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I would like to learn how ATL skills can be simplified to early years.

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I learnt the importance of using ATL skills as a base to all learning The essential components of collaboration, the levels of solo taxonomy, the split screen strategy and integrating the arts authentically for a unit.

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Adressing to  connect with subskills with learners. 

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Adressing to  connect with subskills with learners. 

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I was able to understand how to introduce ATL skills to the learning community
Also the strategies used during the sessions were will be helpful during my classes
usage of SOLO taxonomy planning my lesson plans was very helpful.
Spilt screen is an amazing tool to indroducing the skills and learnerprofiles at early years.

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I would like to use the learning engagements strategies just like the Jigsaw puzzle, split the screen visible thinking strategies, learning about, learning to, and learning to be.Essentials of the collaboration to be followed for the fruitful of the best DLP. Application of solo taxonomy and ATL Skills application in the class leaning engagements.

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I would like to use the learning engagements strategies just like the Jigsaw puzzle, split the screen visible thinking strategies, learning about, learning to, and learning to be.Essentials of the collaboration to be followed for the fruitful of the best DLP. Application of solo taxonomy and ATL Skills application in the class leaning engagements.

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How do we implement all the sub-skills in our teaching practices every time and how do we build ATL skill rigor in our students?  -Ashwini Nicholas.

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How do we implement all the sub-skills in our teaching practices every time and how do we build ATL skill rigor in our students?  -Ashwini Nicholas.

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How to involve the students in the planning process.

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How to involve the students in the planning process.

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Split screen strategy for practicing ATL skills with the students.

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The session was fruitful. Helped gain knowledge on different ways to map the skills and concepts.

Split screen was very interesting and will surely incorporate in my class.

The interesting ATL skills continuum which helps to align the skills and sub skills according to grades.

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I would like to learn about the split class implementation of ATLS in early years.

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How to involve students in the planning process

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The session was enlightening and knowledgeable. I would like to implement split screen strategy for learners and put design thinking into practice while focusing more on ATL skills, especially those which I was finding difficult to implement like research and self-management.

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I really liked the split screen.. would like to learn more activities like these if any you use - Bharti 

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I really liked the split screen.. would like to learn more activities like these if any you use - Bharti 

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I have gained a lot of insight into improving my concept-based learning and teaching, and I look forward to implementing it in my classroom. The ATL skills identification application is on my mind; I plan to do this in most of my concept-teaching sessions.
The challenge is incorporating the planning without disintegrating academic rigour, especially math and language concepts.

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I was able to connect various stratergies used like zig saw reading, MYSK etc. I would like to use the method to assess the progression of ATL skills of students.

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I loved the idea of 'Split Screen'  I will certainly try implementing it in the class.  

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I loved the idea of 'Split Screen'  I will certainly try implementing it in the class.  

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Priyanka-Today's session will help be design the teaching learning process better. I will  definitely include split screen in my classroom. 

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Priyanka-Today's session will help be design the teaching learning process better. I will  definitely include split screen in my classroom. 

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I would implement 'Split screen teaching strategy.
I focus on collaboration, ATL subskills as exit skills.

--Lavanya

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The 11 Essential elements of collaboration- Dan Sanker

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The 11 Essential elements of collaboration- Dan Sanker

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The Leaders Our Companies Need: Lessons We Can Learn from Historical Luminaries

I F YOU ENTER a bookstore and peruse the shelves for books on famous leaders in history, you'll likely find a recurring cast of characters staring at you. Winston Churchill. Napoleon Bonaparte. Abraham Lincoln. Mao Zedong.

Keep browsing and you'll encounter another variant of this literature featuring prominent men (and sometimes women) in the business or corporate world: Bill Gates. Elon Musk. Warren Buffett. Carlos Slim. Jeff Bezos. With varying degrees of nuance, these people are treated as heroes, role models, and inspirations. They're portrayed as uniquely powerful individuals - able to overcome, through sheer force of will or ruthless intelligence, the obstacles they faced.

The message from this literary cottage industry is that where there's a will, there's a way. It's hard to escape this view of leaders and leadership.

But what qualities do our celebrated leaders of industry embody that make them successful? Is it their ability to increase the company's value? Effectively lead through a major transition? Inspire others through a shared passion? And, importantly, what qualities can others emulate to themselves become more effective leaders?

