Archive for the ‘Leadership Books’ Category

Moonshots In Education: Launching Blended Learning in the Classroom by Esther Wojcicki and Lance Izumi

Tuesday, October 17th, 2017

Moonshots In Education: Launching Blended Learning in the Classroom by Esther Wojcicki (Woj), Lance Izumi, et. al. explains how technology can be blended with more traditional teaching methods to allow students to have some control of their learning content, style, place, time, and pace. It shines a light on innovative schools and countries, and generally ineffective teacher training. This belongs in every school and every parent’s hands.

Forward by James Franco

The power of online learning is due to immediate feedback, the student owning some of the learning, and the teacher playing a less central role. Blended learning is online learning used in conjunction with classroom learning. There is some element of student control over time, place, path and pace. According to Woj, the opportunity for blended learning is now. This is a moonshot moment!
The key ingredient for this kind of change is courage on the part of teachers and administrators. They need to trust students as they traditionally haven’t. Too many teachers today are scripted and teach to the tests. Parents are also overly protective of children and seldom even let them play outside unsupervised. Even when computers are used they often provide electronic worksheets, and many districts block rich learning resources like YouTube. Classroom whiteboards serve to reinforce the central position of the teacher as the “sage on the stage.” We need to teach students to search intelligently and understand the results of their searches. They must determine the credibility of the information they find and separate fact from opinion.

Part 1 – 1. The Online Learning Revolution

Three things make it powerful. They are: 1) there is immediate feedback 2) the students own the learning 3) the teacher does not play the central role. Blended learning involves online learning in conjunction with classroom learning. The online part allows for some element of student control over time, place, path or pace. Woj feels that the opportunity for blended learning is now and it is a moonshot moment.
School cultures need to change and it will take courage for teachers and administrators to make the necessary changes. It requires more trust in students and not scripting teacher behavior on a daily basis. Keep in mind that culture change is the hardest thing to do.

2. What is a Moonshot?

Moonshots involve goals that are difficult to achieve, perhaps seemingly impossible. The main goal of this book is to help teachers “shoot for the moon.” To quote JFK, “We choose to do this not because it’s easy, but because it’s hard”.

Grit: The Power of Passion and Perseverance by Angela Duckworth

Monday, August 7th, 2017

Grit: The Power of Passion and Perseverance by Angela Duckworth shares her research and the work of others on the subject and explains that what we eventually accomplish depends more on our passion and perseverance than on our innate talent. This work can help you find your own passion and develop it. This is a vital book for parents, teachers, and human beings in general. Make sure your school library has at least one copy for starters.

1. Showing Up

Angela starts with the story of her visits to West Point’s summer session for incoming freshman known affectionately as Beast Barracks. Due to the high dropout rate of plebs, the question was: what qualities are the best predictors of who makes it and who goes home early? The only metric the Army had was the Whole Candidate Score. It combined SAT/ACT scores, class rank, an expert appraisal of leadership potential, and performance on objective measures of physical fitness. The problem was that this score had no predictive value when it came to surviving the first summer or the full four-year program.
What candidates needed it seems, was a never give up attitude, which had nothing to do with ability. When Duckworth heard this she decided to create an instrument to measure it. She then created the Grit Scale, which is included on page 55. She found that it was a good predictor for West Point. It also turned out to be a good predictor for other accomplishments such and earning college degrees. She found that there was no relationship between IQ and grit.

2. Distracted By Talent

As a teacher early in her career Duckworth discovered that talent for math was different from excelling in math. She also found that her weakest students sounded smart when talking about things that interested them. She found that Americans endorse hard work five times more than intelligence. However, teachers are more likely to lavish attention on students they think are talented. Another problem is associated with tests for talent, which like tests for grit are imperfect.

3. Effort Counts Twice

After being chided by her advisor while working on her PhD in psychology, Duckworth came up with two equations. Talent x Effort = Skill, and Skill x Effort = Achievement. Note that effort is included in both equations. While this theory does have a place for natural ability, it shows how effort is more important. This chapter gives examples of famous people who felt they succeeded thanks to their compulsive effort. In addition to talent and effort, there is also a place for opportunities and luck on the road to success. Encouraging parents with money are a prime example of opportunities.

