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Building a Classroom Community that supports Collaborative, Problem-based Learning - By Bruce Bonney

9/22/2014

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I have done a lot of coaching in my time. Whether its at the YMCA  with 10 year old girls playing basketball, negotiating the route of a map & compass “bushwack” to a wilderness mountain peak  with high schoolers, or scribbling debriefing notes on an interactive whiteboard as I consult  with teachers at a conference, understanding what is “developmentally appropriate” for my audience in each of these settings is part of the challenge of being effective.  

Typically, I’ve heard the phrase “developmentally appropriate “ when discussing teaching strategies for very young elementary kids. However as the years progress,  I have come to realize that dealing with this issue is always a consideration no matter what the context . Adjusting my teaching approach to “fit” the skill set and knowledge base of the audience is just as important with adult educators in a workshop as it is with 4th & 5th graders on the basketball court.


Recently I had the experience of working with a group of relatively inexperienced teachers. As my work with them progressed, it was clear they had lots of ideas about what they wanted in their classrooms, but few “nuts and bolts” strategies to actually make these things happen on a daily basis. In short, they had a vision of what they wanted for their learners, but lacked the professional repertoire to build and maintain a classroom structure that would support their dream.

This was especially the case when it came to thinking about what they would/could do to create a classroom culture that would support the kind of small group, problem-based learning experiences they wanted to provide for their students.

As I worked with them further I slowly recognized the connection between the basketball court and the classroom.  Much like my 10 year old basketball players on the first day of practice, these teachers needed a coaching approach that was developmentally appropriate to the level of their repertoire… essentially that of “rookies”.

And so, I applied the same principles in working with the teachers regarding the development of their classroom culture as I use each season on the basketball court with kids new to the game.

The most important of these principles are:
  1. I model behavior that will raise their odds of achieving success. I  demonstrate “fundamentals” that I know will work. 
  2. I  model behavior that they can mimic. What I do must be something they can do…  and then “drill” on their own.
  3. I model behavior that is detailed, specific, and achievable and show them how to practice it. Beginners need to have a mental “checklist” for a quality performance to know if they are doing it “right.” They want to know (or an informed observer/friend/colleague who is willing to help) what to “look for/listen for” as they practice. 
  4. I accompany the modeling with verbal imagery, catchy phrases, or descriptive labels that will help them recall what they need to do when they are practicing. I sometimes refer to these as “triggers” or “teaching points.” These phrases or images help remind them of the important set of  behaviors they want  to implement.

Over the next few days,  I engaged in a process with these teachers that  I’d described previously in a workshop handout addressing this same topic. What follows is a slightly modified version of that handout: 


Our Basic Assumption: All groups that stay together very long develop a kind of “culture”, i.e., a complex set of personal and group behaviors shaped by common expectation, habit, ritual, and tradition that determines how the group members interact with each other. In our experience a “culture” founded upon the values of mutual respect and trust holds the greatest potential for powerful learning, productive collaboration, and successful complex problem-solving. We, therefore, want the culture of ANY collaborative learning environment to be the product of a thoughtful design and process that consistently yields the results we desire.

We also recognize that any group that is newly formed is DEPENDENT upon some source of leadership to get the group started toward the realization of its objectives. We use the approaches suggested below to guide our work as Teacher/Leader/Facilitator in ALL our workshops, presentations, facilitated meetings, or classroom settings whenever we ask the participants to work and learn together productively.

What do we want? We want a learning environment/classroom experience that develops and nurtures the participants’/students’ capacity to work and learn together productively both in school and in life beyond the classroom.

What are some key attributes of such a problem-solving/learning environment or experience?
  • It is safe – Participants/students feel emotionally and physically safe to take the risks that attends authentic learning, deep reflection, and the giving and receiving of open and honest feedback.
  • It is challenging - Participants/students are constantly encouraged to tap into, explore, and expand their repertoire of academic and life-long skills to solve engaging problems and receive feedback on the same.
  • It is purposeful – Participants/students address problems-to-solve (“challenges”) that engage them on all levels (intellectual, social, emotional, physical, etc). These challenges are designed to solve real problems or achieve specific academic objectives, and develop critical skills. Criteria for successfully achieving the objectives are clearly articulated “up front”.
  • It is flexibly responsive – Participants/students experience frequent opportunities to make choices, explore alternative ideas, express themselves creatively, exercise their judgment, and have fun.

