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 Transforming the Ecosystem of Learning With Leadership Inquiry
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Transforming the Ecosystem of Learning With Leadership Inquiry


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  • When was a time when your learning curve was off the charts? What learning experience consumed you? Your most powerful learning?
  • What were the essential elements of that learning experience (elements without which the experience would not have been as powerful)? What made it so incredible, all consuming, instructive?
  • Commonly cited elements. How many listed the same exact experience as being the one that was so powerful? (probably none) Variability – complex set of experiences, emotions, interests and feedback loops.
  • These transformative learning experiences -- how do we cultivate opportunities for students to experience them as well? What student behavior do we see when they are having transformative learning experiences?
  • This is what everyone’s thinking, right?
  • QED’s TLM – our road map to transformational learning in schools and other learning environments. – a working living document. The white areas represent a break in practice.
  • We see the whole child work as an essential element that effecitively influences a number of the other elements. For example, we will not attain racial and social justice without focusing on the whole child. The justice necessitates that students be healthy, safe, engaged, challenged and supported.
  • Healthy – physically, mentally, emotionally and socially – Relationships, well being, in mind, body, spirtit, and relationships
  • Just, equitable – does everyone have the same, or does everyone have what they need?
  • Intentionally involving in things that are meaningful – to the students and to the mission/goal of the school/learning community. Value.
  • Personalized, keyed into to the individual well being, and communicated through various channels. – Build on their strengths, affinities, and cultivating optimism in the face of adversity.
  • Intellectually, within the context of a safe environment – that goes beyond the silos of traditional subjects.
  • Neurodiversity – where we are, what’s going on all around us – emotion plays a huge role how people are feeling – memory informs perception
  • Transcript

    • 1. Global Education Conference 2012 TICAL Spring 2013 Whole Child Ecosystem: Questions that Innovate @JasonFlom Director of Learning Platforms
    • 2. Your best learning curve ever? Image: ESHRA Hellas
    • 3. Essential building blocks?Elements Image: Sotre NVY
    • 4. Including, but not limited to . . . Engagement Interest Ownership Need Challenge Emotion Meaningful Novelty Vested Confidence Desire PassionShared Commitment Ah-ha moment
    • 5. What does Transformational Learning look like?
    • 6. Image: YoJo
    • 7. (Psst: The ASCD Whole Child Initiative) Healthy – SafeEngaged – Challenged – Supported Image: UCLA Faculty Association
    • 8. Healthy(No need for PE, we’ve got tots!) Image:
    • 9. Safe (or at least contained) Image: David L. Forney
    • 10. Engaged!(If it moves, we test it) Source: WAMU
    • 11. Challenged(Stressed to Success) Image: Wikipedia
    • 12. Supported(Deficit Model: We focus on your problems!) Image: Photobucket
    • 13. “Those numbers just don’t add up.” Image: Bill Watterson
    • 14. physical, mental, emotional,Healthy and social dimensions Source: Healthy Vending Machines
    • 15. sound respectful Safejust equitable Source: Orange County Schools
    • 16. activities, experiences, opportunities, responsibilities,involvement Engaged Source: Cristyli
    • 17. Supported personal individualized development al communicativ e encouraging inclusive Source: Epic Self
    • 18. Challenged comprehensiv e strategic relevant evidence- based with high- expectations
    • 19. Complex System DynamicsVariability  Context  Emotion  Feedback loops Image: Wallpaper5
    • 20. What’s yourdilemma? Image: RespectfullyDisagree
    • 21. Askquestionswe will. Image: Star Wars
    • 22. Whaddaya think?