Teaching Outside the Lines: Developing Creativity in Every Learner by Doug Johnson

Tuesday, July 4th, 2017

Teaching Outside the Lines: Developing Creativity in Every Learner by Doug Johnson encourages teachers to believe that all students can be creative and gives specific advice for how to allow for it in schools. Be sure to get one for every teacher you know.

Introduction: How Did Vasco da Gama Spark My Interest in Creativity?

Why do educators not only fail to encourage creativity, but also seemingly discourage it? If you agree with Doug you see creativity as important in education as literacy. While we accept creativity in art class and on the athletic field, we discourage it with stay-within-the-lines rules, one-right-answer tests, praise for conformity, and using tests to judge school and teacher effectiveness. Teachers often see that creativity has no roll in core subjects. It’s also important to realize the creativity without skills, knowledge, discipline, hard work, and practice isn’t worth much. Doug also sees that just like there are multiple types of intelligence, there are also multiple types of creativity. And don’t think that just using technology allows for creativity. Creative people can make others nervous or upset, which explains why it is often discouraged in schools. If problem solving is important, we need to realize that higher levels of problem solving give creativity full reign.

1. The Rise of the Creative Classroom: Why is Creativity No Longer a Nice Extra in Education?

Creativity may be the only way people can stay employed in good jobs in a postindustrial, automated, global economy. Jobs that require complex communication and expert thinking have increased since 1969. Since then jobs featuring routine cognitive or manual work have been decreasing. If machines or people in developing nations can do a job, they soon will. A poll of 1,500 CEOs identified creativity as the number one leadership competency for the future. It’s not hard to find creativity in the standards promoted by many organizations, but studies show that schools in the US have not succeeded in fostering creativity. In fact, they are doing just the opposite. The obvious culprit, of course, is our obsession with testing.

2. I Can’t Define It, But I Know It When I See It: What is Creativity Anyway?

After looking at many definitions, Doug sees that creativity has an element of the new, the innovative, the original, and something not yet done or done in a new way. Definitions also include the notion that creativity adds value to the task or objective to which it’s applied. Craftsmanship is also essential. That is why it is important for schools to also work on skills and knowledge acquisition. Craftsmanships is what separates scribbles from art and cacophony from music. As craftsmanship gets stronger, the creative process is enhanced.
It is important that teachers and parents believe that all students have the capacity for innovation. There are also several other characteristics that promote creativity. Girt, which is more highly correlated with success than IQ, is necessary. Empathy also helps as does the courage to take risks. You certainly need a growth mindset so you believe that your metal and physical capacities are not fixed. (See my summary of Carol Dweck’s Mindset to review this concept. One needs self-esteem and confidence along with lots of curiosity. Finally, you need to realize the you might be fighting people and establishments that want to keep things just the way they are. A creative idea can undermine the status quo.>/li>

Special Education 2.0: Breaking Taboos to Build a NEW Education Law by Miriam Kurtzig Freedman

Monday, May 8th, 2017

Special Education 2.0: Breaking Taboos to Build a NEW Education Law by Miriam Kurtzig Freedman points out the successes and flaws of the 1975 law that established federal control of public school special education programs. It argues against labeling students and for giving all students what they need without wasting money on bureaucracy and litigation. Share this with policy makers you know.

Preamble and Guiding Principles

The main idea is that public education needs to meet the needs of all students and that there should be no individual entitlement. Strangling paperwork and compliance requirements need to be streamlined. There is a focus on home-based, parent engagement learning environments along with preschools to close language and other gaps. Adaptations should be aimed at improving learning, not just getting kids through. We should learn from other countries like Finland and fund research-based programs. Early interventions for struggling students is key. Least intervention needed should replace least restrictive environment and strengths should be highlighted along with weaknesses. Teacher preparation should be strengthened. There should be a focus on student engagement and student responsibility to be motivated and present. Due process rights should be the same for all.

Why a NEW Law

The current special education law (IDEA) was first passed in 1975 and tweaked several times since. Prior to that, many children with special needs were barred from public schools or served poorly. While the law has had some positive impact, it has also had a number of unintended consequences. They include the rampant fear of litigation, too much bureaucratic regulation paperwork, excessive cost, and input-driven requirements far removed from improving outcomes for students. While Congress is expected to reauthorize the law again, all we can expect is that they will change discipline policies, add and/or subtract assessments, reemphasize inclusion, and perhaps reallocate more resources. What Miriam sees is a 20th-century law that isn’t working well in the 21st century. This is the foundation for her belief that lawmakers should start from scratch.

