220 posts categorized "Collaborative Learning"

June 11, 2014

Do people really want a struggle, or an easy day of PD?

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Sometimes I wish I just ran flashy blogging workshops for a living. The days would be easy, the money, too. I wouldn't have to think hard, and nor would the attendees. I'd have photos of smiling complacent teachers out for a jolly PD day.

But the satisfaction would be zero on both sides of the fence. As our buddy John Davitt puts it, life is not about finding the right SOFTware, it's about enjoying some STRUGGLEware. NoTosh spends a lot of its time in that struggle space, helping people really operate in that zone of proximal development and, on days like Monday, maybe even just a wee bit beyond that.

This week the English Head Teachers with whom I was working and I both had a well-deserved pint after a real struggle of a day, working through how their loosely joined trust could increase its positive influence, without necessarily losing that mutual feeling of trust that has evolved over a few years. Basically: control without being controlling, was the order of the day.

That's a notoriously hard balance to strike. In January, we had explored the reality of the here and now was deciphered and some potentially strong platforms on which this group of Heads could build in the future. This week's session tackled the most difficult element - how do you set out some pragmatic action that takes the group from the status quo to their ambitious future, and not just that, but do it without diktat from on high?

We got there. Just. Between my first signs of the season's hayfever (atchoum!), the heat of the day, the heat of the discussion and the complexity of the relationships that make this group of Heads special, we got there. Pragmatic next steps that will begin to take them to a more powerful, influential place, ready to make students' learning better, together.

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If you want to struggle with me on some of the most challenging leadership and innovation tasks that a learning organisation might go through, you can work through some of the exercises and activities in my soon-to-be-released book, How To Come Up With Great Ideas And Actually Make Them Happen. It's available for pre-order now.

Or you can just look at other people having a struggle instead ;-):

https://twitter.com/trees2066/status/476483673618137088
https://twitter.com/trees2066/status/476481632829202432
https://twitter.com/trees2066/status/476482287320977408

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May 04, 2014

Look Up: knowing when to drop your tech to really learn...

Look Up. Effective technology use is knowing as much when to drop it, as to use it.

"Where we leave out all the bad bits, show no emotion…" A poem about real world empathy, being in the present, shutting down that screen... after you've watched it on YouTube, of course.

The point made here, though, is an interesting one when we reflect on the design thinking process and why it seems so powerful for learning, and is clearly distanced from "innovative technology use" when we see it used in schools. If anything, the key parts in the process - defining and reframing problems, ideating solutions to them, and soliciting and acting upon feedback, have nothing to do with a screen. There's great design research showing, too, that technology has failed to step up yet to the complexities of the real world thinking that our brains go through when trying to make sense of complex information in order to define a problem, or ideate a solution (e.g., Dorta, T., Pérez, E. and Lesage, A. (2008) - The Ideation Gap).

So, yes: look up, don't let the world pass by. Observe it, note the normal, embrace the differences and happenstance, create something new with someone else.

Cross-posted to NoTosh's regular updates on the Facebook page.

November 19, 2013

It's in if... Strategies for focus

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Originally posted on NoTosh's fabby Facebook page
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When you're writing a strategy for education, it's vital to delimit what *really* matters, and there's a simple project management tool that can help.

Jamie Arnold is the most rigourous project manager I've ever had the pleasure to work with, during my time at Channel 4. He's the PM on the award-winning new gov.uk website of the Westminster Government in London, and over the months of development has shared much of the agile management setup he and others have been managing, in order to get the site up and out on time, and to budget.

One of my favourite takeaways is the "It's In If..." list for the project, pictured, which sums up in a few pithy phrases what the core activity of his organisation is. It helps when team members are faced with a personal challenge of whether or not to do something, or include a factor in a build. If it's not in, then it's not to be done. If it's not a core value that *only* your group, team or school can offer, leave it out or point people in the right direction, where that offering is better.

Schools and school districts could do with their own "It's in if..." lists to help focus the innovation of everyone in the school community. But if you were a teacher, writing your own "It's in if..." list for, say, resources used in a unit or making a decision to have a teacher-led section of a lesson or not, what would you put?

 

August 26, 2013

20% Time and Schools: not the best of bedfellows

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With the start of term in the Northern hemisphere, several of the schools we're working with have brought up the notion of offering their students "20% time", a version of what Google famously offer their employees to undertake their own, personal projects. But in schools, it often seems to fall short of our expectations of creative genius.

Post-it manufacturer 3M pre-date Google and a multitude of others in applying 20%/10%/5% time, the idea being that moments of genius, in personal creative time allotted to the workforce, can become the company's next core product. In school, it's often seen as a highly manageable way of introducing student choice and student-led learning in the classroom, sometimes without having to worry too much about the remaining 80%. It's a first step, a way to immediately programme in 'student-led' without having to take on the whole game of one's semester or school year.

