What is really needed for success in the world today? I think this might be the million-dollar question. Even though it is difficult, if not impossible, to predict the future, we can examine current trends and societal forces to determine the competencies that learners need to thrive. While some will remain the same, others will evolve or change completely depending on the disruption at the moment. What I think we can all agree on is that in the face of disruptive forces, conditions in classrooms need to empower learners to replace conventional ideas with innovative solutions to authentic problems. This is how I define disruptive thinking. On the front lines of this endeavor are educators tasked with balancing mandated curriculum and testing with the responsibility to prepare students for college and careers. The former can result in perceived roadblocks to accomplishing the latter. Success relies on instructional strategies and pedagogical techniques that both engage and empower students to dive deep into standards and concepts while applying them in meaningful ways. While there is a time and place for content to be disseminated through instruction, the key to accomplishing all that educators are tasked with is how the learning experience develops a student’s ability to think and do in relation to the current and future workforce. In Disruptive Thinking in Our Classrooms, I identified six dimensions of disruptive thinking. Now I didn’t refer to them as these in the book, but the purpose of my blogging is to share my reflections and expand on ideas. Maybe dimensions aren’t the proper term, but to create a culture of disruptive thinking in a classroom or school, learning should result in students developing into: Creative scholars generate and explore ideas and make original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Reflective learners evaluate their strengths and limitations, setting realistic goals with criteria for success. They monitor their performance and progress, inviting feedback from others and making changes to further their learning. Collaborative workers engage confidently with others, adapting to different contexts and taking responsibility for their own role on the team. They listen to and take into account different perspectives. They form collaborative relationships, resolving issues to reach agreed-upon outcomes. Active engagers readily explore issues that affect them and those around them. They actively engage in the life of their school, college, workplace, or wider community by taking responsible action to improve others as well as themselves. Self-directed managers organize themselves, showing personal responsibility, initiative, creativity, and enterprise with a commitment to learning and self-improvement. They actively embrace change, respond positively to new priorities, cope with challenges and look for growth opportunities. Autonomous inquirers process and evaluate information in their investigations, planning what to do and how to go about it. They make informed and well-reasoned decisions while recognizing that others may have different beliefs and attitudes. Preparation just for promotion, graduation, or an exam doesn’t serve the best interests of kids. Each of the dimensions above allows for students to explore the curriculum in relevant and authentic ways while more than adequately preparing them for any standardized test they are forced to take. Each plays a critical component in fostering a disruptive thinking mindset. More importantly, they empower learners to develop essential competencies that will serve them well no matter the chosen path in life. Incorporating these are not as difficult as you think as they naturally result when sound pedagogical strategies are employed, such as cooperative, personalized, problem-based, blended, and project-based learning, just to name a few. Many can also be developed or amplified through extracurricular programs, virtual courses, independent study, and work-study options. Disruptive thinkers are what the world will always need. Let’s make sure they are readily available.
Pediaphobia comes from payia, which means kids, and Phobos, which means aversion or fear.
In this series on systems thinking, I share the key insights and tools needed to develop and advance a systems mindset for dealing with complex problem solving and transitioning to the Circular…
In this series on systems thinking, I share the key insights and tools needed to develop and advance a systems mindset for dealing with complex problem solving and transitioning to the Circular…
In this series on systems thinking, I share the key insights and tools needed to develop and advance a systems mindset for dealing with complex problem solving and transitioning to the Circular…
In this series on systems thinking, I share the key insights and tools needed to develop and advance a systems mindset for dealing with complex problem solving and transitioning to the Circular…
Emerging technologies will transform global businesses in the next 10 years, says a McKinsey report
In the last chapter of this series, The 6 Fundamental Concepts of Systems Thinking, I explored some of the key concepts of systems thinking such as interconnectedness, synthesis, emergence, causality…
Blink and there is a new iPhone on the market. I feel like I just got the 13 model yesterday, but the reality is that I came into possession of it in 2019. Thanks to a very gracious promotion, I recently upgraded to the 14 plus. The improved camera alone makes this new model work the investment. While I am thrilled with the new device, I know full well that the 15 will be out sometime next year and has probably already been developed. Technology companies like Apple live and thrive in a cutting-edge world. They are constantly innovating with a purpose, whether we agree with it or not. Innovative companies don’t dwell on the past. On the contrary, they seem to have one eye on the present and another on the future. They foresee both what the world needs and what consumers want to develop solutions that improve some aspects that both parties hold dear. If companies continued to do what they always did, they would become irrelevant in a rapidly changing world. The status quo