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Central York School District Mass Customized Learning . . . and the Leadership to Make It Happen

Central York School District Mass Customized Learning . . . and the Leadership to Make It Happen. July 9, 2013 Chuck Schwahn chuckschwahn@yahoo.com masscustomizedlearning.com. Today’s Intended Outcomes:. Why Mass Customized Learning? Becoming an ADVOCATE of MCL

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Central York School District Mass Customized Learning . . . and the Leadership to Make It Happen

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  1. Central York School DistrictMass Customized Learning . . . andthe Leadership to Make It Happen July 9, 2013 Chuck Schwahn chuckschwahn@yahoo.com masscustomizedlearning.com

  2. Today’s Intended Outcomes: • Why Mass Customized Learning? Becoming an ADVOCATE of MCL • The MCL Vision. You feeling confident about sharing the MCL vision with your people • Total Leaders. The thinking and the leadership to MCL vision a reality • Getting Started. Action steps for the coming school year

  3. Inevitable TOO! Mass Customized Learning The Total Leader Embraces the Inevitable Chuck Schwahn and Bea McGarvey Significant contributions: Pat Crawford, Duff Rearick, and Jay Scott

  4. Inevitable TOO!

  5. the meeting was . . . Inevitable

  6. Leadership 101 Strategic Design • Strategic Direction • Beliefs/Values • Mission • Exit Outcomes • Vision • Strategic Alignment • People • Practices • Processes • Structures

  7. STRATEGIC DESIGN Requires STRATEGIC DIRECTION Requires STRATEGIC ALIGNMENT Requires + AUTHENTIC LEADERS Who DEFINE PURPOSE VISIONARY LEADERS Who FRAME VISION RELATIONAL LEADERS Who DEVELOP OWNERSHIP QUALITY LEADERS Who BUILD CAPACITY SERVICE LEADERS Who ENSURE SUPPORT + + + + TOTAL LEADERS Creating PRODUCTIVE CHANGE

  8. Key Domains of Total Leaders VISIONARY Vision SERVICE Support AUTHENTIC Purpose QUALITY Capacity RELATIONAL Ownership

  9. The 5 PILLARS of PRODUCTIVE CHANGE • Purpose - “It has meaning for me!” • Vision - “It’s clear and exciting!” • Ownership- “I want to be part of it!” • Capacity - “I can do it!” • Support - “Our leader is really helping!”

  10. “I could have written that book!” A vision hiding in plain sight. Everything is obvious: once you know the answer

  11. Leaders take people to places they wouldn’t go without them.

  12. VISION • Your mental PICTURE of the FUTURE YOU PREFER TO CREATE • A detailed description of what your organization will look like when operating at its IDEAL BEST

  13. John F. Kennedy’s“Man on the Moon” VisionWe (NASA) knew about 15% of what we needed to know to get there. But, we knew it was right.

  14. VISION COMES ALIVE when everyone sees how his/her contribution makes a difference. People need to see both the big picture and their role in achieving that picture.

  15. Vision . . . What we will look like, act like, feel like, and be like when we are operating at our IDEAL BEST. What will we be like when we are . . . Empowering All Learners to Succeed in a Rapidly Changing World

  16. “The very essence of leadership is • . . . you have a VISION • It’s got to be a vision you articulate clearly and forcefully on every occasion. • You can’t blow • an uncertain trumpet.” • Theodore Hesburgh

  17. Can we skip some things . . . . • Education must change . . . significantly! • Many things we used to do made sense . . . they don’t any more! • Technology is here to stay . . . it will is revolutionizing our profession! • Tinkering isn’t enough!

  18. And about International Comparisons . . . The USA is not a “catch up” country. We are a “leapfrogging” country. Face it, Singapore is better at being obsolete than we are!

  19. The “let’s get honest” question that we will ask all day: Are we doing this/making this decision based on . . . LEARNING, or on CONTROL?

  20. For the Secondary Principal, CONTROL is a good “MUST” thing! So, the question I will ask: “Can you implement the MCL Vision and remain in control of your school?”

