Hisd 29 Jan 10 Part II
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Hisd 29 Jan 10 Part II

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Presentation: Futurizing Your Teaching Practice delivered to Houston Independent School District by University of Houston Futures Program.

Presentation: Futurizing Your Teaching Practice delivered to Houston Independent School District by University of Houston Futures Program.

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  • 4 Eliminates the problem of “not thinking beyond the moment.”
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  • 6 1 Inquiry: any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem 2 Methodology: The way in which information is found or something is done. The methodology includes the methods, procedures, and techniques used to collect and analyze information. 3 Thinking: an internal mental process that uses data or information as input, integrates that information into previous learned material and the results in either knowledge or nothing. It may occur at any moment including while eating, sleeping or working on an unrelated task. Problem solving, planning, information integration, and analysis are four kinds of thinking.
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  • 9 Senge, Peter. 1990. The Fifth Discipline: The Art and Practice of the Learning Organization)
  • 10 EX: Current issues of health care, retirement systems, federal budget, national debt, US dollar’s foreign currency value, economic growth, taxes, environment, educational success, ….
  • 11 Source : Leon, Juan Pablo Alure (2008). Systems Thinking: The Key for the Creation of Truly Desired Futures. International Journal of Reality Therapy , XXVIII (1), 16 . Langheim, Richard and Timothy Lucas (1993). K-12 Systems Thinking Standards. Retrieved on 30 July 2009 from http://clexchange.org/search/cle_docsearch.asp?type=Author&searchstring=Richard%20Langheim .
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  • 15 Deeper/and wider scope of global interdependencies lead to growing complexity of problems & cascading of impacts.
  • 16 Source : Leon, Juan Pablo Alure (2008). Systems Thinking: The Key for the Creation of Truly Desired Futures. International Journal of Reality Therapy , XXVIII (1) , 15-20.
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  • 18 Divergent thinking originator J.P. Guilford, psychologist (Source: http://psychology.jrank.org/pages/190/Divergent-Thinking.html )
  • 19 Divergent thinking originator J.P. Guilford, psychologist (Source: http://psychology.jrank.org/pages/190/Divergent-Thinking.html )
  • 20 Divergent thinking originator J.P. Guilford, psychologist (Source: http://psychology.jrank.org/pages/190/Divergent-Thinking.html )
  • 21 Divergent thinking originator J.P. Guilford, psychologist (Source: http://psychology.jrank.org/pages/190/Divergent-Thinking.html )
  • 22 Convergent v. divergent thinking in K-12 schools http://www.dangerouslyirrelevant.org/2008/01/convergent-v-di.html Not all "single answer" problems are abolished. We still have discrete solutions to calculus problems and engineering methodologies, however, with any problems dealing with PEOPLE, creativity does come to play as well as an understanding of people.”
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  • 24 Iterative method: Sidney Parnes: Creative Problem Solving Model Source: http://members.optusnet.com.au/charles57/Creative/Brain/cps.htm The Osborne-Parnes Creative Problem Solving Process Notes from the CPSI 1998 brochure. OF FF PF IF SF AF Objective Finding: Identify Goal, Wish, Challenge What is the goal, wish, or challenge upon which you want to work? Fact Finding: Gather Data What's the situation or background? What are all the facts, questions, data, feelings that are involved. Problem Finding: Clarify the Problem What is the problem that really needs to be focuses on? What is the concern that really needs to be addressed? Idea Finding: Generate Ideas What are all the possible solutions for how to solve the problem? Solution Finding: Select & Strengthen Solutions How can you strengthen the solution? How can you select the solutions to know which one will work best? Acceptance Finding Plan for Action What are all the action steps that need to take place in order to implement your solution?
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  • 32 Source: Conway, Maree. (2009). Environmental Scanning…what it is and how to do it. http://www.slideshare.net/mkconway/environmental-scanning-what-it-is- and-how-to-do-it
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  • 35 What metaphor might apply?
