Ewan McIntosh | Design Thinking, Education & Learning

Teachers make meaningful, pragmatic strategy for learning

So much school strategy is thunder and lightning, no rain. Teachers don't know how to use it at 9am on Monday morning, students never see it, let alone know how to take their part in making the strategy happen for real.

Not in our latest workshop in Sweden. 

We've been working with our Swedish partners Lin Education​, with colleague Bonnie Stewart over from Canada, to provide a group of Malmö teachers and leaders with some deep, but brief, provocations on how media, identity, our networks and our approach to students owning more of their learning can be more likely to succeed.

They have spent the afternoon synthesising all of this to work out what the key headache they have might actually be, before defining an objective they'd like to meet to resolve that pain. Then, we've helped them work out the three or four key strategic projects they need to work through in order to get to the objective, reach their summit.

Here, the youngest teacher in each team is pitching their fifth prototype of the strategy, having received feedback all afternoon from different groups. In this session they only get the questions and feedback of colleagues, and are not allowed to reply. THAT is the serious work they'll do in the weeks to come - answering the questions and queries of colleagues to make the objective more concrete.

It's a brief, light version of what we've been doing with schools over a year or longer, tackling challenges in individual classrooms, perhaps, more than whole school ones. But the impact on these teachers is already fascinating - they're walking away having learned something, with a plan of their next actions, and the means to persuade the colleagues to join them.

The techniques we've used are described in my book, How To Come Up With Great Ideas and Actually Make Them Happen.

The unknown unknowns - test out your ideas

Not knowing what you don't know is one of the most troublesome concepts of living in an information rich time poor world. And for educators, who have been used to knowing a lot about some stuff for the past century, it proves an elusive concept in my Masters programme and in workshops that I lead around the world.

I've just kicked off teaching my second year of Charles Sturt University's subject on Designing Spaces for Learning (you can follow the course hashtag to see what we're up to 16 weeks). Without any exceptions, this concept of unknown unknowns is one of the toughest for people to get, especially when they get their heads into the research behind it, such as C-K Theory: 

Designing the unknown | C-K Theory Presentation from CGS Mines ParisTech on Vimeo.

While it's vital that my Masters students read the research, to really "do their homework" I set the first week's assignment in the real world. Every student must make an actual change to their learning environment within 10 days of starting the subject, and note the impact that the change has had. Sometimes, folk lack some inspiration. Here are two great things any educator could try in their learning spaces when they get back to school, or to their office, or their library. From Inc. Magazine, these two ideas encapsulate what it means to get out those unknown unknowns:

Play Anthropologist

How do you choose the environment that's best for your team? Forget asking them and try watching them instead, suggests Kuske:

"The problem with asking is, if people don't know it's an option, they're not going to give it to you as an answer. But when you watch their behaviors, you see no one ever uses those four spots over there but the couches are always busy. Or hey, why do you leave every other day? That would give [a small business owner] a lot of clues to what's right for their particular company."

Forget One Person Equals One Desk

Think you need one desk per team member? Think again. Kuske says mobile technology has rendered this idea obsolete, which is good news for cash-strapped small-business owners--it frees up money for more creative space design.

"Part of the cost structure everyone has is they make this assumption of a desk per person, but with mobile work, when you walk into most places, how many of those desks are actually used at any given moment? Not many," he says.

In Turnstone's experience often up to 60% of desks can go.

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Do we actually want to close the achievement gap?

 

I end this small run of blog posts with the question posed by Professor Brian Boyd at the beginning of our evening:

Do we want to close the achievement gap?

We know we can close the gap. It’s been done or almost been done before in Scottish education, but the answers have been ignored as they pass us by. The simple clue is this: poverty is single biggest predictor of achievement, and according to research (Hammonds sic, reference required), aged 10, a child living in poverty is 60% less likely to get to university.

Boyd borrowed from his own mother’s report card to ask us what kind of education we desire. Is it the academic success at all costs route, or is there another option we need to value as much, if not more? His mother’s report card, one that prevented her from becoming a secondary school pupil in Glasgow, is filled with G and FG, until the last point: Character and conduct - excellent.

