Creating Learning Communitees by Ron Miller
http://www.creatinglearningcommunities.org/
CCL-LLCs@onelist.com
life-long learning centers (CCL-LLCs)
self-organizing without leadership, without planning, without design and without being noticed
from birth the role they will play in society
Moving from Schools to Learning Communities
NOT like traditional school model - hierarchy, self-interest, authoritarianism, patriarchy, competition, materialism, and survival of the fittest
Gaian social paradigm - everything is connected to everything else
moving from industrialist model (Horace Mann, the leading promoter of state school systems in the 1830s - training a then agrarian and self-reliant population to accept the terms and conditions of work that factory owners offered ) into an uncharted post-industrial or post-modern future
Schools = social discipline to enable industrialist to harness young workers to demands of a competitive system of production. Industrialism became an increasingly powerful force in American culture after the Civil War, and its emphasis on expert management was deliberately applied to schooling by policymakers who sought "social efficiency."
The One Best System - David Tyack -
"obedience to bureaucratic norms" was essential to industrial development and social progress so use schools to subordinate society;
personal differences of style, desire, and aspiration are squelched
"to train young people to fulfill their roles in a vast, impersonal social machine, but in traditional (that is, pre-mechanized) cultures, young people were welcomed into the adult culture through apprenticeship and deeply meaningful rites of passage. Modern education equips individuals to compete for success in a system that only cares about their skills and credentials, while traditional cultures inducted (or shall we say conducted) young people into a social fabric where they had an identity that gave their lives meaning. "
Friday, March 10, 2006
Sunday, January 15, 2006
Comparison of Good & Bad Teaching Experiences
Best teaching experience -
I've had so many, but I'll just choose one. I worked at St. Andrew’s Priory where I taught SS and English to 6th graders. I started off the year with giving them roles, rules and procedures. But I gave them some “fire” about their leadership within the school. Students loves doing projects and presented with such knowledge on the subject. They encouraged each other and resolved their own conflicts. I had the freedom build my own curriculum and model best practices to other teachers. I create innovative tools to help other students and teachers; curriculum maps, student portfolios, project based examples, class council strategies and procedures...
My worst teaching experience ever!
KCS where I had 7th grade students. I hated it there because I was unsupported by the principal, by her chosen few teachers, and by one particular parent who had a political agenda. Since the principal was planning a retirement soon, there were a few of her teachers who would spill anything you said to them in confidence. One teacher used me to get “Asst. Principal” title because she "found" me to replace a teacher who quit after a month of school. One parent and family was mentally abusive. Mom invited me to their home and uncomfortably “coddled” me; then days later verbal attacked me in front of my principal; and the principal said nothing during the incident. I found out by an email the parent was using me to expose the school, and used the verbal attack to gain a PTA position that same day. One student I had was physically abusive to two other students. When I reported his behavior to the principal, I was chastised for having no classroom management. Mind you, she never visited my classroom! The reality was there were no consequences for suspendable behaviors because it had previously been handled "under the carpet". Eventually, I had to call the police, although was written up by the principal for calling them. Later that year, two students were so traumatized, they tried to commit suicide. These are just a few examples of the autrocities at this school. It was a spiritually and emotionally draining year. Needless to say, I left at the end of the year.
I've had so many, but I'll just choose one. I worked at St. Andrew’s Priory where I taught SS and English to 6th graders. I started off the year with giving them roles, rules and procedures. But I gave them some “fire” about their leadership within the school. Students loves doing projects and presented with such knowledge on the subject. They encouraged each other and resolved their own conflicts. I had the freedom build my own curriculum and model best practices to other teachers. I create innovative tools to help other students and teachers; curriculum maps, student portfolios, project based examples, class council strategies and procedures...
My worst teaching experience ever!
KCS where I had 7th grade students. I hated it there because I was unsupported by the principal, by her chosen few teachers, and by one particular parent who had a political agenda. Since the principal was planning a retirement soon, there were a few of her teachers who would spill anything you said to them in confidence. One teacher used me to get “Asst. Principal” title because she "found" me to replace a teacher who quit after a month of school. One parent and family was mentally abusive. Mom invited me to their home and uncomfortably “coddled” me; then days later verbal attacked me in front of my principal; and the principal said nothing during the incident. I found out by an email the parent was using me to expose the school, and used the verbal attack to gain a PTA position that same day. One student I had was physically abusive to two other students. When I reported his behavior to the principal, I was chastised for having no classroom management. Mind you, she never visited my classroom! The reality was there were no consequences for suspendable behaviors because it had previously been handled "under the carpet". Eventually, I had to call the police, although was written up by the principal for calling them. Later that year, two students were so traumatized, they tried to commit suicide. These are just a few examples of the autrocities at this school. It was a spiritually and emotionally draining year. Needless to say, I left at the end of the year.