What are some common principles & practices we use to achieve this kind of learning/problem solving environment?
  • We challenge participants to progress from Dependence through Independence toward Interdependence 
Teacher/Facilitator Practice: We ask questions before providing answers or direction – “What do you think?” “Does this meet our criteria for quality?” “What do the others in your group think about that?”
     We encourage autonomy and initiative - “Can you do this for yourselves?”  We encourage students/participants to seek assistance from at least three credible resources (books, online, other students) before asking the teacher for help i.e. “Three before me!” 
  • We honor and acknowledge the value of diverse talents and perspectives
Teacher/Facilitator Practice: We ask for “performances” or work products that require a variety of skills. We challenge students/participants to work productively with every other person in the group. We frequently (but not always) use random grouping/teaming. We permit no criticism of suggested idea when “Brainstorming.” We celebrate the contributions of others to group success
  • We recognize and build on strengths – then address weaknesses
Teacher/Facilitator  Practice: We allow for some individual choice of roles within the group, products, or performances to demonstrate learning & skill. We negotiate some of the criteria for success. We differentiate some elements of the task or modes of instruction in consideration of individual group/individual strengths and weaknesses. 
  • We set criteria for quality of both the product and process. We consistently reflect on the quality of the performance in light of the criteria.
Teacher/Facilitator  Practice: We formally or informally debrief experiences. We often ask, “What did we do well?” “What do we understand?”  “What do we not yet understand?”  “How have we treated each other?”  “What must we do differently next time to improve?”

What sequence of activities or practices do we put in place to begin the process of building a collaborative learning environment?
  • Create small teams (Interaction within a small group is much safer than speaking/sharing in front of a large group. Practice sharing, explaining, defending, questioning in a “safe” environment before challenging students to do so in an environment of greater risk.)
  • Create a baseline of interpersonal information (Use ice-breakers, personal introductions, simple community building games to  help students to find some common ground with others in their group - name, background, interests, etc.)
  • Clarify desired outcomes, goals, or agenda (What are our goals? What is our agenda? What is our Mission?)
  • Identify/describe/model Task Roles and Group management processes that will support productive collaboration based on mutual respect and trust (Facilitator, Recorder, Timekeeper, Spokesperson, etc. – Brainstorm/Filter, Sweep, Thumb tool, etc)
  • Establish criteria for quality interpersonal communication and work  - create cultural “norms” (Discuss and set criteria for a Quality Conversation/Discussion, Quality Audience, Quality Team member, Quality Collaboration)
  • Challenge groups/teams to “produce/perform” something that is evidence of their learning and/or skill. Set criteria for the quality of the product/performance and clarify other parameters of the work (Time frame, materials, other resources, etc.).
  • Coach groups as they work and struggle (Encourage, ask clarifying questions, redirect attention to the task, mediate conflict, etc.)
  • Facilitate the sharing/display of products or skills (Provide multiple opportunities for individual or group presentation of work in progress or as a finished product)
  • Reflect on product and/or performance (product and process) referencing pre-established criteria for quality/success. (Occasionally call “time out” in the midst of group work and ask, “Are you sure you are meeting the criteria for success in your product/process right now?” Set up a “Critical Friends” process in the middle of a long term project to provide opportunity for clarification, feedback, and mid-course corrections.)
In time – Create a Full Value Contract with the group to serve as a living “Constitution” or social contract that guides individual and group behavior. Use this Full Value Contract as the reference point for dealing with issues that arise.


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6 Types of Toxic CEOs

9/5/2014

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Don't set yourself up for Failure!
http://getvoip.com/blog/2014/07/22/toxic-ceos
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Day 4 at the SCEWL 2014 Constructivist Conference #SCEWL14

7/31/2014

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PictureJeff Morabito and Dionna Fitch hosting the banquet entertainment. Photo by B. Hale
Day 4 at the SCEWL 2014 Constructivist Conference was busy with a couple of hours of finishing up work on projects, preparing for both the Critical Friends process and showcase presentations. The showcase presentations were unique. Instead of setting up displays and having institute participants roam around and see each display as they do at the ILCE Constructivist Conference, the showcase here was a series of three minute presentations to all the participants at once. Most groups used Google Presentations or Prezi. It was great to get a three minute presentation for each project but I doubt it would be practical if you had as many teams as the New York conference has.

