networked learning

Networked Innovation Pathway

 

I am writing this to share my process with the world. I am truly interested in the network effects that spur growth and creativity. So if you like the theme of change and innovation in education, I would love to connect with you. I am also writing in order to “process my process.” Writing for an authentic audience is very challenging and very productive. It pushes you to articulate your ideas as best as you can. Before I go on, let me give you some background information on who I am and the work I do.

I’m a Brazilian 42-year-old mom and educator who lives in Brasília, the capital city of our country. I have been in English Language Teaching for 22 years. After ten years working as a full-time teacher, I worked as an academic administrator in my school, Casa Thomas Jefferson, as course supervisor, a middle-management position of leadership. I have my English language and teaching credentials, but my academic background is in Anthropology. It was not until about a year ago that I reached a solid awareness that my social sciences background has had a tremendous influence on the way I view leadership. More about that in another post. =]

I have just resumed my work after a year-long medical leave. I am blessed. Having been through the health challenges that I have over these past 18 months has changed me completely. Somehow I managed to make the most of my time away from my very demanding job as an academic admin, and in the meantime I became Google Certified Trainer and more recently Google Certified Innovator in the BRZ17 cohort.

As I said, I am blessed. My innovation project is to design an innovation ecosystem to enable teachers to develop the skills and awareness needed to design meaningful 21st-century learning. (Here are links to my vision deck and my vision video.) I have recently had the go-ahead from the high leadership of my school to develop this transformation program with our teachers. The program is called Vision 2020, and I am also calling it a networked innovation pathway.   I am literally standing in the shoulders of giants in this innovation pathway. Their ideas and their experiences as educators and as innovators are inspiring me and helping me shape this program to suit the needs of my particular context. I am going to mention three people I consider my mentors. I follow them on Twitter and I read their blogs. I have to start with George Couros (@gcouros), because reading his book “The Innovator’s Mindset” was (has been, it keeps giving, it’s amazing) a turning point in my innovator trajectory. So I consider him my go-to mentor for inspiration and for connection. He is a major connecting node in my personal learning network. With this tweet, George introduced me to my second mentor, Mandy Froehlich (@forehlichm) and BAM!

Mandy’s series of posts on her Hierarchy of Needs for Innovation and Divergent Thinking provided me with a no-nonsense framework for developing this transformation program. I am planning the stages and actions of the program based on the ideas she proposes. 2018 will be the Climate/Culture and Effective Leadership development/consolidation stage of our program. In 2019, we will focus on Mindset and Professional Development, and in 2020 we hope to achieve our vision of Innovation and Divergent Thinking in our school. Although I’ve just described a timeline here, the real deal will not be that clean-cut, of course. It will be rather cyclical and messy, but Mandy’s framework gives Vision 2020 direction. Mandy Froehlich is my go-to mentor for direction and structure. She has made sense of what this path to innovation entails, and her hierarchy of needs is a valuable compass.

Time came for me to meet my third mentor, Katie Martin (@KatieMartinEdu). And (again) it was via George Couros on Twitter:

Now THAT post! Oh my. Treasure trove doesn’t begin to describe it. Katie Martin has this clarity of ideas, she just says it as it is. It’s powerful. 5 Reasons Professional Development is NOT Transforming Learning explains what NOT to do if you want to orchestrate productive professional development opportunities. Katie Martin is my go-to mentor for keeping me grounded and preventing me from spinning out of control with all the inspiration I get. She has been the sensible voice of experience and clarity in my head. I went on to watch Katie Martin’s TEDx on her website and was blown away by the simplicity and clarity of her words:

“If we understand that every system is perfectly designed to create the results it gets, then think about these two questions: are you creating systems for teachers to comply and implement your ideas and your programs? Or are you creating systems to bring people together, to learn and create better opportunities for the kids in their classrooms?” Katie Martin

Yes, Katie, I hope to be able to co-design Vision 2020 so that it grows to become a system in which WE create new and better opportunities for our kids in our classrooms. Thank you for this. And there are many more posts by her that have constantly brought me back to the reality of change in education. I had been meaning to write about my creative process throughout Vision 2020 for the sake of openness and learning together with the global educators community, and I decided it could no longer wait nudged by this tweet:

Katie Martin tweeting Mandy Froehlich. Yep. It does feel like George Couros quoting Steven Johnson on this blog post: 

“Chance favours the connected mind.” Steven Johnson

That quote actually sums it all up, I guess, the very spirit of what I’m trying to say in this post. I’ll be sure to stay connected with these three amazing mentors and the many, many more I have the privilege of following on Twitter. I’ll be writing about Vision 2020 here, and I welcome everyone to take part in this networked innovation pathway with us.

