Sunday, June 11, 2017

What Lies Within Us?

Attending so many conferences, there is a common theme that you will hear from most.

How do we get our students better at school?

They might not say that straight out, but it is the underlying narrative.

What I do not hear enough is, “How do we start to find the brilliance and talents in each of our students?”

Here is an easy solution to the latter question.

Look.

If you start by looking for the strengths and talents of each of your students, the “school” part will get much easier.  Too often I hear about “response to intervention” meetings and how they constantly focus on how to fix the weaknesses of the students they serve.  This is not a good way to start a conversation.

Look for the strengths first.  If people know they are valued, the other “stuff” will come.  But, let’s just say it doesn’t.  Then we will have students who might not be “awesome at school”, but will walk out knowing what they are strong at and it has been developed because of school.  Do we want our students to walk out being good at school or help them become and continue to be good at life?

This quote from Ralph Waldo Emerson resonates:

“What lies behind us, and what lies before us are tiny matters, compared to what lies within us.”

Are we helping students discover what lies within themselves?

I am not saying “ignore the weaknesses”.  I am just saying that it is a horrible place to start.

Quotefancy-1807527-3840x2160



from Connected Principals http://ift.tt/2rOy5bm

What Lies Within Us?

Attending so many conferences, there is a common theme that you will hear from most.

How do we get our students better at school?

They might not say that straight out, but it is the underlying narrative.

What I do not hear enough is, “How do we start to find the brilliance and talents in each of our students?”

Here is an easy solution to the latter question.

Look.

If you start by looking for the strengths and talents of each of your students, the “school” part will get much easier.  Too often I hear about “response to intervention” meetings and how they constantly focus on how to fix the weaknesses of the students they serve.  This is not a good way to start a conversation.

Look for the strengths first.  If people know they are valued, the other “stuff” will come.  But, let’s just say it doesn’t.  Then we will have students who might not be “awesome at school”, but will walk out knowing what they are strong at and it has been developed because of school.  Do we want our students to walk out being good at school or help them become and continue to be good at life?

This quote from Ralph Waldo Emerson resonates:

“What lies behind us, and what lies before us are tiny matters, compared to what lies within us.”

Are we helping students discover what lies within themselves?

I am not saying “ignore the weaknesses”.  I am just saying that it is a horrible place to start.

Quotefancy-1807527-3840x2160



from Connected Principals http://ift.tt/2rOy5bm

Saturday, June 10, 2017

Alex and Eliza: a Love Story by Melissa De La Cruz

My teen reading hasn't been the best this year, so when I found out there was a novel about Alexander Hamilton and Elizabeth Schuyler's courtship, I just had to read it. 

 I was curious to see how Melissa De La Cruz, who's known mostly for her Blue Bloods and the Witches of East End series, tackled history; especially a well known love story.  

I'm happy to say I was pleased with this retelling of a passionate love story that has become widely known due to the musical Hamilton.  While it isn't jam packed full of historical anecdotes or have the depth of an adult historical novel, it certainly fleshes out enough of the political climate to make a person curious to explore more.  Alex and Eliza lived in an extraordinary time, surrounded by giants in American history; even as Alex himself was becoming one of those very giants himself.  A new nation struggling to defeat the British under the constant stress of harsh weather conditions, lack of food and shelter, and never knowing exactly who was firmly on the American side or the British side.  Can you imagine being part of a time where the country you lived in was brand new?  What that must have been like?  The possibilities and the unknowns?  

Melissa De La Cruz smartly decided on writing about Alex and Eliza's early meetings and the years before they were married.  Alex was a red-headed, blue-eyed, strikingly handsome wunderkind who arrived in America as a young teen with no money and no family.  All he had were his brilliant mind and ambition.  He landed an extremely important job as aide de camp to General George Washington; writing all the General's correspondence and being his right hand man. He was so valued by George that even though Alexander wanted to fight in the Revolution, George refused to send him into battle. It was frustrating for Alexander, who felt he should be able to lead a regiment into battle and prove himself to those who felt he kept himself safe by quill and paper.  