is something that isn’t a part of their DNA and for a good reason. Now let’s apply the same concepts of innovation and transformation in response to a disruptive world of education. While no one can deny that some exciting changes have taken place in schools across the globe, the reality is that traditional schooling remains firmly in place. More often than not, you will see kids seated at desks in rows, a great deal of direct instruction, bells to signify transitions, technology being used as a substitute, and everyone doing the same thing at the same time the same way. The question we should all be asking is why traditional schooling is still perpetuated in light of what we experienced and learned during the pandemic. While there is no silver bullet, we can ill afford to sustain systems that prepare learners for a world that no longer exists. I shared the following in Disruptive Thinking: We live in a world dominated by exponential change that has and will continue to fundamentally impact all facets of society. Disruption is no longer a buzzword, but a reality. To best prepare our learners to flourish now and in the future, the key is to help develop them into dis- ruptive thinkers who thrive in a disruptive world. If we are to develop students who think disruptively, we must examine and reflect on our current teaching and learning practices. Below is an attempt to visualize my thoughts. Schooling, in my opinion, is what is done to students. Education, on the other hand, is what they need to thrive in a complex and unpredictable world ripe with opportunity, with the most critical component being personalization. One might think so much more can be included as part of an evolved education. I completely agree. When looking at the components I included, it can be inferred that the tasks promote cognitive flexibility, include the purposeful use of tech, and provide authentic learning experiences (i.e., academy programs, internships, capstone projects). However, when it is all said and done, an evolved education can consist of any elements that future-proof learning for all kids in ways that prepare them for anything. Once these become embedded in school culture and scaled, a new status quo will take hold. In a disruptive world, this is what our students both need and deserve.
We have established the '3 Degrees of Disruption' that helps map and establish how disruptive brands succeed by doing things differently.
UX Strategy lies at the crossroads of UX design and business strategy. It’s a plan-of-action on how to find out if the user experience of a product is aligned with the business objectives (Levy…
The next digital disruption is thought to come from insurtech. And there is a Swiss think tank to support new insurtech startups.
Is there such a thing as a “small” win? I think we can challenge this notion as the overall impact is in the eye of the beholder. Jude King shared the following: Small wins can be as important or even more important than the big ones. And there are two main reasons why. First, without the small wins, the big one likely won’t happen — we give up in disappointment and frustration before we get to the big win. The small wins hold the key to momentum. They infuse us with motivation to keep going. Second, the big magical moments, that we like to savor happens infrequently. Those big, breakthrough moments that completely takes our breathe away…there are only so much of them in one lifetime. That’s partly why we enjoy them so much. But the small wins are more frequent — what they lack in size they make up for in numbers. It is human nature to have a desire to “go big” or make a dramatic change at scale. While we tend to think that this is the ultimate measure of success, the fact of the matter is that these situations are few and far between. The challenge then becomes what happens to motivation daily during any change process. Research has shown that the small wins are just as important, if not more, than the big ones everyone aspires to achieve. Below is a summary by Stephen Meyer of a study by Amabile & Kramer (2011): Over the course of four months, researchers at Harvard conducted a study of over 200 employees at seven different companies. The study required participants to do one simple thing each day – respond to a survey at the end of their workday. The survey asked about the participants’ mood, motivation level and what they did at work that day. The study resulted in over 12,000 survey responses in total, which were then analyzed by the researchers. According to the head researcher, the type of progress that results in high motivation, engagement and positive feelings doesn’t need to be earth shattering. In fact, it often isn’t. “They don’t have to be big breakthroughs or huge successes… small wins can lead people to feel terrific,” she stated. The immense value in small wins resides in the immediate impact they can have on an individual and the collective. They also work to: Increase motivation Improve morale Provide autonomy Leverage available resources Make the most out of time Serve as a catalyst to learn from problems expeditiously Foster collaboration I shared the following in Disruptive Thinking in Our Classrooms: We must not discount even the smallest successes during both good and trying times; doing so is a simple and authentic way to build people up and maintain momentum. Over time these small wins can morph into catalysts for more extensive change efforts. In actuality, small wins can be huge. Never discount their impact as they are crucial in setting the stage for bigger ones in the future. Amabile, T. M., & Kramer, S. J. (2011). The power of small wins. Harvard Business Review, 89(5), 70-80