Book Review-The Courage to Teach – Carrie, Mike, Monica
Although teachers choose their profession because they are passionate about students and teaching, many lose heart, and thus have little to give to our students. Palmer explains this phenomenon guides teachers to reconnect teachers with that passion and become present in the classroom, connecting with students and learning. Some suggestions include using a subject-centered approach and building learning communities among stakeholders.
Book Review-Race, Class, and Power in School Restructuring: Rashawn, Cara, Frank
Can teacher collaboration and development improve African American students? Not really, without addressing the political aspect. Restructuring involves, untracking courses, professional communities must be created. 5 elements of professional practice that deprivatized practice, collaboration, reflective dialogue. Shared values: what does community care about? But what if teachers value the traditional society? Is the focus for kids to learn or to control them? Teacher collaboration-buzz words. But that’s only teachers meeting. Truly it means everyone having a voice, otherwise, change won’t take place. Desegragation was only focused on race and color, but not looking in the curriculum ie Gates program, tracked courses, etc.
Culturally responsive teaching-5 elements, devel cultural diversity knowledge base, learning community, cross-cultural communications, cultural diverse curriculum.
Culturally responsive teaching-5 elements, devel cultural diversity knowledge base, learning community, cross-cultural communications, cultural diverse curriculum.
Thursday, January 12, 2006
Schools that Learn - School Vision Ch 9
School Vision: p289-324 3 purposes: address pent-up tensions over current problems and concerns; be generative = be able to talk about deepest hopes and desires for children and community to find a sense of hope and mutual trust; in herent satisfaction of re-creating the school together, with one another’s support (including the support of those whom they have mistrusted in the past)
p. 59 Draw forth Personal Vision
9-year conversation process involving meetings with parents – 1-2 meetings a week every week in the fall visiting people in their homes
Exercises to draw forth mental models – see activity p293-295
25-year conversation process for educators in a school- after parent sessions, hold half-day workshops and divide into subgroups, based on key themese
Community vision meetings to bring the whole school community together
An implementation and follow through process
p. 59 Draw forth Personal Vision
9-year conversation process involving meetings with parents – 1-2 meetings a week every week in the fall visiting people in their homes
Exercises to draw forth mental models – see activity p293-295
25-year conversation process for educators in a school- after parent sessions, hold half-day workshops and divide into subgroups, based on key themese
Community vision meetings to bring the whole school community together
An implementation and follow through process
Saturday, January 07, 2006
Taylor, K. “Through the Eyes of Students” & the Achievement Gap video
The author suggests you show students where they are, have ‘real’ discussions as to why they are there and map out a plan, implementing high expectations, to assist them in getting to the next level. This helps shape the culture for both students and teachers.
Saturday, December 03, 2005
Appreciative Inquiry Exercise
Felt most peak experience or high point in professional life, most engaged, alive, and proud of yourself and your work.
Two times, when I was a teacher for the Priory School for girls. I enjoyed working with and a position to empower girls. Created engaging and intergrated curriculum. Has a close team of teachers to work with (mostly). Felt respected with my knowledge.
Most value about myself and way I do my work. I value my creativity, knowledge of technology, compassion. I enjoy allowing students to share their knowledge on the subject. I have a gift of problem solving. I also troubleshoot well and think of ways to “cut corners” to get the job done. i like to network with families, make them feel like my family and get them connected with others. I value the ability to be ingenious with cutting edge technology. Team /co-workers I like it that we can share anything. We have a struggle and they’ll help me through it/vice-versa. I know I can count on a team-member to get something done if I ask. We are close and share events (personal).
Most value of organization…it serves homeschoolers and alternative option for those who don’t want to or cannot make it in a brick and mortar school. It allows students of all differences to work at their own pace and start where they are at.
Core factors that give life to organizations when it at its best…flexability, commitment to each other (time, answers, support),
Magic wand- 3 wishes to heighten health and vitality –
Allow the teachers, parents, and students to have input in the school in all areas
Strengthen support networks and teams…not ignore problems or pass them off as “just deal with it). Discipline parents and remove them from school when they aren’t appropriate or aren’t in it for the best interest for their kids.
Two times, when I was a teacher for the Priory School for girls. I enjoyed working with and a position to empower girls. Created engaging and intergrated curriculum. Has a close team of teachers to work with (mostly). Felt respected with my knowledge.
Most value about myself and way I do my work. I value my creativity, knowledge of technology, compassion. I enjoy allowing students to share their knowledge on the subject. I have a gift of problem solving. I also troubleshoot well and think of ways to “cut corners” to get the job done. i like to network with families, make them feel like my family and get them connected with others. I value the ability to be ingenious with cutting edge technology. Team /co-workers I like it that we can share anything. We have a struggle and they’ll help me through it/vice-versa. I know I can count on a team-member to get something done if I ask. We are close and share events (personal).
