After reading Chapter 4 of OPEN I will share how to go SOFT and activate a Global Learning Commons

This week in my reflection and review of Chapter 4 of the powerful book  OPEN: How we'll work, live and learn in the future by David Price  I will share our progress with going SOFT and how we will create a Global Learning Commons.
How can you embrace SOFT in your workplace?
The acronym SOFT stands for Share,Open,Free,Trust. Price explains that.'life is already becoming harder for any leader who doesn't embrace SOFT'.(Price p 43) 
Last week we went SOFT with our school community and invited them to a Fish & Chip learning evening. We encouraged them to bring their own food to share with their family and bring any devices as well. 

We invited students and parents to share their learning and collaborate openly through interactive activities. We created an informal yet supportive learning environment where the participants were free to explore and experience blended learning. Mutual Trust in being OPEN to promoting student lead learning and honest feedback from all particpants was the key to a highly successful evening. One parent bravely shared her feedback publicly on the school Facebook page:

'Pleased I came last night. It was very informative and encouraged me to stop burying my head in regard to advancing technology. The best part for me was listening to the students. It has prepared me for what's ahead and allowed me time to advance my own learning so I am in a position to help and guide my daughter when the time comes. I look forward to more of these informative evenings. It's nice to be able to be involved.'  St Joseph's school parent

One outcome of our SOFT event is that one teacher is organising student lead workshops for parents.Student tutors with their own techie support students will become activators of learning for willing parent learners.

What does it mean to create a Global Learning Commons?
Price recommends that we create a 'social learning environment.'(page 90) An informal environment where rich learning is 'inclusive and innovative' and 'isn't done to us but by us' and we are learning  'for the of love it'.(page 78,79) It is the technology that makes it global. Price explains that participation, passion and purpose are the key characteristics of the Global Learning Commons.(pages 80-86) I believe that Price' s key Learning Commons' principles (page 87- 89) should be shared with all educators and I will share them with my work colleagues this week.

The 'informal' setting for our Fish and Chip evening where children and friends were free to learn with families was a  Learning Commons in action. Sharing our learning via Facebook and Twitter connected us globally. The ignition of passion through enthusiastic participation with a definite purpose to engage everyone in deep learning were evidence of Learning Common characteristics in action. Numerous requests for similar events, parents wanting to learn from students and students wanting to share their learning mean that we must embrace the values SOFT and in Price's word 'learn how to adapt and adapt how we learn'.(Ch 3 page 75)

We are bravely embracing our learning from OPEN: How we'll work, live and learn in the future by David Price. In my next review, I will explore Chapter 5  'Getting Engaged'. This is a topic that engages me intensely. My recent report on engaging students in deep learning is a hot topic. Since presenting to schools in the South Island, I have been invited to share my learning on engagement to leaders in the North Island and I am busy preparing an engaging 'short,sharp and shiny' overview video to accompany my presentation.

Post presentation reflections, Hattie activators and the power of feedback

After finishing my sabbatical report on engaging learners in deep learning almost two weeks ago, I was encouraged by Mary Wootton to give a presentation to the Southern Regional Learning and Change Network on Thursday.

Mary Wootton  is the Lead Facilitator of Learning and Change Networks across NZ who is an inspiring role model and leader. Mary was one of the educators I chose to send my draft report to and she responded with thirty-four comments ! I reflected on these and along with other valuable feedback from my 'team of experts', I made some minor alterations and included reference to a video from Ings on the Death of the Essay recommended by Dr Brian Annan in my final report.

Mary's constructive feedback and comments enabled me to reflect further and challenged me to learn and grow. All learners need this gentle push. I liken this to Hattie's description of teachers as activators of learning who have an effect size 0.72 compared with 0.19 when teachers are facilitators (remember anything below 0.4 is not worth considering ). Activators are 'deliberate change agents...directors of learning ... learning is intense, buzzing, and risky.' (Hattie 2009 p 24,25)

The presentation was a challenge for me, not because I don't like presenting but because I like to be well prepared. Working full time and being whisked away by my loving husband to Queenstown for my birthday during the long weekend before the presentation left me with very little time. Yet, the valuable opportunity  to share my work was a driver along with Mary herself. In the past, for formal presentations, I have spent several weeks reflecting on key points, creating visuals and practicing. This presentation moved me out of my comfort zone and I just had to go for it!!

I am grateful to my very supportive and willing Whitestone LCN team who bought the sweets & lead the interactive discussion times, shared the videos, gave out the handouts, shared the reflections and their views and urged me on. It was rewarding to receive positive feedback about the presentation but as a learner it's the next steps we need to hear that will drive deeper reflection, learning and change. This open feedback from Mary will drive improvement in any future presentations of my work.

"Personally I thought the use of video today as a taster was a great strategy to use and also scheduling time for the groups to interact and link to their context throughout the presentation.