Elizabeth Schuyler was the middle of three oldest daughters to the Schuylers, a powerful family who could trace their time in America back to the 1600's.  Her father was a general in the Revolution, and marrying into the Schuyler family was seen as a savvy political move to any man who had ambition.  

Elizabeth and Alexander met at a dinner in 1777; after that they didn't meet again until 1780, when Elizabeth traveled to Morristown, NJ to stay with her Aunt.  Alexander was there with General George Washington as they wintered in town and prepared for the Spring battles that were sure to come. Elizabeth and Alexander certainly had a spark, and fell deeply in love. This is where De La Cruz takes some fictional license and creates obstacles along the path to true love.  This had me thinking about the few choices women had in matters of marriage and living a life they wanted to live.  It reminded me of just how much freedom we do have now, in America, to choose our partners, have a career, have or not have children, and support ourselves financially without a partner. While Elizabeth can, at times, sound a bit more like a modern young lady, I can see this intelligent young lady thinking about life as a woman during the revolution and wondering about her choices.  

Overall, I enjoyed this teen novel.  Even knowing the history of their marriage, and the early death of Alexander by a fatal duel with Aaron Burr, the novel ends with hope and the love of two people who truly found their better halves.  

Rating:  3/6 for a teen historical novel that takes some liberties with the love story, but overall gives life to a long ago love that still fascinates us today. Plenty of historical figures in this novel; the background of the struggles to become a nation adds a sense of urgency and danger to an enduring love story. 

Available in hardcover, audio and ebook. 

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Friday, June 9, 2017

725 Marine

Anthem Developments has been quietly building a new building at 725 Marine Drive in North Vancouver. Located just East of Fell on Marine drive, makes 725 Marine ideally located and truly walkable, within a quick 5 minute walk you have access to a number of restaurants, coffee shops, shopping, parks and trails, not to mention one bus downtown or to lonsdale quay.
725 Marine Drive will be a 5 Storey wood frame building featuring 92 urban designed 1, 2 and 3 bedrooms condos in the upper 4 floors, with retail on the ground floor.

 

If you’re looking to stay updated on 725 Marine by Anthem register with us today.

 

 

 

 

 

 

E. & O. E. This is not an offering for sale. An offering for sale may only be made after filing a Disclosure Statement

The post 725 Marine appeared first on Vancouver New Condos.



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Thursday, June 8, 2017

Deeper Learning Is By Discovery, Not Delivery


We've been talking about Bloom's Taxonomy and critical thinking for as long as I've been an educator. And yet we still have work to do to get kids cognitively engaged in classrooms. We can't seem to shake the traditional methods that turn education into a delivery system, rather than a powerful engine of discovery and inquiry.

So much of the conventional wisdom is wrong. For instance, many teachers believe we should teach the basics and then if we have time, include opportunities for critical thinking. Our assessments are often organized that way. Most of the items will be recall/knowledge level questions with one or two performance events or critical thinking tasks at the end. It seems like critical thinking is always an after thought.

In my first year of teaching, I remember one of my mentors gave me this advice, "Make them (the students) think." And that's exactly what we need to do. We need to design learning that involves students in making meaning, not just accepting information. If we want students to get deeper understanding and enjoy learning, that is what we must do.

Here are some of the differences in approaching education as a delivery system vs. a discovery system.

Delivery

1. Students are expected to accept information (textbook, lecture, study packet, notes, etc).

2. Learning is impersonal and disconnected. 

3. Understanding is limited to what was taught.

4. The teacher is doing much of the thinking and explaining.

5. Learning is measured by right and wrong answers.

6. The teacher mostly decides the direction of learning.

7. Teaches step-by-step problem solving (at best).

8. Relies on compliance, following instructions, rules.

9. Passive, receiving, accepting, memorizing type of learning.


Discovery

1. Students are making meaning of information (thinking critically and creatively).

2. It connects to the learner's interest, aptitude, experience, and even their personality.

3. Understanding often results in new ideas.

4. The student is forced to assume more cognitive load. 

5. Learning is measured by the quality of your thinking (and ultimately quality thinking will result in right answers).

6. The students' questions help determine the direction of the learning.

7. Teaches students to activate their reasoning skills to solve problems.

8. Relies on curiosity, interests, and exploration.

9. Active, reasoning, questioning, connecting, synthesizing type of learning.

There are numerous advantages to discovery learning. Students will remember more of the facts and fundamentals of the discipline when they learn this way. They will have more context to connect ideas and make learning stick. They will also develop skills as independent learners, something that will serve them well their whole life.

