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John Spencer

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Empowered Teachers Empower Students

Right now, teachers all over the world are meeting in small groups, doing book studies to refine their practice. Without prompting from a district or a principal, they are are taking ownership of their learning. They own their learning.

Go to Twitter at any given moment and you'll see teachers wrestling with big ideas, engaging in deep discussions about how to transform their practice. Some of these are formal chats. Others are doing it informally. They own their learning.

Meanwhile, teachers are making things from scratch. They are experimenting with new ideas, diving deep into the maker culture, and building new things. In some cases, they're not building stuff. They're building movements and making change. They own their learning.

These teachers are reading books and blog posts. They're watching YouTube videos to get ideas. They're listening to podcasts and audiobooks. They own their learning.

Many of these activities don't count as official "professional development." They can't be used to get hours for re-certification. But they are all prime examples of what happens when teachers own their learning.

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Right now, teachers all over the world are meeting in small groups, doing book studies to refine their practice. Without prompting from a district or a principal, they are are taking ownership of their learning. They own their learning.

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Drive: The surprising truth about what motivates us

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Drive: The surprising truth about what motivates us

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Daniel Pink with RSA Animates

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RSA ANIMATE: Drive: The surprising truth about what motivates us

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Podcast

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1:09:55 Guest(s): Amanda Morin, Emily Kircher-Morris

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The Cult of Pedagogy Podcast | Cult of Pedagogy

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Teaching strategies, classroom management, education reform, educational technology -- if it has something to do with teaching, we’re talking about it.

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7 Things That Happen When Students Own Their

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7 Things That Happen When Students Own Their

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Watch the video and replace the word 'student' with 'teacher' (John Spencer)

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7 Things That Happen When Students Own Their Learning

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Simon Sinek: How great leaders inspire action | TED Talk

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Simon Sinek: How great leaders inspire action | TED Talk

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Simon Sinek

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Simon Sinek: How great leaders inspire action | TED Talk

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Simon Sinek has a simple but powerful model for inspirational leadership -- starting with a golden circle and the question: “Why?” His examples include Apple, Martin Luther King Jr. and the Wright brothers…

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Workshops

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Chapters International, Chapters India, Professional Development, Inservice Training, Education, Educators, Training, Training Consultants, Library Consultants, Library, Books, School Needs, Classroom Resource, Curriculum Design, Facilitators, Reggio Emilia, Consultancy, Literacy, Conferences, Workshops, International Workshops, Books, Dyslexia, Shonal Agarwal

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AISA Learning Events | AISA | Association of International Schools in Africa

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16 Ways to Own Your Professional Learning

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16 Ways to Own Your Professional Learning

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John Spencer

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This year has been a marathon for teachers. They've faced constant changes and big challenges at every turn. It's been hard to teach into the abyss of black screens and muted microphones or navigate the hybrid landscape with our attention split between students at home and in person at the same time. Or the challenge of keeping students socially distanced with the constant reminders to keep their masks on.

We miss the little things like fist bumps and high fives and the smiles on students' faces when they have that "aha" moment.

Teaching has been a marathon.

However, at the end of this marathon, there are different levels of tired. Some people are simply exhausted. They have crossed the finish line and they are placing their hands over their head with a mix of gratitude that it's over and a sense of pride over facing a huge challenge. These teachers are worn out and need rest. Other teachers are injured. These teachers have finished the marathon but they're hurting. They have experienced is genuine injustice and it has shaken them to core. Many have faced trauma. These teachers need more than just rest. They need healing.

I made this continuum for myself to think through whether I'm tired or actually injured. This isn't scientific or research-based. It's just a tool I made for myself years ago and I thought I'd share it. You can see it in the video below:

It's important that we recognize where we are in this continuum but that we also recognize where our colleagues are as well. We all need the permission to be in our own place in the journey of rest and recovery after a hard year. If you are in a space where you need rest, you might be ready and even excited about professional learning. If you're in a place where you need restoration or rehabilitation, you might choose not to engage in professional development and focus on self-care. Every person is in a different place. But if you are wanting to own your professional learning, here are a few ideas.

How to Own Your Professional Learning

Right now, teachers all over the world are meeting in small groups, doing book studies to refine their practice. Without prompting from a district or a principal, they are are taking ownership of their learning. They own their learning.

Go to Twitter at any given moment and you'll see teachers wrestling with big ideas, engaging in deep discussions about how to transform their practice. Some of these are formal chats. Others are doing it informally. They own their learning.

Meanwhile, teachers are making things from scratch. They are experimenting with new ideas, diving deep into the maker culture, and building new things. In some cases, they're not building stuff. They're building movements and making change. They own their learning.

These teachers are reading books and blog posts. They're watching YouTube videos to get ideas. They're listening to podcasts and audiobooks. They own their learning.

Many of these activities don't count as official "professional development." They can't be used to get hours for re-certification. But they are all prime examples of what happens when teachers own their learning.

16 Ways to Own Your Professional Learning

Too often, we think of professional development is a workshop or a conference. We often imagine it as a chance to gain new skills that we then use in our classrooms. You see this idea in the Guskey Model, where teachers attend a PD, implement a strategy, and then see how it impacts student learning outcomes. But your professional identity is bigger than a set of skills. It involves values, ideas, and beliefs; which is why professional learning can often include paradigm shifts. Your professional identity includes blueprints and frameworks that you use as you design instruction. It includes your interactions with a larger community. It includes the mindsets you have as you interact with students, colleagues, and the community.

And I'd argue that it also includes things like rest and play and your own personal creative work. All of these contribute to your professional learning because they all impact your students.

The following are a few ways that you can own your professional learning journey as an educator:

1. Book Studies / Book Clubs: This enables people to make sense out of idea in-depth, over time, in both an individual and group setting. You could also do a podcast club where you listen to a podcast ahead of time. Book clubs can work well in a hybrid format, where people not only meet in person but also meet in a private Facebook group or on Voxer. But you can also do fully online book clubs, either synchronously (meeting up via video conferencing) or asynchronously (using a discussion feature in an LMS or using social media).

2. Mastermind Groups: A mastermind group is a close-knit closed group of 4-6 people where each person has equal status. In other words, there is no leader. Typically, the member are all working on their own projects and they meet together as a form of mutual accountability. Often, they share their goals, their progress, their needs, and their ideas. It's a chance to share success stories but also share mistakes and frustrations. However, the group is solutions-focused, meaning you are actively seeking feedback and input. While some mastermind groups are unstructured, many use a specific "hot seat" structure to facilitate discussions. Mastermind groups are a great way to own your professional learning by engaging in self-directed problem-solving with a group of fellow educators. You can share lesson ideas, curriculum ideas, or strategies you have been using in your classroom.

3. Personal Genius Hour: Genius Hour or 20% Time comes from Google's use of providing 20% of their employee time for personal passion projects. This might include learning a new skill, geeking out on some curious interest, or engaging in a creative work. The key thing is that it cannot be part of a classroom project. In other words, you can't use this time to create lesson plans or classroom materials. Instead, by engaging in curiosity and creativity, you build empathy with your students. As you feel the creative struggle firsthand, it helps you relate to your students. It's also a way for you to discover creative processes and strategies on your own that you can integrate into the PBL units you design for your students.

4. Advocacy: We don't always think of advocacy as professional development. However, when you actively engage in advocacy, you are changing the system of education. This advocacy work will give you firsthand knowledge of the education policies, structures, and systems. It can help you grow as a systems thinker while also allowing you to grow professionally as an advocate. Education is not socially neutral and advocacy work can help you pay attention to injustices within the system. As a white man, my advocacy work has involved hard conversations about race and white supremacy, so that I can work toward being more anti-racist. It involves listening with intention. Honestly, it has involved a lot of mistakes. But it's a critical part of my professional learning as an educator because it shapes my entire approach to teaching.