Learning how to be good leaders doesn't involve formulas or abstractions. It can, however, be edified through examining tangible illustrations of leaders and leadership from history. How leaders operated within, or pushed against, the constraints of their time illustrate characteristics of responsibility, vision, sacrifice, and more. Actions of standout leaders through history who have had to make decisions in the direst circumstances, impose a radical new vision, or stand up to injustice or oppression, continue to echo as archetypes of leadership.

Let's examine the qualities of some prominent leaders from the past to reveal the sort of leaders and leadership that are needed to tackle the problems facing us today.
Responsibility to the People: FDR and the Great Depression
History shows us that truly important leaders emerge in times of crisis. When there is peace and economic prosperity, leaders can do well, but their main role is one of management - making sure things stay stable. When the Great Depression hit, President Herbert Hoover, while not personally responsible for the Wall Street crash, attempted to maintain a management role but failed to address or even take into full account the suffering of the American people. Hoover came off as callous and detached. He was widely admired and popular when he entered the White House in 1929, but his loss to Franklin D. Roosevelt in 1932 was the biggest landslide in American electoral history.

A striking feature of Roosevelt's political success was that he became an admired champion of the poorest Americans. Roosevelt's New Deal - the policies that aimed to bring an end to the Depression through large public investment and by putting Americans to work - didn't necessarily achieve its goals in purely "economic" terms (the US economy remained "depressed" throughout the 1930s), but it accomplished something more important: it gave people hope, restored their morale and self-respect, and showed them a kind of leadership that put the public interest first. Roosevelt's energy and his manner of speaking had a certain charisma that Hoover's lacked. He gave the impression that he intended to match his words with actions. But he also conveyed the sense that he felt a personal responsibility, as president and leader, for how people were faring.
Enacting a Purposeful Vision: Margaret Thatcher's Political Ideology
Former British Prime Minister Margaret Thatcher's influence stretches further, and goes deeper, than just Britain. In fact, we live in a world she helped make and that came straight out of her vision. Many consider her forceful acts to privatize public services, dismantle the remnants of socialism, and favor the wealthy as "job creators" as ending an era of stagnation, unproductive industries, and social decay. Dubbed "the Iron Lady," she modernized Britain's economy by putting almost all state assets up for sale, defeating trade unions, championing entrepreneurship and the financial sector, and creating the economic and social landscape Britain still has today.

The Thatcherite outlook remains dominant, in Britain and elsewhere, but that doesn't mean it's universally loved or that it will last. The deadly, debilitating COVID pandemic, featuring a virus that ignored national borders and private interests and killed millions of people, exposed the limitations of the Thatcherite worldview, with its emphasis on individualism and jingoism - both of which took a bad situation and made it worse. And as we face a global climate crisis, the reckoning with Thatcher's legacy will grow. Even if many of our leaders continue to repeat Thatcherite pieties, only drastic changes in how we collectively live, govern, and organize our economy will offer any hope for solutions.
Self-Sacrifice For a Cause: MLK's Stand Against Racial Injustice
Reverend Martin Luther King, Jr., an eloquent Baptist minister with a Ph.D. in theology, unwittingly became the leader of the Civil Rights Movement in the U.S. in the late 1950s and 1960s until he was assassinated at age 39. His passionate orations reminded Americans of their creed that "all men were created equal" and ignited massive demonstrations in the form of "freedom rides" in southern states, voter registration drives, sit-ins, and marches.

King showcased morally compelling, truth-telling leadership and drew attention throughout the nation and around the world to the persistence of segregation and racism. In this regard, he and his followers were wildly successful. Yet, in the 50-plus years since King's death, the gap between the richest and the poorest Americans has grown exponentially, and African Americans remain among the poorest - and by far the most incarcerated - of the population.

We are all living through history, and while we're products of the past, we're also the makers of the future. Whether through responsibility, vision, or sacrifice, or other influential traits, we must hone the leadership qualities that will shape the businesses - and the society - we need today and into the future.

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Moshik Temkin is Distinguished Visiting Professor of Leadership and History at Schwarzman College, Tsinghua University, and a fellow at Harvard University's Belfer Center for Science and International Affairs. His articles and essays have appeared in the New York Times, the Nation, Journal of Democracy, New Republic, and the Los Angeles Times.