    • 23. Unions = Good!Unions = Bad! Good people, dichotomized Image: Fanpop
    • 24. “A paradigm shift occurs when a question is askedinside the current paradigm that can only beanswered from outside of it.” Marilee Goldberg Image: Empower Magazine
    • 25. What is the achievement gap? Image: Corbis Images
    • 26. How do we close the achievementgap? Image: Corbis Images
    • 27. Why does the achievement gappersist? Image: Corbis Images
    • 28. What does learning look like when it ismeaningful to students? Image: Corbis Images
    • 29. A powerful question . . . ) • stimulates reflective thinking. • challenges assumptions. • is thought-provoking. • generates energy and a vector to explore. • channels inquiry, promises insight. • is broad and enduring. • touches a deeper meaning. • evokes more questions. Eric Vogt, 1994 Image: IO9
    • 30. More Powerful 1. Architecture Why How What Where Which When Who Closed yes/no questionsLess Powerful Source: Vogt
    • 31. Are you feeling okay?  Where does it hurt? How are you feeling in general? Why do you suppose you aren’t feeling well? Image: New Black Magazine Questions: Vogt, Brown, Isaacs
    • 32. What can we do? Vs.What could we do? Image: New Black Magazine Questions: Vogt, Brown, Isaacs
    • 33. Why is my coat unbuttoned? Vs.Where can we find spiritual peace? Image: New Black Magazine Questions: Vogt, Brown, Isaacs
    • 34. 2. Scope Image: On Leading
    • 35. How can we best help little Johnny? Image: Silvia de Luque
    • 36. How can we best help struggling boys in our school? Image: Silvia de Luque
    • 37. How can we best help students in our district who struggle? Image: Silvia de Luque
    • 38. How can we best help all students who struggle in school? Image: Silvia de Luque
    • 39. 3. Assumptions Image: Ensek
    • 40. How can we increase the number of PD days teachers get? Image: University of Nebraska Lincoln
    • 41. How can we increase the value of the PD teachers receive? Image: University of Nebraska Lincoln
    • 42. What kind of PD empowers theteacher student relationship? Image: University of Nebraska Lincoln
    • 43. How can we get schools and districts to race to the top? Image: University of Nebraska Lincoln
    • 44. Your Question Revised Image: Asia Society
    • 45. The Game Plan Assess Discover Create Evolve Image: Asia Society Content: Vogt, Brown, Isaacs
    • 46. Assess Your Current Situation (Question Gathering) Image: Asia Society Content: Vogt, Brown, Isaacs
    • 47. Discover the“Big Questions” (Pattern Finding) Image: Asia Society Content: Vogt, Brown, Isaacs
    • 48. Create Images of Possibility(What would it look like if our big questions were answered?) Image: Asia Society Content: Vogt, Brown, Isaacs
    • 49. Evolve Workable Strategies(Innovating key initiatives) Image: Asia Society Content: Vogt, Brown, Isaacs
    • 50. Leadership Moves Image: Yoga Belly Studio
    • 51. CollectiveStrategic KnowledgeQuestions Collaboratively Constructing Engaging Strategic Questions Image: Wired Content: Vogt, Brown, Isaacs
    • 52. Facilitative Authentic LeadershipConversations About Learning Convene & Host Learning Conversations Image: Wired Content: Vogt, Brown, Isaacs
    • 53. andConnect Ideas People Include Diverse Perspectives Image: Wired Content: Vogt, Brown, Isaacs
    • 54. What’s wrong?What’s working? Who’s toWhat’s possible? blame? Vs. Support Appreciative Inquiry Image: Wired Content: Vogt, Brown, Isaacs
    • 55. ImagesSystem-wide and Reflection Metaphors Share Insights Fostering Shared Meaning Image: Wired Content: Vogt, Brown, Isaacs
    • 56. On theFostering Front Lines Learning Networks Nurture Communities of Practice Image: Wired Content: Vogt, Brown, Isaacs
    • 57. Powerful Questions + Whole Child Focus + Community Involvement = Old Learning that TransformsParadigm Image: Kootation
    • 58. Thank youContactJason Flom ASCD Whole Child@JasonFlom Art Of Powerful Art & Architecture Powerful Questions Image: career education