  21. Learner Focus—it should drive everything! Who is it that is walking through our doors?

  22. Just a thought . . . . Who is walking through our school doors? Many/Most kids who walk through our doors are no longer “students.” Instead, they are “learners.” Learners who have ALWAYS lived in the Age of Empowerment. We must treat them as such . . . or continue to bore the hell out of them. I’m just sayin’ . . . .

  23. Talk a bit about this one: Who is the kid walking through our doors? How do they differ from when we were in school? If nothing else in our world had changed, would the “different kid” who walks through our door create a powerful need for changing how we do school?

  24. TECHNOLOGY: • Technology to TRANSFORM SCHOOLS • Technology to TRANSFORM THE STRUCTURE OF SCHOOLS • Not Technology to REPLACE TEACHERS • We will not THROW THE BABY OUT WITH THE BATHWATER

  25. Cyber Schools . . . “. . . throw the baby out with the bathwater.”

  26. The Industrial Age gave us MASS PRODUCTION The Information Age gave us MASS CUSTOMIZATION which in turn made The Age of Empowerment INEVITABLE

  27. Mass Customization . . . • Who is doing this for you now? Identify an organization/business that is effectively meeting your individual needs. • How do they do it? • How might we transfer what they do to education?

  28. Industrial Age Structures and Practices • A graded k-12 assembly line . . . everyone moves at the same pace • When there is a problem on the assembly line . . . students are moved to “rework” • A,B,C grades . . . some lemons come off of the line and we give them “Cs” • Time is the constant . . . quality learning is the variable • Our profession/industry is heavily unionized • School Districts are more “managed” than “led”

  29. Information AgeStructures and Practices • Transformational technology • Learning rate tailored to the individual learner • Learning style tailored to the individual learner • Learning interest/content tailored to the individual learner • Standard for mastery . . . the learner has mastered the outcome or “they are not finished yet” • Leaders create innovative future-focused organizational visions and manage toward their implementation

  30. HERE’S THE DIFFERENCE! INDUSTRIAL AGE Paradigm of “SCHOOL” INFORMATION AGE Paradigm of “LEARNING SYSTEMS” Specific Students can learn Specific Subjects in Specific Classrooms on a Specific Schedule in a Specific Way from a Specific Teacher Anyone can learn Anything from Anywhere at Any time in Any way from World Wide Experts

  31. ANYONEcan learn ANYTHING from ANYWHEREatANY TIME from WORLD-CLASS EXPERTS And now, in this Digital World, usingthe most TRANSFORMATIONAL TECHNOLOGIESandRESOURCESavailable toENHANCE theirPERSONAL INTERESTS and LIFE FULFILLMENT.

  32. BUT….in their “Reform-Driven” Schools…… SPECIFICSTUDENTS of a SPECIFICAGE must learn SPECIFICTHINGSon a SPECIFICSCHEDULEin a SPECIFICCLASSROOMfrom a SPECIFICTEACHER using SPECIFICMATERIALS and METHODS so that they can pass SPECIFICTESTS on SPECIFICDATES ……and only then will THE SYSTEM call them “OK.”

  33. Cross-Industry Borrowing for the Empowerment Age Delivery System • GOOGLE / BING / WIKIPEDIA ...…for the Content • BLACKBOARD …………………..….forCurriculum, Instruction, Coordination • iTUNES ……………………….............forAccessing Online Learning • NETBOOKS or iPADS ……...….…....forAccessing the World’s Information • ATT / VERIZON………………….…..forRecordkeepingand Reporting • MICROSOFT CALENDAR……....…forSchedulingand Coordination • YOUTUBE…………………….…........forElectronic Portfolios • WALMART BAR CODE……….....….forTracking Students • AMAZON.COM………………..……..for Profiling Learning Styles and Interests • FACEBOOK……………….…….……forStudent and Teacher Networking • APPLE / DROID APPS………..…..…forALMOST ANYTHING

  34. “Inevitable: Mass Customized Learning” The title states the challenge and the opportunity. The world IS customizing services and products for the individual. Education WILL BE customized to individual learners . . . it IS INEVITABLE The question is: Will educators customize learning or will Apple Folks do it?