5. Online Courses and Webinars: There are many different options for online courses. They might be scheduled or self-paced. They might be synchronous (meeting via a video chat) or asynchronous. You might also do shorter webinars that give you a quick overview off a topic. Another option is a fully online full-day conference.

6. Rest and Play: It's easy to forget this but rest and self-care are a form of professional development. When you go on walks or take a nap, your mind is actually super active and you end up making connections between unrelated ideas. This can lead to improved divergent thinking and creative breakthroughs. Ultimately, this helps you professionally as you design creative lessons and units. Self-care also allows you to be calmer and more patient as a teacher. It also you to recharge so you can be fully present and energized as a teacher. It's easy for educators to feel guilty about downtime but it actually helps you grow professionally.

7. Sharing Your Voice: This is similar to advocacy but this is more about sharing your stories, your journey, and your resources. If advocacy is about fighting for justice and centering on students, this is the idea of sharing your own experience as a professional educator. You might have a podcast, create a blog, or do a video series. You might want to write articles or create your own professional development. When this happens, you are not only more reflective (a key part of professional growth) but you also think more deeply about your own craft. We know that teaching something can be one of the best ways to master a subject. The same is true of teaching. As you teach others, you get to know those concepts and strategies at a deeper level.

8. Un-conferences: An unconference is a fully democratic, unstructured conference. Exemplified by the EdCamp model, unconferences have no planned speakers and no keynotes. Instead, people vote on topics and they discuss topics in a circle that tends to resemble a Socratic Seminar. Participants are encouraged to "vote with their feet," meaning you can leave the conversation if it's not relevant to you. Digital unconferences typically work with video chats. However, I've seen teachers use apps like Marco Polo or Voxer to facilitate discussions.

9. Action Research: Teachers begin by exploring their own practice and asking a question. They often take a dive into the research by reading journal articles or books. Next, they test out a strategy and collect data to see if it works. Some teachers take a more experimental role by using a control group. Others use a strategy with their class and compare it to previous performance. The data can be either quantitative or qualitative. Unlike traditional research, you are both a participant and a researcher. Ultimately, you are able to determine what works in your context, which means the professional learning is tied closely to your teaching practice.

10. Community: We grow professionally when we interact with fellow educators. It might be informally over a pint or it might involve a membership in a teacher organization. You might hang out in person or you might join a private Facebook Group or engage in a Twitter chat. Your focus in the community can vary. You might geek out on teaching strategies or you might debate about approaches. This can lead to larger paradigm shifts. My early days in Twitter radically changed my view on grading and discipline but it also led to some important hard conversation about racism and inequities in our system. In some cases, you might have a more personal approach with the community. Teaching can be isolating and you might just need a space where you can share your struggles and feel known. When this happens, I think it's important that you set ground rules for yourself so that it doesn't devolve into a barrage of negativity. I've had to set a rule for myself that I am fine with sharing challenges I'm experiencing but I never want to engage in criticizing students or parents.

11. Being a curator: Curation happens when you geek out on different topics, ideas, or strategies. I know many teachers who use Pinterest as a curation tool where they find classroom resources or look for inspiration for their own creative work as a teacher. Curation involves that overlap between having a critical eye while also celebrating what you love. Curators know how to explore great resources, select the best components, organize the ideas, and ultimately share those strategies with others.

12. Listening to podcasts and audiobooks: I love podcasts and audiobooks because they provide professional development on the go. You can listen to a podcast in your car or while your going on a run. While I love education podcasts, I also think there's a real value in listening to podcasts in other domains. This can inspire new ideas and provide new perspectives that shape your approach as a teacher.

13. Classroom Walk-Throughs: Some of the best professional development in down the hall. It's what happens when you observe others at work and take notes. This gives you a chance to observe the teaching craft firsthand and actually see specific strategies modeled for you. As a new teacher, I visited certain classes to learn how to improve my classroom management. I picked up on specific, tangible strategies they used to prevent behavioral problems from occurring rather than reacting after the fact. Another variation of this is the lesson study, which involves observation, reflection, and modification to lessons. Here teachers tweak their approaches through an iterative process.

14. Curriculum Design: Sometimes the best way to learn is by doing. You understand media and information when you engage in journalism. You become a better consumer of sports when you learn to play a sport. The same is true of art and music and food. As teachers, we develop a deeper understanding of the skills and concepts we teach, as well as the craft of teaching, when we engage in curriculum design. This might be an individual endeavor or it might happen collaboratively. But it's the idea of growing in your professional learning by creating units, lessons, assessments, and classroom materials.

15. Mentoring: This is perhaps the most challenging to coordinate because of the time commitment from both the mentor and the mentee. However, mentoring is one of the most powerful methods for professional learning. It might include goal-setting, reflection, coaching, observing, sharing strategies, and even co-teaching.

16. Goal-Setting: I'm not talking about school-mandated SMART Goals based on student achievement. Rather, I'm thinking about specific goals you set as a teacher that you can measure based on data you collect. For example, when I knew that my students were confused by my course organization, I used UX Design as a framework for course design. I also created student surveys and set a personal goal for the growth I wanted to see in the survey scores. Notice that there was no accountability built into this. There were no punishments or rewards. My goals were simply a way to focus my attention on a key area and monitor my progress.

This is by no means an exhaustive list. I have likely omitted some great strategies you can use as you take ownership of your professional learning. Notice, too, that many of these ideas overlap. You might advocate along with a community and your approach to advocacy might include creating a blog or a podcast. You might design curriculum and form a mastermind group with other teachers where you meet up and share your ideas. You might also set goals connected to your curriculum and share your progress with your mastermind group or with a mentor.

Ultimately, professional learning is inherently personal and idiosyncratic. Each person's journey is different. And that's okay. The key thing is that we expand our idea of what professional learning can look like when we own the process.

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16 Ways to Own Your Professional Learning

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This year has been a marathon for teachers. They've faced constant changes and big challenges at every turn. It's been hard to teach into the abyss of black screens and muted microphones or navigate the hybrid landscape with our attention split between students at home and in person at the same time.

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online courses

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Make learning more inclusive and effective through our institutes and online courses.

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Battelle for Kids

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P21's Frameworks for 21st Century Learning were developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge students need to succeed in work and life, as well as the support systems necessary for 21st century learning outcomes. They have been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning.

Battelle for Kids looks forward to engaging yet again with educators and other experts to update the Frameworks. We encourage personal use of these Frameworks by all who can benefit:

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The future of education and skills - Education 2030

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The future of education and skills - Education 2030

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OECD

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by the late Sir Ken Robinson

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Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement

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Hattie Ranking: 252 Influences And Effect Sizes Related To Student Achievement

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John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen's d). In his ground-breaking study "Visible Learning" he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?"
Originally, Hattie studied six areas that contribute to learning: the student, the home, the school, the curricula, the teacher, and teaching and learning approaches. (The updated list also includes the classroom.) But Hattie did not only provide a list of the relative effects of different influences on student achievement. He also tells the story underlying the data. He found that the key to making a difference was making teaching and learning visible. He further explained this story in his book " Visible learning for teachers ".

John Hattie updated his list of 138 effects to 150 effects in Visible Learning for Teachers (2011), and more recently to a list of 195 effects in The Applicability of Visible Learning to Higher Education (2015). His research is now based on nearly 1200 meta-analyses - up from the 800 when Visible Learning came out in 2009. According to Hattie the story underlying the data has hardly changed over time even though some effect sizes were updated and we have some new entries at the top, at the middle, and at the end of the list.

Below you can find an updated version of our first, second and third visualization of effect sizes related to student achievement.
Order VL for Teachers!

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Hattie effect size list - 256 Influences Related To Achievement

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Hattie's updated effect size list of 256 influences across all areas related to student achievement.

