Skip to content

imagineering our future

October 27, 2012

I’ve been planning our Gifted & Talented students’ Imagineering Think Tank scheduled for next Thursday morning as part of my Action Research process, and blogged about the rationale, but this week’s best-laid-plans seemed beset by gremlins:

  • Server maintenance meant our IT technician had to cancel the planned visitation to two other metro schools for our investigation of their means of overcoming tech pitfalls (ironic)
  • year 12 leavers’ excitement and the 2 hour graduation assembly generated a ripple effect which unraveled people’s schedules
  • Robogals returned for another robotics session with gals in years 8-10, but traffic yet again proved their undoing, and I became captive in a classroom when I was supposed to be meeting with conspirators collaborators

Crop dusting circle motifs and saw-blade effects generated by the gal-programmed robots were very cool, though!

So that left our Wallwisher suggestions, final collation of Survey Monkey findings, serendipitous finds via Twitter, and notes from interviews to collate into a PMI framework.

Here is a selection of Gifted & Talented program positives identified by staff and administrators during interviews:

Collaborative group – staff PLC & students
Structured curriculum at an appropriate level to needs
Enrichment
Differentiation

Outcomes achieved
Success outside of school
Kids value being in special program
Durable considering the shift & environment
Support from school admin
Relationship with feeder primaries
Profile & approachable
Relationships with outside agencies
Extension & excursions

Program delivery for 8-10
They are on task, working well
They love seeing results (box & whiskers)
2 classes strongly performing; too early to tell with year 8s
Interested & engaged & doing well
Last year’s results shown to be affected by social dynamic – however, all entered Australian Maths competition

Willingness to extend and enrichment opportunities
No problem with the program and the way it runs
Kids say they love Science – innovative & passionate
Sharing with others rejuvenated teacher practice
Exposure to extension and enrichment
Top up students included & integrated
Modifying curriculum/ responsive
Inspires creative, innovative, challenging teaching with open -ended tasks
Encourages openness in approach with 11 variations in the same theme
Amazing test results
Safety & willingness to have a go

This was an uplift of shared attributes, especially after the seam of black hat thinking mined during meetings and emailed parent feedback. Counterbalances, weights and measures felt like this:

CC image credit: http://www.flickr.com/photos/w3inc/7672435736/sizes/l/in/photostream/

So to Wallwisher where Chris, our building manager, posted this suggestion:

What a fantastic, visually inspired articulation of hope in adversity; not so sure about the Bucket Wish approach in a school context, but a semantic tweak towards Imagineering our Future seems do-able, especially as the packing cartons are laid out and skips get trucked in for the Big Move back into our re-built school.

Next, a Twitter stream find:

<div style=”margin-bottom:5px”> <strong> <a href=”http://www.slideshare.net/chrislehmann/iste-leadership-forum-keynote&#8221; title=”ISTE Leadership Forum Keynote” target=”_blank”>ISTE Leadership Forum Keynote</a> </strong> from <strong><a href=”http://www.slideshare.net/chrislehmann&#8221; target=”_blank”>Chris Lehmann</a></strong> </div>

Thank you to Chris Lehmann, along with #istelf12  for the practical suggestions to embed innovation! We will be applying the posters and provocative questions in our G&T student leaders’ workshop where the implicit goal is to

redefine resistance as a potential positive force (Fullan, 2001, p.5).

Similar inspiration was afforded by my school-locked and technologically-challenged parachute into George Couros’s #Leadership20 MOOC Wednesday morning where Jonathan E. Martin expounded on Leading a Learning Community in Session 4, Storified here; I loved his promotion of re-framing dialogues with parents, and a timely reminder about the resonance of Carol Dweck’s Mindset – essential reading for educators.

CC image source: http://www.morguefile.com/archive/#/?q=inspiration

So the week’s-end outcomes:

  • 4166 words of my Action Research report drafted, and a pressing need to eliminate excess verbiage
  • Jenny extended our deadline to November 20, which meant the pressure was somewhat relieved
  • I am looking forward to Thursday’s Think Tank session with our students, as well as the follow up with staff to implement the change we want to see
  • Growing sense of excitement about possibilities ahead

… And a reflective postscript about leading system change from Donella Meadows:

You’ll be thinking not in terms of a static world, but a dynamic one. You’ll stop looking for who’s to blame; instead you’ll start asking, “What’s the system?” The concept of feedback opens up the idea that a system can cause its own behavior (Meadows, 2008. p. 34).

Selected references

Berrick, S. & Macliver, J. (2011). Snapshots of change. Retrieved October 27, 2012 from website: http://snapshotsofchange.net/about

Dweck, C. (2006). Mindset: The new psychology of success. New York: Ballantine Books.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Meadows, D. (2008). Thinking in systems a primer. White River Junction, Vermont: Chelsea Green Publishing.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

International Education News

What's new, what's good, and what's effective in education around the world

code acts in education

learning through code/learning to code

Dodgy Perth

Sordid tales from Western Australia

Interesting Literature

A Library of Literary Interestingness

IOE LONDON BLOG

Expert opinion from the UK's leading centre for education research

the édu flâneuse

"For the perfect flâneur, for the passionate observer, it's an immense pleasure to take up residence in multiplicity, in whatever is seething, moving, evanescent and infinite: you're not at home, but you feel at home everywhere, you're at the centre of everything yet you remain hidden from everybody." Baudelaire

Reflecting English

In search of classroom answers

catherinecronin

open educator | open researcher

On an e-Journey with Generation Y

Immersing technology in the classroom and beyond into the globe!

creating multimodal texts

resources for literacy teachers

Lightning Droplets

Little flecks of inspiration and creativity

History Tech

History, technology, and probably some other stuff

Not Banjaxed...Yet

give it time

ELA in the middle

Middle School English, Language Arts

News @ CSIRO

CSIRO's news blog

Pragmatic Education

*Ideas are the currency of the 21st century*

Dennis Sparks on re·sil·ience

re·sil·ience\ri-ˈzil-yən(t)s\ noun: the ability to become strong, healthy, or successful after misfortune or disruptive change

TILT

Techniques in Learning & Teaching: Where Transformative learning & scholarly teaching meet.

Combatting Schooling Injustice: Comenius Dreaming

About schools: especially social justice, human rights and equity in education, peace building, gender, environment and food politics, and good education policy and process

%d bloggers like this: