Two blogkheads are better than one.
Friday, January 22, 2010
I definitely think there is a point of diminishing returns with data. But, where is that point? Is that point different for different types of data? Is that point different for different data recipients? Are there other elements involved?
I think a salesman would tell you that point is when the potential customer decides to buy... I think there is a time element involved as well though. Too much data from a salesman turns me off right away. But if they give me enough to peak my interest - and then wait - and maybe put it in front of me again a while later, I might bite. Hmmm... a fishing analogy???
I think we need to present enough data to peak interest, give people time to digest it, briefly remind them of the data, show them where they can look for more, give them more time and then "set the hook".
Sunday, August 23, 2009
He explains that leadership is and should be uncomfortable. Not everyone is willing to deal with the discomfort. Therefore, people willing to lead are in short supply. Scarcity makes leadership valuable. Seth goes on to state three things that really caught my attention:
- "When you identify the discomfort, you've found the place where a leader is needed."
- "If you're not uncomfortable in your work as a leader, it's almost certain you're not reaching your potential as a leader."
- "It is uncomfortable to stand up in front of strangers... to propose an idea that might fail... to challenge the status quo... to resist the urge to settle."
Our flipping over could have been avoided if we had done what most river boaters call "going high side" or basically lean into the hazard.
As leaders we have to master our instincts and lean into the things that make us uncomfortable, or we might find ourselves just trying to keep our heads above water.
"A 'No' uttered from the deepest conviction is better than a 'Yes' merely uttered to please, or worse, to avoid trouble." - Mohandas Gandhi
Sunday, July 12, 2009
My Learning 1.0
Before last summer I would have said that I was an avid learner. I read many professional development books, went to many conferences, and participated in face-to-face book clubs. I would converse with others about what I was learning, but I rarely wrote anything about it (unless it was for a class/credit).
My Learning 2.0
Then, last summer I discovered blogging, wikis and even twitter. The collaborative nature of these web 2.0 tools facilitated the need to express my ideas/reflections about what I was learning in writing. I now feel like I understand what I have been learning much more deeply. I am more confident and capable of teaching the things I have learned, and feel much more committed and capable of facilitating and advocating for change in those areas.
I have always been rather tech savvy, but for some reason the whole web 2.0 evolution caught me sleeping. The web 2.0 tools helped me to become a more active learner in two ways:
1) Writing - I knew what the research said about the benefits of nonfiction writing or “writing across the curriculum”. Now that I have experienced the benefits I understand that it is not about benefiting writing (a misconception on my part). It is about the increased understanding of the subject you are writing about. The benefit to writing is a by-product. I prefer to call “writing across the curriculum” “documented thinking across the curriculum” because of this misconception.
2) Collaboration – I could have done the writing about my learning without web 2.0 tools in a diary or something similar. However, the web 2.0 tools offer an added dimension – an audience. When I write for an audience I think more deeply about my ideas and what I have learned, and I spend time organizing that thinking so that I can articulate it in such a way that it can be understood by others. The audience itself provides additional opportunities to learn. They may agree, disagree, pose questions, or take your ideas in directions you would not have thought to take them. It is quite exhilarating to have someone from across the world comment on one of your posts or have the author of a book you are reflecting about comment on your reflection.
Typically, I advocate for the use of technology as just another tool. There are other tools that we have at our disposal that can accomplish the same thing. Sometimes technological tools can help accomplish our goals more effectively. However, in this case I cannot think of another tool that can accomplish the depth of understanding that my learning has undergone with the use of web 2.0 tools (primarily blogging). So, in the case of blogging I will advocate for it’s use as the only tool of it’s kind.
Implications for School Leaders
While there are great learning gains that can be realized by our students through the use of blogs, that is not what I am advocating for directly. I am not necessarily advocating for teachers to begin blogging as a professional learning tool either. I am advocating for school leaders to begin blogging to further their learning. I have heard people say that if we don't inspect it - we can't expect it. How can we inspect it, if we don't use it ourselves? If we are the leaders of learning organizations, then we must do everything we can to enhance our own learning and model that learning. There is no other tool better suited to that purpose than blogging.
Setting an example is not the main means of influencing another, it is the only means. - Albert Einstein
How Do I Get Started Blogging?
1. Start following some blogs that are of value to you. Scott McLeod has compiled a list of Great Blogs for Busy Administrators.
2. Comment on some blog posts that caused you to reflect, have questions, or think of extensions to the ideas that the author presented. Why not start today and comment on this post. If I haven't convinced you that blogging will be beneficial to your work, tell me why. What other benefits do you see or have realized through blogging?
