Best to Next Practices - Challenges in Education Raymond J. McNulty, President @ray_mcnulty

Schools are Improving School Improvement

Schools are Improving Changing World School Improvement

The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school.

Making a better “20th Century School” is not the answer.

We are getting better at things that do not matter as much anymore.

Unless we unlearn some of our traditional practices, we will never get beyond an improvement mindset.

First Different - Then Better

“The future is not some place we are going to, but one we are creating “The future is not some place we are going to, but one we are creating. The paths are not found, but made, and the activity of making them changes both the maker and the destination.” --John Schaar

I believe the future is not about the latest gadgets, it is about something more than gadgets, it’s about … LEARNING

The Adult Learning Year! 2011 The Adult Learning Year!

Systems are challenged today like never before Systems are challenged today like never before. The key challenge that we face is results.

Broaden the definition of learning in your system to include adults. In an environment driven by results, the best strategy is to “DEVELOP YOUR PEOPLE.” Broaden the definition of learning in your system to include adults.

The focus must be on the way we work. Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.” Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.

WE need to become the AGENTS of change.

Many people -- both inside and outside of education – seem to be afraid (generally) of three things: The Future Technology Social Skills

Themes Best and Next Practices Three key trends impacting us Technologies to watch Non-techie stuff The Three R’s Closing remarks

Theme Best and Next Practices

Best practices allow you to do what you are currently doing a little better. Next practices increase your organization’s capability to do things it has never done before.

Expertise (“the way we do things around here”) can be a road block to problem solving and to the development of Next Practices.

System Innovation

Sustaining Innovation Next Practice Sustaining Innovation

Disruptive Innovation

Established organizations often embrace “sustaining innovations” but struggle with “disruptive innovations.”

A Story…. Not a bad idea, but to earn a grade more than a C+, the idea has to be viable! (Yale Professor) Fredrick Smith The idea FedEx 25

“In the beginner’s mind there are many possibilities; in the expert’s mind there are few.” -Shurnyu Suzuki 26

First practice must change, then results, then policy.

Theme Three key trends impacting us

First Key Trend Our roles as educators is challenged by easy access to an abundance of resources Sense Making Coaching Credentialing

Second Key Trend People expect to be able to learn, study and work whenever and wherever they want.

Third Key Trend Third Key Trend The world outside of school is increasingly collaborative. We must reflect upon the way student projects are structured and graded and how teachers work.

Theme Technologies to Watch The Horizon Report 2011

Near Term: 1-2 Years Electronic Books and Mobile Devices Amazon: For every traditional 100 books sold, 105 electronic books were sold. - May 19, 2011

Mid Term: 2-3 years Augmented Reality and Game Based Learning

Far Term: 3-5 Years Gesture-based computing Pattie Maes, MIT Media Lab Pranav Mistry, inventor of “Sixth Sense”

Current System Something Different

The Horse The Automobile

“If I had asked the public what they wanted, Henry Ford quote… “If I had asked the public what they wanted, they would have said a faster horse.”

Some suggesting bold moves…. Conrad Wolfram… Start teaching math and stop teaching calculating.

Intentionally Non-Compliant Student

Theme Non-techie stuff

The Fundamental Attribution Error When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.

The Effects of Praise Fixed or Growth Can’t hand confidence to learners on a silver platter.

Social Skills We are very good at content skills, rules, regulations, strategies. We are terrible at discussing and coaching on social skills. David Brooks, “The Social Animal” Policy makers are good at understanding social skills, but are void in recognizing their value when making policy.

Theme The Three R’s……

Technical Challenges Culture Challenges

Rigor Relevance Relationships 49

Relationships Relevance Rigor 50

We live in a world obsessed with science, predictability and control. Some people believe if we can’t measure something, it must not count! 51

TO DO THE JOB WELL QUANTITATIVE DATA QUALITATIVE DATA GREAT QUESTIONS… 52

Teacher – Student Comparisons T – I make learning exciting for my students. 86% S – My teachers make learning fun. 41% 53

Teacher – Student Comparisons T – I am aware of my students’ interests outside of school. 84% S – My teachers know my interests outside of school. 28% 54

You can’t teach kids you don’t know…. 55

It’s not us against them! Talking with kids… It’s not us against them!

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Rigor and Relevance What is it? And what does it mean? 58

3 Mis-Conceptions on Rigor That rigor means ‘ more’ Raising a grade is not ‘rigor’ Being stricter and enforcing tighter policies 59

Rigor! Rigor means increasing the level of thinking in a more sophisticated and complex manner. 60

Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Recall Knowledge 61

Assimilation of knowledge Thinking Continuum Acquisition of knowledge

Relevance 63

Relevance To determine a lessons level of Relevance you must ask the following questions… Is it application? Is it real world? Is it unpredictable? 64

Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations 65

Relevance of learning to life and work Action Continuum Acquisition of knowledge Application of knowledge Relevance of learning to life and work

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Example: Analyze how Abraham Lincoln in his “Second Inaugural Address” examines the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn among them. CCSS Match: 9-10.RI.3 and 9-10.RI.9 Source: CCSS Appendix B: Text Exemplars and Sample Performance Tasks

Knowledge in one discipline Apply knowledge in one discipline Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Application 3 A Acquisition Comprehension 2 Awareness 1 Low-level Knowledge 1 Knowledge in one discipline 2 Apply knowledge in one discipline