Well done on mixing up the groups- many have tried across the country and it is VERY difficult for people to leave the comfort of their networks!!

I was alerted to a dilemma today that is worth considering- what do we do as leaders or teachers or facilitators or students- when half the people have read the report, or whatever prior to a session and half haven't. The presenter can't go through the report as half have read it and would be disengaged, however the people who haven't read it prior have no prior knowledge to bring to the setting. 

One solution might  be to  do a "short, sharp and shiny" overview at the start for those who have not read the report. 

Or to be more interactive divide the group in 2 those who have read and those who haven't get them to pair up- and the reader can summarise key findings and the non-reader can listen and question. Then maybe people might then have a better idea about what they might want some more information about- the co-construction at the end." Mary Wootton (5th June 2014)

Those of you who have read the report will know that my next goal is to prepare an engaging video to encapsulate the essence of the report. I aim for this to be the 'short,sharp and shiny' overview that Mary refers to in her feedback. In hindsight, the page in my report about disengagement and my next steps that I shared with my staff when introducing them to the report would have also been a simple yet powerful way to share my learning (click here for this link). I will keep all of this in mind for my next presentation.

In conclusion, the high quality co construction and coordination of the Southern Regional Networking day in Christchurch by Mary, the inspiring presentation from Sheena Campbell and Ollie Baker from Stonefields School and the interaction, enthusiasm and willingness to learn and change from all participants meant that the day was a huge success.

After reading Chapter 3 of Open, we will go SOFT

My weekly reflections and reviews of each chapter of the powerful book  OPEN: How we'll work, live and learn in the future by David Price were recently interrupted by a whirlwind of fast, exciting, learning and change events.
These included the excitement generated by daring to go 'open' with my draft sabbatical report about engagement in deep learning. This spiraled into a presentation to South Island schools last week,a recommendation to publish the report and being invited to write a reflection article for the Aoraki Journal. 
Most importantly, the change that is happening close to my heart, within our own school community in only a few weeks has been described as phenomenal. One of my colleagues who shared her reflections with me for the Aoraki Journal writes:
"When Jenny came back renewed from her sabbatical having become a confident Blogger and Twitter-connector it was as if the flood gates opened.  She explained what she had learnt and we all started to share our online experiences.  More Blogs were created and used and I think it was the first time we ALL really connected with the idea that we really are operating in a world different from the one we learnt about in teacher training or in our own education". (Lorraine Frances-Rees Assistant Principal & co DRS May 2014 for Aoraki Journal)
At the end of my earlier posts on Chapters 1 and 2 of Open, I spoke about radically changing the way we communicate with our community and promoting informal learning for staff and students. We are putting into practice these actions and living them out NOW. We are 'in the change' and the effects are powerful and exciting. Bravely taking the steps to go 'open' publicly and 'adopt radical  transparency strategies' (Price p 54) with our learning has resulted in deep community engagement. This has led to a decision to be bold and hold an unplanned family evening tomorrow night to share and celebrate our learning and change. Students, parents, digital technology and collaboration will drive the event stimulated by a fun, family social time as they connect with a meal of fish and chips.

What does Price mean about going 'SOFT'? How can we go SOFT in our school? The acronym SOFT stands for Share, Open, Free, Trust. Price explains that they follow in this order because 'each set of of values and actions creates the need for the ones that follow.'....'life is already becoming harder for any leader who doesn't embrace SOFT'.(Price p 43)
Sharing leads to collaboration, going open means that 'frenemies' that would normally be rivals are collaborating to support the exchange of 'information,knowledge and skills'. 
(Price p 54) Free access to learning through digital technology to 'user- generated content' where 'people gladly produce this content for free because the creation of it, plus a little audience recognition, is reward in itself '. (Price p 64) Freedom to fail, "If you have a work culture where bringing your mistakes to the table every week is a normal thing to do, it feels less like failing and more like learning".(Alan Noble Google Engineering Director as quoted by Price p 66) 'Freedom to learn where your interests and passions lead you '. (Price p 68) is another interpretation of free that Price recommends needs to be incorporated into our learning environments.(Price p 69)

Last but not least, Price explains that these three values and actions all rely for their impact upon the fourth: Trust. 'Teachers have to trust that their students, given more freedom and more responsibility, will exceed their expectations '. (Price p 69) 'We now have the tools to show what we can do for each other, a spirit previously only seen between neighbors now spans the globe '. (Price p70)

These SOFT values are shaping how we live and work but also need to apply to how we learn. As Price concludes in this chapter,we have to 'embed SOFT values into innovative learning environments and learn to how to adapt and adapt how we learn'.(Price p 75) 

We have begun to go SOFT by sharing and opening our learning beyond our school walls. Through our willingness to learn and work with other local schools as part of our Whitestone Learning and Change Network and then as part of a wider regional network of South Island schools we are breaking down barriers of competition with our 'frenemies'. Instead, our passion and drive for creating the optimal learning conditions for each and every student across our networks means we are freely exchanging our learning and bravely building a sense of community spirit through trust.