We cannot be speakers who do not listen. But neither can we be listeners who do not speak. - Mohandas Gandhi3. Begin your own blog to share your learning, reflections and ideas. It is much easier than you probably think. Here are some easy instructions to help get you started. The toughest part is not the technology; it is the writing and thinking (tasks as school leaders we should be more than willing to take on - learning and sharing ideas after all are the very nature of our jobs).
Thursday, June 11, 2009
• We need to stop teaching reading in 2nd grade. We need to start anaylzing and thinking about texts instead.
• College success - 1.Draw inferences/conclusions 2.Analyze conflicting docs 3.Support arguements w/ evidence 4.Solve complex probs
• The teacher effect makes all other diffs pale in comparison.
• Every study of classroom practice reveals that most teaching is mediocre - or worse.
• You can't expect what you don't inspect.
• We must redefine what we mean by literacy instruction.
• Authentic team-based PLC's are exceedingly rare.
• Guaranteed & viable curriculum is the number 1 factor for increasing student achievement. - Marzano research
• The actions of admin including improv planning & staff dev have no impact on quality of teaching in the school.
• If you can't measure it, you can't improve it.
• All schools need a steering committee.
• PLC & staff meetings are the heart of our organization - Don't squander them.
• Underdeveloped literacy skills are the number 1 reason why students fail.
• Reading & writing vs. stuff ratio - Avg. 1:15!
• There hardly isn't a kid in America that can't learn to read in 100 days.
• We have to collect way way more reading materials for kids.
• On average kids do less reading and writing during lit block than any other thing (cutting, glueing, pasting, etc.)
• On average kids are given more coloring assignments than math and writing. http://mikeschmoker.com/crayola-curriculum.html
• 83% of kids favorite thing to do in class is talk... about controversial issues
• Writing is the litmus paper of thought - Ted Sizer
• We need to write more, grade less - http://mikeschmoker.com/write-more.html
• We must give kids good things to read, write, talk and think about. - all grade levels
• Have kids talk in pairs before talking whole class about critical things to prime them for the bigger discussion.
• Lack of priority and clarity is what is keeping us from getting to where we need to / must go.
Sunday, May 3, 2009
I just spent two days watching some full day kindergarten programs. Both programs were pretty different in terms of their curricular programming and instructional delivery, but both had their kids reading at high levels. I saw a lot and took many notes. As I was rereading my notes and reflecting on what I saw, I took a break to catch up on some of the blogs that I follow. On Stephanie Sandifer's blog Change Agency, she wrote a post titled Love of Reading… and my fear…. In her post, she was actually reflecting on another blog post by Angela Maiers. In her post, Angela describes a scenario of watching her son “get through” his weekly reading assignment, after which he tells her:
“Mom, I hate reading. I did not want to tell you that, ’cause I know that it’s your job and reading is a big deal to you, but I really really hate it. I dream of the day when I will never have to do reading again. If I was on a dessert island, I would rather die of starvation, than read a book. And, if you think I am weird or something, you gotta know, all my friends feel exactly the same way.”Stephanie reflected on this quote and wrote:
I have never met Stephanie or Angela. Neither of them know who I am or that I am currently trying to digest my observations of two full day kindergarten programs. Nevertheless, their reflections based on their own experiences help me to crystallize my first ah-ha on what I had experienced.
My beautiful 15 month old twins are voracious “readers” right now. They LOVE their books and will spend a great deal of time every day “reading” as many of their books as they can. Not only do they love to crawl into my lap with a book and demand that I read it to them, they also sit by themselves, flipping pages, and babbling as they stop on each page. They point to the pictures and tell me the story in their own words. Of course they aren’t reading the words on the page — but they get the concept and most importantly, they LOVE the concept of reading a book.
My biggest fear is that someday, somewhere, some teacher will destroy their love of reading by giving them “reading assignments” that make reading feel more like a chore rather than a pleasurable activity.
Although both programs we visited had their students reading at high levels, I am not sure that the levels of intrinsic interest to read were the same. I think if you asked the students from both classes "Why do you read?", the answers would be different. How would you want your students to respond to that question? Would you want your students to say "to discover new things" or "because Mrs. So-and-so thinks it is important". The boy in this picture is my son Evan at age 4. He already loves reading. I would be devastated if he came home and told me what Angela's boy told her.
In education, because of the length of time it takes to achieve our final product (13 years) and student motivation being an integral part of achieving a quality result, the processes we employ to achieve each step along the way are critical to achieving our long term goals. I wrote a post titled Long Road Trips & Education: An Analogy on my other blog "blogkhead" back in August where I take this issue into more depth.
The other ah-ha about blogging... I'll leave for you to "infer" from what I've already written.
..Cross posted at kinderblogn.