Agency in the classroom is about giving students more control over their learning through greater autonomy and purpose. It is driven by many factors, one of which is choice. The underlying premise is to move learners from a state of engagement to empowerment so that they exert more ownership over their learning. Consider the following in the context of the professional world of work and employee success. One of the simplest ways of employee empowerment is to give them the choice to approach their work. The underlying idea in this approach is that choice gives employees a sense of personal control, which can enhance their intrinsic motivation towards their work, resulting in higher morale, creativity and innovation, better performance, more significant organizational commitment, and lower turnover (Chua and Iyengar, 2006). It is essential to understand just how critical choice can be when thinking about lesson design and pedagogy. It might be one of the most uncomplicated components to integrate daily, whether you are face-to-face, remote, or hybrid. In Disruptive Thinking in Our Classrooms (chapter 5), I go into detail on strategies such as choice boards, must-do/may-do activities, and playlists while sharing an array of practical examples by grade level. Each provides students with greater control over their learning while also freeing up the teacher for targeted instruction or support. Best of all, there are unlimited possibilities on how to create these activities. Case in point. Recently I received a text message from Nathan Hall, the principal of Corinth Middle School, where I have been coaching for the past two years. He shared with me an image during a walk-through of a choice activity that Betty Graham, one of his 8th-grade teachers, implemented with a great deal of success. I loved the image so much that I asked him to send me some more context. Below is what Betty sent as well as the choice activity that she created. During intercession, some of my students asked if I could bring back the board they could click on as they enjoyed it so much. They said it was easier to follow. So, after spring break, I worked on making a board for my students. They wanted the links so they would not have to click different places. With this board, they know what they have to do daily, weekly, and what to do when they are finished. One thing I do like about the board, I do not hear, "What do I do now?" They are working. Today I asked my first period what they liked about the board, and they said it was easy to follow, plus they love the links. It has been incredible watching Betty, and her colleagues at Corinth Middle School grow over the past couple of years. As I think about what she created, I can't help but reflect on all the many different choice activities I have seen in classrooms or those shared virtually. Below are some tips to consider as you either develop, refine, or provide feedback on your own options. Use pre-made templates Organize tasks into squares or columns Integrate a timer for pacing Pull learners for targeted support Make available through your learning management system (LMS) Build in rigorous and relevant options Monitor regularly to ensure on-task behavior. Integrate technology Use adaptative learning tools for differentiation Create a scaffolded formative assessment Choice is the great differentiator that helps to meet the needs of ALL learners. Don't think that you need to always utilize the strategies discussed in this post. It can be as simple as choosing the right tool for a task, topic to write a research paper about, or how to create a product to demonstrate learning. The key is to always look for opportunities to include choice, as well as voice, during each lesson. Chua, Roy Y.J., and S Iyengar. "Empowerment through Choice? A Critical Analysis of the Effects of Choice in Organizations." Research in Organizational Behavior 27 (2006): 41–79.
While there are many different frameworks to choose from when it comes to the effective integration of technology, SAMR is typically the one that most people and schools leverage. At face value, it is relatively straightforward while conveying how the use of technology can move from enhancement to transformation. The SAMR Model has provided us with a good lens to observe firsthand the need for proper planning prior to investing large amounts of money in technology. This is by no means a perfect framework to guide the effective implementation of technology initiatives, but it does give us a good idea of what should not be taking place. Substitution – tech acts as a direct tool substitute with no functional change Augmentation – tech acts as a direct tool substitute with functional improvement Modification – tech allows for significant task redesign Redefinition – tech allows for the creation of new tasks previously inconceivable While I don’t outright discount the value of SAMR, it does, in my opinion, have a dramatic shortcoming. I shared the following in Uncommon Learning: For many educators, SAMR is the preferred model often associated with technology integration. It’s a catchy model and does have some value, mainly in the form of what we shouldn’t be doing (substitution). Take a close look at the tech-centric language used in each category and ask yourself what does the SAMR model really tell you about the level of student learning? This is why I love the Relevant Thinking Framework as a means to ensure that technology is integrated effectively. It provides a common language, constitutes the lens through which to examine all aspects of a learning culture (curriculum, instruction, assessment), and helps create a culture around a shared vision. The value of SAMR is that it can inform you what NOT to do with technology. However, the rub, though, is that it is a bit vague when it comes to the pedagogical shifts that need to occur to improve student learning. Here is where the Relevant Thinking Framework comes into play, as there is an emphasis on what the learner is doing as opposed to the technology. It is broken down into four (4) quads: Quadrant A (Acquisition) - Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. The teacher does most of the work by instructing. Quadrant B (Application) - Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. Quadrant C (Assimilation) - Students extend and refine their acquired knowledge to automatically and routinely analyze and solve problems as well as create unique solutions. They are doing most of the work. Quadrant D (Adaptation) Students have the competence to think in complex ways and apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. They work and think. While there isn’t a seamless alignment, I have made an attempt to connect them both. (S) Substituted acquisition (A) Teachers use tech to