For the past decade, Moshik Temkin has challenged his students at Harvard University's Kennedy School of Government and around the world to grapple with the nature of leadership as part of his wildly popular course "Leaders and Leadership in History." Now, in Warriors, Rebels, and Saints, Temkin refashions the classroom for a wider audience. Learn more at moshiktemkin.com.

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Posted by Michael McKinney at 09:26 AM
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How Leaders Can Build an Autonomous Work Environment

IN HIS BOOK Thank You for Being Late, author and award-winning journalist Tom Friedman argues that to understand the twenty-first century, you must realize that "the planet's three largest forces"-technology, globalization, and climate change-are accelerating all at once.

As a business leader, you already get that. But, at the same time, you need to navigate other realities, too-like, for starters, figuring out your own goals and understanding and performing well in your job.

Not to mention that the pandemic caused unprecedented distress among workers. Being displaced from their physical work environments, missing their colleagues socially and collaboratively, and losing much of their managers' usual support, they became increasingly disengaged. They also grew unsure of how to take control of their purpose at work-and in life.

Today, however, workers have no choice other than to rise to the occasion: to do their jobs well, to make good and relevant decisions, and to clearly contribute to their organization's mission and success. And to do all that and more autonomously.

But, as reiterated by recent research by Boston Consulting Group, workers first need agency and control-the tenets of autonomy. And, importantly, agency and control require what I call the three selfs: self-confidence, self-accountability, and self-sufficiency. And those selfs must be built and nurtured to take hold.

Leaders Must Rise to the Occasion, Too

As a leader, your role in creating an autonomous work environment cannot be overstated. You alone have the power to build and nurture workers' three selfs, and to foster their agency and control.

Moreover, to be autonomous in their work, people need to really feel your trust as their leader. And that, in turn, can help them become more and more invested in their own growth and contributions.

To get started, here are seven ways to create an autonomous work environment.

1. Reinforce an autonomous narrative. Share your organization's mindset and narrative around autonomy. Be sure to include current goals for workers' performance and the ways in which they're trusted and free to go about doing their jobs.

2. Keep people fully informed. Communicate all relevant information to employees, partners, and other stakeholders on a regular, if not real-time, basis.

3. Have a digital nervous system. Supply workers with a framework of fundamental data and information for analysis in areas such as organizational strategy, industry trends and events, and potential revenue opportunities.

4. Create a project structure. Foster a learning orientation, including an ongoing analysis of prior projects, workflows, and results and outcomes.

5. Recognize and reward value creation. Spotlight key creators and contributors, sharing exactly how they're adding value to the enterprise.

6. Hold regular reflection sessions. Help people reflect on new business ideas and ways of working, always reinforcing opportunities for intrapreneuring.

7. Balance independence with dependence. Tap into a variety of management theories to emphasize the importance of both working independently and collaborating with others to benefit from their unique expertise and contributions.

In closing, as a business leader today, it's an imperative to create an autonomous work environment. Amid accelerating change, your people need agency and control-imbued by the three selfs-in order to work autonomously, to uncover new opportunities to add value, and to grow and thrive in the 21st-century workplace.

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Jane Frankel is the managing principal of The Art of Performance LLC, an innovation and workforce consultancy, and an adjunct professor in economics at Temple University. She is the author of The Intentional Mindset: Data, Decisions, and Your Destiny (Business Expert Press). To learn more, visit artofperformance.net.

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Posted by Michael McKinney at 12:54 PM
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Leading Thoughts for November 16, 2023

I DEAS shared have the power to expand perspectives, change thinking, and move lives. Here are two ideas for the curious mind to engage with:

I.

Brad Stulberg on getting comfortable with change:

"If we cannot get comfortable (or at least comfortable enough) with the fact that everything changes, we risk going through life at an arm's length from its most poignant offerings. In trying to protect ourselves from the experience of change, we end up limiting the depth of our lives."

Source: Master of Change: How to Excel When Everything Is Changing - Including You

II.

William Vanderbloemen on self-awareness:

"Being self-aware makes you better at finding solutions. Knowing yourself comes with a guaranteed pinch: (or more) of humility, so when a self-aware person is faced with a challenge, they can decenter themselves from the issue. Being self-aware is knowing all about you while knowing that it's not all about you. Whatever the crisis, the Self-Aware remain even-keeled and committed to the goal."

