Leading in the 21st Century
Image: legalmarketingreader.com
Laura Terrill
lterrill@gmail.com
Lauraterrill.wikispaces.com
Essential Question
How can we leverage what we
control to meet our goals?
Agenda
1. Why change?
2. What about flipped classrooms?
3. What constitutes a viable and guaranteed
curriculum?
4. How do I motivate others?
5. What about me?
Daniel H. Pink: Why bosses need to show their soft side
If you ever want to understand your boss, corner him (or her)
at the next office party and see if he’ll play a little game. Tell
him (or her) you need only 30 seconds. Then ask your boss to
extend his (or her) right forefinger……..
http://www.telegraph.co.uk/journalists/daniel-h-pink/8641925/Daniel-H.-Pink-Why-bosses-need-to-show-their-soft-side.html
Rachel Bolstad
Image: http://www.shiftingthinking.org/?tag=educational-debate
http://www.youtube.com/watch?v=pQHX-SjgQvQ
Embrace Change
People are more willing to embrace
change when they:
• Hurt enough that they are willing to change.
• Learn enough that they want to change.
• Receive enough that they are able to change.
Thinking for a Change
John C. Maxwell
Ask Why Before How?
Asking why helps you to think about all
the reasons for decisions. It helps you to
open your mind to
possibilities and opportunities.
Thinking for a Change
John C. Maxwell
Big-Picture Thinking
You’ve got to think about ‘big things’
while you’re doing small things, so that
all the small things go in the right
direction.
— Alvin Toffler
http://www.youtube.com/watch?v=PCtwPYeTwI0&feature=related
Switch — How to Change Things When Change is Hard
Chip Heath and Dan Heath
Direct the Rider
image: californiahorseback.com
image: tripadvisor.com
• Identify the bright spots. Investigate
what’s working and clone it. Knowledge
alone does not change behavior.
• Script the critical moves. Don’t think big
picture, think in terms of specific moves.
Ask “What is the first small sign you’d see
that would make you think that change is
happening?”
• Point to the destination. Change is easier
when you know where you are going and
why it is worth it.
Switch — How to Change Things When Change is Hard
Chip Heath and Dan Heath
Motivate the Elephant
image: mirror-au-nsw1.gallery.hd.org
• Find the feeling. Knowing something
isn’t enough to cause change. Make
people feel something.
• Shrink the change. Connect the longterm goal with short-term critical moves.
• Aim for small wins that are meaningful
and within immediate reach. Early
successes engineer hope.
• Grow your people. Cultivate a sense of
identity and instill the growth mindset.
Switch — How to Change Things When Change is Hard
Chip Heath and Dan Heath
Shape the Path
image: tripadvisor.com
• Tweak the environment. When the
situation changes the behavior changes.
So change the situation.
• Build habits. When behavior is habitual,
it’s free—it doesn’t tax the Rider. Look for
ways to encourage habits.
• Rally the herd. Behavior is contagious.
Help it spread.
SUPERINTENDENT
Image: http://www.ideachampions.com
Administration has decreed
that all teachers must
incorporate 21st Century Skills
into their lessons and has
decided that evidence of
flipped classrooms will be a
key way to determine if these
goals are being met.
Global language students understand cultural issues.
Learners use target language.
Students engage.
The Flipped Classroom: Pro and Con
What It Is
According to the description on ASCD(3)'s page for the newly released book, Flip Your
Classroom: Reach Every Student in Every Class Every Day(4), by flipped classroom
pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students
watch recorded lectures for homework and complete their assignments, labs, and tests
in class……….
The authors go on to explain that the model is a mixture of direct instruction and
constructivism, that it makes it easier for students who may have missed class to keep
up because they can watch the videos at any time. The argument also goes ….
Strategy: Read * Cover * Remember * Retell
Students pair and read a predetermined amount of text silently. When they reach
the designated stopping point, both students should cover the passage and think
about what they remember. Then, one student keeps the passage covered and
sumarizes the information for the other student. The second student looks at the
passage to verify accuracy, asks questions to prompt for more detail or simply reads
key information that was not in the summary.
Source: www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz
What It Isn't
As with any new fad or trend, there are plenty of people trying to either use the model to
make money or jump on the bandwagon without really understanding what they are
joining. For instance, the company TechSmith(9) has an entire part of their site dedicated to
the flipped classroom model. Now, I happen to think that TechSmith makes great products
and are pretty good at keeping a finger on the pulse of education. However, it's no secret
why TechSmith, who creates screencasting software, would be interested in the flipped
classroom approach(10). ……….If I were your average principal or tech director walking
around the exhibit hall without much knowledge of the model, or a misconception of the
model, I could really end up getting the wrong information.
I have often seen and heard the Khan Academy(11) come up in discussions around the
flipped classroom. ……..Good instruction, especially for math concepts, requires that ideas
be presented in a number of ways. In addition, not all math is solving equations. One of the
hardest parts about teaching math is making sure that students are not blindly solving
equations without really understanding what they are doing with the numbers……..