make tasks digital or elicit low-level student responses (A) Applied augmentation (B) Students apply learning in relevant ways (M) Modified assimilation (C) Students demonstrate high levels of thinking through the purposeful use of technology (R) Adapted redefinition (D) – Students work and think to innovatively redefine what is possible The overall goal, both with and without technology, should be to empower students to work and think. Another critical strategy is to focus on the purposeful use of technology when appropriate. Just because it is available doesn’t mean it can or will improve every lesson or project. Thus a focus on pedagogy first, technology second, if appropriate, will help ensure success, something that I emphasize extensively in Disruptive Thinking in Our Classrooms. While SAMR is a solid starting point, it is not the end all or be all. The multi-dimensional aspects of the Relevant Thinking Framework can be used to guide you in developing better questions and tasks as part of good pedagogy. In the end, this will lead to developing critical competencies to thrive in a disruptive world.
In this series on systems thinking, I share the key insights and tools needed to develop and advance a systems mindset for dealing with complex problem solving and transitioning to the Circular…
Some time back, I noticed posters like this in our school hallways. I found out from learning support that they were to help the children learn self-regulation. The posters were based on a con…
If you believe disruption is coming for most companies (it probably is), then change management is absolutely crucial. But most companies are flippin' terrible at it. How can they get better?
It is no secret how we retain information, construct new knowledge, and develop competencies critical for success in the world of work and, more importantly, life. Learning is shaped by specific conditions that are either created or engaged in by chance that allow for authentic application through an immersive experience. If there were a secret sauce, then that is it, but it's not as mysterious as one might think. When it comes to classrooms and schools getting students actively involved, it isn't a gimmick. It is a proven way to improve academic outcomes. As I wrote in a recent post, direct instruction serves a purpose and can be an invaluable strategy to help set the stage for learning. The key is to not only rely on this teaching technique as it mainly focuses on providing information and modeling as opposed to active learning. Research shows how students learn best, and it's not by talking at them for extended periods. Take a look at this synopsis from Peter Reuell: For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produce better educational outcomes at virtually all levels. A Harvard study suggests it may be important to let students know it. The study shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies by scoring higher on tests. There are many ways to make learning stick. Here are things to consider as you develop lessons, activities, and assessments. Cognitive overload inhibits learning. Too much information results in stress that prevents students from assimilating information effectively (Waddington, 1996). Learning requires an emotional journey. Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem-solving. Emotion has a particularly strong influence on attention, significantly modulating the selectivity of attention as well as motivating action and behavior (Tyn et al., 2017). Help learners embrace mistakes. By constructing a psychologically safe environment through reframing metacognitive interpretation of subjective difficulty, children can express their full cognitive potential (Autin & Croizet, 2012). Create opportunities for students to teach each other. When students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach (Fiorella & Mayer, 2013). Find ways to include novelty. Extensive research has shown that you have to navigate through unknown territory when visiting a new place and remember landmarks to find your way back. Quickly learning where to expect danger and where to find rewards is therefore crucial for survival. Several theories have suggested that to promote learning, novelty elicits a learning signal by activating dopamine, making it easier to remember. Focus on active application. As noted at the beginning of this post, research has shown that students learn more when they are actively involved in the process. Promote collaboration and peer interaction. Research in cognitive science has illustrated the efficacy and significance of social learning, leading to improved academic and behavioral outcomes (Li & Jeong, 2020, Wood & O'Malley, 1996). The ideas above set the stage for incorporating a variety of pedagogical techniques such as scaffolded questions, inquiry-based learning, and performance tasks where reflection, movement, and purposeful play can be integrated. In Chapter 4 of Disruptive Thinking in Our Classrooms, I dive into these practical and realistic strategies and many others that can help learn stick for all kids. When it is all said and done, the key takeaway is more significant levels of empowerment and ownership. Learning is and should be treated as a process, not an event. Hence the need for research-based pedagogies that don't prepare kids for something but anything! Autin, F. & Croizet, J. C. (2012). Improving working memory efficiency by reframing metacognitive interpretation of task difficulty. Journal of Experimental Psychology: General, 141(4), 610. Fiorella, L. & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281-288. Li, P. & Jeong, H. (2020). The social brain of language: Grounding second language learning in social interaction. NPJ Science of Learning, 5(1), 1-9. Tyng, C. M., Amin, H. U., Saad, M., & Malik, A. S. (2017). The Influences of Emotion on Learning and Memory. Frontiers in psychology, 8, 1454. https://doi.org/10.3389/fpsyg.2017.01454 Waddington, P. (1996). Dying for information: an investigation of information overload in the UK and world-wide. London: Reuters Business Information. Wood, D. & O'Malley, C. (1996). Collaborative learning between peers: An overview. Educational Psychology in Practice, 11(4), 4-9.