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Never Send a Human to Do a Machine’s Job: Correcting the Top 5 EdTech Mistakes by Yong Zhao, Gaoming Zhang, Jing Lei, and Wei Qiu
Saturday, April 1st, 2017

Never Send a Human to Do a Machine’s Joe: Correcting the Top 5 EdTech Mistakes by Yong Zhao, Gaoming Zhang, Jing Lei, and Wei Qiu explores the fact that technology hasn’t transformed education as much as it has transformed other sectors. Here the authors point out the reasons and suggest a new approach.

Introduction

The authors have recognized five basic mistaken approaches and devote a chapter to each. The first is that technology could replace teachers rather than replace just certain functions. The second is the focus on using technology to consume information rather than as a tool for creating authentic products. Third is the focus on using technology to prepare students for standardized tests. Next is using the technology as curriculum rather than teaching digital competence. Finally, professional development usually focuses on teaching teachers how to use new tools rather on the needs of students. In the final chapter the focus is on redefining the relationship between humans and machines with a thoughtful analysis of what humans do best and what should be relegated to technology.

1. The Wrong Relationship Between Technology and Teachers: Complementing in an Ecosystem Versus Replacing in a Hierarchy

In a hierarchy approach, one looks for something better to replace the status quo. In education, there have been hopes that emerging technologies could replace teachers. In an ecosystem approach, the effort is to see what each component does best. In other words, teachers need to find their niche doing things they do better than technology. Teachers can solve unstructured problems, work with new information, and carry out non-routine tasks. They can also deal with social and emotional interactions. The big role for technology is to help the teacher personalize instruction. This involves using technology to assist in diagnosis and to provide a pallet of tools they can prescribe to each student. One-to-one computer initiatives make this kind of personalization possible as do flipped classroom approaches.

2. The Wrong Application: Technology as Tools for Consumption Versus Tools for Creating and Producing

Technology can be used to consume information or it can be used to create, communicate, and collaborate. For teachers who live by doling out information and expecting students to regurgitate it back, technology looks like an excellent knowledge provider. The standardized tests feed the consumptive use. To take better advantage of technology teachers have to shift their role from provider to facilitator and many aren’t interested.

If you believe that students construct knowledge as they navigate a learning environment, using technology to do projects and make things should accelerate learning over the passive consumption approach. But many schools don’t allow students to bring devices to class and many also block sites such as YouTube that offer many opportunities. Innovative schools have students blogging and creating their own YouTube videos. The rise of Maker Spaces has also allowed for more creativity and creation. Students who put their work online can also get more feedback than any teacher can provide.

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Archive for the ‘Leadership Books’ Category

Moonshots In Education: Launching Blended Learning in the Classroom by Esther Wojcicki and Lance Izumi

Forward by James Franco

Part 1 – 1. The Online Learning Revolution

2. What is a Moonshot?

Grit: The Power of Passion and Perseverance by Angela Duckworth

1. Showing Up

2. Distracted By Talent

3. Effort Counts Twice

Teaching Outside the Lines: Developing Creativity in Every Learner by Doug Johnson

Introduction: How Did Vasco da Gama Spark My Interest in Creativity?

1. The Rise of the Creative Classroom: Why is Creativity No Longer a Nice Extra in Education?

2. I Can’t Define It, But I Know It When I See It: What is Creativity Anyway?

Special Education 2.0: Breaking Taboos to Build a NEW Education Law by Miriam Kurtzig Freedman

Preamble and Guiding Principles

Why a NEW Law

Never Send a Human to Do a Machine’s Job: Correcting the Top 5 EdTech Mistakes by Yong Zhao, Gaoming Zhang, Jing Lei, and Wei Qiu

Introduction

1. The Wrong Relationship Between Technology and Teachers: Complementing in an Ecosystem Versus Replacing in a Hierarchy

2. The Wrong Application: Technology as Tools for Consumption Versus Tools for Creating and Producing

Book Summaries