Source: Be the Unicorn: 12 Data-Driven Habits that Separate the Best Leaders from the Rest

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Posted by Michael McKinney at 08:33 AM
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Most Americans Own Books - But Not Many

YouGov asked more than 29,000 Americans whether they owned books and found that the vast majority did: 85% said they owned at least one physical book. They report the following findings:

However, one in five Americans say they own between one and ten physical books. Including the 9% of respondents who say they own no physical books, at least 69% of Americans own no more than 100 books. Another 25% own at least 100 books, including 4% who own between 500 and 1,000 books and 3% who own more than 1,000 volumes.

Looking at age, 19% of Americans between 31 and 35 years old own at least 100 physical books, compared to 31% of those between 51 and 55 and 42% of those between 71 and 75.

The higher the education level, the more books they own. For example, among 31- to 35-year-olds, 8% of people whose highest level of education is a high school diploma own at least 100 books, compared to 25% of people in the same age range with postgraduate degrees.

When it comes to how they arrange their books, 29% of book-owning Americans say they don't organize their books. 22% of book-owning Americans organize their books by genre or subject. Sorting books by color is more popular among younger Americans. Among book owners under 30, 6% say they sort by color, compared to less than 1% of book owners who are 65 or older.

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Michael Caine: Use the Difficulty

P ROFESSIONAL golfer Phil Mickelson has played golf with a lot of elite performers like Tiger Woods, Michael Jordan, and Tom Brady. He said, "The biggest difference between people who get the most out of their talent and those who don't is the ability to retake control of your thoughts, to quickly turn it around when things start going bad." He adds, they "have the ability to retake control of their thoughts, to refocus on what they want to have happen, on where they want the ball to go. When things start going bad, they have the ability to quickly turn it around." They are resilient.

In an interview with BBC celebrity chat host Michael Parkinson, Michael Caine put it this way:

PARKINSON: I came across a line which I just wanted you to sort of explain to me. You said that if you did have one philosophy of life, it was use the difficulty. Yes, use the difficulty. What does that mean?

CAINE: Well, yeah. I was rehearsing a play when I was a very young actor, and I had to come into this scene-it was a stage play-I'm behind the flats waiting to open the door. There was an improvised scene between a husband and wife going on inside, and they got carried away, and they started throwing things. And he threw a chair, and it lodged in the doorway. And I went to get open the door, and I just got my head round, and I said, "I'm sorry, sir, I can't get in."

He said, "What do you mean?" He sees a chair there, and he said to me, "Use the difficulty."

"What do you mean?"

He said, "Well, if it's a comedy, fall over it. If it's a drama, pick it up and smash it." He said, "Use the difficulty."

Now, I took that into my own life. You asked my children; they said directly if anything bad happens, they go, "Gotta use the difficulty. How can we work-what can we get out of this?"

You know, use the difficulty. And so, there's never anything so bad that you cannot use that difficulty in. If you can use it a quarter of one percent to your advantage, you're ahead. You didn't let it get you down. You know that's my philosophy: use the difficulty. Also added philosophy is avoid them if you can't!

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Leading Thoughts for November 9, 2023

I DEAS shared have the power to expand perspectives, change thinking, and move lives. Here are two ideas for the curious mind to engage with:

I.

William H. Danforth, founder of the Ralson Purina Company on giving your life away:

"Our most valuable possessions are those which can be shared without lessening: those which, when shared, multiply. Our least valuable possessions are those which, when divided, are diminished."

Source: I Dare You

II.

Charlie Gilkey on dragons:

"There be dragons on the journey to thriving and doing your best work. Dragons aren't a signal that we're on the wrong road but rather that we're on the right road. So the next time you're dismayed or hesitant because of a dragon guarding the way forward, embrace that it's there precisely because it's the way forward and charge headlong at it. You were made to beat dragons."

Source: Start Finishing: How to Go from Idea to Done

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Look for these ideas every Thursday on the Leading Blog. Find more ideas on the LeadingThoughts index.

