“Outside the square”

“Horizon is the closest I have come to not just seeing outside the square, but being there.” @DartaHovey, via Twitter 6/617.

For the past 18 months I’ve been working with a team of Learning Leaders from Catholic College Wodonga (@CCWodonga) in NE Victoria, Australia, trying to solve a problem. We’re not sure, but we think we have a potential solution.

Our problem was – what is stopping students in our school from really engaging and wanting to do their best? Are we giving every student the opportunity to pursue their passions and areas of interest – in an authentic way, not just a tokenistic nod? Where do we hear our student voice?

Our solution – Horizon.Screen Shot 2017-05-15 at 1.06.54 pmHorizon is an independent (but collaborative) program that we have begun this semester for 13 students across Years 8-11.

Students effectively have a blank timetable that they fill with the following three elements:

 

  1. A weekly challenge – where they set a question that they want to answer (about anything!) on Monday and present their findings on Friday.
  2. An ongoing project – an area of interest that the students pursue in a sustained and developed manner over the course of the semester.
  3. A collaborative project – connected to Catholic Social Teaching Principles and located in the local area for the common good.

In addition, the students can also choose to continue attending some of their classes, or apply to attend classes that pique their interest (a Year 8 student may apply to attend a Year 11 Physics class, for instance).

Also, Tuesday and Thursday are non-compulsory school days. We know that learning doesn’t simply happen at school between the hours of 9am and 3pm, so, if the students’ weekly challenge or ongoing project requires (or would benefit from being somewhere other than school) a visit to a worksite, a chat with an expert, a day in a library/museum, or a day at an airport, then Tuesday and Thursday can be used for these experiences.

Application Process

Students were presented with the program outline in year level groups. A parent information night was held prior to applications opening in order to get their support and clarify any questions they had (it was fundamentally important that they were onside!)

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Students then applied in any way they felt best able (written, video, interview, presentation) to answer these questions:

  • Explain your experience of school so far …
  • Why do you want to be a part of the program?
  • What do you think it will look like for you?
  • What are your areas of interest / what are you passionate about?
  • What makes a good team?
  • What motivates you? What do you put effort into?
  • Why would the program be beneficial to you?
  • Provide the name of two referees who can talk about you as a learner.

40 applied. We shortlisted. 21 were interviewed by the Principal and another leadership team member. 14 were offered a place. 13 accepted. From Years 8, 9, 10 and 11.

We’re 7 weeks into the program and we have identified strengths and gaps. I’ll be blogging over the coming weeks about some of the challenges we’ve faced and how we’re going about tweaking the program. I’ll also share more details about what our students are up to, how we’re monitoring their learning, the literature that supported our program, the role of the teachers and how it’s working logistically.

We’d love to hear from people who have tried similar programs or who want more information.

Cheers

Shaun (@shaunmason79)

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The challenge of working in a “good” school.

Lots of schools are looking to improve and challenging themselves to innovate. But what drives innovation more than a need to improve, some sort of imperative or potential crisis that needs to be averted – think Templestowe College in Melbourne (see Principal Peter Hutton’s TedX Talk).

But what if your school isn’t in crisis? What if your results are consistently strong and in fact on the improve? What if different data suggests students and staff are genuinely happy? It’d be easy to rest on your laurels, but of course we don’t want to do this. We see things that we would like to develop and improve. Yet, where schools in crisis have an imperative to change/innovate, “good schools” face another hurdle – the difficulty of convincing staff, students and parents that the improvements are necessary and worth the effort. Legislated changes (i.e new curriculums or system level edicts) provide an opportunity, but they rarely engage staff enthusiastically to radically overhaul how they operate. It requires something else.

We’ve been thinking about a formal independent learning program during the past twelve months. We’re pretty excited. But, excitement will only get you so far, and in a school that’s performing well, this excitement can be quickly replaced with the “that’s unnecessary” retort, or the “yes, but…” brick wall.

Last week I led a group of staff and students through a process to help us explore what this program might look like in our context. Having student involvement was pivotal as this is all about the students. Our day began with us asking one question – Why do this? We started with our gut instinct…”not extending our top achievers enough”, “losing kids in the middle years”, “not engaging our learners” etc. But, we moved very quickly to the available evidence. Where do we see these concerns playing out in our school data and what are our students saying?  When we started looking, it was there, we found it: The Why. It didn’t take much, but without it we had nothing.

So many new programs and proposals are presented to school leaders that are designed to do a range of things; engage students, solve their literacy woes or increase their Year 12 results. The pitch often starts at the WHAT, HOW, WHERE and WHEN we could implement these programs and more often than not the WHY is conspicuously overlooked.

My Principal reminds us over and over again to ask this question of why because without it nothing else makes sense, and because with it, we can justify our decisions and actions.

In a school that is travelling well, the answer to the question ‘Why’? provides the impetus for improvement and a force for development.

Shaun Mason, 2016.

The Innovator’s Mindset – A Review

Innovation is a word we hear a lot at the moment; it’s bandied around education circles, in the business world and throughout government at all levels.Cover-in-3D

In his recent book, The Innovator’s Mindset – Empower Learning, Unleash Talent and Lead a Culture of Creativity, George Couros argues that innovation is not something that requires wholesale, transformational change, but is a mindset that creates something new and better, either from invention (totally new) or iteration (changing something that already exists). A handy definition for those left confused by the word.

In a clear, accessible text, Couros outlines his definition of innovation, suggests where we might see it in our schools, how educational leaders can develop places where it thrives and offers ideas of where to head next. At the conclusion of each chapter he provides discussion questions and extensive reference lists that help to make this text a useful inclusion on the agenda as a developmental item for any leadership team.

The Innovator’s Mindset is certainly not a panacea for poor student performance, but a challenging read that encourages leaders within schools to look into the mirror at our actions and sometimes, inaction. He challenges us to consider the implementation of new strategies and warns that if we aren’t intentional, we may promote confusion and burnout, instead of inspiring innovation and deep learning. Instead he argues that we need to change our mindset that every new idea, even good ideas, must be immediately implemented. Let’s focus on what we want learners to know and do and select and master resources to create learning experiences aligned with that vision that has been co-created with the community.

Building on the work of a number of educational theorists and commentators, Couros’ work seems to extend that of Carole Dweck, by suggesting the innovator’s mindset is a further iteration of the growth mindset. This book won’t tell you how to implement change, but it will provide you with some ideas of how to generate a mindset in order to innovate, create relationships that empower staff to set sail on a new course and will challenge you to question dominant beliefs.

What struck me most about this text was Couros’ voice. He is an avid user of Twitter (@gcouros), he blogs and he is still involved in education at every level in Canada. There is an authenticity about the examples he uses and the pace at which this book moves. It won’t take long to read, but the results could be long-lasting.