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  • 38 Source : World Population Graphic http://en.wikipedia.org/wiki/File:World_population_(UN).svg
  • 39 Source: http://www.shapingtomorrow.com/nav-frameset.cfm?hl=http://www.freshplaza.com/news_detail.asp?id=41127
  • 40 Source : www. dni.gov /nic/PDF_ 2025 / 2025 _Global_ Trends _Final_Report.pdf
  • 41 Source: http://www.footprintnetwork.org/en/index.php/GFN/page/world_footprint/
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Hisd 29 Jan 10 Part II Hisd 29 Jan 10 Part II Presentation Transcript

  • Futurizing Your Teaching Practice A Partnership between Houston Independent School District & Texas Association of Gifted & Talented & University of Houston A TAGT 6-hour Update
  • What strategy might best support teachers who introduce futures into the classroom?
    • “ Futurizing” your teaching practice:
    • means to shift the focus of the course into the “future tense.”
    • (Alvin Toffler in Future Shock 1970)
      • Future : a verb tense that expresses actions or states in the future
      • The future tense is used to express wonder or possibility .
    (Glenn, Jerome C. Futurizing Teaching vs Futures Course , 1972.) Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • What strategy might best support teachers who introduce futures into the classroom?
    • “ Futurizing” your teaching practice
      • means tweaking current class assignments to allow a futures-perspective
      • means giving license to your students to wonder “what” could have happened instead [alternative history] “what” might happen if [exploratory imagining] “what” would you like to see happen [anticipatory thinking]
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
    • “ Futurizing” your teaching
      • will help your students develop anticipatory thought and mental preparation for the future.
    • Objective :
    • “ to attempt to get learners to develop a “way of thinking” which will help them look beyond today and anticipate what they may be faced with tomorrow . (Source: Nation’s Schools, March 1972)
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future What strategy might best support teachers who introduce futures into the classroom?
  • Futures Principle #1
    • “ We cannot build a future we cannot imagine.”
    • [Elgin, 1998, 78]
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future Well-rounded method for actively engaging students in the future FUTURES INQUIRY
  • Futures Inquiry
    • a thematic interdisciplinary method for teaching futures principles, techniques and issues
    • focused on studying the dynamics of change and the implications of that change
    • integrating across three streams of higher order thinking skills: Systems Thinking
    • Divergence Thinking
    • Futures Thinking
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future FUTURES INQUIRY Well-rounded method for actively engaging students in the future Futures Thinking Principles/Concepts Systems Thinking Principles/Concepts Divergence Thinking Principles/Concepts 1 3 2
  • 1. Systems Thinking
    • Is a discipline for seeing wholes . It is a framework for seeing interrelationships rather than things, for seeing patterns of change rather than static “snapshots.”
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Systems Thinking
    • “ Thus everything in the universe affects everything else because they are all part of the same unbroken whole.”
    • David Bohm (Wholeness and the Implicate Order, 1980)
    • Imagery of Systems : ecology of life systems, networks
    Systems thinking tends to reside in the natural and physical sciences. Yet it is equally applicable to the context of social sciences and social problems. Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Systems Thinking Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future Question : If A causes B, is it possible that B causes A also? If so, what would that mean? (It’s a “system” relationship not a “cause” relationship.) Neighborhood quality Educational investment Linear thinking is the opposite of systems thinking.
  • Key Principles of Systems Thinking
    •   “ The notion of the world and our universe are made of separate ‘things’ is an illusion and lead to endless confusion.” David Bohm, Quantum Physicist
    •  
    • A. Relationship is key determiner of everything.
    • The component parts of a system are best understood in the context of relationships with each other and with other systems, rather than in isolation.
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    •  
    •  
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Key Principles of Systems Thinking
    • “ When we try to pick out anything by itself, we find it hitched to everything else in the universe .” John Muir, Environmentalist
    •  
    • B. Connection is the fundamental ingredient of all creation.
    • We best understand a system by examining the linkages and interactions between the elements that compose the entirety of the system.
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    •  
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Key Principles of Systems Thinking
    • C. Small changes can have system-wide impacts A seemingly insignificant act in one part of the whole creates nonlocal results that emerge far away.