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TEd Talks: All over the world, there's growing consensus that our education systems are broken. These educators share big ideas on how we might re-imagine school.

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All over the world, there's growing consensus that our education systems are broken. These educators share big ideas on how we might re-imagine school.

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You have JavaScript disabled For the best experience, please turn JavaScript on. Here's how All over the world, there's growing consensus that our education systems are broken. These educators share big ideas on how we might re-imagine school.

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Sugata Mitra

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Sugata Mitra: Build a School in the Cloud

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Onstage at TED2013, Sugata Mitra makes his bold TED Prize wish: Help me design the School in the Cloud, a learning lab in India, where children can explore and learn from each other -- using resources and mentoring from the cloud. Hear his inspiring vision for Self Organized Learning Environments.

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Why People — and Companies — Need Purpose

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Why People — and Companies — Need Purpose

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HBR Idea Cast

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CURT NICKISCH: Welcome to the HBR IdeaCast from Harvard Business Review. I'm Curt Nickisch.

Nicholas Pearce didn't always know the path that he was meant for.

He grew up on the South Side of Chicago. He was good at chemistry and math. He graduated near the top of his high school class.

He studied chemical engineering at MIT. But along the way, he realized that wasn't what he was passionate about.

He really cared about people.

He began to focus on engineering something else: leadership and organizational success.

Pearce is now a professor at Kellogg School of Management at Northwestern University. He's also a pastor at a big Chicago church and an executive coach.

He has three jobs - but one vocation, as he describes it. All those roles add up to a fulfilling life. And he says that too many of us are looking for jobs without thinking about purpose. And he says companies as well should be as purpose-driven as they are profit-driven.

His new book is The Purpose Path: A Guide to Pursuing Your Authentic Life's Work.

Nicholas, thanks for coming on the show.

NICHOLAS PEARCE: Thanks for having me, Curt.

CURT NICKISCH: If you take maybe as a given that the most successful companies are purpose driven or have a clear mission, do the people who work them also have that too?

NICHOLAS PEARCE: The best companies are ones that not only have a purpose for themselves but also attract and hire people whose individual senses of purpose align with the company's purpose.

Purpose is simply the reason why someone or something exists. So, purpose ought to motivate what companies do every day because the "why" should drive the "what". And similarly, we can say the same for individuals. Their "why" should also drive their "what" in terms of what they're doing every day.

CURT NICKISCH: I just wonder when you survey kind of the landscape of companies out there, how many do you feel like the "why" really drives the "what"?

NICHOLAS PEARCE: For a lot of companies, they have been focused on profit maximization. And unfortunately, that is not a compelling purpose, that's not a compelling "why." Certainly, making profit is an important outcome, but it not the reason why an organization exists.

An organization's purpose should distinguish it from other organizations. It's like the thumbprint or someone's DNA, it is what distinguishes it from someone else. So, every company on the Fortune 500 is going to say "We're here hoping to make money." This is not a public charity.

Yet what distinguishes one from another should be their "why." So, there's an increasing importance on purpose because there are a lot of people, particularly Millennials, who are making employment decisions not based on profit potential, or even salary potential, and earnings potential, but on purpose alignment. So, it may not be a lot of companies right now that are focusing on purpose, but that number is certainly increasing sharply.

CURT NICKISCH: What else makes you say that?

NICHOLAS PEARCE: I had the opportunity to talk to 50 of the top 100 leaders in a major global company. And I asked them: "What is the purpose of your company? What is the reason why you all exist?

And you could hear a pin drop. They looked around at each other perplexed, confused, and speechless. Finally, someone said, "Well, we want to remain in existence." And so I said to them, "You mean to tell me the reason why you exist is to keep on existing?" That is not going to motivate me to wake up and go to work. It's not going to motivate me to come early, or to stay late, or to give my best ideas or to be an ambassador for the brand.

"Can you do better?" And after about 15 minutes we really got into an understanding of the situation they were in as an organization and how they found themselves trying to not only transform their industry but also transform the quality of life of people around the world.

And so by getting them to think about their bigger picture purpose, their reason for existing, and perhaps stated differently, what would happen or who would care if you ceased to exist? They were able to rally around a deeper sense of purpose that they were then able to cascade throughout the organization and really revitalize people's morale and reason for being there.

CURT NICKISCH: Do you think people, individuals, have this easier or harder than companies do?

NICHOLAS PEARCE: Individuals and organizations have it equally as difficult. Organizations are not special, they're simply comprised of human beings. And so, if human beings are not thinking about their own purposes, then organizations are not going to be thinking about purpose.

Individuals in many cases are on auto-pilot, just going through life just one day after another with an endless string of activities, never really asking why they're doing what they're doing. The benefit that individuals have is centuries of philosophical and theological thought. Some philosophers have written that we're here for our own pleasure and happiness. Some think that we're here just to propagate the species from a genetic perspective. Others think that we don't have any real purpose at all

I'm reminded of Nobel Laureate James Watson, who co-discovered the structure of DNA, who said we're not for anything, we're just products of evolution. But then, others have recognized that there is a big picture more transcendent, spiritual, and eternal dimension to our lives that - regardless of one's faith tradition - there's more to life than just what can be seen or experienced with our senses.

And so, for individuals when we recognize that we've been made for more, then it encourages us, and inspires us, and challenges us, to listen for the voice of the one who has created us to give us our life's assignment, which evolves and grows with time. Beyond career, beyond job, what is my life's work, and how can I pursue it?

CURT NICKISCH: You're a Christian, right? You're a pastor. And so you have deep convictions about people having individual purpose, something that really makes them unique. For that reason they have their own individual purpose path and a vocation that they can go after that, that means more than a job. It's a, you know, something closer to a calling.

NICHOLAS PEARCE: That's right. And there are a lot of people who may not subscribe to a particular faith tradition, who can at least acknowledge the fact that there is something more to this life than what we can see in the here and now. Which is what drives a lot of people to be concerned with questions of legacy and questions of meaning. Those folks have the capacity, and even the hunger and thirst, to ask these questions regardless of whether they anchor or tether them to a particular faith tradition.

CURT NICKISCH: What if you don't know what your life's work is? Like how, how do you find that personal mission statement because, you know, finding the right job or choosing a career is a lot of work in itself.

NICHOLAS PEARCE: I believe that our life's work is deeply connected with who we are and why we're on the planet. So, we have to start asking the deep questions of purpose and identity in order to get to life's work. The idea of life's work requires a degree of human authenticity.

But this idea of authentic life's work is not only letting our best and highest values guide how we do our work and how we behave at work but letting those values guide what work we do in the first place. It's about the work and the impact we feel most called to make at any given point in our lives. It's the work that we cannot not do. And so, when we're given the gift of letting our souls shine through the work we do, it's authentically ours.

It is engaging in the radical act of connecting our souls with our roles. Now, what's authentic for one person may be completely inauthentic for someone else. This is not just a push or ploy to get people to engage in non-profit work, or low paying work, or some explicit social impact work. It's just the work that you are uniquely called to do in this moment and season in your life.

CURT NICKISCH: When you ask these questions, how do you know if you're in the wrong job in terms of feeling like you have a purpose?

NICHOLAS PEARCE: In terms of trying to figure out whether you're in the wrong job, or maybe it's time to shift gears, there are a few things that come to mind. Certainly, some of the more tactical reasons why one might be ready to leave are if they have stopped learning and growing. Or if they are in a toxic culture that is adversely impacting their well-being and their quality of life.

Or, perhaps, if they feel that going to work every day is an act of inauthenticity, if the work they're doing is disconnected from their purpose, and the outcomes that they're working to accomplish feel meaningless or aren't aligned with who they are and what they stand for, it may be time to consider walking away.