And it doesn't have to be complicated. Although I'm a big fan of project-based learning, we can make students think in simple ways without an extended project. Sometimes the simplest teacher moves are the most effective. Try this: Wait longer after you ask a question before you accept a student answer. Then, wait longer after the student responds to the question before you say anything. Instead of saying the answer is right or wrong, ask, "And why do you think that?" 

This summer I challenge you to think about how a lesson could be better next year. How could you improve your lesson design so that learning becomes more discovery and less delivery?

Question: What tips would you share for making students think? How do you achieve cognitive engagement? Leave a comment below or respond on Facebook or Twitter. Your suggestions are like gold!



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10 Crucial Characteristics of Great Leaders

Leadership is not an easy endeavor.

When you think you are doing well, things can easily go sideways, or even backward. Because leadership is ultimately about how we deal with other people, we shouldn’t be surprised that the process is complicated.

Yet when you think of the best leaders, they have so many of the same great qualities. There is a consistency in the traits, although the delivery and style might look much different.  When I think of the best leaders I have worked with, here are some of the qualities/traits that stuck out to me.


 

1. Vision Based on Empathy

We hear about how great leaders have “vision” all of the time, yet is that vision based on what they want to do, or more specifically, on how they can help move forward the people that they serve? A vision for leadership is not that powerful if it doesn’t meet the needs of the people you serve.

2. Passionate

Do not get the word “passionate” mixed up with “charismatic”; you can be one without the other. Some of the best leaders I have worked with were amazingly boisterous, while others were quiet and reserved. No matter what side of the spectrum they were on though, they were extremely passionate about not only what was possible, but more importantly, about the people they serve. If you are not excited about the possibilities that lay in front of you, why would the people you serve become passionate about the path you are heading?

“Nothing great was ever achieved without enthusiasm.” Ralph Waldo Emerson

3. Know When to Push and Support

This is a crucial trait of the best leaders. Not only do have the back of the people they serve, but they will give them a push so that they can continuously grow. They push to the edge but do their best to not push people over it. We always hear about how important is that people feel supported, but if you do not have a leader that pushes you to grow, you might begin to regress.

I have met way too many great people that left their organization not because they didn’t feel supported (obviously that happens as well), but because they feel they outgrew their leader. Finding the balance is tricky but it is a pursuit that we must continuously focus on to help individuals, and ultimately, your organization develop and grow.

4. Great Managers

If you ever hear someone talk about how “we don’t need managers, we need LEADERS!”, they are missing a crucial element of leadership overall. Think about it…Have you ever had the passionate leader who totally ignores your emails and requests because they are disorganized?

What about the great vision for education that doesn’t come to fruition because we can’t find the resources?

Stephen Covey simplifies leadership and management nicely; leadership is about people, management is about things. If I can’t get these “things” into the hands of my people, does it matter what the vision is?

5. Confident

There is a fine line between confidence, insecurity, and arrogance.

Insecurity ←—————————- Confidence ——————————> Arrogance

In 2016, I created this image to share some of the differences between these three ideas.

Screen Shot 2016-03-04 at 4.38.33 PM

Although it is subjective between the “leader” and the “follower”, it is important that we not only ask for feedback but to be introspective.

At the end of the day, a confident leader will acknowledge when they are wrong because they know that only through admitting mistakes can you move forward.

6. Learner

The world constantly evolves, and a great leader evolves with it. To do this, you have to be willing to continuously learn and grow. Some of the stories that you hear of failing organizations were not because the people in the organization were bad, but because the leadership didn’t adapt (See Blockbuster).

 

 

7. Solution Oriented

A great leader turns problems into opportunities, weaknesses into strengths, and finds a way where there is seemingly nowhere to go.

You either seek opportunities or find problems. Even in seemingly unsolvable situations, great leaders grow from those mistakes.

How you look at the world is how you lead.  If you look for opportunities, you will find them.