Skills for Success in a Disruptive World of Work https://t.co/0p78rIxxOI #futureofwork #learning cc @hjarche @C4LPT
Learn how Innosight helps companies use the principles of disruptive innovation to create opportunities for growth and identify potential strategic threats.
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In the last chapter of this series, The 6 Fundamental Concepts of Systems Thinking, I explored some of the key concepts of systems thinking such as interconnectedness, synthesis, emergence, causality…
Define disruptive innovation It is a term used when a new technology replaces the current established ones in a disruptive way. Disruptive innovation also occurs when established companies outperf…
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In life, I would wager that the majority of us prefer the path of least resistance. After all, this is human nature. While we avoid challenges for many reasons, our mindset often keeps us from pushing ourselves if we are comfortable where we are at or we see a more straightforward path forward. Through an inherent fear of failure, mental blocks materialize to keep us in a safe place – free from dealing with potential adversity. Now, this isn’t always the case, but we have all been here at some point. The way we think is often the byproduct resulting from years of conditioning, not being pushed, or a lack of good feedback. As you process my thoughts above, think about your experience as a student. Were you consistently empowered to think critically and apply what you had learned in authentic ways to solve real-world problems? For me, it was relatively hit or miss. While I can rely on YouTube now to help me solve problems around the house, I still lack the confidence to tackle more significant issues and often rely on friends and family for help. Now think about the conditions where students today learn and live. The world is becoming increasingly disruptive, making it hard to predict with any sense of accuracy what the future holds. Hence the need to create the conditions in all classrooms to prepare our learners with the competencies required for success in a bold new world. Some people might say this is easier said than done. However, if we take a critical lens to standard practices such as questions, tasks, and assessments, we increase our ability to make some shifts that could have a profound impact. In Disruptive Thinking in Our Classrooms, I included the image below of the learning pit to develop disruptive thinking, which I define as: The ability to replace conventional ideas with innovative solutions to authentic problems. Take a look at the embedded responses that illustrate the journey a learner takes when empowered to think disruptively. If a student can jump over the pit, then we can deduce that there is little challenge and relevant application. What this ultimately equates to are questions, tasks, and assessments that don’t challenge kids to think and apply what they are learning across multiple disciplines or to solve either real-world predictable to unpredictable problems. When all of these elements are part of a lesson or educational experience, the result is the development of cognitive flexibility in students. Life is hard. Living and thriving in a disruptive world can be even more challenging without the ability to think disruptively. There is no better way to teach this life-long lesson than getting kids into the learning pit for productive struggle. Preparing students for this struggle and being explicit about learning expectations in that questions, tasks, and assessments are designed to result in struggle is intentional. Being upfront with kids is vital. Otherwise, they will think the teacher is being hard on them. In the end, it is for their benefit.
In the last chapter of this series, The 6 Fundamental Concepts of Systems Thinking, I explored some of the key concepts of systems thinking such as interconnectedness, synthesis, emergence, causality…
Allah (all glory be to Him) tells us in the Holy Quran about Ramadan that, “(He wants you) to complete the prescribed period (of fasting), and to glorify Him in that He has guided you; and perchance ye shall be grateful.” (Surat Al Baqarah: 2:185).
