The document discusses creating shared understandings to empower learning and transform leadership. It provides examples of integrating new technologies, flipped classrooms, whole brain processing models, consistency in learning practices, and collaboration. The key ideas are developing future-focused education through co-creation, congruence between beliefs and practices, and challenging assumptions to improve student outcomes.

2. Shared Understandings to
Create the Future
Growing shared understandings, language and expectations
Dr Cheryl Doig
Integrating new technologies to empower learning and transform leadership

3. THE URGENT IMPERATIVE…
Christmas…

4. Welcome to High School….2011
• 2 periods of health over the last 4 days = 5 pages of
written RULES copied from an overhead projector.
• The learning intention is “become familiar with health
class routines.”
• Success Criteria – “completed all overheads” – thereafter
follows the 5 pages with headlines such as:
Not prepared – “copy out the lack of
Be prepared equipment essay in your own from
Get ready fast from the window in C4 and hand to
Be quiet your teacher at the end of the next
Behave lunchtime. NO equipment will be
loaned to students.”
http://blog.core-ed.org/derek/2011/02/professional-standards.html

5. David Rock – Iceberg Model
Observable
RESULTS The Outcomes
BEHAVIOURS Our Habits
EMOTIONS What we feel
Invisible
THINKING What we think

6. The flipped classroom:
reversed instruction
If kids can get the lectures, can get the content
delivery and skill modeling as well (or often
better) by computer lecture than in person, why
do we have use precious class-time for this
purpose? Why do we, in the status quo,
replicate in person in our classrooms what is
easily available elsewhere, the content delivery/
skill modeling, and then have kids apply their
learning to difficult problems at home, without
us there to help?

7. Liu Bolin- The Invisible Man

8. Focus
• Co-creation
• Congruence
• Consistency
• Collaboration
• Challenge

9. Co-creation
“Doing the thinking for other people is
not just a waste of our own energy; it
also gets in the way of other people
working out the right answers." Rock:9

10. Conversation
An exchange of ideas between two or more people
Conscious use of language and clarity of purpose through…
Social
Discussion Dialogue
tab le
• Reach a conclusion U n predic • Exploratory
• Kill choice • Suspend
• Debate assumptions
• Logically explore • Mutual questioning
Consensus • Growing of insights
and new ideas
Advocating Listening Inquiring
Decision Task AND relationship
Understanding
www.thinkbeyond.co.nz © 2011

11. Herrmann’s Whole Brain Processing Model…
What is the big
Where does this
picture of this
idea come from?
change?
How will my team
How will I organise
feel about all this?
resources &
planning?
Co-creation

13. Shaking Up Christchurch Education
• Learner focused
• Future focused
• System coherent
• Sustainable
To be a teacher you need to be a prophet – we are
preparing children for a world that does not exist yet.
– Peter Senge ACEL Conference, Adelaide 2011

14. Learning Practices
Congruency Wheel
School-wide Programmes
Governance and policy
Core value
or belief
Congruence

15. Involved in setting
evaluation criteria Why is this
Now what?
Congruency Wheel important?
Student
Knowledge Council
cafes
Congruence
NZC Learner
Voice
School Policy Class wiki
on Learning
Termly feedback survey
What does not Are you sure it is
align with this? really happening?

16. Consistency

17. Articulating the Vision
• Where are we
going?
• Why are we going
there?
• Who is going with
us?
• How are we going
Consistency
to get there?
Susan Scott’s Stump Speech

18. Consistency

19. Differentiated learning
Students will… Teachers will… The differentiated
learning space will
have…
Have personalised Report to, celebrate & Habits of mind
learning goals, learning share with students, displayed & used.
pathways, learning parents & the wider Rubrics displayed &
preferences school community the understood by
acknowledged and indiv students learning students.
student can articulate progress on the 3 parts
these of the school’s learning
model
Be in groups with Provide flexible Celebrate through
different learning grouping based on the inquiry presentations,
intentions & success current focus &/or LI / learning conferences,
Consistency
critieria based on SC emails home and or a
evidence of next steps quick chat to parents
and students as the
opportunity arises
Adapted from Cashmere Primary School, Christchurch, NZ

20. Consistency

21. “You cannot learn anything if you
have not made any mistakes.”

23. Collaboration
http://answergarden.ch/view/17791

24. he future learning walk process

25. CHAOS
Death of the organisation
DISAGREEMENT Dialogue and discussion
Breaking with the past THE EDGE OF
CHAOS
Avoidance
Adaptive leadership Disintegration
Certainty on how to
achieve the outcomes THE CHALLENGE
No shared vision on what
outcomes are important- ZONE
Persuade/influence/
negotiate/coalitions
Co-creation of the future
Challenge
AGREEMENT
STATUS QUO Complexity and diversity
Shared vision
Group think Moving towards a
We’re doing well future state but no pre- Self-organising systems
Nothing needs to change determined plan to get
Operationalised processes there
Technical/rational
CERTAINTY UNCERTAINTY

26. What is the difference between talking to
Challenge
each other and sharing practice, and
participating in a learning conversation?
From Louise Stoll

27. Challenge

28. Challenge

29. Here’s What! So What? Now What?
Learning to What did you What actions
Observe Data make of the might you take
– what did you data? this year to
see, not infer? What were the develop this?
What evidence patterns? How could you
was collected? Meanings? extend it?
What Connections to What would it
surprises? other learning? take for you to
What was Inferences? do more of
unexpected? this?
Reflections?
Dig deep into Possibilities to
What do you
Challenge
the data. extend &
make of this?
This is what challenge….
happened…

30. Your turn
What is a good
question you
could ask
students to see
whether they are
engaged in their
learning?
Challenge
http://todaysmeet.com/doig11

32. Powerful
Questions
CHALLENGES
AHEAD
What kind of
NO DETOUR
school would
teenagers fight
to get in to not
fight to stay
out?
The Studio School

33. It’s not just shared understandings about anything…
Liu Bolin- The Invisible Man

34. Next steps
What is one powerful
difference you have made
in developing shared
understandings that
improve future focused
student learning?
What is the evidence?
What would it take for you
to do more of this?

35. What are you waiting for?

36. References
• https://www.facebook.com/
parentsopposedtopointlesshomework?
sk=wall
• http://answergarden.ch/view/17791 on
students
• www.thinkbeyond.co.nz
• c.doig@thinkbeyond.co.nz