We had a group photo of all the conference attendees with our conference T-shirts on which was an event in itself. Tim Bedley videoed short segments of attendees sharing their observations of the week. After critical friends the attendees were asked to complete an online assessment of the conference and that wrapped up the week. Because the assessments were done digitally we were able to see the results almost immediately. Tim provided a brief synopsis of the feedback which went nicely with our PMI debrief of the conference. There was no doubt that the conference was a huge success. The feedback was overwhelmingly positive. Although all the facilitators and support staff felt extremely pleased with the results of the week our debrief shared lots of ideas of how to make the conference even better.

Congratulations to Barbara Hale, Tim Bedley and all the people that made the conference possible. I know the New York folks would be extremely proud of this event.

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First Day Thoughts at the SCEWL Conference #SCEWL14

7/28/2014

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PictureBruce Bonney with a group of teachers from REACH Academy of Riverside, CA
I thought I’d share my experiences at the SCEWL 2014 Conference here in San Marcos, CA where I am serving as a facilitator this week. What’s SCEWL? SCEWL stands for Student-Centered Education Working Laboratory and is pronounced skool. Get it? School and SCEWL….

SCEWL is an education conference that actually models good teaching practice.  Participants are the center of the conference just as students should be the center of the classroom! It is modeled after the highly successful Constructivist Conference run by the Institute for Learning Centered Education conducted annually at St. Lawrence University in Canton, New York. ILCE has been conducting the conference since the late 1990s while this is SCEWL’s first conference.

As an
easterner the first thing to make note of is the environment. St. Lawrence University is in a beautiful part of the northeast and the SCEWL Conference is located on the campus of California State University at San Marcos in southern California between Los Angeles and San Diego. It is beautiful desert country contrasting considerably to New York. Daytime temperatures have been in the high 80s and low 90s since we’ve arrived. The chance of rain so far has been 0%. My wife tells me it has been rainy with nighttime temperatures in the 40s since I left Saranac Lake.

The conference itself is much smaller and intimate with nine teams totalling around 50 people compared to its companion conference which sometimes has over 40 teams with nearly 300 attendees. So much for the major differences, let’s talk about how they are similar for a moment. Teams of educators attend the conference with a task in mind. The conference provides facilitators and using constructivist principles called “conference elements” helps the team accomplish their task. The SCEWL Conference is just like the ILCE Conference in that if you walk in you will see teams of teachers working with their facilitator to clarify their task, create a rubric to assess their work, create a work plan and the myriad other tasks needing attention.

I thought we had a great first day. I’m working with a group of teachers from REACH Academy a charter school from Riverside, California. Their task is something like, “How will REACH Faculty collaboratively develop a weekly schedule that incorporates small and whole group instruction, that utilizes unit development with sample projects, and addresses the ‘Big Questions’ of our curriculum.” They want to address ELA content, provide examples of project-based learning, and address elements of school culture. What do you think? Can they do it in four days? It is quite a task.

Tomorrow they will further clarify their task, create a rubric to assess the quality of their products, and then get to work. I’ll try to offer observations about this conference with some comparison’s with the ILCE Conference each day this week.

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Have You Flipped Yet?

5/16/2014

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Have you tried "flipping" your classroom yet? It is a bit intimidating but once you get the hang of it the results can be amazing. I remember when I was trying to implement constructivist-based teaching strategies in my college classes and asking my mentor, Peter Eppig of Antioch New England University, "How do you get the students to read their homework?" His response helped so much. He said, "What meaningful task do they have to read the homework for?" When I started creating more meaningful classroom tasks for my students they realized they couldn't do them without having read the material, watched the video, or listened to the lecture.

What is Flipped Learning? 
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

That is the idea with the flipped classroom. You don't waste class time with reading, watching videos, listening to lectures. You use class time to manipulate the content, solve a real-world-like problem, produce a product, complete a task. You are in a position to coach and be the "Guide on the side" rather than the "Sage on the stage." 