    • Unseen connections create effects at a distance—in places sometimes quite surprising to us.
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future EXAMPLE : What connection exists between the 1992 US Federal Housing Act & Icelandic economy of 2008?
  • Key Principles of Systems Thinking
    • 1992 US Federal Housing Act mandates HUD to set goals for lower income and underserved housing areas for Fannie Mae and Freddie Mac.
    • ________ ______________ ________
    • In a televised address to the nation, Prime Minister Geir Haarde conceded:
    • “ There is a very real danger, fellow citizens, that the Icelandic economy in the worst case could be sucked into the whirlpool and the result could be national bankruptcy.” (Business Week, 10/8/08)
    Deeper and wider scope of global interdependencies leads to growing complexity of problems & cascading of impacts. Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Habits of Systems Thinkers
    • Seek to understand the whole picture, more than certain scenes.
    • Change point of view / perspective in order to increase understanding.
    • Look for interdependencies .
    • Identify complex causality relationships.
    • Understand and consider the ways in which mental models affect the present and future reality.
    • Bring out the assumptions and subject them to testing.
    • Consider the short and long-term consequences of actions.
    • Find where and when the unintended consequences surface.
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future FUTURES INQUIRY Systems Thinking broadens the scope 1 Futures Inquiry 3 2
  • 2. Divergent Thinking
    • A thought process applied to the open generation of ideas for creative or problem-solving activities
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    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Divergent Thinking
    • Take 1minute & generate TITLES for this great work of art!
    •  
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Key aspects of Divergent Thinking
    • fluency ------- the ability to rapidly produce a large number of ideas or solutions to a problem in a short amount of time flexibility ----- the capacity to consider a variety of approaches to a problem simultaneously originality ---- the tendency to produce ideas different from those of most other people elaboration --- the ability to think through the details of an idea and carry it out
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Divergent Thinking
    • Question:
    • What might some believe is missing from that list?
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Divergent Thinking
    • The role of divergent thinking contrasts with critical & convergent thinking in the creative problem solving process.
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Divergent Thinking
    • Rather than gathering information & converging it on the central problem,
    • we instead branch off populating the divergent space with novel ideas, new perspectives from which to draw.
    • Instead of driving for a single correct answer, we entertain a host of possibilities .
    Populate the divergent space Stimulus/ Trigger Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Divergent Thinking
    • KEY
    • Being open to AMBIGUITY!
    • Checking the desire to CONVERGE too early!
    • Entertaining without BIAS a host of possibilities!
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future The process is like growing a GARDEN. You can’t harvest from more than you planted!
  • Sources of divergent questions for Futurizing your Teaching Practice
        • Descriptions of the source(s) of potential change
        • Causality /relationship of events, issues, …
        • Effects / outcomes from actions, decisions, …
        • Identifying importance of a change(s)
        • Understanding the parts that comprise the whole
        • Types of possible change present
        • Taking stock of knowns and unknowns
        • Classification of changes, implications, …
        • Effect of assumptions about change(s), implications
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
      • Imagine what 2050 might look like.
      • Suppose that robots substituted for teachers in the classroom, …
      • Forecast (rather than predict) what the outcome could be if …..
      • If..., then what?
      • How might your world be different if your mother did not marry your father?
      • Can you create an imagine of your perfect world?
      • What are some possible consequences of …
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future Triggers for Futurizing your Teaching Practice
  • Divergent Thinking
    • EXAMPLE:
    • Suppose a Hawaiian divorce court in 1964 had awarded custody of Barak Obama to his Kenyan father, how might the world be different today?
    • Better yet, imagine how your grandchildren’s world of 2025 might be difference as a result of the Obama’s presidency.
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Divergence Thinking populates the thought space Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future FUTURES INQUIRY Systems Thinking broadens the scope 1 Futures Inquiry 3 2
  • 3. Futures Thinking
    • An informed reflective process for systematically and productively considering the range of possible futures in the next ten, twenty or more years in any domain of life.