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Out of Context: The Difference Between Character and Personality

C HARACTER is often confused with personality, but they're not the same. Personality is your predisposition-your basic instincts for how to think, feel, and act. Character is your capacity to prioritize your values over your instincts.

Knowing your principles doesn't necessarily mean you know how practice them, particularly under stress or pressure. It's easy to be proactive and determined when things are going well. The true test of character is whether you manage to stand by those values when the deck is stacked against you. If personality is how you respond on a typical day, character is how you show up on a hard day.

Personality is not your destiny-it's your tendency. Character skills enable you to transcend that tendency to be true to your principles.

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The Performance Paradox

DO YOU get stuck in chronic performance? It's that pressure you feel to get every task done as flawlessly as possible-and then some. A never-ending game of catch-up. So, we work harder to get things done. Hard work leads to better performance, right? The answer to that question is what Eduardo Briceño calls The Performance Paradox.

The performance paradox is the counterintuitive phenomenon that if we want to improve our performance, we have to do something other than just perform. No matter how hard we work, if we only do things as best as we know how, trying to minimize mistakes, we get stuck at our current levels of understanding, skills, and capabilities. Too often, the performance paradox tricks us into chronic performance, which leads to stagnation.

If we focus only on performing, our performance suffers. So, if working harder isn't the answer, what do we do?

The answer lies in learning to learn-a mindset of growth-in conjunction with performance. Briceño calls it the Learning Zone. It's filled with curiosity, experimentation, and change. When used in combination the Performance Zone, we grow into higher levels of performance. Rather than just doing things the best we know how, we learn beyond the known to new levels of performance. "Regular engagement in the Learning Zone allows you to uncover and learn ways to work smarter, more efficiently, and more effectively."

It's not just learning from doing but learning while doing that will lead us to higher levels of performance. "Improvement and high performance in any domain come down to making sure we engage in two distinct but equally powerful states of mind: the Learning Zone and the Performance Zone. Each has a different purpose and requires a distinct focus and set of tools." Both mindsets can be used simultaneously.

Once you distinguish between the two zones, it's easy to see why so many of us get caught up in the performance paradox. Most organizations were simply not built with learning in mind.

Briceño explains how to integrate learning into doing. A know-it-all culture kills superior performance. The Performance Zone can provide valuable feedback if we are looking for it. Learning provides the catalyst to push us out of our comfort zone, stay relevant, and build our skills to perform smarter.

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Posted by Michael McKinney at 01:02 PM
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Leadership Now is a leading source for leadership development and analysis. Anyone can make a difference by leading from where they are.

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Teaching for understanding: JAY MCTIGHE AND ELLIOTT SEIF

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Teaching for understanding: JAY MCTIGHE AND ELLIOTT SEIF

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At Myross Bush School we describe how well we understand something using the SOLO Taxonomy (Structure of Observed Learning Outcomes); a well researched and documented thinking development tool. The levels in simple terms are:

When students have demonstrated understanding at the 'Relational' level, it is recognised that they have achieved that aspect of understanding/learning.

We also use Solo Taxonomy to develop depth in the teaching of the NZ Key Competencies. See the below stages for how this is developed.

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At Myross Bush School we describe how well we understand something using the SOLO Taxonomy (Structure of Observed Learning Outcomes); a well researched and documented thinking development tool. The...

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3-2-1 Bridge (Introducing & Exploring Ideas, Generating Possibilities and Analogies)

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3-2-1 Bridge (Introducing & Exploring Ideas, Generating Possibilities and Analogies)

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Appropriate Verbs for Different Levels of SOLO Taxonomy

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Appropriate Verbs for Different Levels of SOLO Taxonomy

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Differentiated Thinking Tools and Strategies 

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Differentiated Thinking Tools and Strategies 

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Differentiated Thinking Tools and Strategies (Public)

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Clarifying, Sharing, and Understanding Learning Intentions

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Clarifying, Sharing, and Understanding Learning Intentions

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Strategy 1: Clarifying, Sharing, and Understanding Learning Intentions

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Concept-Based Teaching Learning by H Lynn Erickson

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Please write down  one or two essential takeaways from this engagement as well as all of today’s sessions that you want to remember for tomorrow and moving forward

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Please make sure you all do not go past 1.55 with your viewing/ listening to the story

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Please park any challenges you have in the 'add comment' box below here that might inform our future learning together