If you are feeling delirious and cannot figure out what is delirium then this blog is meant for you. Find how to deal with delirium and cope up with it for goodness and safety.
Meet the ADHD experts we have interviewed over the years for our videos, blogs, and books.
When it comes to strategy, the mistake most managers make is thinking they have one when they don't. Joan Magretta, author of the bestselling book Understanding Michael Porter, has teamed up with illustrator Emile Holmewood to capture essential strategy concepts in a short, easy-to-understand, graphic format. Here you'll find the classic Porter frameworks—industry structure and the Five Forces, competitive advantage and the value chain—as well as a set of practical tests to apply in evaluating existing strategies or developing new ones. You'll also learn Porter's thinking about critical issues such as scale, goal setting, sustainability, and disruption. With a relatable cast of characters—a deadlocked team of managers calls in Professor Porter to help them devise a new strategy—this book brings a sense of fun to a serious subject. It will help you quickly grasp the fundamentals of strategy, whether you're a seasoned strategist looking to cut through all the new buzzwords or a new manager about to lead your first strategy meeting. Illustrations, unspecified
We Enable Strategic Outcomes through Leadership, Learning and Change Interventions Get in Touch to Know More Leadership Development Leverage two decades of leadership experience to facilitate strategic leadership workshops and build leaders through customized interventions. Explore Change Consulting & Facilitation Facilitate large scale strategic change programs to clarify and implement goals, focus areas and strategy
For a very long time, we have known that an inequitable environment exists for many learners across the world. It’s no one’s fault per se but a reality, nonetheless. Even with this knowledge in hand, change has been hard to come by. Now many might blame a lack of movement in this area on insufficient resources and differences in income levels of families. While these certainly add to the issue, it is important to focus less and the “yeah buts” that morph into excuses and more on the “what ifs” that represent viable solutions to overcome at least part of the problem. From a school standpoint, the key to equity is the learning experience that is created for students. Within the walls of a classroom, this is the one thing where there is a certain amount of control. It begins by taking a critical lens to instructional design. If all kids are doing the same thing the same way at the same time, that results in an inequitable experience. While it might seem fair and equal if every student is blanketed with the same direct instruction or have access to a device, it should not be assumed that there is an inherent benefit. There is a great deal of research and evidence out there that tells us people learn differently, and eventually, success relies on a vast spectrum of strategies. Think about your own learning and what you need. A move to a more personalized approach can begin to pave the way for a more equitable classroom and school culture. It relies on the premise that all kids get what they need, when and where they need it, in order to develop into competent learners. Now, this is not to say that direct instruction and devices don’t have a place in the process. They most certainly do, but they only represent some of many interconnected components that a teacher uses to create an experience grounded in relevant application, appropriate challenge, purposeful use of technology, and targeted support. In addition to these, the most significant advantage of personalization in terms of equity is addressing individual strengths and needs during the school day. It’s about controlling what can be controlled. There is no one right way to personalize. However, high agency elements such as voice, choice, path, pace, and place can be used to create an equitable learning experience. Don’t overthink things. It could simply consist of concerted efforts to get all students involved during a review of prior learning, checks for understanding, or closure. Another possibility is allowing kids choice when it comes to demonstrating learning or selecting the right tool for completing a task. When looking at larger-scale efforts, virtual courses, academies, and smaller learning communities (SLC’s) can be established that has the potential to incorporate all five high agency elements, Blended learning represents the most appropriate way to ensure equity through personalization. In Chapter 5 of Disruptive Thinking in Our Classrooms, I provide numerous strategies and classroom examples in alignment with the following models: Station rotation: After a short period of direct instruction, the teacher has students move through various activities where they are grouped by data. These stations can consist of targeted instruction, independent work, collaborative tasks, and adaptive learning tools. There is frequent re-grouping based on student progress over the year. Choice boards (and other activities): Following a short mini-lesson, students are given an array of scaffolded options where they select only a certain number to complete. One of the most common options is modeled after Tic-Tac-Toe. While the class works, the teacher pulls students based on data for 1:1 support. Differentiation can occur by making available different versions based on ability, which is derived from data. Playlists – A short period of instruction sets up a variety of tasks that a teacher curates into a playlist. Unlike a choice board, students must complete all of them in the order that they wish. Differentiation can occur by making slight alterations and providing kids the best version aligned with where they are currently. Flipped lessons – With this approach, the teacher provides a short video lesson that addresses the main concepts that are to be learned, which the student completes at his or her pace outside of class. Content, modeling, checks for understanding, practice (guided and independent), and closure are included. During class, the teacher differentiates to meet their respective needs. In each of the above models (except flipped lessons), a timer is displayed for pacing and transitions. Once the activities have been completed a short formative assessment is given, which should consider of at least three scaffolded questions to ensure efficacy. To achieve greater equity, visuals with embedded tasks should be made available in the learning management system (LMS) for access in class or at home. You can only control what happens during the time you have with your students. While this isn’t optimal, it does present an opportunity to level the playing field. The path to equity begins and ends with how time is used in their presence to create an experience that meets both their diverse needs and interests in alignment with either the curriculum or standards that you are accountable for as an educator.
