When we work on collaborative problem-solving, whether it be adults or children, one of the biggest hurdles to success is attitude. Not just our attitude towards solving the problem, but our attitude towards the people we are working with. 

​​Building community is not always easy. Maintaining community is not always easy. Repairing community is not always easy. However, it becomes easier when we approach each other with respect instead of animosity; when we listen instead of just speak; when we empathise instead of persecute; when we include instead of isolate; and, when we are truthful instead of deceitful.
 
Who we are is important. Our identity, our beliefs and our values make up our sense of self. How we are is a manifestation of those beliefs and values – the way we interact with other people – our character.
 
If we are to build communities which are fair and safe, then character matters. It matters not only in uniting people through commonalities but also how we manage and work through our differences to make things better for everyone not just a few.

A new research article 'Learning strategies: a synthesis and conceptual model' by John Hattie and Gregory Donoghue was published online two days ago with a Creative Commons Attribution 4.0 International License. The link to the article will allow you to read it online, download a PDF copy or view an interactive PDF in ReadCube. The PDF version is below if you would prefer to download it from here. 

An email from EdWeek  just popped into our inbox and we immediately followed the link to this article. 

Why? The visual. It immediately evoked memories of Sir Ken Robinson's 2006 TED Talk. 

​So, nearly a decade on, how has education progressed? 

Why the Factory Model of School Persists and How We Can Change It

Really pleased (and relieved) to read this recent article by Carol Dweck - thank you to two of our Scottish colleagues for bringing our attention to it. We had a growing concern about 'growth mindset' becoming 'a gimmick' and being 'done' to both learner and educator as awareness and popularity grew. The honesty of Carol Dweck's response in this article is refreshing and thought-provoking. We urge you to read and explore/reflect upon your own thinking and that of your setting/workplace. 

The article was published on 22nd September 2015 in 'Education Week' - Carol Dweck Revisits the 'Growth Mindset'

Part of our design thoughts today had us exploring our past experiences in education. So, if you could say 'thank you' to one teacher from your school years, who would it be and why?

Earlier this month, we had the pleasure of spending 5 days facilitating 'Designing for Learning' events in Hailsham, East Sussex. One participant from the secondary sector had asked his students to engage in an open-ended problem based task/project as part of their History lessons. The products were impressive and really provoked dialogue between everyone. 

The 'History of Women's Fashion 1900-2000' caught my interest…and I turned immediately to the 1980's - my teenage era. 

I have to admit that my first reaction was to laugh loudly. Images and memories came flooding back! From clothes, we moved onto TV programmes with big shoulder pads - 'Dynasty', 'Dallas' and 'The Colbys'. Much laughter ensued.

A few days later, on a more serious note, I started to reflect on technology in the 80's. The 'space invader' game, my Spectrum 48k computer with rubber keys, our first video recorder (did we opt for VHS or Betamax?), vinyl records, telephones with cords and the dial that you operated by putting your finger in the metal ring and pulling it round. 

On talking to my 14 year old nephew, he was aghast…and I think the comment went something like, 

"Lynne - were you really alive in those olden times?!"

In the 90's, I was at University. My campus had the first of the internet regional servers. I remember attending a seminar, sitting on stools in the library back area. We were about to get our first taste of this thing called 'the world wide web'. 

As they put in a search term chosen by us, I sat waiting. Intrigued. 10 minutes passed by…20 minutes…almost 30 minutes. And then some information popped up. 

My reaction as a 'trainee teacher'…

"This internet thing will never catch on! Can you imagine having to wait 30 minutes for it to work whilst sitting with a class! What a nightmare!"

How little did I know!

(And the search term we asked for…Emma by Jane Austen! We were writing assignments on this and thought we could do with a bit of free research from the 'world wide web'!)

Reflective question for you all: When did you first hear about/use the internet? Where were you? What were your initial thoughts/reactions?

…for all involved. 

This week is going to be full of learning for us…and potentially quite challenging. We are preparing ourselves for some uncomfortable moments. 

If you are reading this and know that we are working with you this week, you have no need to worry. The 'learning' is more to do with our peripheral tasks! 

For those of you who have watched with interest during training events as Andrew organises the resource boxes and bans me (Lynne) from even going near them...this week I get to learn! The question is 'who is likely to be more uncomfortable?'.

Andrew is recovering from recent surgery and has been advised not to lift/carry anything for 3 months. We have needed to react positively to this news and reassess how we prepare for events. It has left us reflecting in a very real way on the emotions that occur during moments of new learning - however insignificant the learning may seem to others. 

Learning can definitely be uncomfortable - for all involved. Whether you are the perceived 'teacher' or the 'learner' in the task. In fact, more often than not, the 'teacher' can be equally uncomfortable during new learning situations - the moment when you relinquish control, take that risk and trust your learners to take ownership. Sometimes the most difficult task is knowing when NOT to step in.

So - this week we head to East Sussex. I will be carrying boxes, organising resources and ensuring everything is packed away in the correct place. These tasks are not usually high on my list of priorities. They are not within my preferred skill-set. Yet, I am motivated to learn and to achieve success. 

Motivation and relevance is key to new learning. I'm also pretty sure that I will be needing some 'gentle' guidance, support and recognition of progress this week. And, who knows, I may even develop some muscles as a by-product of my new learning. ;-) 

This week has been a mixture of reading, research, meetings and school visits. After ruminating on the various documents available for the new LNF in Wales (National Literacy and Numeracy Framework - statutory from September 2013), we turned to our most recent book purchase…for some light reading!

Are you smart enough to work at Google? (William Poundstone)
The interview experiences and questions were immediately engaging and provocative. It challenged our thinking. It made us reflect on how we would act in such interview situations. And, ultimately, we needed to put the book down for a while as our brains began to hurt!

As we continued to work our way through some of the puzzles described, we began to wonder how learners of different ages would react. As adults, we tend to immediately self-check our responses and suggestions - often choosing to remain quiet if we perceive that an idea may be met with negative reactions from peers. How does this affect our ability to think creatively and explore multiple options. Do we limit ourselves?

We shall leave you to ponder two of the interview questions included in the book. (The second of the questions reminded us (slightly!) of one of our problem-based tasks for 3-5 year olds regarding Humpty Dumpty - how can we prevent him from 'cracking' every time he falls off the wall?)

Interview Question:
"You are shrunk to the height of a penny and thrown into a blender. Your mass is reduced so that your density is the same as usual. The blades start moving in sixty seconds. What do you do?"

Interview Question:
"You work in a 100-storey building and are given two identical eggs. You have to determine the highest floor from which an egg can be dropped without breaking. You are allowed to break both eggs in the process. How many drops would it take you to do it?