledge with my peer teachers once I return to school? 9. What resources can I access once the event/workshop has concluded? 10. How will this benefit my job performance and my career? 11. How will this change my teaching practices? One-off sponsorshi

Engaging disengagement

Disengaged students If the data is consistent 10% of youths between the age of 16 to 18 are not engaged in education, employment, or training (a stitch in time: tackling educational disengagement). The ongoing cost for people who have disengaged will grow ever-increasing as society relies less on unskilled labor. Technological change, greater labor market flexibility, and economic reforms are transforming the workplace. In Australia the labor growth sections are; Health Care and Social Assistance Professional, Scientiļ¬c and Technical Services Education and Training Mining  Construction  The jobs in decline are; Manufacturing  Agriculture, Forestry and Fishing The Future Of All Work, And Not Just For Creatives - trends in USA :   “With the avalanche of new products, new technologies, and new ways of working, workers are going to have to become more creative in order to benefit from these changes.” The disengaged ex-students have a decreasing employment p

Paradigm ICT systems and Learning

I would like to take this opportunity to talk with you about a paradigm shift in relationship to ICT systems and education. I would like to refer this paradigm shift to The Matrix movie. Your challenge is recognising whether you have taken the red pill or the blue pill. So here is the red pill. You are living in a 20th century paradigm. Your paradigm problem  is to increase productivity. To increase productivity you standardise operations. This achieved via the following methods; One software platform across your system Limiting the type of devices connected to your system You manage a centralised support system based on limited device type and platform. Your system is highly controlled and managed by a centralised authority. Your client's connect to your system So here is the blue pill. You are living in the 21st century paradigm. Your paradigm problem  is how to continually adapt with rapid change. To adapt your operations with rapid change you are standa

Jonus Prostrate but Faceup Scene 2 Slide 5

Jonus Prostrate but Faceup Scene 2 Slide 5 The noise, the silence, the tomb, the self. What condition can remove this pity? I am displaced with this attention. I cannot compose my stature. Forever crumbling and falling apart. I am now the centrepiece for all to ridicule. From hatred alone I despise those who watch and mutter. I hear it all, I know it all and I feel it all. Pathetic man, chalet, conceited prick. Too weak to stand, too weak to kneel. Fallen down into the swine's garbage. In this time I will listen to the hypercritical judgements. I will remember all. In time I will return to seek victims for my malice. Slide Show