And I say that will all due respect for those who are just working jobs to try and put food on the table, and keep a roof over their family's heads. I recognize that some people may not feel that they have the luxury of this kind of a conversation right now, but even in jobs that may not have a glamorous career trajectory to them, we all owe it to ourselves, given that we only have one life to live, to spend our days doing what we feel is best suited for what we should do with our lives.

CURT NICKISCH: Do you find that it's harder for people to find that now that the gig economy is here and, and the working world is more complex than it used to be?

NICHOLAS PEARCE: I think it's not only easier to do now, but much more necessary to do now. Because of the way that companies are treating people. There used to be a social contract between an employer and their employees that said "we will take care of you as long as you do the right things, we will look out for you, and when you retire we will throw you a party, give you a watch, and a pension. We will take care of you for life."

Because people were the greatest asset that an organization had. But now, what we're seeing is that many companies are treated talent as though people are a commodity, and money is the asset that they prize and cherish. So, if you're working in an organization that treats you like employee number 742,017, you are probably a lot more personally incentivized to figure out: what am I doing with my life?

Because obviously, this company doesn't think a whole lot of my life. This company thinks that I am an interchangeable cog in a wheel. And as artificial intelligence has continued to proliferate, and machines replace more and more people, it's going to push us as human beings to really clarify what does it mean for us to be uniquely human.

If it's not physical effort, and it's not even cognitive capacity that makes us unique as human beings, what do we have left? And what we have left is the soul. What we have left is deep and abiding self-awareness. What we have is the capacity to experience the transcendent.

And as organizational leaders, it is incumbent to not ask our people to leave that part of themselves in the parking lot, but rather to bring that part of themselves into the company, into our daily work. Not so much to try to convert people to a particular faith tradition, but rather to be their authentic, fully present selves.

CURT NICKISCH: How do you learn that? Because that's, I mean, you teach at Kellogg, I got a degree at Questrom, I don't remember ever being told how to do this.

NICHOLAS PEARCE: I believe strongly that our educational system is complicit in the problem you just described. I grew up on the South Side of Chicago and went to elite public schools in Chicago, and then graduated from some top tier universities, and currently teach at one. But as I reflect on my own life, everything was geared toward matching interest and passion with career track.

So, as I've spent more time with students in the classroom, including some school leaders and executives in the public and private sectors, I've recognized that the very people who are responsible for the education of our young people are wrestling with these very same questions themselves. So, they may not be well-positioned to lead young people to a place where they have not themselves gone.

It is a radical act to reframe the purpose of education as being for the advancement of industry and the selection of career path, to reframe that and say your education is to give you the skills, the tools, the exposure that you need, to be able to accomplish your life's work, whatever it may be.

Some think that the purpose of education is lighting someone on fire, not filling an empty pail with facts and knowledge. I believe it is in our best interest, not only as individual human beings but as a society to route people in the direction that they are uniquely designed to burn brightly.

And it is not suggesting that everyone necessarily needs to have a white-collar job in order to have meaning and purpose. I don't think that meaning and purpose are correlated with one's title or prestige or salary. There are some people at Northwestern who clean the whiteboards after I teach, who have a lot clearer sense of their life's why then some of my faculty colleagues who are doing quite well financially. So, this is not a class conversation. This is a deep, intrinsic, transcendent soul conversation.

CURT NICKISCH: What does all of this mean for companies and managers? If you work somewhere, chances are, you know, that a number of people that you work with may feel that they are not in line with what they feel like they should be doing. And so, as a manager or as a leader, as a co-worker, maybe you feel like you're doing the right, what you want to do, but can you help the people you work with?

NICHOLAS PEARCE: I believe that as leaders one of our biggest responsibilities is to provide people with a sense of meaning and purpose in their work. I believe for leaders, it is a critical, critical conversation, because in many cases we are complicit in the devaluation of our people. What I mean by that is sometimes, and I've seen this at my own work, sometimes you have a leader that has a really A+ performer, a rock star on their team.

The problem is not that this person underperforms, but that the leader can tell in their bones that this person is not where they belong. This person is not connecting their soul with their role. This person is on auto-pilot doing great work, meaningful, valuable work for the company, but it's not valuable for themselves.

Not from a financial perspective, but from a much more meaningful and deep sense of purpose perspective. And sometimes that leader or that manager has the temptation to hold onto that person because you don't want to lose a good person. But from a human perspective, you owe it to that person to not hold them hostage and to release them or to free them.

I don't mean fire them. But I do mean coach them, and then be willing to put our social capital on the line to help them land in a place that will allow them to merge their daily work with their life's work. Perhaps that's at another organization, or perhaps it means that we need to find them a different seat within our current organization.

But as leaders, we have a significant role not in making purpose for people, but facilitating the realization of the purpose that our people are coming to us with. As leaders, we are stewards of people, and how we take care of people to help them be their highest and best, is a critical dimension of how I measure the effectiveness of leadership.

CURT NICKISCH: Are there things that you can do without shaking it up horribly? Like, can you turn your organization into one that, you know, does more community service and volunteer work together, builds in and incorporates some things that give people more of a sense of purpose, yeah, without really mixing it up or shaking it up?

NICHOLAS PEARCE: A lot of companies are trying to put corporate/social responsibility patches on purposelessness. And ultimately that does not really help. Just because we get a bus or two or three full of colleagues from the workplace, and get t-shirts that match, and go into a community that may be socioeconomically disadvantaged, and do some good deeds for a couple of hours, and take pictures, but at the end of the day we actually spent more money on the buses and the t-shirts then we spent impacting the peoples' lives in the communities that we went to, we've actually not done a whole lot.

And people in organizations are seeing through that. This is not about creating a community service activity or creating some type of committee to be able to put on the website that we are committed to doing good things. This is a much deeper and abiding sense of why we even exist as a company that animates everything we do.

Whether it is in the community or in the civic space, or in terms of the decisions we make with our customers and clients, or the decisions we make in terms of how we form and nurture a healthy workplace environment and culture. And how we treat each other as colleagues. This is a matter of purpose, not just practice. And when companies try to tinker with practices that look good on the surface, but when you drill deeper they're devoid of any meaning, people can see through that a mile away.

CURT NICKISCH: What are things that you like to hear or recognize when you visit companies or talk to leaders? What are kind of the tip-offs that you know that you're dealing with or working with a company that, that is in tune with purposeful principles?

NICHOLAS PEARCE: One thing that matters deeply in terms of being able to tell whether a company cares about purpose is to be able to ask people how what they're doing right now helps the company to achieve its purpose, not its profitability, but its purpose. And if people look back at me with a puzzled look as though they've never been asked that question or never considered it, it tells me that the purpose is just a statement on the website. It is not the very lifeblood that animates everything happening in the organization.

When I go into an organization that is doing things on purpose, one that I think about is Mary Kay. Some of the people who I have met at Mary Kay's corporate headquarters treat Mary Kay as though it's almost a religion. They feel such a sense of pride talking about Mary Kay, not only Mary Kay Ash the founder but talking about the impact that Mary Kay is making in the lives of women everywhere.

They believe that in their bones this is not something that they are faking. They are not faking the funk on this. They believe that with their souls that the work they're doing every day is not just for economic profit, but it is for social impact empowering and unleashing the innate power of 50 percent of the global population, which is women.

When I can see that, it's unavoidable, it's contagious. And they almost made me want to work at Mary Kay, Curt, and I have no interest in doing the work that they do. But there's a contagion that spread because the excitement and commitment they have to their purpose make you want to join the team because you know that they're doing something that's worthwhile and meaningful.

CURT NICKISCH: What do you think is the biggest misconception that people have about purpose that you want to clear up?

NICHOLAS PEARCE: I think one of the biggest misconceptions that people have about purpose is that it a consolation prize when you can't be profitable. A lot of people think that purpose is the plan B that a company should default to when it can't make money. So, since we don't have money, at least we have purpose.