Most value of organization…it serves homeschoolers and alternative option for those who don’t want to or cannot make it in a brick and mortar school. It allows students of all differences to work at their own pace and start where they are at.
Core factors that give life to organizations when it at its best…flexability, commitment to each other (time, answers, support),
Magic wand- 3 wishes to heighten health and vitality –
Allow the teachers, parents, and students to have input in the school in all areas
Strengthen support networks and teams…not ignore problems or pass them off as “just deal with it). Discipline parents and remove them from school when they aren’t appropriate or aren’t in it for the best interest for their kids.
Sunday, November 06, 2005
Schools That Learn – Chapter II: 5 Disciplines
1. Personal Mastery – Set of practices that support people in keeping their dreams whole while cultivating an awareness of the current reality around them.
Must draw forth a personal vision – What does it look like? Feel like? What are words to describe it?
In your ideal future, you are exactly the kind of person you want to be. What are your qualities?
What material things do you own? Describe your ideal living environment.
What have you achieve around health, fitness, athletics, and anything to do with your body?
What types of relationships do you have with friends, family, romatic partners, and others?
What is your ideal professional or vocational situation? If teaching, in what environment are you teaching; if not, what are you doing, and where?
If you are a teacher, what kind of teacher are you in your most desired future? How do your students see you? What impact do your efforts have?
What are you creating for yourself in the arena of individual learning, travel, reading, or other activities?
What kind of community or society do you live in?
What else, in any other arena of your life, represents the fulfillment of your most-desired results?
2. Mental Models – Assumptions of stories we have in our minds, bring underlying assumptions to mind about ourselves and others, to explore about differences.
MMs determine way we see everything.
Our ladder of inference – erode our ability to achieve the results we truly desire
Our beliefs are the truth.
The truth is obvious.
Our beliefs are based on real data.
The data we select are the real data.
Ways to counteract beliefs:
What are the observable data behind that statement?
Does everyone agree on what the data are?
Can you run me through your reasoning?
How did we get from that data to these abstract assumptions?
The Companion to the 4 Agreements
3. Shared Vision – example p. 175 Fostering Commitment to common purpose. Vision is not the "top" leader's job; it is all stakeholders' job. It will take time and commitment to open and link all types of communiation channels.
4. Team Learning – Transforming our skills of collective thinking The team players need to get together and know each other in a different environment, possibly in a different environment; a retreat, to improve communication skills. Dialogue, discussion, Why are we here? What is our purpose? What has brought us to education as a profession? What has kept us here? People learn how to think together – not just in the sense of analyzing a shared problem or creating new pieces of shared knowledge but in the sense of occupying a collective sensibility, in which the thoughts, emotions, and resulting actions belong not to one individual, but to all of them together.
Participants must be invited
Encourages people to “suspend” their assumptions
Encourages whole thinking vs. fragmentation
Open dialogue with a “check-in” at the beginning of every session and “check-out” at the end to give participants the opportunity to speak about what he/she is thinking, feeling, or has noticed. The atmosphere will be more relaxed.
Avoid agendas and elaborate preparations; these inhibit the free flow of conversation.
Meeting over a meal may break the ice, but can be distracting
Agree to hold 3 meetings before you decide to disband.
Speak to center of group, not each other.
Consider a trained facilitator. Dialogue is difficult to sustand, because it confronts people’s habitual ways of talking and thinking. It’s easy to get sidetracked into debate, argument, or manipulative consensus-building unless a skilled outsider is present to keep drawing the group back to its true purpose.
5. Systems Thinking – Developing awareness of complexity, interdependencies, change, and leverage
Types of Skills: Don't look at problems and goals as isolated events. Open your mind to the systems that play into the problems and goals. It is the study of school structure which is enriched by tools and techniques that are more effective. They may include: "system-wide thinking", "open systems thinking", "human systems thinking", "process systems thinking", "living systems thinking", "feedback-related systems thinking", "system dynamics simulation". Look at the event, patterns and trends, systemic structures (forces at play), and mental models.
Must draw forth a personal vision – What does it look like? Feel like? What are words to describe it?
In your ideal future, you are exactly the kind of person you want to be. What are your qualities?
What material things do you own? Describe your ideal living environment.
What have you achieve around health, fitness, athletics, and anything to do with your body?
What types of relationships do you have with friends, family, romatic partners, and others?
What is your ideal professional or vocational situation? If teaching, in what environment are you teaching; if not, what are you doing, and where?
If you are a teacher, what kind of teacher are you in your most desired future? How do your students see you? What impact do your efforts have?
What are you creating for yourself in the arena of individual learning, travel, reading, or other activities?
What kind of community or society do you live in?