What kind of pupils do we want to develop in Scotland? What do we value in our assessment system? Opening up opportunity for all is a tough game to play when the examination system rewards only certain types of behaviour, few of them related to what the Curriculum for Excellence says we stand for. In his own small community in East Kilbride, three secondary schools enter a period of meltdown as the local rag sets about creating its own local league table of performance, with those three ‘teams’ in competition for the top spot (or at least not the bottom one). Therefore, we must stop basing “the gap” largely on attainment.

First of all, Boyd would like us to remove the traditional, and non-sensical academic/vocational divide. Is the law or medicine degree we value not vocational? (Are all General Practitioners not Plumbers, as Dr Murray on the panel suggests?)

Second, we must start from the ground up, in the early years. It is with parental expectations from this youngest age that we can help prevent the gap becoming quite so large in the first place.

Third, there is no research that supports setting. So why do we continue? Telling students they’re not ‘top’ will certainly reinforce their expectation and aspirations to be anything other than top.

Fourthly, pedagogy doesn’t have to be a dirty word. Teachers must have opportunities to talk about learning and teaching, to hone their craft and learn from each other.

Finally, cooperation instead of competition between departments, school types, ages, stages, and sectors is the only way we can begin to crack this question. Scottish schools have never been comprehensive, really. People have flocked to what is perceived to be ‘the good school’, making them better schools as a result. And the rest of them?

but, collaboration with business… a step too far?
Collaboration with business might be the hardest step for Scottish school to take, in a system recognisable today as the one set up by socialist forefathers in the name of equality. For some in the education sphere there are, without a doubt, perceptions that business is anything but equality in action, but instead a position of privilege at the expense of others. This surely has to change.

Maybe it is telling, in fact, that NoTosh, a company I founded five years ago, with the explicit aim to bring creative approaches from creative enterprises into the classroom, sees less than 0.5% of its turnover generated in Scotland, and none of that comes from schools. The picture above, in fact, is of one project where we brought entrepreneurship skills to the vocational education system in Finland. In non-business speak: Scottish schools aren't as interested as nations all over the world, when it comes to seeing how learning, process and leadership from outside education might help us inside formal education. 

One thing is sure: the narrowing and closing of the achievement gap in its widest sense is not something schools and the school system will manage to do on its own. It is, perhaps, long time that conversations between business, creative enterprise and the public service begin to happen much more often, with much more drive to deliver for our children. 

Do schools ever want to partner with business?

 

“Teachers like to agree with each other, when we talk about learning. It’s hard to change that, when the model we have wanted to make work has nonetheless been failing for 40 years.” Professor Brian Boyd

No area has remained up there in the contentiousness charts in Scotland as the notion of business and education working together to do something better for our young people.

Most schools do not ‘partner’ with colleges or universities. Instead, they are production facilities for undergraduates and college entrants. Fewer are set up to systematically provide apprenticeship opportunities as well as learning. At NoTosh, we’ve been working on a few, nascent projects to change the attitudes of schools from being these production facilities into something more of a life support - what metrics of success might we use if schools judged their success on the results of their alumni, five, ten or twenty years down the line, much like universities do?

City of Glasgow College have partnered with Newlands Junior College (NJC) to make the experience of a day in college more than what, in other circumstances, is too often perceived as a day off from school. The Junior College is called this, and not a school, for that very reason, to mark it out as a stepping stone between school and full-blown college. NoTosh helped last August to provoke the team around their thoughts of what 'unschool' might look like.

The College was backed and founded by Jim McColl, one of Scotland’s top business people. 

In the future, suggests, McColl, might be be possible to take funding of learning out of its pre-existing silos, particularly for this group of students, about 60 in every city at these ages, who just need a different approach to the traditional comprehensive approach? A crossover funding model that helps learning happen in both ‘school’ or Junior College and college or university might be interesting. In fact, some of the world’s top universities are thinking of such models for their own students: Stanford’s 2025 project talks about the Open Loop, where learning and work happen over far more than the usual four year degree, offering students a chance to grow through not just learning, but contributing to society through their work, too.

Such continuums of learning, from school to college to work, are the most rare in the world - we’re lucky in Scotland to have one in the form of Newlands Junior College. If we struggle to collaborate between educational institutions, then collaboration between those not in the world of formal education - namely businesses - feels far fetched. 