In fact, we are starting to bring this chapter of  OPEN: How we'll work, live and learn in the future by David Price to life. After reading Chapter 4 of OPEN we will create a Global Learning Commons. Next week I will share our progress with going SOFT and how we will create a Global Learning Commons.

How do we engage every student in deep learning for success?

I have just returned to school after an inspiring term on leave thanks to the New Zealand Ministry of Education's Primary Principal's Sabbatical study award initiative.One of the requirements for taking this paid leave is to produce a report from your professional learning activity.

Thanks to the valued input from respected colleagues and educators (their feedback below might engage you in wanting to read the report ), I have now completed the report and have been encouraged to share this with a wider audience. The Whitestone Learning and Change Network will support my presentation to other South Island networks at the Regional Networking Day in Christchurch on Thursday 5th June.

You can access a copy of the report by clicking on the title link here  How do we engage every student in deep learning for success? 

My next challenge is to learn to prepare an engaging video version to share with our community and I am open to any ideas or suggestions. Being open to learning laterally and collaboratively, from the 'expertise in the crowd' (Price page 27 Open: How We'll  work, live and learn in the future) is empowering.

Preview of videoscribe video ready to present in Wellington 27th June

How do we engage every student in deep learning for success?

Read feedback about this report from respected educators:

‘I loved reading this report for a number of reasons - the main one being that you represent an important practitioner-voice in articulating what learning and change networks are all about…. Many folk are still waiting to be supported into the future - you're just getting on with it, like many students are - our most important challenge is manufacturing future-focused learning environments for kids that are constrained to just get on with new ways of learning.   You've grasped and articulated in your report ways of addressing that challenge.  Well done Jenny.  I'd also recommend you submit your report in article-style to SET for publication.’

               Dr Brian Annan,

               Director Research and Development, Faculty of Education, The University of Auckland

‘Many thanks for sharing this Jenny. You have produced such a powerful document which has the capacity to change things!  Key strengths for me are the composure and clarity of the writing: succinct and questioning.  I will attempt to pare my writing down similarly in the future....’

                Mark Moorhouse,

Headteacher Matthew Moss High School, Rochdale, United Kingdom

‘Once I started to read this paper I couldn't stop. My coffee went cold! You have done an amazing job of describing deep learning and the infinite, current and future possibilities for all students. Your personal experience provided excellent examples of the points you were making…. The story as it is, is gripping and immediately useful for teachers, students, families and communities. Sounds as if your network has fully embraced the essence of LCN. Please publish this so that it is shared with others. All the best with the next venture.’

              Dr Jean Annan,

              Strategy Development Advisor, Learning and Change Networks, Faculty of Education, University of Auckland

‘Please consider publishing the report as it has the potential to help shape thinking around engagement and the Innovative Learning Environment direction education needs to move.

I would like your permission to send the report to some of my MOE colleagues who are grappling with ‘networking’ and future thinking as I believe it will help shape their thinking on a policy level.’

             Rob Mill 

Lead Regional Development Advisor (Central South and Southern Regions) Learning and Change Networks, Ministry of Education, New Zealand

‘Firstly I have to say I was engaged with your paper right till the end!!!... I have read many sabbatical reports and I was really engaged in this one and the way you are learning and changing in your own practices. Have you thought about presenting this to a wide audience?

                Mary Wootton

                Lead Facilitator, Learning and Change Networks, Auckland, New Zealand

After reading Chapter 2 of OPEN we will be informal....

At the end of my last post I spoke about  promoting informal learning for staff and students after reading Chapter 2 of OPEN: How we'll work, live and learn in the future by David Price

What does informal learning mean?

This is when we learn socially rather than on our own. We choose where and how we learn according to our interests rather than a predetermined curriculum. Meaning is made and shared through experiences and the expertise of the group rather than being reliant on one expert, the teacher. Price shares an excellent table showing formal versus informal learning on p27.

