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The Check-in

The Check-in

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The Check-in

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  1. The Check-in In teams of 4 brainstorm a list of what challenges we face in terms of student learning. Place the top 3 on the board. Each group will share why they chose these top 3. “I am here” Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  2. A Systems Thinking View of Schools Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  3. To this. Shared Vision Current reality Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  4. Tools for Navigating Change "The significant problems we face cannot be solved at the same level of thinking we were at when we created them. Albert Einstein Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  5. Shared Vision: goals; achievement; positive climate; lifelong learners; community • Team Learning: strengths; weaknesses; professional development • Personal Mastery: say it, do it demonstrate it…MODELING • Structures of Learning: SAS

  6. Take two minutes and build a story that could explain how these footprints were made. Share your story with a friend. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  7. Mental Models You can clarify your thinking by understanding your own mental models. 2. By discussing mental models we can better define what other people mean and think. Leading with inquiry. 3. Realize we see or screen events and data based on our mental models. 4. We can represent our mental models using maps and other systems thinking tools. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  8. “In the research on human cognition… Information relayed from the outside through the eyes accounts for only 20% of what we use to create a perception. We each create our own worlds by what we choose to notice… ...to enact our particular version of reality.” Margaret Wheatly Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  9. How do we capture and better understand other people’s mental models? Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  10. Lead with Inquiry • The process of designing questions • for use in our schools creates meaningful • dialogue. Questions for: • administrative meetings • policy and committee work • curriculum review • parent meetings • student conferences • program evaluation Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  11. As you lead with inquiry and start building clearer images of the mental models you are exploring - you can use maps to capture your thoughts and insights. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  12. There can be a wide range of mental models in your school, district, and community? What tools do you use to help capture and explore mental models In your school? Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  13. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  14. Shared Vision Tools used to build a collective sense of organizational purpose by developing shared images of the future work we seek to create.

  15. Building a Shared Vision Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  16. The Iceberg Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  17. The Iceberg Discussion Questions Step One - The Event Name a critical event or issue that has emerged in the last few months in your classroom or school. Tell the story of the event. Step Two - The Pattern or Trend What is the history of the event you described? When has it happened before? Chart the course of related events over time on a graph. What patterns do you see emerging? Step Three - Systemic Structure What forces seem to create the pattern of behavior you described in step 2? How do the systemic elements seem to influence each other? What fundamental aspects of the school need to change if you want the pattern to change? (Policy, culture, attitudes, environment…) Step Four - Mental Models What is it about your thinking and everyone’s thinking that causes this structure to persist? How can you these mental models be safely brought to the surface for inquiry and dialogue with the larger group? Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  18. Systems Thinking Tools and the Iceberg Events - Ladder of Inference Story Telling Patterns - Causal Loops Artifact Hunt Behavior Over Time Learning History Systemic - Archetypes Structures Structured Diagrams Feedback and Delays Mental - Mapping Models Leading with Inquiry Deeper Structures Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  19. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  20. Systems Thinking The tool that gives us a language for describing the interrelationships between complex elements of real-life situations as they evolve over time. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  21. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  22. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  23. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  24. Systems Thinking offers a set of tools that: • Allow you to capture other peoples’ mental models. • Ask people to tell compelling stories that build understanding and relationships. • Foster team learning. • Help you develop a comprehensive view of the interrelationships that exist in classrooms, schools, the community, and in the world. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  25. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  26. Resources for Curriculum Materials, Tools for School Leadership, and Personal Growth The Fifth Discipline Fieldbook Project www.fieldbook.com The Creative Learning Exchange www.clexchange.org Society for Organizational Learning www.solonline.org Crisis Management Institute www.cmionline.org Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  27. Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696

  28. A Ritual to Read to Each Other • If you don't know the kind of person I am, • and I don't know the kind of person you are, • a pattern that others made may prevail in the world, • and following the wrong god home we may miss our star. • For there is many a small betrayal in the mind, • a shrug that lets the fragile sequence break, • sending with shouts, the horrible errors of childhood, • storming out to play through the broken dike. • And as elephants parade holding each elephant's tail, • but if one wanders the circus won't find the park, • I call it cruel and maybe the root of cruelty • to know what occurs, but not recognize the fact. • And so I appeal to a voice, to something shadowy, • a remote important region in all who talk; • though we could fool each other, we should consider - • lest the parade of our mutual life get lost in the dark. • For it is important that awake people be awake, • or a breaking line may discourage them back to sleep; • the signals we give - yes or no, or maybe - • should be clear; the darkness around us is deep. • by William Stafford • American poet 1914 -1993 Timothy R. Lucas and Associates The Fifth Discipline Fieldbook Project - Schools That Learn LucasRPS@aol.com 201-236-8696