The problem is, that students given this open stretch of time often don't know what to do, or beyond their initial couple of passions they run out of steam. Their end-products are largely under par of their capacity. Sure, there are moments of genius, just as in Google, 3M or any other corporation that introduces 20% time. But, just like them, they are by a small proportion of students, with the vast majority of ideas failing to hit the mark.

Is this use of time - and so much of it - worth trying in school? I don't think so.

It's interesting to note that even in cash-rich Google, the inefficiencies of offering so much undirected time to employees are now being curbed. Key to this is not killing off individual creativity - far from it. In corporate speak business leaders talk about aligning 20% time to the vision of the company, making sure it has something to do with the core business.

In schooling, this is equivalent to making sure that student-directed time is nonetheless tied to the vision of the project in hand, the core business of the class in that semester or term. Freewheeling results in what I saw as an investor in tech and media products: 1% success rates. The rest is chaff, mediocrity, not because the people behind those developments are fatally flawed, but because the process is: you can't expect 100% of creatives to be 100% creative all the time when there is no common vision. You up the stakes when you're vision is clear, something that never was, frankly, in my investment unit five years ago.

So 20% time and its variants are indeed a great way to introduce a manageable, constrained version of student-led learning, without having to change all your practice at once. But treat it with caution. The same principles of clear, shared objectives stand to make the most of it. Any piece of creative genius generally stems from some healthy design constraints set out at the start.

If it were me, I might start with this for a term, but I'd be concentrating on the next semester, and seeing how, using robust self- and peer-assessment techniques I can introduce more student autonomy throughout everything I do.

Photo: George Armstrong

June 29, 2013

5 Years Old: No More Worksheets (Please)

I'm not too keen on worksheets

Catriona's just finished Primary 1 (Kindergarten) and was asked to give her feedback on her learning, for the benefit of the school. It's a fab school - 360 feedback is something I'd love to see in every school, more often. I just loved her comment, and hope that every teacher she ever has, from now on, pays heed: Catriona, and most other children, are not so keen on worksheets.

June 12, 2013

Choice - how much is just right?

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How much choice do humans want in their life? Between 3 and 19, if you read into the research by Choice guru Sheena Iyengaar. Her TED talk on choice is the most accessible way in, and her research papers are on Google Scholar. My new friend David Bill took me to the bourbon bar pictured above, in the French quarter of San Francisco and, indeed, the choice was so overwhelming I went for the drink I rarely do these days: a draught beer. When faced with overwhelming choice, we can get unimaginative.

So here's my question: do you offer at least three choices to students in every piece of thinking, learning or 'work' that they do? Most of the time when I ask this, the answer is a resounding "hmmm". Followed by a quiet 'no'.

We've been playing with the notion of Generative Student-Led Topics to get over the lack of real choice evident in so much enquiry- or project-based learning. Basically, we're exploring how teachers really design choice into learning, without inadvertently removing it. There's a brief summary of how we're doing that on the fabby NoTosh Lab pages.

May 31, 2013

Can collaboration in school ever really be Collaboration?

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Today I gave a speech to open A.B. Paterson College's new Collaborative Learning Centre, pointing out the key challenges around great collaboration, as outlined by Morten Hansen (I wrote a series of blog posts a while back sharing these worthwhile lessons). It got me thinking about the nature of most collaboration - even the good stuff - in schools, and the much more complex serendipitous nature of collaboration outside school.

Learning in school is one thing. Heading to university another. Rarely does either truly reflect the incredible pace of change in the world beyond those thirteen years of formal education, where the demands for more complex collaboration and ingenuity test even the best education systems' agility to the limit.

Take the world of fashion, for example. One of our clients, a luxury fashion brand for whom we develop and deliver education programmes in the communities in which it operates, has grown nearly ten times in as many years. Digital teams now operate on a par with merchandising and finance, and clothing designers themselves are acutely aware from their very first sketch how their product will look in a digital store as much as on the runway.

The people in these teams would be unlikely to have ever met had they attended the same school. Slightly geeky computer programmers would hardly be seen creating amazing projects with the fashionistas, the mathematics and science majors wouldn't be seen spending time in home economics thinking about how they could imbue cloth with data-processing technology that will heat the fabric when it's cold outside, and cool it down when summer arrives. 

And in university, these serendipitous, tangential collaborations are made even more unlikely to succeed in anywhere other than extracurricular clubs, as students specialise ever deeper, narrower. 

Yet, in the world outside formal education, serendipity is increasingly what makes the creative, financial, scientific and engineering worlds go around. Tangents, not five year plans, are where the biggest discoveries and creations of the past decade have come from, whether it's developing social networks with billions of users, finding preventative medicine in foods that can help more of us avoid cancer by eating certain foods regularly and cooking them correctly, or developing construction technologies that enable apartment blocks 17 stories high to be constructed in one week in China's expansive metropolises.

Chefs work with PhDs, construction trades work in ways that run against what their forefathers would have said was "right", and individuals in dorms can reach out and find the right team to get the rest done just as well. 