#PD by Design

I have written about how I flipped my staff meeting here and would now like to devote another post to the initial stage of that session, which I called the poster & post-its stage. I had come across IDEO’s Design Thinking for Educators the previous year. I’d known very little about Design Thinking, yet just enough to get me curious. So when I found this resource which proposed a design thinking approach to address every-day situations faced by educators, I was eager to learn more about it and maybe find possible applications to my particular context.

The poster & post-its activity was meant to be the entry point to a larger reflection process in which I wanted teachers to engage collaboratively to generate possible solutions for a challenge – to find ways of successfully adaptating a newly adopted coursebook to our context. Therefore, I wanted teachers to approach that challenge by first discovering and interpreting the key elements of our teaching-learning reality by collectively braisntorming answers to the three questions below, whose answers I will now attempt to summarize and interpret in this post.

Who are our students?

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Our Advanced students are mostly teenagers. They are mostly overwhelmed by the amount of schoolwork they already have aside from the work we ask of them as part of our EFL program. It is the belief of many teachers that these teenagers are under a lot of pressure from their parents and society in general to prepare themselves to compete for a spot in the best federal universities of our country. They are, therefore, busy and tired kids. They are, nonetheless, seen as bright and fast learners, who belong to privileged social classes. They have easy access to technology, and most of them have a smart phone and a tablet. These teenagers tend to have a very good level of fluency in English but could still profit a lot from more work on grammatical accuracy and on broadening their lexical repertoire. Most teachers see students as capable and demanding individuals who are also dynamic and restless. They are individuals with diverse needs who are not easily pleased.

What are their needs?

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Most teachers believe our Advanced students need practice, lots of practice. Teachers believe students need to be challenged and inspired so that they can become engaged. They also need teachers’ guidance and attention. Many teachers mentioned that our teenagers need to feel respected and heard, and that their motivation hinges on those two aspects. Many teachers also mentioned that our teenagers need to have fun, to find learning a pleasant activity. This approach would lighten the pressure they bring from school, which overloads them with work in a heavy test-taking, score-oriented culture. Some teachers also mentioned that students still need some limits and positive role models. They need to be taught discipline. There was also mention that teachers need to have students do less ‘talking’ and more ‘making’, in the sense of fostering opportunities for students to use the language meaningfully, to do something with the language they have learned all these years. Most teachers also feel that our teenagers need to achieve better command of the language and a higher level of proficiency.

How might we meet their needs?

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A majority of teachers mentioned the need to connect with students to find out what really matters to them, bringing the classroom environment closer to their reality. Teachers feel they need to plan lessons that appeal to what our teenagers like. Teachers also believe that they need to engage in meaningful, authentic interactions with their teenage students. Teachers feel they need to challenge students by promoting interaction in the classroom with a myriad of activities on interesting topics. Many teachers mentioned the need to explore the affordances of technology to engage students, saying they need to find ways of getting students to use their smart phones to do meaningful work in the classroom. It is clear that teachers believe that they need to carefully plan lessons and that they need to share those plans and ideas amongst themselves.

I must say that as course supervisor I am quite proud to work with a group of teachers who have such beliefs and whom I know to be capable of understanding what t takes to connect with our teenage students in order to make the most of their learning experiences, together. It is my impression that our group of teachers shares quite a lucid, down-to-earth take on our students’ needs, and that’s what makes us a reference among other binational centers and language institutes around the country. One of the purposes of this post was to provide feedback to our teachers on the richness of content generated by them during this in-service session. It’s always important to know where we stand and what our shared beliefs are in order to strengthen our bonds as well as our committment to realizing our own and our students’ full potentials, and in so doing, consolidating our reputation. Let us now take these reflections and insights and do great things in the classroom, together.

 

1st ATNU – Advanced Teacher Network Unmeeting

On February 6 I held a meeting with our In-Service Advanced Course teachers. My group of Supervisors had decided that it would be worthwhile to try a different approach to our In-Service meetings, which have traditionally been lectures containing announcements and information about course features, with an audience of teachers passively taking it all in. I wanted to engage teachers in reflection on their own practice, as well as tap into their beliefs and values as educators, so I gave them a challenge, a driving question that would sort of give some direction and purpose for the session. This was our driving question:

How can we adapt coursebook use in order to foster more meaningful learning experiences to our Advanced students?

In order to get teachers immersed in our context, they were asked to carry out a poster & post-its activity. They sat together in groups of five to six people at round tables in our Resource Center. Each group was given a poster containing three questions: who are our students? what are their needs? how might we meet their needs? Teachers were asked to brainstorm responses to those questions, writing their ideas/responses on sticky notes for each of the three questions. Once they had generated plenty of ideas, they went over their notes with their groups, selecting what they agreed to be the most relevant ones and placing those higher up on the poster. The atmosphere fired up with the buzz of nearly ninety people talking, exchanging ideas, interpreting their findings together.

