https://www.youtube.com/watch?v=uzT06CjqdHk
Leading change (Kotter)
“The simple insight that management is not leadership is better understood today, but not nearly as well as is needed. Management makes a system work. It helps you do what you know how to do. Leadership builds systems or transforms old ones.” (Kotter, 1996)
Education 2025
The Ministry of Education has laid out a vision for New Zealand education in 2025, called Lifelong Learners in a Connected World. Where and how do your students, you as teachers and your schools fit into this vision?
Kotter's 8 step process
Kotter (1996) suggests that there is an 8 step process for leading change.
- Create a sense of urgency
- Build a guiding team
- Develop a vision and strategy
- Communicate the vision
- Enable action by removing barriers
- Celebrate wins
- Sustain change by building on gains
- Embed the change in culture
There is a useful diagram that summarises Kotter's process on the Leading Change course blog
Coherence
Effective leadership, rather than focusing primarily on a specific aspect of change, focuses on creating the conditions in which everyone in the group is able to envision and enact cohesion:
“Coherence consists of the shared depth of understanding about the purpose and nature of the work” (Fullan & Quinn, 2016, p.1).
In challenging situations, people are motivated primarily by intrinsic factors: having a sense of purpose, solving difficult problems, and working with peers on issues that are of critical importance to the group (Fullan & Quinn, 2016, p.4).
Fullan & Quinn identify the elements contained in the diagram below (from Michael Fullen's website) as the ‘right drivers to bring about system change’ - as opposed to the ‘wrong drivers’ (such as rewarding individual teachers, national standards).
Why are these wrong drivers still being implemented? Here are some of their suggestions:
Our wrong driver analysis showed how politicians were making matters worse by imposing solutions that were crude and demotivating for the very people who have to help lead the solution … You might ask why politicians endorse solutions that don’t work. The answer is not complicated: because they can legislate them; because they are in a hurry; because the remedies can be made to appeal superficially to the public; because (and unkindly on our part) some of them really don’t care about the public education system, preferring that education to be taken over by the private sector; and (more kindly) because they do not know what else to do (Fullan & Quinn, 2016, p. 3).
Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six) – this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation – this is the complex part (Fullan & Quinn, 2016, p. 127).
Leaders build coherence when they combine the four components of our Coherence Framework to meet the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux …The main threat to coherence is turnover at the top with new leaders who come in with their own agenda. It is not turnover per se that is the problem, but rather discontinuity of direction (Fullan & Quinn, 2016, p.128).
Change Management Toolkit
This week one of our resources (in the portal) comes from the New Zealand Post Primary Teachers' Association / Te Wehengarua (PPTA). Their Education Change Management Toolkit has been developed to assist schools in implementing effective change for improvement, following identified best practices for educational change.
The toolkit contains general principles for implementing successful education change in schools and a series of questions to answer before, during and after a change is trialled and includes a draft policy which branches can discuss with their boards.
See the following web page for more information and a link to the full document (which is also in this week's media): http://ppta.org.nz/resources/publication-list/2460...
References
Fullan, M. & Miles, M. (1992). Getting reform right: what works and what doesn't. Phi Delta Kappan, 73(10), 745-752.
Fullan, M. & Quinn, J. (2016). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. Thousand Oaks: Corwin.
Kotter, J.P. (1996). Leading Change. Harvard Business Review Press.
Maeroff, G. (1993). Building teams to rebuild schools. Phi Delta Kappan, 74(7), 512-519.
Senge, P. (1990). The fifth discipline: the art and practice of the learning organization. New York: Currency Doubleday.
3D Modelling
In small groups, Choose at least one video from this week’s media, relating to 3D design or 3D printing (e.g. '3D printing a lunar base', '4D printing', 'What If 3D Printing Was 100x Faster?' or '3D printing UAVs').
In your groups, suggest ways in which the widespread use of these technologies in industry might require changes to current educational practice in your own context. Publish your group thoughts to the G+ Community, In Class Tasks, using #3DEducation and your location as hashtags.
3D Thinking and Spatial Intelligence
“Research indicates that strong spatial thinking, a skill necessary for creating three dimensional objects, is directly linked to success in science, technology, engineering and mathematics...spatial thinking can be taught and improved through practice.” (Karon, 2015).
A type of 3D modelling that is like sculpting clay. SculptGL lets you do this in the browser
3D Modelling / Printing
Can it really revolutionise your classroom? Has it already? Consider the ideas in this creative commons infographic from OnlineDegrees.org.
Tinkercad
Tinkercad is a free, easy-to-learn online app anyone can use to create and print 3D models. You need to Sign Up / Sign In. For this we recommend you use a laptop (either your own or one provided by TMLBU).
If you haven't used Tinkercad before, you should find these videos useful for reference:
- Introduction - TinkerCad
- Basic Features - TinkerCad
- Tools and Shortcuts - Tinkercad
- Creating holes - Tinkercad
- Starting Tinkercad
- Tips & Tricks using Tinkercad 1
- Tips & Tricks using Tinkercad 2
- Tinkercad - Using the Hole Tool
Remember to save your 3D model frequently
References
Karon, P. (2015). Teaching 3D Modeling to Children. CG Cookie. Retrieved from https://cgcookie.com/2015/05/29/teaching-3d-modeling-children/
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