Recently I was working with the leadership team at Moanalua Middle School (MMS) in Hawaii. One of the coaching topics that came up was how to improve the Response to Intervention (RTI) process as a means to support learners. It represents a multi-tiered process to identify the behavior and learning needs of struggling students early on and then provide specific support in the form of interventions. Below is a quick summary of the RTI components: Tier 1 – Teacher provides research-based instruction to the entire class using extensive checks for understanding as a means of formative assessment. This data and that collected through routine benchmarking are utilized to determine what supports are needed in Tier 2. Behavior screenings are implemented as well. Tier 2 – Targeted supports using the data collected from the Tier 1 interventions are used to provide small group instruction that focuses on specific learning and behavioral needs. Tier 3 – At this level, the most at-risk students are provided individualized support, typically in a one-on-one setting. In the past, Chris Weber provided a series of guest posts on the topic that I encourage you to take a look at as each contains a host of ideas and resources. I can’t overstate the wealth of information Chris shared. He is my go-to thought leader on anything related to RTI and emphasizes the need for scaffolding, differentiation, and collaboration throughout the process. As we dove into the different tiers of support at MMS, I quickly made a connection to the essential elements and strategies inherent in personalization. In Disruptive Thinking in Our Classrooms I emphasized that the driving premise of personalized learning is a focus on student needs and interests to develop a greater sense of ownership of learning. Core elements include making instruction, pedagogy, and curriculum personal for students, which aids in alleviating many behavioral issues that arise. The use of data is also prevalent as a means to address individual weaknesses as well as build upon strengths. Successful personalization hinges on the use of high-agency strategies such as voice, choice, path, pace, and place throughout a lesson or unit of study. Below I have taken the traditional RTI pyramid of supports and added how personalized learning strategies could be implemented to ensure better learners are getting what they need. Tier 1 (Large group instruction with voice and choice) While emphasizing the critical elements outlined at the beginning of this post, the teacher makes learning more personal through student voice. Digital tools or individual whiteboards are used so that each child can respond to various checks for understanding, which can also screen students to begin to determine Tier 2 supports. Choice is provided by allowing students different ways to respond to questions to amplify strengths. Benchmark assessments are provided at routine intervals to collect data for further screening. This can be done with or without technology. Tier 2 (Targeted instruction, differentiation, and pacing via station rotation) Data collected during Tier 1 is used to group students accordingly so the teacher can maximize available time to address both learning gaps and behavior issues in a station rotation model. While the tasks in the other rotations can vary, in an RTI model, an adaptive learning tool should be used in one of them to address weaknesses while allowing other students to move ahead at their own pace and path. If there is in-class support, a targeted support rotation could be established to either provide greater assistance or screening. Tier 3 (1:1 intensive support while rest of students work on differentiated choice activities or playlists) The use of choice boards, must-do/may-do activities, and playlists free up valuable time for the teacher to work with individual students. Data collected and the subsequent screening during Tiers 1 and 2 help identify the learners who need the most support. As the teacher works with one student, the rest of the class progresses through activities at their own pace along a path that is aligned to both ability and interests. RTI has long been embraced as a strategy for students who either learn differently or have behavioral challenges that are stymying growth. By taking a more personalized approach, empowerment, and ownership of learning help to alleviate many behavioral issues. Additionally, a more pragmatic approach is taken to collect, analyze, and use data in ways to better screen and establish needed interventions. Consistent check-ins on behavioral patterns and learner progress help to ensure no student falls through the cracks while personalization enhances and amplifies interventions. Hence, RTI and personalized learning are a dynamic duo.