I would argue instead that purpose is a driver of profit. Whether you're thinking about profit from an economic perspective, from a human perspective, or from a social perspective, profit is enhanced by purpose. And purpose is foundational to any organization, not just to those that are explicitly out to create social good.

CURT NICKISCH: Nicholas, thanks for coming on the show and talking about this.

NICHOLAS PEARCE: Curt, thank you so much for having me.

CURT NICKISCH: That's Nicholas Pearce. He's a clinical associate professor at the Kellogg School of Management at Northwestern University. He's also a pastor, an executive coach, and the author of the new book The Purpose Path: A Guide to Pursuing Your Authentic Life's Work.

This episode was produced by Mary Dooe. We get technical help from Rob Eckhardt. Adam Buchholz is our audio product manager.

Thanks for listening to the HBR IdeaCast. I'm Curt Nickisch.

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Why People - and Companies - Need Purpose

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Nicholas Pearce, clinical associate professor at Kellogg School of Management, says too many companies and individuals go about their daily business without a strong sense of purpose. He argues that companies that are not simply profit-driven are more likely to succeed and that the same goes for people.

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Chris McNutt

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With so much focus on students finding their purpose in life, it's worth noting how little teachers consider their place. The initial response is usually - "Well, my purpose is to educate children for a better future." - or varied platitudes - but so many have ventured from this trail. Instead, they're left anxious, depressed, and generally discontent at the system they've found themselves in. Of course, this is due to relatively low wages, lack of administrative support, being treated as a less-than-expert profession, ridiculous accountability measures and more - but I argue the penultimate reason is lack of purpose. Just as students lack meaning in their classroom assignments, teachers lack meaning in their positions.

Finding my purpose in education was born out of an immense frustration with education itself. After night after night of cramming lesson plans that paired perfectly with standards (and "differentiating" with the latest tech tool), grading 80+ assignments, and becoming increasingly frustrated with students forgetting everything I told them, I began to wonder why I even bothered. I drank more, I was increasingly negative and irate, and I lost much of the drive I entered the profession with.

This wasn't because I didn't realize my purpose - I knew that I wanted to help children learn - to inspire and guide them - but my position wasn't actually doing that. Instead, my purpose was to prepare students for a test that gauged their worth and mine. Everything I was doing was ultimately tied to maintaining a faux sense of control over my situation - reenacting what I was taught and believed was "good teaching" or in other words, great compliance.

Then I went down the rabbit hole.

I looked to my inspirations: Alfie Kohn, Deborah Meier, Jonathan Kozol - and it was confusing. All the research on child development seemed to imply that everything I was doing was bad for kids. Everything that stressed me out was hurting them.This was perplexing - if all of these studies showcased the need for change, and those changes would help both teacher and pupil, why weren't they being shouted from the rooftops? I was brainwashed by "How do you know students learned today? You need to have a quiz on this."; "Students need to be prepared for the job. They'll need to do things they don't like to do."; "If students don't earn a grade, they won't even try. Look at them now!"

I decided to take the plunge - I walked in the next day, threw out my lesson plan, and surveyed my students for what they wanted to do. We wrote it all down together. We developed the lessons and projects. They were motivated and I finally felt connected to the classroom experience which I dreamed of. In fact, every single struggle that I assumed would occur: lack of motivation, things falling apart - never happened. The quickest concept to disintegrate was the outdated system I used.

From there, I experimented with every progressive idea I could find - we began to submit work to portfolios, self-assigning a grade (eventually, just throwing out grades altogether); we took breaks and cared about our mental health; we reached out to the community and developed authentic work. In each endeavor, I felt more alive and less stressed - not only did each of these practices revitalize students, they were easier to do. No longer did I have to spend all my time at home thinking about planning and grading. I did not have to execute a perfect lesson plan and stay on top of time management - angered at any distraction (such as an interesting question to drive us "off track"). Now, I spent almost 100% of my time at home relaxed and content, maybe contacting an expert or reaching out on social media for guidance. At school, I was more engaged -expelling all my energy to work and listen, rather than discipline and coerce.

With more free time, I started to do what I loved outside of school again: music, writing, gaming, coding, reading - and it made me a better educator. I could connect with students as a person. I wasn't a robot who only had one interest or objective - I am a complete human being with passions, loves, faults, and challenges. And now, I could communicate that. I could relate to students better, and I was happy. Not to mention, I could share and connect my loves to student projects - developing deep, meaningful work.

At the top of the Human Restoration Project Twitter page, I placed the banner " Discover Your Purpose." But the more apt directive would be "Rediscover Your Purpose." Anyone reading this cares about kids. We went into this profession because we wanted to inspire the next generation - and they depend on us to do so. Taking the risk of rekindling that lost spirit of education is worth it to yourself just as much as it is to them.

Here are some examples from my practice:

Ungrading

Students no longer receive a grade. They automatically pass. In an era where failing a course could have massive negative life implications, I could no longer justify even a simple pass/fail mentality. At school, we have frequent assessments and I spend the majority of my time in 1:1 or small group conversations to help students understand concepts.

Much of our work is devoted to critically analyzing topics and discussing them, and students have higher grades than ever before (as I still keep track on the back-end, that are never reported.) Students have increased motivation, potentially due to the lack of any weight on their shoulders, they're more willing to take risks, or because I spend so much more time checking in with them. A grade is no longer a substitute for great feedback.

When I go home, I rarely spend anytime thinking about grades.

Restorative Justice

I rarely report anything to the office anymore. Discipline problems, in general, don't happen because the majority of my problems were due to students not complying with what I wanted them to do. Obviously, if you do what interests them, students rarely act out - and if they do, you now know there's something much deeper at hand. I've been able to establish deep relationships and get children the help they need because I now care about their learning rather than what I want them to do. Nothing is more empowering or meaningful to me than diagnosing and dealing with significant problems beyond the classroom for my students.

Student Choice

When I first started teaching, I assumed I was a master of student choice. Whenever I gave an assignment, there was a list of at least three pathways, each with a different means of expression ("Draw this!"; "Make a PowerPoint!"; "Take a written exam.") However, real choice was the moment where I literally let students do almost whatever they wanted. On paper, this sounds like an insane suggestion: won't kids go crazy!? In reality, when I told students, "Here's what I think would be cool today, but feel free to opt out and do something. I'd prefer if it had something to do with 'x.'" 99% of the time, they would agree to do what I asked.

I must note, I allow for choice not because it makes compliance easier - but that doesn't mean it hasn't. Kids want freedom. If you treat them like young learners and present information that's relevant, interesting, and optional, they almost always surround you. And if on that day they're not interested and do something else, they likely wouldn't have listened regardless.

In addition, although I don't necessarily care about this outcome, it's worth stating that my test scores went up. Because we tackled more complex situations and I cared more about individual learners, I'd guess that many were more comfortable within the logical analysis rows of tests - even though we covered half as much content. Administration seemed to care a lot less about my "radical" ideas after seeing the results.

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With so much focus on students finding their purpose in life, it's worth noting how little teachers consider their place. The initial response is usually - "Well, my purpose is to educate children for a better future." - or varied platitudes - but so many have ventured from this trail.

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Hidden Brain

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Happiness 2.0: Cultivating Your Purpose | Hidden Brain Media

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Having a sense of purpose can be a buffer against the challenges we all face at various stages of life. Purpose can also boost our health and longevity. In

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KQED MindShift

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Instead of trusting kids with choices - small at first, but bigger as adolescence progresses - many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:

Stop. Instead of thinking of yourself as your child's boss or manager, try consultant.

To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.
Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?
When I used to do psychotherapy, I was struck by how many young adults I saw who said, "I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me."

I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.

To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.
Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives.
When I used to do therapy - I'm going going back 30 years now - I'd see family after family that said, "I hate the time after dinner at our house because it's World War III." And I was struck by how many of these meaningless fights would happen over homework - completely unproductive fights, hugely stressful, pitting the kid against his parents.