  35. Let’s talk technology . . . What scares you/us most about technology’s heavy influence on schools and learning? What major contributions will technology make to learners and schools?

  36. The Inevitable: MCL Vision is “AN INSIDE JOB!”

  37. The BIG QUESTION -- Do you think that education is going to get better if we continue in our old Industrial Age paradigm?

  38. About Learner Motivation: • (from: Getting Smart: How Digital Learning is Changing the World) • Tom Vander Ark • When you visit high schools, it’s striking to note the difference in affect and energy between hallways and classrooms. • Boredom may be the greatest challenge we face.

  39. We have not served the “fast runners” well . . .

  40. Many people who are intelligent believe that they are not.

  41. Intrinsic Learner Motivators: • I find the content interesting.(better if “I chose it because it is very interesting.”) • It fits the way I learn.(better if “I was given alternative ways to learn . . . I learn best through video.”) • Ithits my learning level. (better if “It will be a challenge, but I think I can learn it.”) • Mass Customized Learning can do ALL THREE.

  42. Students are not engaged in their learning and are misbehaving; teachers feel they are losing control . . . you are the Principal. • What mindset do you bring to the analysis of this problem? • Is it, “How can we create policies, rules, and practices that will help teachers control their classrooms?” • Or, is it “What can we do to create the conditions that will motivate students to want to learn?”

  43. If you’re thinking “what would motivate students” . . . THINK: • Meeting readiness level . . . That is, the learner has the prerequisite learnings. • Letting students determine the content . . . That is, students are interested. • Letting students select the learning mode . . . That is, it fits the student’s learning style. MCL does all of these . . . our present structure does none of these.

  44. The case for INTRINSIC MOTIVATORS. . . (find them at your nearest MCL system) EXTRINSIC MOTIVATORS INTRINSIC MOTIVATORS come from the outside…. and foster compliance come from the inside…. and foster commitment come in the form of rewards and punishments come in the form of freedom and personal fulfillment cause learners to do what we want them to do allow learners to do what is meaningful and purposeful Learners tend to stop doing things when the Extrinsic Motivators are stopped Intrinsically motivated learners tend to become Life-Long Learners Let me think now . . . does this have implications for us??

  45. The Inevitable: MCL Vision from a Teacher’s Perspective (Today, Teacher Learning Facilitator)

  46. Role of the Learning Facilitator (teacher) • Facilitates the learning of 12-15 learners. • Engages and inspires each learner. • Guides the progress and development of each learner. • Develops, monitors, and supervises learner activities. • Ensures that all learners can effectively use the system’s learning • tools to accomplish their outcomes. • Creates and delivers seminars that allow learners to accomplish • complex learner outcomes. • With other Learning Facilitators, continuously improves • the learner experience and the success of the learning community.

  47. Role of the Learning Coach • Advises and mentors12-15 learners. • Examines options and expectations for each learner. • Creates, monitors, and revises a learning plan for each learner • connected to the learner’s needs, style of learning, interests, and • vision for his/her future. • Analyzes the learner’s progress on his/her learning plan. • Communicates among the learner, parents, and the learning • community (school). • With other Learning Coaches, adjusts the programs and procedures • in the Learning Community to meet the ever-changing needs of • their learners.

  48. The Inevitable: MCL Vision from a Learner’s Perspective (Lori’s Dad plays a “bit part.”)

  49. How is this specific learner outcome best learned . . . some options • Online • Interactive seminar • Lecture with Q & A • Reading/Viewing • Project • Lab • Mentor/Shadowing • Etc.

  50. Creating a 60-day Customized Learning schedule for Lori • A conversation between Lori, a 14-year-old learner, and her father/mother • Assuming that the Learning Community has created the Information Age infrastructure . . . e.g., curriculum as outcomes, learning opportunities online, etc. • Lori is a rather responsible, self-directed learner . . . but a teenager! • Lori has a Learning Coach who is employed by the Learning Community • What if Lori were not a responsible, self-directed learner • What if Lori did not have access to a computer at home

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