8. Works Side-By-Side With Those They Serve

You should never make a decision for the people you serve unless you are in the environments in which they work and learn. Far too often, weak leaders make decisions for people based on what they assume will work best for them based on theory, not practicality. Get into those environments, experience them, and do everything you can to help people be successful. You do not have to be able to do their job (they are the experts), but you do have to be able to help them be successful in their job.

9. Develops More Leaders

Although this seems cliche, it is also very true. If the direction of an organization is based on the leadership of “one”, the time it will take to move forward will be forever, if it happens at all. If you have a shared and co-created vision, the leadership of many though will move things in the right direction, quickly. Leadership is not a solo act, but a group effort.

10. Knows When To Follow

If you truly develop more leaders, that should mean that you are willing to follow. This is one of my favorite Steve Jobs quotes:

The only thing that I would change about the quote is,  “it doesn’t make sense to develop smart people and then tell them what to do.”  If you are truly developing leaders, know when to get in front, stand by their side, or follow from behind.  Great leaders are able to do all three effectively.


 

If you can take all ten of these characteristics and put them into one word, it would obviously be “relationships”. Create them develop them, foster them, and people will go to heights beyond their wildest dreams.

 

Remember…

A great leader’s legacy is not in what they do, but what the people they serve do.

Source: George Couros



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Deeper Learning Is By Discovery, Not Delivery


We've been talking about Bloom's Taxonomy and critical thinking for as long as I've been an educator. And yet we still have work to do to get kids cognitively engaged in classrooms. We can't seem to shake the traditional methods that turn education into a delivery system, rather than a powerful engine of discovery and inquiry.

So much of the conventional wisdom is wrong. For instance, many teachers believe we should teach the basics and then if we have time, include opportunities for critical thinking. Our assessments are often organized that way. Most of the items will be recall/knowledge level questions with one or two performance events or critical thinking tasks at the end. It seems like critical thinking is always an after thought.

In my first year of teaching, I remember one of my mentors gave me this advice, "Make them (the students) think." And that's exactly what we need to do. We need to design learning that involves students in making meaning, not just accepting information. If we want students to get deeper understanding and enjoy learning, that is what we must do.

Here are some of the differences in approaching education as a delivery system vs. a discovery system.

Delivery

1. Students are expected to accept information (textbook, lecture, study packet, notes, etc).

2. Learning is impersonal and disconnected. 

3. Understanding is limited to what was taught.

4. The teacher is doing much of the thinking and explaining.

5. Learning is measured by right and wrong answers.

6. The teacher mostly decides the direction of learning.

7. Teaches step-by-step problem solving (at best).

8. Relies on compliance, following instructions, rules.

9. Passive, receiving, accepting, memorizing type of learning.


Discovery

1. Students are making meaning of information (thinking critically and creatively).

2. It connects to the learner's interest, aptitude, experience, and even their personality.

3. Understanding often results in new ideas.

4. The student is forced to assume more cognitive load. 

5. Learning is measured by the quality of your thinking (and ultimately quality thinking will result in right answers).

6. The students' questions help determine the direction of the learning.

7. Teaches students to activate their reasoning skills to solve problems.

8. Relies on curiosity, interests, and exploration.

9. Active, reasoning, questioning, connecting, synthesizing type of learning.

There are numerous advantages to discovery learning. Students will remember more of the facts and fundamentals of the discipline when they learn this way. They will have more context to connect ideas and make learning stick. They will also develop skills as independent learners, something that will serve them well their whole life.

And it doesn't have to be complicated. Although I'm a big fan of project-based learning, we can make students think in simple ways without an extended project. Sometimes the simplest teacher moves are the most effective. Try this: Wait longer after you ask a question before you accept a student answer. Then, wait longer after the student responds to the question before you say anything. Instead of saying the answer is right or wrong, ask, "And why do you think that?" 

This summer I challenge you to think about how a lesson could be better next year. How could you improve your lesson design so that learning becomes more discovery and less delivery?

Question: What tips would you share for making students think? How do you achieve cognitive engagement? Leave a comment below or respond on Facebook or Twitter. Your suggestions are like gold!



from Connected Principals http://ift.tt/2s1nMS4