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • The Futures: Expected-Alternative-Preferred
  • Steps of Engagement
    • 1. Begin with the End in Mind.
    • 2. Assemble information to identify the extended present / expected future.
    • 3. Engage in creative imagining using futures techniques & tools to construct alternative futures .
    • 4. Create visions to mobilize efforts and align action to a preferable future .
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Begin with the End in Mind
    • We study the future to facilitate the emergence of the BEST possible tomorrow for ourselves individually, for our communities collectively, and for unborn future generations proactively.
    •  
    •   If you don't make a conscious effort to visualize who you are and what you want in life,
    • then you empower other people and circumstances to shape you and your life by default.
    •  
  • Developing the Assignment Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future An important objective of the assignment (question or area of interest) should be illuminating the implications of change . The reference period of the assignment (+10, +15, …, +50 years forward) should be inclusive of the decision-making time frame . Gather information about indicators of change from the global environment across disciplines and sources.
  • Information about Change - DEGEST Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future D emography covers specific population groups, gender, age, ethnicity, family composition, & public health issues. E conomics includes production, consumption, exchange, finance, business, work and careers, and management. G overnment includes collective decision-making, world affairs, politics, laws, and public policy. E nvironment includes nature, resources, ecosystems, species, habitats and waste. S ociety covers language, beliefs, ethics, lifestyles, values, religion, leisure, culture, and education. T echnology includes manipulation of the physical world, materials, machinery, innovations, scientific discoveries, and their impact. S T E E P
    • Projected World Population Growth
    Example: Social- Cultural Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future ?
    • Israel: First humans, now trees will text you
    Example: Technology Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future ? A new device under development in Israel would take some of hassle out of determining if fruit trees or grape vines are getting enough water. The monitor, tapped into a stem, would measure the plant’s electric conductivity, a parameter of water stress. If the stress gets to be too much, the device can send a text message or e-mail to the farmer. And if the plant continues to bake in the sun without water, the device can also turn on the water itself.
  • Example: Economics Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future India, China, Russia to lead the world as US power to fade by 2025 If current trends persist, by 2025 China will have the world’s second largest economy and will be a leading military power .  It also could be the largest importer of natural resources and the biggest polluter .  ?
  • Example: Environment Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future ? The number of WORLDS needed to meet resource demands.
  • Examples: Geo-Politics Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future Wars of Scarcity : More than 1 billion people HUNGRY worldwide: FAO 10/14/09 In 2008, 1.4 billion people lived in "closed basins"--regions where existing WATER cannot meet the agricultural, municipal, and environmental needs for all. This number is expected to grow to 1.8 billion by 2025 . Today, experts consider 21 countries, with a combined population of about 600 million, to be either cropland or freshwater scarce .  Owing to continuing population growth, 36 countries, with about 1.4 billion people, are projected to fall into this category by 2025 .   ?
  • Applying Futures Tools Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future Timelines : visual representations connecting past to present to future facilitates logical conjecture on what might happen moving forward in time Futures Wheel : an opportunity to stretch implications from 1 st order into 2 nd and 3 rd Incasting : an opportunity to use “kernels” for story building about the future (scenarios)
  • Attributes of Futures Thinking
    • Multi-disciplinary and Global perspective
    • Long-range: ten years to a thousand years forward
    • Complexity & Ambiguity translate into opportunity & potentiality
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • Divergence Thinking populates the thought space Futures Thinking extends the time horizon Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future FUTURES INQUIRY Systems Thinking broadens the scope 1 Futures Inquiry 3 2
  • Futures Inquiry
    • a thematic interdisciplinary method for teaching futures principles, techniques and issues
    • focused on studying the dynamics of change and the implications of that change
    • integrating across three streams of higher order thinking skills: Systems Thinking
    • Divergence Thinking
    • Futures Thinking
    Change ↔ Future ↔ Change ↔ Future ↔ Change ↔ Future
  • a thought du jour “ We are made wise not by the recollection of the past but by the responsibility for the future. ” George Bernard Shaw Questions? Comments? Concerns?
  • Houston Independent School District & Texas Association of Gifted & Talented & University of Houston