Leading from the Edge: The Power of Pull CasettaBrown-Gunn IT 652 – M5A14 Word Count: 1026 Hagel, J., Brown, J.S., Davison, L. (2010). The Power of Pull: How Small Moves, Smartly Made, Can Set Big Things In Motion. New York, NY: Basic Books.
Why should Big KIPPsters care?At the Knowledge Is Power Program, we have a KIPPism that says, “If there is a better solution/way, we find it.” There is a better way to teach our children, and if we aren’t careful to quickly adapt our lessons, methods, and the styles in which we present curriculum; we could hinder the progress of our students. In The Power of Pull: How Small Moves, Smartly Made, Can Set Big Things In Motion, authors Brown, Davison, and Hagelwrite that, “Pull is about expanding our awareness of what is possible and evolving new dispositions, mastering new practices, and taking new actions to realize those possibilities” (5). Frankly, the world is ever changing and the ways that taught and prepared students in the past are no longer working. We have to make a change, and that change needs to be from that of a push mentality to one of pull.
Push vs. Pull: What is the big difference? Push PullDefinition: In The Power of Pull: How Small Moves, SmartlyIn The Power of Pull: How Small Moves, Smartly Made, Can Set Big Things in Motion, pull is defined asMade, Can Set Big Things in Motion, the push an approach that works on three levels that buildapproach is described as, “forecasting needs and then from each other. “At the most basic level, pull is thedesigning the most efficient systems to ensure that ability to attract people and resources when we needthe right people and resources are available at the them. At a second level, pull is the ability to attractright time and the right place using carefully scripted people and resources to you that are relevant andand standardized processes” (Brown, Davison, Hagel, valuable. A third level of pull – the ability to pull from2010, l. 277). within ourselves the insight and performance required to more effectively achieve our potential” Brown, Davison, Hagel, 2010, l. 277).Summary: Summary:Basically, we’re accepting what is being presented to Basically, we take the time develop a Dream Team;us – product, media, educational materials, etc. – people that love what they do and have a commonbecause a group of people that have studied our goal. The product and or resource being offered to fithabits said that we would. We are often “pushed” to a demand was created with a unique individual inaccept the supplies that we need. “We consume mind, not from a factory that made millions of themedia that have been packaged, programmed, and same product to give to many people.pushed to us based on our anticipated needs” (Brown, Reminds me of: a model that was factory built basedet al., l. 277). The power of push takes away our on a customers’ selectionscontrol as if we’re robots and tells us what we shoulddo and why. We have allowed the power of push torun us long enough, it is time to implement the powerof pull.Reminds me of: Standard models assembled on anassembly line – supply & demand
What we can no longer ignore… The world is changing, but are you willing to? Think about it, what worked for our grandparentscould never work for us. Admit it, we don’t shop the way we used to nor do we book flights in the same way that we did twelve years ago. Face it, technology changes our interactions. Why won’t we allow it to change how our students achieve? vs.
The Big IdeaPull = Technology Push = anything that is outdatedTechnology is fun and engaging; it has a way The outdated way to teach: mini-busof meeting the very specific needs of each curriculum that includes many differentconsumer (students). The fact that it can skills without mastery tracking and usingdifferentiate to the many different ways in heavy and outdated books to present factswhich students learn not helps cut planning (which lead to awesome rotetime for teachers, but it provides memorization).enrichment to students that they may not This approach does not allow students tootherwise receive. It offers hands-on co-facilitate their learning or muchcurriculum to students that are more often participation, what it does allow forthan not, off-task. It enhances the learning students to grow more disengaged, dislikeexperiences of the students that finish early school, stunt their creativity, and forand are more advanced. Pull Fun, engaging, teachers to continue resisting change andmobile, popular, capable, engaging our proceed as if the world around them is notstudents’ minds more often than we think digital.
What used to work was push and admittedly it was easy because it was predictable and passive; it didn’t take much thought on our parts. We showed up and did what was told; we behaved in manners that were expected of us. We learned without questioning and without autonomy. Push may seem easier, but don’t we want to think for ourselves?As we plan for next year, please consider moving toward the powerof the pull. Let our students interact with their lesson, let them planit, let them teach it. Allow them to develop a passion for learningand watch how they develop into lifelong learners.
Find your sense of balance within the pull.Embracing the pull doesn’t mean use technology every singleday in every single lesson. It does not mean that students are incontrol of your classroom. What it does mean however, is thatstudents are no longer passive participants in their educationrather passionate learners that are “sweating” daily in yourclass from the curriculum you teach. Do no feel overwhelmedwith the need to change everything your doing. Try out a fewdifferent things, and see what you like. Implement those thingsinto your classroom but do not overload yourself. Do whatworks best for your students.
References Google Images. http:/www.googleimages.com Hagel, J., Brown, J.S., Davison, L. (2010). The Power ofPull: How Small Moves, Smartly Made, Can Set Big Things InMotion. New York, NY: Basic Books. KIPP Houston. http://www.kipphouston.org