Now that they had brainstormed and discussed their teaching/learning context, they had a vivid, dynamic image of their students in mind, as well as their challenges in their everyday teaching practice. The next stage would take them closer to the topic addressed in the driving question – coursebook use and adaptation. For this stage of the session, I had reccommended (a few weeks before the session) that teachers read a post written my me on the subject of materials adaptation. The idea was to give them some theoretical and methodological references to help them shape their contributions and reflect on their materials’ use so far in the piloting stage. Each group accessed a Google Doc, which I had previously created especially for this meeting, where they would be guided in their reflection and suggestions for making the best of the coursebook we are currently phasing in in our Advanced Course.

Before we finished the session, once groups of teachers had finished editing their Google Docs, they were asked to leave an exit ticket, sharing their impressions of the session. I will now share some of their responses, sharing some of my reflections triggered by their feedback.

“I think this session was very interesting for learning and suggesting improvements for the advanced course. Sharing experiences with more experienced teachers, was also fantastic.”

This was definitely a concern of mine when planning the session: creating opportunities for teachers with different backgrounds and classroom experience to work together and engage in meaningful discussion. I was hopeful that this kind of heterogeneous collaboration would produce interesting learning for all involved, regardless of how experienced they are, or whether they are new teachers at our institution.

“It was great to have this opportunity to share experiences and generate new ideas with other advanced teachers. The discussions we carried out today will help me plan my lessons and adapt the course materials this semester.”

Hopefully, a great number of teachers was able to take something practical from the session. The fact that they were asked to collaborate in order to carry out the tasks proposed naturally led teachers to share experiences and tacit knowledge, which is especially valuable for those teachers starting out. It’s also a positive way to make the institutional culture known among the people – teachers – who directly contribute to (re)creating it every day, in and out of the classroom.

“it’s important to get someone to keep group on course or discussions become very general rather than specific…” 

This was also an experiment in teachers’ capacity for self-directed, self-managed collaborative work. Some groups seemed to manage to keep on track, being highly productive, whereas others seemed to lag, getting sidetracked in long discussions. This is, therefore, a valuable suggestion for future sessions. I should point out, though, that I feel it’s only natural that it so happens, especially when we are beginning a shift from sessions centered on one person transmitting the information to a hundred passive listeners, to decentralized, collaborative (and often times messy) work among different individuals.

“This was a very hands-on meeting which was very productive. We have had the opportunity to share many ideas and impressions related to the advanced series. There was active participation and a thorough exchange of ideas/concerns/experiences.”

“I really enjoyed the way that this meeting was planned as it allowed us to participate actively and to go deep into the topics discussed. It was also very nice to get to know my colleagues better and to find out their ways to teach the advanced course.”

My two takeaways from these two quotes are hands-on and participate actively. One of my core goals was to have teachers go beyond the generation and discussion of ideas by actually getting them engaged in making something. For me, the posters and the docs they created as a result of their negotiations are valuable iterations of collective knowledge.

“I think this was a very interesting attempt at dealing with such an overwhelming topic. I find the session would’be been more effective if we didn’t need to go through the warm up stage in the meeting.”

This comment has given me some insight on the issue of timing. It had been my idea not to spend too long on the poster & post-its stage of the session. I must confess, nonetheless, that I myself lost track of time at certain points of the session, since discussions seemed to become denser and denser by the minute. This suggestion also reflects a concern I mentioned above, regarding the different teacher backgrounds and levels of experience. A very experienced teacher, having been immersed in the Advanced Course context for a long time, might have been ready to dive into the second stage of the session right away. My takeaway here is differentiation. How might I be able to differentiate without alienating, and still keeping it productive?

There were 43 exit tickets total. Below are a few other comments (highlights are mine and will hopefully speak for themselves):

“it was interesting to share opinions and discuss the questions. i felt there was a sense of focus and that our group feels more ready to tackle this semester. a great way to have the ‘meeting’.”

“A profitable and organized session! I actually had new ideas and heard nice ideas from peers!”

“I much prefer this over the traditional meeting. I think the activity was fantastic for generation of ideas. It was very focused and could have been more productive if people kept the conversation on task.(…)”

“The discussion was relevant and productive. Thank you for the opportunity. I’m looking forward to our next meetings.”

“Very organized and productive!!! I was glad you opened a channel for us teachers to express our real concerns about the book. Hope we find our way out of the main problematic situations.”

“The session was thought- provoking and insightful. The steps were clear and meant to fit a very demanding audience. The group discussions were interesting throughout the session. Most of all, it gave room to the ” Thank God I’ m a teacher” feeling we need in the beginning of the semester!“

I will end this post here, for it’s already quite long, but I’ll be coming back to this session in future posts where I hope to explore the richness of content generated and beliefs shared by this amazing group of teachers.

I take this opportunity to thank each and every teacher who participated in this session for their commitment to their own professional development, and to being eager to provide meaningful learning experiences to our students. Thank you.