Learning@School 08


Blog Reflections


Artichoke Blog:
Righteous Pedagogies at Learning@School
Learning@School: A mixture of "Isn't it delicious" and "chelonian" learning experience.
Learning@School08: "Sitting down there amidst the wallpaper"

Keynote Reflections


Notes taken during Learning@School 08 ICT PD CLUSTER SCHOOLS CONFERENCE
19-22 February 2008

OPENING KEYNOTE:
Jeremy Kedian (New Zealand) “Learning”

BIO
Jeremy Kedian is the manager and senior consultant of the Educational Leadership Centre (ELC) in the School of Education at the University of Waikato. The ELC works with large numbers of educational leaders. They have included working with a range of principals from first time, inexperienced to experienced practitioners. In addition to this, he has initiated a development series for middle leaders. In addition to working with schools and higher education institutions, he also acts as a consultant to commercial organisations on leadership issues.
Each year Jeremy initiates various developmental programmes with colleagues. These include workshop and seminar series, international study tours and visits, tailored development programmes for educational leaders and exchange programmes for principals. His areas of expertise include leadership and organisational development, leadership coaching, strategic and futures development, change management and principal development. He has been involved in the development of educational leadership and management in schools and the higher education sector since 1983 and regularly speaks at workshops and conferences in New Zealand and overseas.

Marg Macleod Introd – Jeremy is all about Leadership – org development/ strategic futures/ change management/ principals development
Notes from Keynote
“I only have enough material for 15 to 20 minutes ...”
I couldn’t help but marvel at the size of this venue but when I wandered to the back of the space I couldn’t help but marvel at all those puckered lips (conference chairs stacked on wall).
Future means different things to different people .... my best analogy ... wheeled into an operating theatre on a trolley given a glass of whiskey and then hit on the head with a wooden mallet – examples of change from medicine – schools have changed a lot? ....
Nature, shape and extent of education in future – we see too much scenario planning and too little rational viable future strategies
20:20 Vision Approach
Three interpretations
1) Acknowledge the need for vision for NZ education – crass homogeneity versus one million different varieties
2)....

Management versus Leadership
Management: Running
Leadership: Running somewhere
We will never change the fundamentals of what we believe education to be without a vision.
Vision in different places –
Indonesia – produce good citizens
Malaysia – prepare students to write examinations
New Zealand – what is our purpose?

Note to self – check on basis for these claims – am certain the countries themselves would not enjoy hearing that a leading NZ academic describes their academic purpose as such (Check KPerak stuff again) and for that matter NZ purpose is clearly articulated in the MoE SOI

I haven’t the foggiest about what the purpose of education in New Zealand would be
Note to self: Must be an attempt at humour – see above

“There is no crisis to which academics cannot respond with a seminar “

What do Year 8 students think the purpose of education should be ...
“To produce flexible, purposeful, analytical, reflective, xxxx, committed and gracious citizens who are able to participate globally.”
Note to self: A lot of adult direction revealed in choice of vocabulary??
Why is schooling the way it is?
1) Historical reality and custom
2) Educational change is not a vote grabber – parents are disempowered by change
3) Reluctance to tamper with the status quo – if it ain’t broke stuff
4) Little point in changing something that works unless you have a viable alternative –( healthy scepticism of alternatives)
5) Schools are evaluated using criteria that are sytems mangemant oriented – ERO reports posted on internet.

Impediments to change
1.) Bureaucracy
2.) Nostalgia
3.) Anxiety
4.) Media

We need a politically non partisan discourse on public education

Conceptual Filters
Funnel
Start with broad / expansive/ creative individuals
Reactive and adaptive influences mean all expansive thinkers are forced to fit in to current practice

If turn model around
Funnel
Start with current practice
Creative and generative influence leads to broader, innovative, exploratory, exciting, transformative practice

Amen brother ...
Way to the future .... can’t be starry eyed – acknowledge the reality of the “form” and “function”dilemma - (I find this hugely compelling)

“Form” – the design and ordered management of schools
“Funcyion” Social control”

Sometimes claim we have an option – we don’t have an option we do have to change ... Peter Senge asks us to pin the future at 2050 – two things we know
(1) Ice caps will have melted
(2) Schools will be doomed
He did not speculate on reciprocal causality

Teaching is necessary but not sufficient to learning

Personalising learning

“What is learning?” ... answers focus on process versus learning outcomes – shallow deep stuff
(2) Ways of interpreting 20:20 Vision
Foxes and Hedgehog analysis
Are you a fox or a hedgehog ?
Hedgefox-
The fox knows many things, but the hedgehog knows one big thing.” This fragment of verse by the Greek poet Archilochus describes the central thesis of Isaiah Berlin’s essay on Tolstoy.

Note to self: Fox Hedgehog is flawed management model –trumpeted by Collins Good to Great book http://www.jimcollins.com/lab/hedgehog/index.html# – and adopted by a number of New Zealand schools – this research has been comprehensively discredited in Rozenweigs The Halo Effect and eight other business delusions that deceive managers http://www.amazon.com/Halo-Effect-Business-Delusions-Managers/dp/0743291255
“Mega-selling books thinking like Good to Great, Rosenzweig argues, are nothing more than comforting, highbrow business fables.”
Why is a new Zealand academic using this flawed model in a presentation to New Zealand teachers without alerting us to the controversy?