The Flipped Learning Network, talks about four pillars of the flipped classroom:
1. Flexible Environment - Flexibility in how the learning environment is arranged and flexibility in their expectations of student timelines for learning. 
  • Establish spaces and time frames that permit students to interact and reflect on their learning as needed.
  • Continually observe and monitor students to make adjustments as appropriate.
  • Provide students with different ways to learn content and demonstrate mastery. 
2. Learning Culture - The classroom culture changes from a teacher-centered culture to a student-centered culture. Learners no longer only sit and listen to the teacher lecture but are actively involved in constructing their understanding by using the knowledge they have gained to accomplish a task, create a product, or solve a real-world-like problem. 
  • Give students opportunities to engage in meaningful activities without the teacher being central. 
  • Scaffold these activities and make them accessible to all students through differentiation and feedback. 
3. Intentional Content - Teachers are continually thinking about what strategies they want to use to, not only increase student learning of content, but also to help students develop conceptual understanding, develop process skills, and internal standards of quality. All of this occurs in a developmentally appropriate environment and manner. 
  • Prioritize concepts used in direct instruction for learners to access on their own. 
  • Create and/or curate relevant content for students.
  • Differentiate to make content accessible and relevant to all students. 
4. Professional Educator - The teacher's role is changing from one of disseminator of information to one of observer and diagnostician. Teachers are continually observing students, providing formative feedback, and assessing their work. Educators are reflective in their practice, work collaboratively to improve their instruction, accept constructive criticism, and tolerate or embrace the controlled chaos in their classroom. To the outside observer it may look as if the teacher is taking a less prominent role in the student-centered environment but be certain that teachers remain the essential ingredient much like the conductor of an orchestra or coach of an athletic team.
  • Make yourself available to all students for individual, small group, and class feedback in real time as needed. 
  • Conduct ongoing formative assessments during class time through observation and by recording data to inform future instruction. 
  • Collaborate and reflect with other educators and take responsibility for transforming your practice.

By the Numbers:
  • *In 2012, 48% of teachers flipped at least one lesson, in 2014 it is up to 78%
  • *96% of teachers who have flipped a lesson would recommend that method to others
  • *46% of teachers researched have been teaching for more than 16 years, but are moving towards flipped classrooms
  • *9 out of 10 teachers noticed a positive change in student engagement since flipping their classroom (up 80% from 2012)
  • *71% of teachers indicated that grades of their students have improved since implementing a flipped classroom strategy
  • *Of the teachers who do not flip their classroom lessons, 89% said that they would be interested in learning more about the pedagogy
Contact us if you would like our assistance in transforming your classroom practice.
http://flippedlearning.org/domain/46
http://www.learndash.com/interesting-flipped-classroom-statistics/
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Why Active Learning?

5/12/2014

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According to an article at wired.com, a new study in the Proceedings of the National Academy of Sciences addressed the question, "Would university instruction be more effective if students spent some of their class time on active forms of learning like activities, discussions, or group work, instead of spending all of their class time listening?" by conducting the largest and most comprehensive review of the effect of active learning on STEM (Science, Technology, Engineering and Mathematics) education. Their answer is a resounding yes. According to Scott Freeman, one of the authors of the new study, “The impact of these data should be like the Surgeon General’s report on 'Smoking and Health” in 1964–they should put to rest any debate about whether active learning is more effective than lecturing.”
Definition: Active learning engages students in the process of learning through activities and/or discussion in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and often involves group work.
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Here’s what they found.

1. Students in a traditional lecture course are 1.5 times more likely to fail, compared to students in courses with active learning



2. Students in active learning classes outperform those in traditional lectures on identical exams


The authors point out that, were this a medical study, an effect size this large and statistically significant would warrant stopping the study and administering the treatment to everyone in the study.


Check out the article here: http://www.wired.com/2014/05/empzeal-active-learning/?mbid=social_twitter



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Why We Teach

3/24/2014

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We teach, as one friend put it, to plant seeds. We attempt to fertilize them well with a variety of knowledge, skills, and yes, even values. We sometimes get to watch them sprout a bit but we rarely get to see if they flourish or not. I enjoy nothing more than to hear from former students from my years when I was directing North Country Community College’s Wilderness Recreation Leadership Program which I started in 1979 and directed for sixteen years.  The former students who contact me provide a very consistent message of their experience at NCCC. They tell me that no matter where they work or what their job is, the skills they learned in the Wilderness Recreation Leadership Program apply. They talk about decision making, leadership, and judgment. They have even related stories of, “What would Jack do in this situation?” to help them through a tough experience.

Last week I received a package from a student who attended NCCC in 1981 my second year of teaching full-time. I was still pretty green but I like to think my enthusiasm and ability to be a decent role model made up for any deficiencies in teaching ability. Below are the letter and an edited picture of his gift. I've also edited the letter slightly. This student is not one to seek the limelight so I have left out his name and a few other minor details.