I just came up with this phrase: "I love you too much to fight with you about your homework."

What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, "How can I help?" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't make your child do it. What you can do is offer to help.

You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, "I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you." A family just told me that the temperature went down in their house by 20 degrees.
Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?
All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.

Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.

Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.

In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, "You can't do this on your own."
One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?
When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, "I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff - that self-development - that helps you be successful. It's not the grades."

When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, "You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades."

I told her, "I absolutely believe it." In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.
I assume she was an A student at the time?
Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.
She didn't take you up on it?
She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.

I walked this walk with him - in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, "This is your education. I'll help wherever I can."
On the subject of homework, you say: Inspire but don't require.
I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.

Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school - or in high school beyond two, 2 1/2 hours. It just doesn't do much.

I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, "Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material." But don't require homework and grade it because, in my opinion, it confuses the means for the end.
You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?
There's a scientist by the name of Reed Larson who studies adolescent development with a strong focus on motivation. And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes - in the stuff they love.

The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.

In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, "Well, I'll go into my music room for half an hour, and then I'll do some homework." But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.

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Instead of trusting kids with choices - small at first, but bigger as adolescence progresses - many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message: Stop. Instead of thinking of yourself as your child's boss or manager, try consultant.

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Morten Hansen

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For some people, finding passion and purpose can take a lifetime. Yet, for top performers, passion and purpose can fuel their work performance. What I found in my research is quite fascinating. People who are really passionate about their work, but have no sense of purpose, perform at decent levels compared to top performers who have matched purpose and passion. In this episode of , I break down the difference between passion and purpose, how to find it and explain why you need to find your purpose first.
The #AskMorten video series answers questions from viewers about how professionals can do less, work better and achieve more. For the past 5 years, Morten Hansen, Management Professor at the University of California, Berkeley has researched more than 5,000 managers and employees to discover how to maximize their time and performance.
Why do some people perform better at work than others?

Morten Hansen reveals the answer in his "Seven Work Smarter Practices" that can be applied by anyone looking to maximize their time and performance.

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Discover Your Passion and Purpose - Morten Hansen

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For some people, finding passion and purpose can take a lifetime. Yet, for top performers, passion and purpose can fuel their work performance. What I found in my research is quite fascinating. People who are really passionate about their work, but have no sense of purpose, perform at decent levels compared to top performers who [...]

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Harvard EdCast: How Personalized Learning Can Lead to Success

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Harvard EdCast: How Personalized Learning Can Lead to Success

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Todd Rose

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How Personalized Learning Can Lead to Success

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Lecturer Todd Rose discusses what we can learn from “dark horses” and how personalized learning can put students on the path to success.

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I raised 2 successful CEOs and a doctor—here’s one of the biggest mistakes I see parents making

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I raised 2 successful CEOs and a doctor—here’s one of the biggest mistakes I see parents making

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I raised 2 successful CEOs and a doctor—here’s one of the biggest mistakes I see parents making

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Through my decades of experience as a mother, grandmother and educator, I’ve identified several fundamental values that help our kids achieve success. One of them is kindness — and it’s something I often see parents fail to teach their kids.

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Gallery of Examples

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The Design Process

We help you identify your shared aspirations as you engage with your broader community to consider these important questions:

What are the hopes, dreams, and aspirations that our community has for its students?

What are the skills and mindsets our children need for success in this rapidly changing, complex world?

What are the implications for the design of the learning experiences-and equitable access to those experiences-we provide in our school systems?

Our Portrait of a Graduate design process engages the education system and the broader community-educators, students, elected officials, community members, families- to help you build a unifying, collective vision for your students. Bringing together these diverse perspectives is essential for enduring educational transformation.

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collaborating with school districts and communities

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realize the power and promise of 21st century learning for every student

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Portrait of a Graduate | Battelle for Kids

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A national not-for-profit organization committed to collaborating with school systems and communities to realize the power and promise of 21st century learning for every student.

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Top 10 Jobs of the Future - For 2030 And Beyond

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Top 10 Jobs of the Future - For 2030 And Beyond

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World Economic Forum

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JRS2021

Meet your new colleague: "Human-Machine Teaming Manager". The jobs of the future 2030 will be more towards working with technology. Image: Photo by Science in HD on Unsplash

Vice-President, Center for the Future of Work, Cognizant Technology Solutions US Corp.

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Top 10 Jobs of the Future - For (2030) And Beyond

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Here's a list of jobs of the future 2030. Check out the top jobs that will be much in demand by the year 2030 and beyond that.

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Digital Promise Puts Education Research All In One Place

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Digital Promise Puts Education Research All In One Place

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KQED MindShift

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For the busy teacher with little time, researchers have summarized the most salient research about a topic with citations to the research for further investigation. There are also lists of other research on each of those topic pages and links to blogs or other resources (full disclosure: MindShift's Guide to Digital Games and Learning is one of these resource links on the Multimodal topic page and a MindShift blog post is the featured article on that page).

The research is also organized into two forms of data visualization that allow users to see how research about one topic might overlap with another and how often. The "network view" is meant for exploration and is more interactive, whereas the "chord view" helps show the gaps in research.

"It can also spark discussion about which topics in learning science are being studied and where the gaps are," said Digital Promise research director Aubrey Francisco. She says the hope is that with this tool, education research will be more easily available to educators who will start demanding evidence-based tools from the ed-tech providers with whom they work.

"We are definitely trying to encourage more use of research in the design of products," Francisco said. Too often, ed-tech companies begin making a product without first examining the research available in the space. They may also make claims about the learning gains their products will help achieve without conducting rigorous tests to see if the claims are true.

The Digital Promise network is built on research from the last 10 years and cites more than 183 peer-reviewed journals. Because it is based on a web of citations, there are also links to more seminal education works that may be older than the last 10 years. Unfortunately, about half the papers are still behind journal paywalls, but many others are on Google Scholar or have been turned into PDFs.

Francisco and Bhargava said a long-term goal of this project is to increase the public's comfort with and knowledge of research when making decisions. Digital Promise has created a check list to help school administrators walk through some important questions as they examine research that has been presented to them.

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Digital Promise Puts Education Research All In One Place | KQED

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For the busy teacher with little time, researchers have summarized the most salient research about a topic with citations to the research for further investigation.

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Virtual Conference OCTOBER 1st and 2nd 2021

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Friday 1.10.2021 15:00-19:30

Saturday 2.10.2021 09:00-16:15

(CET, Luxembourg Time)

Fully virtual. Mix of synchronous and asynchronous

Keeping the much-loved features of an L2 Conference: Motivational L2 Talks, Student and Teacher workshops, Job-alike Cohorts

Strands that bring like minds together to collaborate on relevant and future focused topics chosen by the L2 community

Strands give you time to dig into an aspect of your practice or a question that you have always wanted to do more with. Walk away with something you can set in motion right away.

Innovative opportunities for virtual collaboration through Think Tank, Salon, HotHouse and Injection sessions.

Community building and networking opportunities

A conference for teachers by teachers.

Innovative, inspiring, and energizing format

Experienced facilitation from the L2 community

The Job-Alike Salon Concept will be facilitated by a salon facilitator to establish those vital personal connections. The cohort facilitator will promote sharing and collaboration in the salon so that members can discuss topics relevant to their positions.

Pandemic Silver Linings Next Steps

Possible inquiry areas:

Now what?

What do we Amplify, Change, Ditch, Keep

Leading Teams (Student & Teacher)

Possible inquiry areas:

Effective teaming in a virtual and non virtual settings

Collaboration

Cognitive conflict

Having difficult conversations

Taking Project Based Learning Further

Possible inquiry areas:

Taking PBL from one classroom to larger projects across the school.

Taking an interdisciplinary approach

Developing a program that can be implemented.