Schools have an opportunity to prepare their young people with the robustness and acuity that is required to survive and thrive in this fast-paced, anything-is-possible world. It involves schools spending time like they've never spent it before understanding what constitutes collaboration, real collaboration and not just 'group work'.

It means the construction of new spaces, and the overhauling of existing ones. Rows of chairs and the same group of students sitting with each other all year long is not preparation for collaboration 'out there'. Students of the same ability working with each other doesn't chime with the notion that, in true collaboration, you reach out to those smarter than you to fill your gaps in understanding - we need more cross-age coaching, joint projects, younger students bringing their different perspective on the world to older students who might have lost it on the way.

And these aren't just great for collaboration. Education research is mounting that it is the skill set for collaboration in the real world that also brings the most to learners' progress in school. 

Now, go and discuss this. In a team. Collaborate on something to rock the status quo of group work and encourage young people to truly collaborate.

This post was cross-posted from NoTosh's fabby Facebook page. Give us a Like there and see more little gems from the whole team.

October 29, 2012

Rosendale Book: How we learn what we learn

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One of the schools my firm NoTosh is lucky enough to work with every week is Rosendale Primary School, in south London, UK. Its teachers, its students and its leadership team are a treat for Tom, who spends every week with them, and for Peter and me when we're lucky enough to come in as reinforcements. For nearly two years, we've worked alongside teachers and leaders there to develop thinking and strategy, as well as some damned good practice, around formative assessment, 70% negotiated timetables and design thinking in the curriculum, which now permeates their work from Reception through to the final year of school. Neil Hopkin and Kate Atkins, the Executive Head and Depute Head respectively, with their staff have developed a truly Tots to Teens strategy for their students. And they talk about it all the time on their own learning log.

To share with parents and the wider world how they do what they do and why they do it, Neil and Kate have authored a great online and paper edition book, outling How We Learn What We Learn. It's a gem, and a year-by-year manual on how to inspire creativity and excellence in learning.

September 28, 2012

What the SOLO Taxonomy means to me: Chris Harte

Newcastle buddy now living in Oz, Chris Harte, creates a video to explain the SOLO Taxonomy from his school's perspective.

September 04, 2012

If you could only teach ten points, what would they be?

If you were to look at your school year ahead, and choose only ten things to actually teach explicitly, what would your top ten lecturettes be?

 When we're working with teachers on our take on Design Thinking, one of the hardest concepts of change for folk to get their head around is that teachers can teach a lot less to achieve much more. In that initial "immersion" into an exploratory area, students need plenty of content made available to them, but they don't need taught it. They just need rich resource and time. Here's how some of our Brisbane Design Thinking School teachers approach that immersion stage, by trusting their students and doing their best to "get out of the way of learning":

 

Immersion from Danielle Carter on Vimeo.

So counter-intuitive is this point, that we normally end up referring to research that shows how much we can learn without being taught. Sugata Mitra's hole in the wall experiments in India are indicative of what can be achieved when children with no or little education, and no English, are given lots of content and time to grapple with it together. Within months, by coaching each other and playing, they become fluent not just in a new language, but also in the science or maths concepts they've been playing with:



Likewise, there's some compelling research showing how much more learning takes place when students work collectively in a team, coaching each other to create a team-based product of learning with individual accountability built in. The effect of cross-age or cross-ability coaching is equivalent to every student, not just the one "being coached", having one-on-one teacher coaching. There is double the amount of learning, in fact, than when the teacher is leading learning from the front (evidence from Dylan Wiliam's Embedded Formative Assessment, page/reference unknown at present time).

And there are also personal stories; not highbrow, large scale research, but it makes the point powerfully, too: we don't need to have teachers teach for learners to learn:

Last year, while sitting with Sugata in a pre-keynote speakers' room, I showed him a video I had shot in the car a few months previously. It is my daughter Catriona, sitting in her seat, singing along to the Beatles. The interesting thing is that she knows all the words to the song, verbatim, having never been taught them. Not only that, but having not had a CD player in the house since she was born, and having only just got a CD player in the new car, she had never heard this music before, either. Except for the nine months she was in the womb, when we did have a CD player in the house.

 

If you were to look at your school year ahead, and choose only ten things to teach, what would your top ten lecturettes be?

About Ewan

Ewan McIntosh is a teacher, speaker and investor, regarded as one of Europe’s foremost experts in digital media for public services.

His company, NoTosh Limited, invests in tech startups and film on behalf of public and private investors, works with those companies to build their creative businesses, and takes the lessons learnt from the way these people work back into schools and universities across the world.

Ewan’s education keynotes & MasterClasses

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Do you worry that your school or district could better harness its people, digital technology or physical space? Do you want some actionable inspiration, a mentor for a learning journey with your staff?

In a keynote or masterclass we can give them concrete ideas based on experience, enthusiasm fired by a vision of what can be, and backup before and after to make it happen for them.

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