What this student left out of his letter was how young he was when he came to the WRL Program (17), how much potential he demonstrated during his years at NCCC, (lots) and the tough family situation he came from. I had no doubt that this seedling with time would flourish. As I told him upon receipt of this gift, “I will look at it often and think of the sacrifices you and your colleagues have made in defense of our country. Some, like your colleague, have made the ultimate sacrifice. I will also swell a little with pride knowing that perhaps I had a very small part in your success.”

Damn, receiving a letter like this is why we teach.

15 March 2014 

Jack: 

I hope this long-overdue letter finds you, and finds you well. 

I’m afraid I must start this out by offering my apologies for my delay in contacting you. lt's been close to 30 years since we've last spoken, which I sincerely regret. 

As I’m sure you recall, I was one of your students in the Wilderness Recreation Leadership program at North Country from '81-'83, participating in the '81 Summer and '82 Winter Practicums. Even today, terms like "gorp," "bushwack," "food drop” and the infamous "Paul Petzoldt Bum-Out Tent" still bring a quick smile to my face. 

As you may also recall, despite my passion for both learning and for the outdoors, and my good fortune at being both a native “Adirondacker” and having been accepted into your program, after two years, and the exhilarating - and humbling - experiences in both Practicums, I came to the realization that I simply lacked the mental and physical attributes required to become an effective Outdoor Leader. So, I left the program, and following a couple of "wasted" years of chasing my tail while accomplishing absolutely nothing, I decided that it was time to finally address those very same issues, lest they continue to shape my future as they had my past. Enter the United States Marine Corps.

Enlisting in 1986, my intention was to spend only one four-year enlistment learning leadership and discipline, while developing the physical and mental toughness for which the Marine Corps was renowned, all of which would undoubtedly serve me well when I returned to NCCC to complete my journey as an Outdoor Leader. I wanted to learn from the very best our armed forces had to offer, and boy...did I ever learn! Ding-ding...the School of Hard Knocks was now in session. 

The Marine Corps’ Leadership mantra is the foundation of everything we do in the Corps, and also provides us each with our core identity as Marines. It is also the proverbial "deep end of the pool" for guys like me, who were blessed neither with innate leadership qualities or physical attributes prior to our arrival. I cannot even begin to recall how many times I felt completely overmatched and out of my depth, more so than I ever did while in Wilderness Rec. But, I managed to persevere, and it wasn’t long before I realized being a Marine was no longer a stepping stone to bigger and better things. The Corps wasn’t simply what I did...it was who I was. So, four years quickly turned into eight, and so forth and so on, and before I knew it, some 22 years later, I found myself a Master Sergeant standing at my retirement ceremony at the Pentagon in June, 2008. 

In the interim, I had somehow managed to travel a fair portion of the globe at the Corp’s behest, seeing, doing and experiencing more than I had ever could have imagined in the process. I travelled to four distant continents, sailed across the vast expanses of thee oceans, and dipped my hands in the waters of four different seas. I trekked on high ridges and stood atop snowy mountains, though none with the acclaim or majesty of a Mount McKinley! I rappelled down sheer cliffs of unforgiving rock, and humped through deep lush valleys of rivers and streams. I plodded over the sands of massive deserts, and waded through the shoulder height grasses of vast plains. I walked the black volcanic sands of Pacific islands, and slashed my way through the dense canopies of impenetrable tropical rain forests.   And throughout it all, regardless of the mission or circumstances at hand, I always tried to find a moment or two to take in the many wonders of the world around me, a habit which to this day I attribute to your influence. And on more than a few occasions, when finding myself staring out over some jaw-dropping natural wonder, I can actually remember saying to myself..."Now this is something that Jack would appreciate!" 

Over the years, I continued to hone my own skills, based on the tenets of Marine Corps’ Leadership through its many Leadership Traits and Principles. But it certainly didn't take long for me to realize that my first exposure to the very same concepts and principles of leadership did not occur while I was a Marine, but rather years before, during events like the ascent of Algonquin, or the portage near Little Long Pond, or the canoe trip to Fish Creek, or the bushwhack down St. Regis, or any one of a hundred other occasions, through both the words - and more importantly, through the actions and leadership example - of Mr. Jack Drury. 