My Coaching Playlist

Possible inquiry areas:

Roles, and approaches to coaching and integration

Skills, knowledge and mindsets to support coaching

Co-teaching

Peer learning labs

Building personal learning networks

The changing role of the tech coach

Student Agency

Possible inquiry areas:

Increasing student voice and choice

Empowering students to take and meaningful and intentional action

Who am I as a learner?

Fostering ownership of learning

Inquiring into Students as Learners

Possible inquiry areas:

Using student learning data to drive learning

Evaluating data

Assessment as, of and for learning

Evidencing impact on learning through student feedback

Building Culturally Competent Schools

Possible inquiry areas:

Meeting the social and emotional needs of students

Programs that increase awareness, acceptance and understanding of identity and belonging.

Bringing about policy and procedural changes.

Listening to a diverse range of voices when making decisions.

Connect and share perspectives with those in a similar roles.

Interested in organising an L2 Hub at your school? Volunteer to make the conference extra special by bringing a team of 2, 5, or more teachers from your school. Learning Hubs at your school are easy to establish and fun to operate. Create a learning space, arrange simple catering, and take advantage of social interaction with your colleagues.

Schools with L2 Learning Hub's :

ASWarsaw, ISLuxembourg, ASMilan ...

Started in 2007 by international school teachers in China, Learning2 is a global non-profit dedicated to creating and running professional learning opportunities run by international school teachers for international school teachers.

At Learning2, participants are expected to "be different," "be social," and "be a connector."

Registration will open August 2021

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Friday 1.10.2021 15:00-19:30 Saturday 2.10.2021 09:00-16:15 (CET, Luxembourg Time) Fully virtual. Mix of synchronous and asynchronous Keeping the much-loved features of an L2 Conference: Motivational L2 Talks, Student and Teacher workshops, Job-alike Cohorts Strands that bring like minds together to collaborate on relevant and future focused topics chosen by the L2 community Strands give you time to dig into an aspect of your practice or a question that you have always wanted to do more with.

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The Mindset Kit is a free set of online lessons and practices designed to help you teach and foster adaptive beliefs about learning.

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The Mindset Kit is a free set of online lessons and practices designed to help you teach and foster adaptive beliefs about learning.

Sign up to receive updates & join our community
Get started

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Mindset Kit - Resources for growth and learning mindsets

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A free resource for educators and parents who want to foster learning mindsets such as growth mindset. Follow lessons and practices from experts and members of our community.

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Professional Development

Opportunities to engage with the ideas of PZ both in-person and online throughout the year.

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One of the ways we make our research accessible to educators around the world is through providing professional education. These offerings are scheduled at various times throughout the year, research-based, and grounded in the day-to-day work of teachers and administrators. In addition, they are an opportunity for educators to earn professional learning hours. We offer:

REGISTRATION DEADLINE: January 31, 2021

Registration for the February 2021 term is full. Please click the Learn more and Register button to sign up for a waitlist for the next term.

Play is central to how children learn: the way they make sense of their world; the way they form and explore friendships; the way they shape and test hypotheses about their intellectual, social, emotional, and physical environments. Yet incorporating play into a classroom or formal school setting isn't a straightforward endeavor, as the nature of play and the nature of school are often at odds. The "Let's Play" five-week mini course, based on the research and frameworks developed in the Lego Foundation-funded PZ project "Pedagogy of Play" is an introduction to some of the core principles and practices of playful learning and gives participants opportunities to design and try out at least one playful learning approach in their own contexts. The course has been revised to support educators to learn about how to facilitate playful learning online, in a classroom and in hybrid learning contexts.

REGISTRATION DEADLINE: January 31, 2021

Registration for the February 2021 term is full. Please click the Learn more and Register button to sign up for a waitlist for the next term.

Thinking routines have become extremely popular over the last decade and are often recognized as a hallmark of Project Zero practices. With this popularity and wide-spread use has come the opportunity to look more closely at just what effect thinking routines have on teaching, on learning, and on schooling. These issues could not have been properly examined when thinking routines were first being introduced almost 15 years ago. Now, however, extensive research and ongoing collaboration with schools have generated new learnings that create the opportunity to take the practices of making thinking visible to the next level.

COST: $179 per individual on teams of 3-5 people. $209 for individuals without a team who will be placed on virtual teams.
DATE(S): April 26, 2021 to May 23, 2021
REGISTRATION DEADLINE: March 31, 2021

During times of change, it is important to lean into our values. Doing so helps us to remain grounded and true to our vision of what a quality education looks and feels like...even as we are buffeted by the unknown forces of change and thrust into new modes of instructional delivery.

Daniel Wilson, Director, Project Zero

David Perkins, Principal Investigator, Project Zero

Flossie Chua, Principal Investigator, Project Zero

COST: $49
DATE(S): March 19, 2021 5:30PM to 7:00PM Boston USA Time
REGISTRATION DEADLINE: March 18, 2021

How can we deepen and broaden learning for the lives today's learners are likely to lead? In our era, the demands of a rapidly changing world on education urge us to reach beyond the traditional agendas of achievement, information and expertise. In more adventurous school settings, innovations thrive when learning is reimagined using big understandings and big ideas. This session explores how teachers and schools can define their own visionary directions, drawing on a flexible framework about learning that matters and ways of fostering and leading it, developed collaboratively between Project Zero and Independent Schools Victoria. It shares this general approach along with examples from Australian settings of how educating for big understandings and big questions can become powerful levers for teacher and school development.

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One of the ways we make our research accessible to educators around the world is through providing professional education. These offerings are scheduled at various times throughout the year, research-based, and grounded in the day-to-day work of teachers and administrators. In addition, they are an opportunity for educators to earn professional learning hours.

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“How to Learn Math for Teachers” and “Mathematical Mindsets” are courses about the teaching of mathematics K-12. If you are new to the ideas shared on youcubed and in the book Mathematical Mindsets, “How to Learn Math for Teachers” is for you.  If you are knowledgeable about the latest research and you already use number talks regularly, “Mathematical Mindsets” is the next course along. “Mathematical Mindsets” also shares the approach of our youcubed summer camps, with over 30 classroom videos. If you would like to learn about ways to integrate data science into your teaching, of any subject or grade, then our newest course, “21st Century Teaching and Learning: Data Science,” is the best choice.

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"How to Learn Math for Teachers" and "Mathematical Mindsets" are courses about the teaching of mathematics K-12. If you are new to the ideas shared on youcubed and in the book Mathematical Mindsets, "How to Learn Math for Teachers" is for you. If you are knowledgeable about the latest research and you already use number talks regularly, "Mathematical Mindsets" is the next course along. "Mathematical Mindsets" also shares the approach of our youcubed summer camps, with over 30 classroom videos. If you would like to learn about ways to integrate data science into your teaching, of any subject or grade, then our newest course, "21st Century Teaching and Learning: Data Science," is the best choice. Click on any of the courses below to learn more!

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Online Courses for Teachers Archives - YouCubed

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"How to Learn Math for Teachers" and "Mathematical Mindsets" are courses about the teaching of mathematics K-12. If you are new to the ideas shared on youcubed and in the book Mathematical Mindsets, "How to Learn Math for Teachers" is for you.

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What would happen if you could leverage the technology your students have to transform learning in your classroom?

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What would happen if you could leverage the technology your students have to transform learning in your classroom?

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The Certificate of Educational Technology and Information Literacy (COETAIL) embraces a community approach to learning that empowers you to adapt and transform your practice in order to positively impact learning for all students.

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The Certificate of Educational Technology and Information Literacy (COETAIL) embraces a community approach to learning that empowers you to adapt and transform your practice in order to positively impact learning for all students.

