- Everyone builds capacity (since I wrote that I thought may be everyone improves would have been better).
- Everyone leads.
- Everyone is in charge.
- You have to know what you do not know.
- Everyone needs to be reflective.
- Feedback is instantaneous.
- Everyone has to manage their connectedness.
So who is the leader around here?Teachers need to lead students, not boss them around. This can only be done if you yourself are moving somewhere and going somewhere. It can only be done if you are exploring, feeling out how what the world is like in the context of your subject. Teachers need to be leaders among their peers. They need to take charge of a grade level or department goal and lead the group in the direction that the school mission statement directs. Teachers also need to build into the others on their teams the capacity to lead where they do not have the right resources to lead. Teacher need to graciously accept that there are times when they need to be led. Who might they be led by? Other teachers. Administrators. School boards and parents. Most importantly they need to build the capacity of leadership into their students by following their students. I hate to say that we need to build leaders, because I have a mushy feeling that there is no such thing as leadership. There is just doing and not doing. That said we need to create people in schools that are doing and keep doing right from the start. Then they will lead, students, teachers, and administrators. One of the best ways a teacher can do this is to follow the lead of a student. Everyone needs to lead, and everyone needs to be open to being led. This is the twenty-first century.
I wanted so to replace the word worship in this quote with imagination. The words are not mine to do that with. And I am sure that Emerson was much more careful in word choice than I am. So here are the questions this quote generated for me.A person will worship something, have no doubt about that. We may think our tribute is paid in secret in the dark recesses of our hearts, but it will out. That which dominates our imaginations and our thoughts will determine our lives, and our character. Therefore, it behooves us to be careful what we worship, for what we are worshipping we are becoming.
- So what do imagination and worship have to do with each other?
- How do they both contribute to the new creation that the future is?
- How might we add worship into the curriculum, because certainly I would like my students to imagine and create a beautiful world.
- Since, as Emerson points out, they will create a new world no matter what how do I get them to use the tools in my class to imagine better, create better and worship better?
- What other actions create the world new?
Do you have any more questions. What new worlds will your students create?
Please read the post linked and think about the data we collect on students.
How can we make grading a more neutral act?
How do we convince others that they do not have the power or should not have the power?
How is the data I collect corrupting me?
How is the data our schools collect corrupting them, and in the process making them less valuable?
How do we be more open that all data collected has it base in subjective humanity?
Do we regularly look over the data we collect and try to find where it is giving us bogus information?
(Via Nat Torkington http://radar.oreilly.com/2012/01/four-short-links-3-january-201-1.html )
This talk from Adam Mosseri about being data informed is great. It is worth the thirty minutes. At 13:00 in he says the line that makes this post's title. He then shows two examples from Facebook where the data sent them in wrong directions. These are my summaries of the reasons:
- Most of your data is generated by your power users, so if you aim for increasing pure engagement you will market to this group only.
- When you optimize for one piece of data you will eventually ignore anything that is not measured by the data.
I think that both of these points contain great truths for teaching.
Bonus quote, "The greatest risk is taking no risk at all." (29:20)
UPDATE: Forgot the link.
- I taught a new mathematical model in a pretty traditional way.
- I gave some simpler example problems.
- When it came time to give a problem that put it all together I had the students video their groups solving the problems.
- I told them I would not help during the videos, I wanted the conversations, no the right answers.
- If you were holding the pen you could not talk.
- I did not watch all the videos. I wandered the room listening to the conversations and noted the moments that highlighted missteps I normally would have warned about in a lecture.
- The next day I showed just a minute from two videos where groups argued and overcame the common misconceptions on the problem.
- I had them use Photo Booth to make the videos. Using the built in Quicktime recorder flips the video so you can read the problems.
- I should have had them write the problem on the board or flip chart paper.
- A couple of the groups did a Camtasia recording of the process and did the problem in Skitch. I liked this, but I wish they had turned on the camera in Camtasia so we could have seen the group too.