Bookmarked The Need for Transformational Learning is Long Overdue: (We need a “Greta Thunberg” for Education) by Val MargaritVal Margarit (Heutagogy Community of Practice)

Education should encourage students to explore, control and design their individual learning experience based on their own values, and interests. Educators can achieve this by creating heutagogical learning environments that support, motivate and empower students to trust their abilities, to take chances, and to learn from mistakes. The unpredictable world needs proactive, self-directed people with the skills to survive and thrive in diverse working environments.

Val Margarit discusses the six steps she uses for encouraging heutagogical learning environments:

  1. Awareness of teacher expectations and the Pygmalion effect.
  2. Making mindful choices for how to proceed.
  3. Help students focus on an intention.
  4. Repeat this process again and again.
  5. Support students with their emotions.
  6. Complete daily journals to plot the learning journey.

In some ways this reminds me of Joel Speranza’s entry and exit strategy.

Bookmarked

Kathleen McClaskey provides a breakdown of agency and self-determined learning.
Replied to Expand Your Horizons (Daily-Ink & Pair-a-dimes un-post-ed)

We are so lucky to live in an era where learning something new is always within our reach. Not just home repair, but new skills and new approaches to the way we think, learn, work, and play.

What are you currently trying to do that you couldn’t do before? How are you expanding your horizons?

I remember when I was growing up I would prize the guitar tabs that my music teacher would write out for me. Now, I search for the chords/tabs or watch various tutorials on YouTube, such as Brian Martin’s Easy Guitar Tutorials. Although I do not get the feedback that comes with having a teacher, it means that I can keep on learning.

This all reminds me of anywhere, anytime learning, as well as Amy Burvall’s focus on the power of the mobile device as the ultimate learning tool. It makes me wonder about the move to ban devices.

I am also left wondering if this penchant for learning when I want impedes deeper learning over time that sometimes comes through frustration with the unknown or ‘productive struggle‘.

Anyway, enough from me for now.

P.S. Enjoying your daily blogs David

Bookmarked School Growth: Building on Strengths by Chris Wejr

Considering the success of self-regulation as a focus, could we now try to maintain that self-reg culture while shifting the focus to growth in reading?  He agreed that there had been an awesome success with self-reg and that we had a strong platform of literacy (especially reading) that we could build on.  With Mark’s positive experience with reading instruction and self-regulation, along with his strong relationships with staff, he could help lead us to shift from a focus on self-reg to a focus on reading.

Chris Wejr discusses the way in which his staff have extended the focus of self-regulation and strength-based learning into the area of reading achievement. He discusses some of the strategies that they have used to support and encourage this, such as Strong staff collaboration and ongoing professional development. In some ways, this reminds me of the work that I was a part of using disciplined collaboration as the framework.
Bookmarked Why Feedback Rarely Does What It’s Meant To (Harvard Business Review)

We humans do not do well when someone whose intentions are unclear tells us where we stand, how good we “really” are, and what we must do to fix ourselves. We excel only when people who know us and care about us tell us what they experience and what they feel, and in particular when they see something within us that really works.

Marcus Buckingham and Ashley Goodall dive into the world of feedback. They argue that in many respects, it fails to achieve the intended outcome.

Focusing people on their shortcomings doesn’t enable learning; it impairs it.

Buckingham and Goodall highlight three theories that those who believe in feedback as often accepts as true:

  • That other people are more aware than you are of your weaknesses, and that the best way to help you, therefore, is for them to show you what you cannot see for yourself.
  • That the process of learning is like filling up an empty vessel: You lack certain abilities you need to acquire, so your colleagues should teach them to you.
  • That great performance is universal, analyzable, and describable, and that once defined, it can be transferred from one person to another, regardless of who each individual is.

In response, they propose a number of strategies to support the development of others, including:

  • Look for outcomes
  • Replay your instinctive reactions
  • Explore the present, past, and future

This is something I have written about too, discussing the problem of feedback.