Strategy: Say Something
Students pair and read a predetermined amount of text
silently. When they reach the designated stopping point, they each need to say
something. They can make a prediction, ask a question, make a comment or make a
connection. If one person can’t do one of the 4 choices, he/she needs to reread. The
pair continues to read another section silently, alternating who begins to say
something with each passage.
Why It Works
Most of the blog reflections I have read and the conversations I have followed point to the
way that the flipped classroom has truly individualized learning for students. Teachers
describe how students can now move at their own pace, how they can review what they
need when they need to, and how the teacher is then freed up to work one-on-one with
students on the content they most need support with..…….
Why It Doesn't Work
When I first started learning about the flipped classroom model, my immediate reaction
was, "This won't work with my students." This continues to be an argument made by a lot
of rural and urban teachers. Our students just don't have the access required for the
model to really work. I've had people tell me, "They can use the public library.”……
Strategy: Connections
Make a text-to-self connection. Explain how what you are
reading connects to your life. Other possible connections are
text-to-text or text-to-world.
Why It's Nothing New
Listening to Aaron Sams talk(14) about his experience with the flipped classroom
model, one can't help but imagine that what he is describing doesn't require
video at all. What he describes is, in essence, what John Dewey described at the
turn of the 20th century: learning that is centered around the student, not the
teacher; learning that allows students to show their mastery of content they way
they prefer…..
Why It Matters
So in the end, why should we care so much about the flipped classroom model?
The primary reason is because it is forcing teachers to reflect on their practice and
rethink how they reach their kids. It is inspiring teachers to change the way
they've always done things, and it is motivating them to bring technology into
their classrooms through the use of video and virtual classrooms like Edmodo and
similar tools. As long as learning remains the focus……
Strategy: Most Important Word/Sentence/Idea
Select the 2 or 3 words that are most important to you and be
able to explain why in the context of your current position.
usergeneratededucation.wordpress.com
Structured Debate
Will flipped classrooms enhance student learning?
Image: blog.tophatmonocle.com
Administration has decreed that all teachers must incorporate 21st Century
Skills into their lessons and has decided that evidence of flipped classrooms will
be a key way to determine if these goals are being met.
Roles in the debate:
• a department chair/leader responsible for implementation
• a teacher weary of the llast “new” thing
• a good student easily bored in school
• a student who struggles and rarely does homework
Consider:
• the potential for differentiation
• student preferences/learning styles
• the role/impact of homework on student learning
• the potential impact of flipping on curriculum, instruction and assessment
• challenges inherent in any “new” initiative
How to Start Academic Conversations
Jeff Zwiers and Marie Crawford
Educational Leadership/April 2009
• I think the author wrote it to
teach us about…
• One theme might be……
• I think it means that….
• In other words……
• For example….
• In the text, it said that…..
• One case showed that…..
• I would add that……
• Then again, I think that….
Teach the Language of
Discussion / Debate
• I want to expand on your point
about….
• In my life….
• I think it can teach us….
• If I were…., I would have…
• We can say that…..
• The main theme/point of the text
seems to be….
How to Start Academic Conversations
Jeff Zwiers and Marie Crawford
Educational Leadership/April 2009
Scored Discussion
Move from:
Asks random questions
Only answers the
question asked
Responds, but rarely
initiates
Comments are not
relevant
1–3–5
Move to:
Follows up with logical
questions
Contributes additional
information
Contributes personal
insights to enhance
discussion and draw in
others
Stays on topic
Gretta Murray, French Teacher, Medford, WI
Everything you know about curriculum may be
wrong. Really.
Question
It (the
text) says…
I say…
And so?
If curriculum is a tour through what is known, how is
knowledge ever advanced?
If learning requires a didactic march through content,
why are movies and stories so memorable – often,
more memorable than classes we once took?
If a primary goal of education is high-level
performance in the world going forward, how can
marching through old knowledge out of context
optimally prepare us to perform?
If education is about having core knowledge, and we
are more and more teaching and testing all this
knowledge, why are results on tests like NAEP so
universally poor, showing that over decades American
students have not progressed much beyond basic
“plug and chug”?
http://grantwiggins.wordpress.com/2012/03/13/everything-you-know-about-curriculum-may-be-wrong-really/
1.
2.
3.
4.
5.
Write one word or short phrase on up to 3 post it notes.
Add your notes to the wall.
Read the post it notes.
Collaborate to group key ideas.
Take a sheet of paper and write one question that you are
considering.
Laura Terrill
World Language / ELL Consultant
8529 Stark Drive
Indianapolis, IN 46216
Cell: 314-369-9678
Home: 317-546-2626
Email: lterrill@gmail.com
lauraterrill.wikispaces.com