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Looking at Learning - examining student work together

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Looking at Learning - examining student work together

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Learning From Student Work
http://www.nsrfharmony.org/system/files/protocols/atlas_lfsw_0.pdf
Looking Collaboratively at Student Work: An Essential Toolkit
http://archive.essentialschools.org/resources/60.html
Teachers Learn from Looking Together at Student Work
http://www.educationworld.com/a_curr/curr246.shtml
Protocols for Examining Student Work
http://www.ascd.org/publications/books/109037/chapters/Protocols-for-Examining-Student-Work.aspx
Learning from Student Work
http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Learning-from-Student-Work.aspx
Learning from Student Work - An Overview
http://www.nsrfharmony.org/system/files/protocols/lasw_overview.pdf
What Teachers Can Learn from One Another
http://ww2.kqed.org/mindshift/2015/09/14/lesson-study-technique-what-teachers-can-learn-from-one-another/
Lesson Study
http://ww2.kqed.org/mindshift/2016/03/10/lesson-study-theres-an-app-for-that/
When Teachers Team up to Improve Teaching
http://ww2.kqed.org/mindshift/2016/05/25/lesson-study-when-teachers-team-up-to-improve-teaching/

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IB WORKSHOPS AND RESOURCES 2023-2024 Catalogue

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Menu IB WORKSHOPS AND SERVICES 2023 - 2024 CATALOGUE ©International Baccalaureate Organization 2023-24 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® Next Library

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IB educators lead the way in providing a comprehensive, international education for students. The IB professional certificates help educators develop in many areas that benefit teaching and learning in ways that are oriented toward inquiry, research and project-based learning among other things.

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University of the People (UoPeople) is the Education Revolution! It is the first non-profit, American-accredited, tuition-free online university dedicated to opening access to higher education globally.

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The world's first tuition-free online university University of the People

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University of the people is a tuition-free online university for students from all over the world. Learn more about University at the People!

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HGSE Online Professional Development Programs

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HGSE Online Professional Development Programs

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Professional Education at HGSE empowers educators to address critical problems of practice through professional development programs led by Harvard faculty on campus and online.

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by Dr. Catlin Tucker

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Dr. Catlin Tucker is a bestselling author, international trainer, and keynote speaker. She was named Teacher of the Year in 2010 in Sonoma County, where she taught for 16 years. Catlin earned her doctorate in learning technologies from Pepperdine University. Currently, Catlin is working as a blended learning coach, education consultant, and professor in a Masters of Arts in Teaching program. Catlin has published several books on blended learning, including The Shift to Student-led, The Complete Guide to Blended Learning, UDL and Blended Learning, and Balance with Blended Learning. She is active on Twitter @Catlin_Tucker and writes an internationally-ranked blog at CatlinTucker.com.

Dr. Catlin Tucker is a bestselling author, international trainer, and keynote speaker. She was named Teacher of the Year in 2010 in Sonoma County, where she taught for 16 years. Catlin earned her doctorate in learning technologies from Pepperdine University. Currently, Catlin is working as a blended learning coach, education consultant, and professor in a Masters of Arts in Teaching program. Catlin has published several books on blended learning, including The Shift to Student-led, The Complete Guide to Blended Learning, UDL and Blended Learning, and Balance with Blended Learning. She is active on Twitter @Catlin_Tucker and writes an internationally-ranked blog at CatlinTucker.com.

Woah!

This show is great, I listened to just one podcast. Innovation Inside the Box With George Couros, and it was amazing. It touched on a lot of different topics but the one that stuck out was how tech isn't the end all be all in terms of the best teaching/learning strategy, sometimes that will always be human aided.

My thoughts

I agree that standards are more focused on quantity instead of quality because my experience in my high school geometry teacher confirms it. We constantly worry about getting behind just so we would at least be able to see the content before the end of the year. The Balance podcast by Caitlin Tucker "designing learning" is about how to handle your workload. She starts the interview and goes to talk about how we can help students learn quality content by overthrowing a bunch of content for them to learn. Her guest Jay McTighe has had a lot of experience trying to develop programs to support higher process thinking. The first program to help this was the "Thinking Improvement Program", this program was developed to have higher order thinking to all kids instead of just the gifted education kids. By spreading it to more than just the three percent it will improve all students' performances. McTighe was also apart when the standards were first formed in 1990, in Maryland. All of these tests or assessments were going to be performance based, no multiple-choice questions. He saw an improvement in both of his children's assessments. They did not stop there, they continued ways to make people think harder. The Maryland Consortium was summer workshops where teachers of the state would get together in the summer and learn of performance assessment and design tasks that are made available to that state. When looking at the state standards Bob Marzano and John Kendall both decided if there was too much content it would cause superficial disconnected learning. It makes the teachers not able to slow down if there is a student who struggles. The focus is more on finishing all the standards and content rather than help the students be successful. I would rate the podcast at 3 stars. While it was informative and thoughtful, I was dozing off listening to the conversation.I feel the questions that were asked repeated themselves and only focused on the specificity of the one question "how can we make kids learn quality over quantity. It had good content if you are interested in the subject at hand.

Episode 2O Reflections

Life as we know can be pretty hectic and the wide array of responsibilities, expectations, and skills of multitasking necessary to being a teacher can be pretty daunting for an individual pursuing this vocation. Which is why I was allured to listen to this podcast station in specific because I always like the idea of balances. The Podcast I decided to tune into is called "The Balance" and is hosted by Dr. Catlin Tucker. The episode I listened to from the podcast was called [Reclaiming Personalized Learning with Paul France]. I genuinely enjoyed listening to this episode, I found it to be very insightful, thought provoking, and rich in practical wisdom for current teachers and soon to be teachers. A memorable takeaway was a quote from Paul France about the quest for making "personalized learning a pedagogy for restoring equity and promoting humanity in the classroom." Ultimately, I believe this sentence entails the following; how can we as educators make learning more engaging, sustainable, meaningful, and effective? With a focus on not learning for the sake of obtaining knowledge but actually deeply understanding concepts and content, all the while creating a pedagogy where classrooms aren't solely "intellectually" centered but rather more "human" centered. I definitely agree with France's pedagogy towards learning. I believe teaching should include a holistic approach as France described in this podcast, where learning is of course a main priority but so is the quality of learning and the relationships between students and their peers, and teachers and their students. As France said "a pedagogy for...promoting humanity in the classroom". I'd definitely give this podcast a 5 star rating. I don't have anything negative to say about it. It is a podcast I wouldn't mind listening to again and sharing it with others out in the teaching field.

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‎The Balance, by Dr. Catlin Tucker on Apple Podcasts

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Dr. Catlin Tucker is a bestselling author, international trainer, and keynote speaker. She was named Teacher of the Year in 2010 in Sonoma County, where she taught for 16 years. Catlin earned her doctorate in learning technologies from Pepperdine University. Currently, Catlin is working as a blended...

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Browse Courses | Professional Development Online | ASCD

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Events | Teachers College Advancing Literacy

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Copy of Copy of cultural markers of an inquiry school

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The (Progressive) Schools Our Children Deserve (webinar)

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The (Progressive) Schools Our Children Deserve (webinar)

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Alfie Kohn

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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From "The Power of Inquiry" by Kath Murdoch

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The Power of Inquiry_Kath Murdoch (2)-158-175

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Please find this link to ISK's *New* Professional Development 21-22" Resource list on the Destiny catalog. 

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Please find this link to ISK's *New* Professional Development 21-22" Resource list on the Destiny catalog. 

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Should this link NOT work, please go to the Destiny catalog home page and look for Resource Lists on the left side of the page.

Scrolldown until you see  "New Professional Development 21-22."

https://isklibrary.follettdestiny.com/cataloging/servlet/presentadvancedsearchredirectorform.do?l2m=Library%20Search&tm=TopLevelCatalog&l2m=Library+Search

You can also access the viewing and link to some titles on the ISK Library Research Hub home page.

https://isk-ke.libguides.com/c.php?g=821410

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