Thank you, Jack. For going "above and beyond" in caring about who we would someday become...for relating to each of us your passion for nature and the outdoors...for instilling in each of us a sense of responsibility to protect it for future generations...for planting the seeds of leadership in me which would one day be reaped by the Marine Corps...for everything! The enclosed photo was taken at an "undisclosed location". At the time, we were engaged in combat operations. Shortly thereafter, I was awarded the Bronze Star. Although not the original medal, which I later placed in the casket of a good friend and fellow Marine who was killed in action in Afghanistan in 2008, I nonetheless hope you will accept it as a small token of my appreciation. 

Like anyone who was fortunate enough to have been around the Drury clan for even a short time at some point over the years, I was deeply saddened indeed to learn of your son Eli’s passing. Though I have lost my share of Marines over the years, as a father myself, I cannot even begin to imagine the depth of your despair. I remember Eli as a happy a little guy invariably perched on his mother’s hip, making all of us laugh during practicum prep or food drops or get-togethers at your home or whenever he was around. He was like a baby brother to all of us, and I will always keep happy memories of him. My heartfelt condolences remain with you and yours. 

Though I know it is simply impossible to assuage such a deeply felt loss, I hope that you continue to find some small measure of solace in the collective lives and accomplishments of the thousands of other "kids" you have scattered about this great country - and the world - your “extended family" of former students and outdoor "disciples." Regardless of our ages, occupations, or individual endeavors, we all share the common great good fortune of having had your influence and mentorship in shaping our lives. You’ve made a difference in the world, Jack...and I for one am a better man for having known you. Keep leading from the front, and please give my very best wishes to your family. 

Semper Fidelis (Always Faithful), 






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How Do You Teach Process?

1/22/2014

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One of the 21st century skills essential for students to practice and learn is problem solving. We like to give students individual, small-group, and ultimately large-group problems to solve. One of the things students need to practice is group process skills that will work for them. Good process skills don’t guarantee good results but we believe that a high quality process increases the chances of a high quality product. Good process also helps make things go more smoothly, with clearer criteria for quality, more efficient use of resources, and with less conflict.

Early in my staff-development career I was working with a group of teachers in central Maine and I asked them to develop a process for a challenging unknown large-group problem that we were to give them later in the afternoon. They created a deck of “cards” to help them. They used the cards to help address their large-group problem and did an outstanding job. I took their cards and over the years my colleagues and I have tweaked them and created the following activity.

Process Activity
After giving the students a “fun” practice problem to solve as a large group, such as “Warp Speed” or “Tower of Power" and debriefing the result, I tell the students the following, “You will be getting an “academic” large-group problem to solve in the afternoon and there will be a group of people coming in tomorrow at 11:00 AM to hear the results of your “challenge.” I want you to think about the process you used on this practice challenge and what process will help you get the best results in the afternoon challenge. I want you to look at this deck of cards and put them in an order that you think will help you with your task.  Keep in mind that, if you want, you can discard some cards or create new ones. You can think of some cards as “wild” cards that can be used at any time in the process. You have twenty minutes to put them in an order that you think will help you with your challenge.”


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Things We'd Rather Do Than Attend Meetings

5/7/2013

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Many of us hate going to meetings. According to the Communication Bulletin for Managers & Supervisors an organization called the Working Warrior surveyed people asking them what they would rather be doing than attending a meeting. The results include:
  • Mowing the lawn 54%
  • Wash the kitchen floor 41%
  • Go to the dentist 25%
  • Read the phone book 25%

We are proud to say that no one has ever said that about the meetings we have facilitated. Our meetings have clear outcomes and use a variety of activities, tools, and techniques that keep participants engaged and productive.

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If students designed their own school… it would look like this

2/20/2013

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The Washington Post recently published a story about Monument Mountain Regional High School in Massachusetts where some students design their own learning experiences. The student-created model was, "...broken down into four parts: orientation, the sciences, the arts, and the collective endeavor, which all of the students would agree on a serious world issue and work together to find a solution or a piece of a solution." This model is now being used by several schools around the country. It is called The Independent Project. Check out this video.

Good stuff.
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    Jack Drury's Leading E.D.G.E. Blog

    Sharing Observations on Education, Wilderness, and
    New York State's  Adirondack Park

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    Jack with his wife Phyliss and Yellow Lab Cedar on the shore of Lower Saranac Lake.

    About the Author

    This blog was created and is maintained by Jack Drury with contributions from Bruce Bonney. Jack and Bruce have been working together since 1984 providing professional development in four areas:
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Leading E.D.G.E. - Educators Designing Growth Experiences