McColl is frank on his views of the traditional ‘comprenhensive’ education he received: he couldn’t get out of secondary school fast enough. In his small primary school “people cared”. He was the Dux of his class, even if, he jokes, the class only had seven pupils. Aged 16, he gained his Weir pumps apprenticeship, the choice grounded in nothing other than the fact it was the closest bus stop to his house. But, once there, the trainer told him: “Just work hard and we’ll give you all the support you need. If you want to get to the top, you just have to work hard.” He did. And in 2007 he bought the company. One might say he was successful, but not by any metrics of today’s academic race to nowhere. What he did have was a strong sense of self-efficacy, that sense that he could change the world around him, his own circumstances, through his own efforts. This is what is behind most powerful learning.

He saw that, particularly in Glasgow, poverty and deprivation were holding back too many youngsters. He held Focus Dinners with all the heads of Glasgow schools. They confirmed what he had believed: aspiration from the family was a key differentiating factor.

“Aged 14”, they said, “we can tell who is waiting to check out when they’re sixteen.”

Comprehensive is not comprehensive, he says: “We force kids who are just naturally more vocational into an academic system that doesn’t cater with them.”

The curriculum is made up one around a third in traditional core subjects of maths, science, English and technology, a third of College-based learning and the rest is Life Skills, led by Skillsforce, another partner from the world of non-formal education led by former military personnel. Each week has a theme related to doing better in life. “This week is eye contact week” explains McColl. “It’s funny at first, because they all over-emphasise things, but by the third or fourth day they’ve grown in confidence and hold conversations.”

The culture of obstacles lives on

The culture of obstacles referred to by Dr Murray, in her work engaging young people in the world of medicine, is what must be defeated, though, and it has to include the public sector. But the public sector has to do a better job not to hold back potentially useful ideas from outside its parameters. It has taken six years to get Newlands Junior College where it is today. Had the team waited for every funder and ‘stakeholder’ to give their accord, it would still be a sketch on paper. A third of local schools in Glasgow still refuse to engage with the model at all. There are also people who are too focussed on their own power games, and students are suffering in the meantime.

Compare this slow pace with the measured but impassioned ambition of McColl, who sees NJC and its future cousin schools around the country as always remaining a small family of schools, maybe 10-12 of them, and very much part of the system, an additional resource rather than an outside bolt-on to the system. 

We've got high hopes, hi-i-i-i-gh hopes...

Key to businesses’ success is their sense of high expectation - businesses with incremental improvements in mind barely get past their first tax return. This sense of high expectations is visible in everything NJC does, from its physical decor to the time and effort put into excelling at life, not just subjects. There was an almost disapproving ripple of excitement when the audience were told every youngster at NJC has an iPad. Frankly, it was the statement of entitlement to whatever it takes that was the point, not whether the kids got an iPad or an A4 pad on entry to the school.

All things being equal, are opportunities for all young people there, and are aspirations from all of those around them there? Making sure schools provide that aspiration is the key.

If you want a kid to become a doctor, get them into operations

Juliette Murray was, like me, a kid at school who got 5 “A”s, which in the West of Scotland put a certain degree of pressure on one’s shoulders to study either medicine or law. I studied European Law, and became a teacher - that's what a European Law degree does to you. She studied medicine and is today a practicing doctor, but the education bug is firmly rooted in what she chose to do next.

Murray noticed that, particularly in her local area, fewer students were applying to study medicine than the population number would suggest should. Not only that, nationally the number of medical students dropping out after beginning their course of study is increasing. She wondered if we might we persuade a more representative cross section of the community to become doctors.

Teenagers in the Operating Theatre

She set about improving the opportunities for local youngsters, aged 14/5, at the time of their work experience choices. Existing work experience for those who want to gain an insight into the world of medical doctors is a sanitised course in an educational skills centre, where bored teenagers endlessly take each other’s blood pressure. They have more chance of a realistic insight by breaking their arm and turning up to Accident and Emergency. As any dad-to-be donning surgical greens knows, getting into an operating theatre is where a passion for surgery will be born or, in my case, definitely put to one side as a career option. So, the question became: how might we offer a more realistic experience of what being a doctor, surgeon or other medical profession feels like?

Culture of obstacles
Starting with her local hospital, Wishaw General in NHS Lanarkshire, she set about overcoming what she describes as a “culture of obstacles”. Two years later, though, and students are indeed undertaking real life surgery work experience, experiencing a live operation theatre and seeing the pressure of the job first hand.

