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Archive for May, 2012

A Day With Angela Maiers

edJEWcon-hashtagSocial fluency, not technological fluency is the essence of learning in an age of social media. Or, in Angela Maiers’ poetic language, “twitter is not a tool; it is a community.” Privileged to participate in not one, but three learning sessions with Angela Maiers (@angelamaiers) at the EdJEWcon conference, my own learning journey of the past several years gained context, nuance, and meaning.  

I acknowledge; I was star struck. Yet, Angela quickly put me, and I sensed all of us, at ease. She did not seek to present the wisdom of one who has expertise, although she possesses incredible expertise. Instead, she crafted a collaborative learning environment in which we together explored topics that matter, not technology, but rather relationship and community.

Changing the Conversation: Using Technology R.I.G.H.T (in ways that are real, impactful, global, honoring passion, and talent amplifying), the title of Angela’s key note address, framed much of my essential learning not only for the day, but for the entire conference. I began the conference, as shared in my blog post, The Purpose of Ed Tech, acknowledging that we would not be learning about educational technology, as I had anticipated, but rather about creating communities of learning and character in a rapidly changing world. I continued the conference, as shared in my blog post, Comfort with Discomfort, respecting the challenges we face when we are changing communities; honoring our ability to address difficult realities not with stress and discomfort, but with a spirit of possibility, energy and fun. I ended the conference with Angela Maiers’ inspiration to enter learning with the mindset of an invitation to experiment, giving ourselves permission to play and to take play seriously.

Mike Fisher (@fisher1000) co-facilitated Angela Maiers’ first session on social media and personal branding for teachers and schools, and Andrea Hernandez (@edtechworkshop) co-facilitated Angela Maiers’ last session on creating a collaborative, reflective professional learning community with your faculty. Mike helped us recognize that there is no longer a clear division of personal and professional; we instead create, in Mike’s marvelous language, profersional identities. Andrea shared with us ways that social media can strengthen a school community by deepening relationships among those who work together in the same building, yet may not have sufficient time during the work day to connect, reflect and collaborate.

I came to EdJEWcon thinking about educational technology. I left thinking about ways of collaborating as profersionals, with playful energy, to support our students to develop the mindset and skills to enter, sustain, and contribute to their own communities of meaning. In the process, I gained perspective on my own learning journey of the past several years, recognizing that it has been a process of developing ever greater social fluency. There remains a long road to travel; yet a magnificent road, with some stress and challenge, but with much more playful experimentation and creative collaboration.

Comfort With Discomfort

“How many of you are feeling uncomfortable right now?” Heidi Hayes Jacobs asked at her EdJEWcon conference keynote yesterday. I confess. I didn’t raise my hand. When Heidi Hayes Jacobs emphatically shared that we should feel uncomfortable, I wondered, feeling a bit like the child in class who has just gotten the “wrong” answer. Now please don’t misunderstand, I was riveted by Heidi Hayes Jacobs’ presentation. My mind raced with her notion of “strategic upgrade”; not adding to our already overfull plates but shifting learning experiences strategically to more effectively meet the needs of our students today who are processing information differently, in more social, non-linear ways. I was feeling engaged, open, reflective, and interested. I was considering possibilities , reflecting on how better we might serve our students. I was learning and I was loving the opportunity.

And, yet, suddenly, with Heidi Haye’s Jacobs’ challenge to embrace discomfort, I became uncomfortable. I know, the demands are great. I know, our schools are not yet where we want them to be. I know, with all we have accomplished in our schools, it isn’t yet enough. I know, we have tremendous challenges ahead.

For a moment, I felt a heaviness, allowing the grip of fear of failure when the stakes are our children’s futures to overtake me. Yet, only for a moment. For me, embracing discomfort means becoming comfortable with discomfort. When we strive together to address difficult realities the engagement need not be stressful. We are allowed to have fun.

With tremendous respect for Heidi Hayes Jacob, I permitted myself again to relish in her words, to imagine the possibilities they hold for our school, and to find energy, rather than discomfort, in the challenges she poses. I formulated my own essential question, which stood in the background of my learning for the rest of the day: How can we become comfortable with discomfort through the experience of rapid change in our schools?

The two following sessions offered me context – Leading In a culture of Change with Valeri Mitrani, Julie Lambert and Jon Mitzmacher and Upgrade Curriculum and Assessment with Student Blogfolios with Andrea Hernandez. Each of these extraordinary educators supported me to reflect on my essential question.

Valeri Mitrani and Julie Lambert focused on the factors necessary in managing complex change in a system.
No shared vision leads to confusion.
Missing skills leads to anxiety.
Missing incentives leads to resistance.
Missing resources leads to frustration
Missing an action plan leads to a treadmill (working hard with no results).
Missing results leads to inertia.
Confusion, anxiety, resistance, frustration, hard work with no results, and inertia. Now, there is a recipe for discomfort. And, it’s real. We’ve experienced such discomfort. We know it, relate to it, recognize it, and fear it.

It is also a recipe for possibility. Share a vision. Build capacity and skills. Find incentives in focusing on the values based mission of providing together for our learners. Creatively assess and develop resources even in financially trying times. Plan and develop an action plan collaboratively. Celebrate even the small successes.

Jon Mitzmacher then authentically shared in concrete terms ways he is managing complex change at the Martin J. Gottlieb Jewish Day School, speaking of structural choices his school has made.
They got rid of the computer lab and instead pushed technology instruction into the classroom.
They created a school ning as a virtual space for faculty members to collaborate.
They redefined a number of existing positions with a 21st century and instructional coaching thrust.
They transformed faculty meetings with a focus on professional learning.
Jon Mitzmacher, as Head of School, set clear expectations, defining minimum requirements and raising the bar every year.

As Jon spoke, I connected. We as a school are in the process of making similar choices. I felt energized because I recognized the shared vision, skills, incentives, resources, action plan, and celebrations of successes along the way. And, I appreciate Jon’s open acknowledgement of the discomfort that occurred in the process. He recognizes the discomfort without wallowing in it, astutely open for course corrections in an ongoing process of learning.

Andrea Hernandez spoke in the following session with contagious energy about one strategic upgrade at the Martin J Gottleib Jewish Day School: student blogfolios. A term Andrea has created, a blogfolio is a blog + a portfolio. Beginning last year in kindergarten, third and fifth grade; and this year extending to the entire school third through eighth grade, blogfoloios are offering students at the Martin J Gottlieb Jewish Day School a voice with an authentic audience. Started as digital portfolios on a wordpress blog to use primarily for assessment of learning, students were so excited to receive their own blog that they wanted to write. The magic began! Students became bloggers, in Andrea’s words, “learning to create and creating to learn.”

Andrea was honest, open and reflective about the challenges and discomfort; parent concern about safety and privacy, student interest and engagement growing and waning, and skill building with teachers. She was also clear, blogfolios are a tremendous amount of work. And, yet, Andrea did not seem uncomfortable. The reverse, her energy, excitement and passion were palpable as she shared one example of a strategic upgrade – replacing assessment and writing projects previously on paper and handed in to a teacher with blogfolios that can be shared with an authentic audience. Imagine the possibility!

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