7. • We devour a book, try to
digest raw facts and attempt to
regurgitate other people's
ideas, even though they might
be half-baked.
• But when talking about
money, we rely on liquid
metaphors. We say we dip into
savings, sponge off friends or
skim funds off the top.
10. “Real School” (Metz 1988)
• “We dispense knowledge.
Bring your own container.”
Deliver a lesson
Give a test
Present a lecture
That kid just doesn‟t get it
But that kid picks it up really quickly
11. This doesn’t look like a
classroom; this looks like
a creative agency on
deadline.
12. Why the “Creative Agency Classroom?”
• As Archetype
– “Creativity” as 21st century skill
– Agency as redefining students as
autonomous, semi-independent “agents”
– Creative agency as source of gainful
employment in 21st century
• As Framework
– Students as Knowledge Workers
– Teachers as Project Managers
– Administrators as Agency Executives
13. Structure of the
Creative Agency Classroom
• Students as Knowledge Workers
– Working individually or in small teams
– Producing some meaningful performance of
understanding for a public audience
– Responsible (having agency) for their learning
and for teaching others
Do versus Get knowledge
14. Structure of the
Creative Agency Classroom
• Teachers as Project Managers
– Creating projects and project structures for student
learning
– Providing an initial overview and just-in-time instruction
– Develop structures so students receive individual/small
group support
– Managing students’ executive function
• Helping students develop short and long term goals and
measure progress
• Identifying distracted students and refocusing them
– Developing effective collaboration/communication skills
16. Structure of
Creative Agency Classroom
• Administrators as Agency Executives
– Evaluating and developing management
talent in the creative agency context
– Providing forums for teachers to share best
practices
– Nurturing a culture supportive of creative
agency teaching with students, parents, and
teachers
– Developing accountability structures for
student and teacher learning
17. Cycle of Experiment and Experience
Experiment
Fear - Growth+
Review
Plan (Experience)
Institutional Capacity+
19. • “It‟s the hardest work I‟ve ever done in my
career. We‟re trying to effect change at
scale, and we have to „play on two playing
fields‟ at once. We‟re still being judged by the
criteria for AYP and state accountability, while
holding ourselves to a much higher standard.
We have to succeed at both. It‟s hard, but it‟s
the right work to be doing.” –Jim Merrill, Virginia Beach
(quoted in Tony Wagner‟s Global Achievement Gap)
20. Join us for 21st Century School
Leadership, Leading Change in Changing Times
July 21-22
edtechteacher.org/workshops.html
21. Getting to the Creative Agency
Classroom
• Why change?
• What does change look like and how do
you get there?
• How do you assess progress towards the
changes you want?
22. Getting to the Creative Agency
Classroom
• Vision: Re-frame archetypes and
metaphors
• Practice: Develop and harness
instructional leadership
– Supporting Skunkworks
– Teacher-to-Teacher PD
• Assessment: Identify goals and assess
progress
23. Re-framing language
• Assessments vs. Performances of
understanding
• What will you do? vs. What will students
do?
• Teacher evaluations vs. Class manager
evaluations
• Class websites vs. Student publishing
24. Assessing Change in Changing
Times
• Wiggins, Schooling by Design
• NEASC, Schoolwide Rubrics
25. Logic Model
Instructional Learning Skill Performance
Learning Goals
Support Activities Benchmarks Assessments
Design
Causality
Editor's Notes
Think Pair Share- Imagine a Classroom Teacher
Story of visiting teachers “Chaos and you won’t see me teach”
Lord of the flies
The power of framing- Metaphors
Archetype
Archtypes of teachers
Framing around Teaching- Metaphors
Distributing Attention StoryFlipping the classroom