A key hurdle was finding students to populate the programme. John McGilp, head teacher at local Coltness High School, became a  partner in launching a 2015 pilot scheme, co-designing timing and content of various interventions throughout the year to find and prime students for the experience. Beginning with second and third year high school students, they had an early experience in June of the CAT test, required as part of every application to medical school, before other workshops on how to apply for the degree course and what kinds of subject requirements there might be.

120 pupils and their families came to an initial meeting of several high schools’ students, where they met with role models who raised expectations and aspirations. Above all, meeting other students from other schools in the area reinforced the idea that no-one was ‘alone’ in thinking of this ambitious path, that “people like me” did it, too.

The programme makes a point to involve other health care professionals, not just junior doctors, for those for whom it isn’t the right fit, or whose applications are not successful. And, in the meantime, more junior doctors are offering to participate, enthusiastic to help and increasing in number as word gets around.

If it's that good, why doesn't it happen everywhere?

This is a nascent and growing example of what happens when people, who no doubt have many other things going on in their busy lives, make a decision to spend that bit more effort on a mission they feel is worth while. Thankfully for Murray, she found a willing school partner early on, who put in an equal extra effort to make it work. But for ideas like this to 'scale', it requires more than a pack, website or even funding - there was next-to-no additional funding to make this possible in the first place, and not even a purchase code to buy coffee and tea for school kids.

There was just passion and perseverance to do what felt right.

Now, the team are adding to their passion with data showing how it works.

The key is whether other Head Teachers and their leadership teams feel passionate about closing the achievement gap in this way, raising aspiration of what might be possible, to set up and run a similar programme in their own area.

Does your country need you? One out of five kids say "no"

Almost one in five young people in Scotland wake up in the morning wondering if their country needs them. In a country that has in many ways never felt so optimistic and excited about its future, this should be a momentous wakeup call, a call-to-arms for the whole community. The line comes from the opening page of Sir Ian Wood’s report on how employers and education might manage a genuine culture of partnership, and answering this claim was the palpable bone of contention during an evening last week of discussion, talks and food, with some of Scotland’s education leaders and management, at SELMAS.

In Scotland, based on my experience and the stories told at Thursday night’s event, I’d suggest that there are three fatal blows to closing an achievement gap, most of them rooted in how education and business choose to play with each other. I'm going to walk through them over a few blog posts to come:

1. For some schools and businesses there is a lack of interest in partnering - the “what’s in it for me” just isn’t visible.

2. For other schools and businesses, there is a lack of knowledge on how to partner and what to partner on - “the what’s in it for me” is maybe agreed upon in principle, the enthusiasm is there, but what the “it” might be is the challenge.

3. Finally, for some schools, there is a genuine disdain and contempt for working with any organisation that is not their own, and publicly funded. Here, business and schools can't even agree to play with each other.

Keeping students at school 24/7 through the Seven Spaces of Learning

Imagine designing a school where the bell never rings, the day never ends, that keeps students in for as long as possible, in the same way as Google has designed its campuses to keep employees happy, but working.

That's what we explored during a fun field trip visit this week to Singapore Management University's SMU-X with the Facilities team and some great educators from Singapore American School (above), as they consider how they might create a more agile process for teachers to propose learning space innovations.

The space's project manager and initiator is Gan Hup Tan, Associate Director of Strategic Planning at the University, below. He's used design thinking principles to attempt the creation of a 'sticky space', where students choose to spend their time. But also visible were a large number of different type of space, and their type dictated, without signage, how it might be used. They fell fairly close to what I've come to call the seven spaces of learning.

In a fascinating visit we witnessed that very concept, with many students even opting for a quick nap in the "Quiet Room", on inflatable mattresses and soft furnishings, so that they could rejoin their learning, with peers, in one of the many collaborative spaces nearby:

 Ownership of the space is a challenge: it is open 24/7 with very much 'background' security staff, and no librarians or permanent 'assistors' on hand. And yet the only room with instructions on its use is the White Room, head-to-toe-to-floor idea-painted, with glass walls and door, so that students can map out big ideas:

Interestingly, both here and on smaller whiteboards along the lines of workstations, there was plenty evidence that students claimed these spaces for personal expression, personal ownership. Cartoons, sketches and fun 'tags' felt like their principal purpose was to make students feel more at home, give more of a sense of belonging in an otherwise transient space.