To what extent do educators listen to families?
How do we define knowledge – epistemology?

PEBCAK – problem exists between chair and keyboard

“Our schools reflect the transformational stirrings of the new curriculum”

The timetable prevents the basic unit of school being a student

(4) Society has become more and more age segregated. Reference to social capital index
Note to self: Locate where this list comes from – not his work

Final claims
“I know of no serious educational leader who argues successfully for the status quo”

Note to self – a stunning claim - does this mean
1. We don’t know enough educational leaders? – or that
2. Educational leaders who can argue this successfully are not serious leaders? or that
3. Notions of seriousness are indexed to arguments for change? Or ...

“Classroom based teachers located within their personal comfort zones will be drivers of change who will really make the difference.”

“All you need is to think outside the square”

“This must be on the must do now list not the must do later list”
Note to self – Perhaps the need to make lists per se is the very reason why nothing will ever change

Note: All omissions and misinterpretations mine alone

Spotlight Reflections



Notes taken during Learning@School 08 ICT PD CLUSTER SCHOOLS CONFERENCE
19-22 February 2008

SPOTLIGHT:
Breakout 2
Jamie McKenzie “The Journey of Change”

Note:
Much of the content of the talk comes from Reaching the Reluctant Teachers http://fno.org/sum99/reluctant.html - a talk that Jamie has given to New Zealand audiences in 2003, 2004, 2005 and so ... in the past learning.
I have pasted the contents of this link and other relevant links (Stories of adult learning http://fno.org/sum03/adult.html and Scoring High with New Technologies http://fno.org/apr99/scoring.html ) at the end of these notes.
It interests me that the late adopter early adopter (note not adapters!!) issues and others that Jamie McKenzie talked about in 1999 are still relevant and (from the audience reaction) still resonate with respect to technology integration and teachers in 2007.
Ground Hog Day

Notes from session
When we talk about learning as a journey we use tentative language as a metaphor for professional growth.
Better to describe it as “Learning by purposeful wandering”
“ Field guide to getting lost” reminder of Spotlight gift to presenters – “Lost in New Zealand”
Flâneur [14 foot sail boat]
Reference to Visual Thesaurus – sometimes cannot access this when schools block all Java applications – an educative mistake – controls set so tight cannot use it.
In reference to the opening keynote blamestorming rhetoric
So often in education we see evangelism used as a change mechanism
Leads to a “we and they” situation with the gifted early adopters and the laggards
We “shame” the laggards – adopting strategies/ rhetoric that blame/ threatening which only increase resistance
Some of our late adopters are some of our best teachers – uses example of teachers of Macbeth
John O’Donohue – Irish Poet http://www.jodonohue.com/
“Beauty does not linger it only visits”
We stumble towards competence as learners
Learners have differing needs
Maslow’s Hierarchy of Needs Theory (not backed by any research)
Physiological needs
Safety
Love affection belonging
Esteem
Self actualisation
In recent years I’ve become a fan for routines ...
Replacement and change
How do we take what is sound and ask people to introduce new things that don’t disrupt?
http:nsdc.org
Wholesome Change Strategies
Courtship
Preparation
Discernment
Sheltering
Anticipating
Testing
Pacing
Balance
Support
Preparation
Discernment
What do we really care about ...thinking versus entertainment
Force field analysis versus talking to God
Time to address the fraudulent behaviours of the “visionary leaders” in education
Whilst they are tripping around the conference/ ict marketing circuit valorising the technology in their schools I am working with their teachers who are reluctant adopters
Being over equipped does not equate to good learning outcomes
Good educators will often push back against fraudulent behaviours
mythology
Acknowledging the value of “The doubt of the benefit rather than the benefit of the doubt” Thinking
Note to self – great blog post title
What is the benefit of having a “window to the world”?
Fixated on - What is the better model type questions ?– one computer per classroom – 2 – 3- 4- 5
The problem is that “pilot testing” (do you remember pilot testing?” - well pilot testing is no longer done for technology in schools
Antipathy
What is it we haven’t thought about in our rush to integrate technology into schools?
Note to self – reference Daniel Kahneman http://en.wikipedia.org/wiki/Daniel_Kahneman here
Reaching the Reluctants
http://fno.org/sum99/reluctant.html
http://fno.org/sum03/adult.html

Moving past compliance, resistance and reluctance...
Nobody has shown them that way of doing school
Who are the reluctant?
Sceptical
Heavily structured
Intent on coverage
Impatient with flash
Focus on the bottom line
So ...
Do it where it has most value
Henry Becker’s research http://fno.org/apr99/scoring.html (pasted below)
Assessment model goals have to be congruent
Geoffrey Moore thinking http://en.wikipedia.org/wiki/Geoffrey_Moore
Looking at the technology adoption lifecycle (innovators, early adopters, early majority, late majority, laggards), the focus is on adopter categories.
Moore's key insight is that the groups adopt innovations for different reasons. Early adopters are technology enthusiasts looking for a radical shift, where the early majority want a "productivity improvement". The latter group want a whole product, where the earlier group only needs the core product, and has the technical competence, and financial resources to make the rest themselves.