What else, in any other arena of your life, represents the fulfillment of your most-desired results?
2. Mental Models – Assumptions of stories we have in our minds, bring underlying assumptions to mind about ourselves and others, to explore about differences.
MMs determine way we see everything.
Our ladder of inference – erode our ability to achieve the results we truly desire
Our beliefs are the truth.
The truth is obvious.
Our beliefs are based on real data.
The data we select are the real data.
Ways to counteract beliefs:
What are the observable data behind that statement?
Does everyone agree on what the data are?
Can you run me through your reasoning?
How did we get from that data to these abstract assumptions?
The Companion to the 4 Agreements
3. Shared Vision – example p. 175 Fostering Commitment to common purpose. Vision is not the "top" leader's job; it is all stakeholders' job. It will take time and commitment to open and link all types of communiation channels.
4. Team Learning – Transforming our skills of collective thinking The team players need to get together and know each other in a different environment, possibly in a different environment; a retreat, to improve communication skills. Dialogue, discussion, Why are we here? What is our purpose? What has brought us to education as a profession? What has kept us here? People learn how to think together – not just in the sense of analyzing a shared problem or creating new pieces of shared knowledge but in the sense of occupying a collective sensibility, in which the thoughts, emotions, and resulting actions belong not to one individual, but to all of them together.
Participants must be invited
Encourages people to “suspend” their assumptions
Encourages whole thinking vs. fragmentation
Open dialogue with a “check-in” at the beginning of every session and “check-out” at the end to give participants the opportunity to speak about what he/she is thinking, feeling, or has noticed. The atmosphere will be more relaxed.
Avoid agendas and elaborate preparations; these inhibit the free flow of conversation.
Meeting over a meal may break the ice, but can be distracting
Agree to hold 3 meetings before you decide to disband.
Speak to center of group, not each other.
Consider a trained facilitator. Dialogue is difficult to sustand, because it confronts people’s habitual ways of talking and thinking. It’s easy to get sidetracked into debate, argument, or manipulative consensus-building unless a skilled outsider is present to keep drawing the group back to its true purpose.
5. Systems Thinking – Developing awareness of complexity, interdependencies, change, and leverage
Types of Skills: Don't look at problems and goals as isolated events. Open your mind to the systems that play into the problems and goals. It is the study of school structure which is enriched by tools and techniques that are more effective. They may include: "system-wide thinking", "open systems thinking", "human systems thinking", "process systems thinking", "living systems thinking", "feedback-related systems thinking", "system dynamics simulation". Look at the event, patterns and trends, systemic structures (forces at play), and mental models.
Thursday, September 15, 2005
Colored Broken Squares Activity
5 participants, 1 observer, 1 enforcer
Each participant gets an envelope. Inside are pieces to assemble a square
Rules: 1. may not ask for a piece from anyone else in the group or steal one 2. you may get a piece from someone else only if they give it to you 3. you may give away all of your pieces if you wish, but one piece at a time. No pieces assembled. 5. may not talk 6. may not tear or cut pieces
Stuck on a color-assumptions
Fixated on a square
Mentality changed with a different space
What are they thinking
Where was the shift
Frustrating
Don’t know intent
Wanted to tell what to do.
Stopped thinking as a group
Everybody had a birds eye
Learn for ourselves-own conclusions
Trust the process
Peer needs a hand
Read directions twice and ask if there are any questions.
Each participant gets an envelope. Inside are pieces to assemble a square
Rules: 1. may not ask for a piece from anyone else in the group or steal one 2. you may get a piece from someone else only if they give it to you 3. you may give away all of your pieces if you wish, but one piece at a time. No pieces assembled. 5. may not talk 6. may not tear or cut pieces
Stuck on a color-assumptions
Fixated on a square
Mentality changed with a different space
What are they thinking
Where was the shift
Frustrating
Don’t know intent
Wanted to tell what to do.
Stopped thinking as a group
Everybody had a birds eye
Learn for ourselves-own conclusions
Trust the process
Peer needs a hand
Read directions twice and ask if there are any questions.
Connection – DaVinci
Today we discussed how to make connections with students in the class using DaVinci’s ideas. Thoughts explored were how to effectively use active participation –ie. Think,pair,share, Using Elluminate! for and pairing students to discuss something before continuing on…
I need to ask Luz Elena if it is possible for participants to direct a question orally to a specific person and not the entire group. Also, can groups be set up to write notes to each other to discuss problems sets?
Its important to ask students when asking about their goals to ask them more than about their career goals: such as where they would like to be with their health.
I need to ask Luz Elena if it is possible for participants to direct a question orally to a specific person and not the entire group. Also, can groups be set up to write notes to each other to discuss problems sets?
Its important to ask students when asking about their goals to ask them more than about their career goals: such as where they would like to be with their health.
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