While most space was purposefully ambiguous in purpose, there was the one-button recording studio:

Students insert their USB memory stick to start the system. Television lights switch on and the system is instantly ready to record, as soon as the big silver button is pressed:

As soon as the recording is complete, press the button again, and the whole movie is saved, instantly, to your USB. Remove the USB, the lights go out automatically, and you can leave with your movie ready to upload. It's a lovely example of technology reducing the barrier to achieving a prototype of thinking, good enough to get feedback if not quite Hollywood in terms of editing. 

Does it work? Well, as I headed back to my hotel after dinner, a paused by the building. At the junction were six student-looking youth, takeaway food in their hands, heading towards the door. One swipe of their cards and they were in. 11pm learning - it’s certainly when many of us did our best work back in the day, no?

Expectations #28daysofwriting

This is what they call a "forward" post. I wrote it yesterday, when I had wifi and time, and am posting under today's date. I have a (reasonable) expectation that I will be alive tomorrow, and that this will not, therefore, freak out anyone unduly.

In the early days of blogging with my school students, back in 2002/3, I'd use forward posting on the foreign trips we made because mobile access to blogging software on my Nokia was so expensive. At the time I gauged our expectations of living tomorrow high, but was young enough and foolish enough to forget that, should our coach have gone off piste 88 mums and dads, notwithstanding the rest of our families, would have been rather taken aback to see us "happily arrived in Caen", and not in the mortuary. 

Expectations are funny things. We all like to believe we have different expectations, but some of our expectations are just hardwired, like the pentatonic scale, into our beings. This year, the case was proven when I felt obliged, finally, to remove my kid from her local school and attempt to fund a better future in a local private school. The principle reason for this move, against many education bones in my body, was that state education in my neck of the woods feels like it has lost its sense of expectation for every kid. Our expectations are realistic, perhaps, and the intention of supporting all children to achieve will help the lower 20% become a much more able lower 20%. But there will always be a bottom 20%. And if our efforts are in setting expectations for the middle, all kids will  tend to aim a little below whatever we set them. In her new school, Catriona is flourishing, with expectations set at a stratospheric level and a hidden understanding that, really, the goal isn't to meet them at all. There's something else going on.

This ties into what we consider 'normal' expectations. My expectation of being alive tomorrow (today) when this is posted are high. I place trust in my pilots, my plane and my fellow passengers, not to do us any harm.

My expectations of living another day along with my students back in 2002 were equally high, but not entirely shared by nervously grinning colleagues when they knew what I had prepped for future-posted blog posts.

My expectations for my kids' own learning are stratospheric. At 4 and 7 years old, I expect them to be able to do anything that they want, as long as... and there is the tough bit. What are the conditions for expectations that mean some schools succeed in pitching them perfectly, and others, on a systemic level, fail completely?

This is not a pushy parent, or a doting dad post. This is all about helping my kids learn earlier than I did what Steve Jobs put thus:

"When you grow up you tend to get told that the world is the way that it is, and your life is just to live your life inside the world, try not to bash into the walls too much, try to have a nice family life, have fun, save a little money...

"That's a very limited life. Life can be much broader once you discover one simple fact:

"Everything around you that you call life was made up by people that were no smarter than you. And you can change it, you can influence it, you can build things that other people can use.

"Once you discover that, you'll never be the same again."

Set a clear destination, but prepare to change the route #28daysofwriting

 

This morning I set off for Dubai, and on to Hong Kong and Nanjing, before returning for a couple of days in Dubai, and then home in time for tea on Friday. It's a hectic week, with a lot of time in the plane. Something I've noticed over the past year is that flights have become longer. Most of the time, this is because of war and conflict 38,000ft below.

Take the initial route to Dubai, for example. Until last summer, this trip took me routinely over Southern Turkey, Syria, Mosul and Basra in Iraq, down the Persian Gulf sea border next to (but avoiding) Iran, and into Dubai (the blue line in the graphic above. Source: Daily Mail). I used to enjoy peering out at the flames from the oil fields of Iraq and the bright beacons of Kuwait.

Now, the safest route is a good 10-30 minutes longer, over what is deemed safer - Ukraine, the annexed Crimea and Iran, coming in through the back door to Dubai.