A Quadrant Verbs Products definition worksheet list quiz test workbook name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation

Students use acquired knowledge to solve problems, design solutions, and complete work. Application 3 B Application Comprehension 2 Awareness 1 Low-level Application 3 Apply knowledge across disciplines 5 Apply to real-world unpredictable situation 4 Apply to real-world predictable situation

B Quadrant Verbs Products scrapbook summary interpretation collection apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline

Knowledge in one discipline Apply knowledge in one discipline Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Evaluation 6 C Assimilation Synthesis 5 Analysis 4 High-level Knowledge Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline

C Quadrant Products Verbs essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. Evaluation 6 D Adaptation Synthesis 5 Analysis 4 High-level Application Application 3 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation

D Quadrant Verbs Products evaluation evaluate newspaper validate estimation trial editorial radio program play collage machine adaptation poem debate new game invention evaluate validate justify rate referee infer rank dramatize argue conclude

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Quadrant A Ask questions to recall facts, make observations or demonstrate understanding. What is/are__? How many__? How do/does__? What did you observe__ ? What else can you tell me__? What does it mean__? What can you recall__? Where did you find that__? Who is/was__? In what ways_? How would you define that in your own terms? What did/do you notice about this __? What did/do you feel/see/hear/smell __? What do you remember about _? What did you find out about __?

Quadrant B Ask questions to apply or relate. How would you do that? Where will you use that knowledge? How does that relate to your experience? How can you demonstrate that? What observations relate__? Where would you locate that information? Calculate that for __? How would you illustrate that? How would you interpret? Who could you interview? How would you collect that data? How do you know it works? Can you show me? Can you apply what you know to this real world problem? How do you make sure it is done correctly?

Quadrant C Ask questions to summarize, analyze, organize, or evaluate. How are these similar/different? How is this like___? What's another way we could say/explain/express that? What do you think are some reasons/causes that _____ ? Why did __ changes occur? How can you distinguish between__? What is a better solution to__? How would you defend your position about__? What changes to __ would you recommend? What evidence can you offer? How do you know? Which ones do you think belong together? What things/events lead up to __ ? What is the author’s purpose?

Quadrant D Ask questions to predict, design, or create. How would you design a __ to __? How would you compose a song about__? How would you rewrite the ending of the story? What would be different today, if that event occurred differently? Can you see a possible solution to__? How could you teach that to others? If you had access to all resources how would you deal with__? How would you devise your own way to deal with__? What new and unusual uses would you create for__? Can you develop a proposal which would_? How would you have handled__? How would you do it differently?

Theme Why it is so hard to change?

Why is it so hard to change? The more successful a system is, the more difficult it is to recognize when it must change. By example, market leaders are the last ones to transform. The American Education System, “The market leader during the industrial era!” 83

Market Leader Thinking Dominant logic: “That’s the way we do things here.” 84

Shown below is the Roman numeral seven Shown below is the Roman numeral seven. By adding only a single line, turn it into an eight. VII

Shown below is a Roman numeral nine Shown below is a Roman numeral nine. By adding only a single line, turn it into a six. IX

SIX

IX6

Mental Locks We don’t need to be creative for most of what we do (driving, shopping, business of living). So staying on routine thought paths enables us to do many things without having to think about it. Our training in school has taught us that there is one right answer. 89

The Right Answer 90

Five beautiful and well-dressed woman are standing in a tight group Five beautiful and well-dressed woman are standing in a tight group. One is crying and she has never been happier. The other four are smiling and they have never been more disappointed. Why?

The Second Right Answer What is the answer? What are the answers? 92

The Right Answer That’s not logical 93

SOFT HARD 94

Direct Logic Focused Metaphor Fantasy Dream Reality Reason Paradox Diffuse Analysis Hunch Generalization Specifics Child Adult Logic Metaphor Dream Reason Precision Humor Consistency Ambiguity Play Work Exact Approximate 95

SOFT Metaphor Dream Humor Ambiguity Play Approximate Fantasy Paradox Diffuse Hunch Generalization Child HARD Logic Reason Precision Consistency Work Exact Reality Direct Focused Analysis Specific Adult

SOFT HARD Shades of gray Hard to pick up Many answers Flood light, diffused HARD Black and white Easy to pick up Right answer Focused like a spot light

Cat - Refrigerator

NEXT PRACTICE THINKING The Iterative Process Versions Create a disciplined, managed space for development of new ways to accomplish difficult tasks 100

Theme Closing Thoughts

BE EXTRAORDINARY 102

BEING EXTRAORDINARY Committed to the truth Be committed to delaying gratification Be someone who always has the chance of saying “yes” Live a life where you do not make others wrong 103

BEING EXTRAORDINARY Be committed to courage Be someone who produces results with absolutely no force Be a person who is peaceful in chaos 104

BEING EXTRAORDINARY Be committed to courage Be someone who produces results with absolutely no force Be a person who is peaceful in chaos Be committed to managing success, while being aware of its dangers (lottery winners and GM) 105

The Invisible Difference Passion Commitment 106

Ray@leadered.com Ray McNulty: @ray_mcnulty International Center for Leadership in Education: @rigorrelevance

Best to Next Practices - Challenges in Education Raymond J. McNulty, President @ray_mcnulty