In Chapter 2, we read about the free, online, open learning course that had to introduce peer assessment to cope with the large numbers of students enrolled. Learning for these students in the social space through technology, where they have choice in their learning, is much more engaging and successful for them than in a traditional school setting. p24

Price explains that it's not just the technology but 'it's about behaviour shift as well'. Many e-learning school classrooms have the flash, shiny technology but are still using these with 'traditional face-to-face methods of teaching and learning'. p28
Social learning can't be ignored as the open learning phenomenon sweeps the globe. Price shares an example based on the powerful learning experience of his own son, Jack in 2005. 'From years of face-to-face apprenticeship, to just a few weeks of online study' his young son mastered Tuvan throat singing !! p29

The shift is moving from the way we teach to the best ways to learn - 'the rise of informal learning'. The teacher/student relationship is changing from 'vertically downward (expert to novice) to horizontally networked (participant as expert and learner).'p34 

Price challenges us by asking why the students who are the end-users of formal education should attend school five days a week, using technology that's slower than what they could use at home, when their 'passion outside school is to develop skills, learning alongside people of all ages, effectively organising their own curriculum.' p37

Price then shares examples of 'tacit learning' (learning through osmosis) and the benefits of 'action learning', working with others on problems, acting and then reflecting on those actions. p41

He concludes by stating that we need to create 'the right learning environment, culture and context, which brings people together to learn from each other' p41

How can we apply this in our own setting ?

I believe it needs to start with our staff. We need to create the optimum informal learning conditions for our staff to experience 'tacit' and 'action' learning and allow time to reflect on these actions. 
A focus on 'learning to learn' ourselves through exploring social media and sharing our learning with each other are part of our 'informal' staff sessions this term.
Our ability to let our students and each other see us as learners is key.
We can't understand how to create the optimum learning environment for our students until we are open to experiencing being 21st century learners ourselves.  
After reading Chapter 3 of OPEN we will go SOFT.Next week I will share how we can go SOFT.

After reading Chapter 1 of OPEN I will radically change...

In my last post I spoke about radically changing the way we communicate with our community after reading Chapter 1 of OPEN: How we'll work, live and learn in the future by David Price

In Chapter 1, Price talks about 'the rise of  disruptive, facilitative technologies' in relation to news about social and political movements in 1848 and 2011.

In the mid 19th Century it was the press and newspapers. In 2011 the disruptive technologies were digital with 'social media and citizen journalism at the forefront.'(p10)

Price foresees the job market of the future and talks of 'digital mediation' where human  intermediaries are replaced by 'user-generated, online connections.' eg. TripAdvisor and LinkedIn.(p17) He explains that a not-for-profit company model is emerging through a new 'sharing economy' eg. Airbnb and Streetbank. (p20)

Ultimately 'we have to be open to radical shifts in how we work, live and learn.' (p21) If we are open, 'it accelerates the speed at which we solve intractable problems and we can turn off TVs and enter into community with each other.' (p22)

Last week at school we published our final, full school newsletter. If we want to prepare our students and families more fully for the future, we need to lead the way by sharing our news using 21st Century digital technologies and social media.

This week our News and Learning blog will go live and will be promoted through Facebook and Twitter. We will support our families to transition to this new approach via a one page hard copy flyer. This will be distributed weekly at the same time as our newsletter and will also contain links to learning blogs and sites at school for our students, their families and our community.

After reading Chapter 2 of OPEN I will promote informal learning for staff and students. Learn more in my next blog.

After reading the Introduction of OPEN I will create....

In my last post I spoke about creating a 'learning commons' at school after reading the Introduction to OPEN: How we'll work, live and learn in the future by David Price

What does this mean?
This link shows where the term 'commons' originated :
The village green, or “common,” was traditionally a place to graze livestock, stage a festival, or meet neighbors. This concept of social utility underlies the philosophy of the modern learning commons, which is a flexible environment built to accommodate multiple learning activities.
This link takes it to the next level :
“The Learning Commons liberates the exploration of ideas and concepts; encouraging inquiry, imagination, discovery and creativity through the connection of learners to information, to each other and to communities around the world."

In our St Joseph's 2013 ERO report, the review team recognised our reflective staff culture as a strength
The staff culture is one of cohesion, openness to change and preparedness to trial new ideas

Our 'super' staff are constantly inquiring into their own teaching, exploring how to create the optimal learning conditions for every child to engage in deep learning for success. They ask other staff to observe them teach, they listen to the children and collaborate with parents, they research and they adapt. They have a learning commons mentality. Without this, the most modern of  Modern Learning Environments (MLE) would lack soul. Learn more about MLE's on these excellent sites: Mr Theo's blog and Emma Winder's blog

Our staff are creative and innovative within the refines of our traditional buildings and are actively creating a learning commons by opening up doors between rooms, team teaching, utilising BYOD, removing furniture, sharing learning on sites.Here are 3 of our sites to help put you in the picture:
St Joseph's 21 Century learning including action research and SOLO development Year 8  Year 7

After reading the Introduction of OPEN, I will co-construct a vibrant 'learning commons' for our wonderful staff and give them a 'sabbatical' away from staff meetings. This will free time for our teachers to become even greater designers of learning by 'creating the context and culture for innovation to flourish' (p174 ).

After reading Chapter 1 of OPEN I will radically change the way we communicate with our community. Learn more in my next blog.

Thanks to Mr Theo and Emma Winders for allowing me to link to their blogs. I follow them both on Twitter.