The destination hasn't changed but, due to horrific circumstances in Syria, Iraq and Eastern Ukraine, the route has had to.

When an organisation is looking at its strategy, I often find that the route and destination are conflated, they become one and the same. If the destination is too far flung or far-fetched, then we don't leave the current status quo. If the destination is appealing but the first attempt to get there is thwarted, we tend to see strategy teams crash land, declare a failure, and walk all the way back, slowly and painfully, to the status quo of before.

The teams who reroute overnight are rare. The teams with a genuine pioneer spirit are rarer - they tend to be the ones who call up my team to help them get to some genuine BHAGs (Big Hairy Audacious Goals).

Because this is the key to rerouting. It's a multi-team multidisciplinary effort, and everyone needs to know their role. Having everyone 'collaborate' on the same stuff is just group work, and the equivalent of having the entire ground staff, airline leadership team, crew and, if there's any space left, passengers on the rerouted plane:

• teachers and students need to really understand where the institution is with a snapshot (three-week?) immersion. They need to learn the questioning skills that will unearth the really interesting emotional, empathetic and factual stories in the institution.
• leadership need to provide a space in which the war room of thinking can be visible (and addable to) by everyone during this tight period of immersion.
• the same research team need to work with school leadership to synthesise the mass of data they have gathered.
• with outside help and provocation, the design and leadership team need to have confidence in putting forward to the Board the key problems and opportunities they have found, through pitches.
• the Board have to be pushed to think beyond the micro and 'safe', and think about the inspiring future they can envision using the data they have been shown.
• design teams need to iterate their nascent ideas to solve the problems they identified, before the Board commits to their wording. Their prototypes and feedback will inform the process.
• everyone, whenever and with whomever they are working, needs to be aware of their decision-making rights and role in order to really collaborate.

Having a strategy, having a destination, is not enough. You need to have a timeline that shows when each of these steps will take place, and when each prototype will become more solid, should they prove successful. These tools enable the leadership to leave the flight deck, and let teachers, students, parents and other teams get on with their jobs, confident in the turns they take.

Your strategy does not interest me. Next! #28daysofwriting

 

NoTosh doesn't just help scores of schools and private business with their strategy; we're in the process of adjusting our own course, too. What I've noticed, is that the activity known as 'wordsmithing' is normally referred to dismissively, with disdain, as something someone else will do much later on, once they "real work" of strategising is done. These leaders could not be more wrong.

Far from the afterthought or polishing to which the task is often reduced, getting the wordsmithing right as you create your strategy is vital if you want people to really believe in it.

To help me on NoTosh's own strategising I've been diving into Andy Maslen's tomes (that's his distinguished mug on the top of the post). For a copywriter extraordinaire, he tends to spend at least half his books helping the reader understand what it is they are trying to do and why the hell they're doing it. I can imagine a few strategies dying a necessarily premature death by around p.43 of most his books. 

A key point that resonates as I undertake a few schools-based strategy projects, is this one:

People want to know what's in it for them (WIIFM?).
They don't care how clever you are.
They don't care that you are proud / humble / honoured about anything.
They don't care how much excellence you promote.
People want to know what's in it for them.

He suggests a couple of writing tools that will help education strategists (any strategist, really) to convey their 'why', and in turn the WIIFM, so much more clearly:

• KFC:
  What do you want your reader / student / parent / teacher / peer to know, how do you want them to feel about it, and what do you want them to commit to?
• Don't use the 'F' word - use the 'B' word
  Don't list off the features of your latest product / school / initiative / programme of work / technology roll-out. Tell us the benefits in our lives. This works in the same way as I suggest people should pitch new ideas to their peers: start with a 'pain', turn the thumbscrews until we're begging for an answer, and then tell us all about how your idea is going to make our lives so much better.
• FAB: Grab me by the ... benefits
  Features first, then tell me the general advantages of working in this way might be, and then tell me the benefits to me personally.
• Don't assume I'm paying attention
  Too many governmental policies, school strategies and "research-based" approaches to learning simply assume that the audience should be receptive to the new idea. This is a fatal flaw, and undermines even the best ideas. Assume that your audience has plenty of other far more interesting things to be doing, and write your strategy or pitch to wrestle their attention back towards you. Try starting the strategy with the words "How" or "Now" and see how people want to take part in making it happen.

 

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