Category: March 2022

Learning is Living

Posted on by karinst8ler

“What frameworks do we need to make sense of learning in our world of constant change?” (Brown & Thomas, 2011, p. 19).

I started grad school with a huge misconception. Particularly, I thought it would be at least similar in nature to undergrad. However, the Applied Digital Learning program at Lamar is nothing like what I expected. It’s fun to apply the concepts I’m learning about constructivist theory to analyze my misconceptions. For example, the constructivist theory says that I built my understanding of what school is like on what I already know and believe to be true about school (Andrews et al., 2011). Furthermore, what I thought grad school was going to be like early on – sit-and-get, lecture-style coursework – shifted as I experienced the ADL program. This is because “what students know and believe at the beginning of a course is often [scientifically] inaccurate” (Andrews et al., 2011, p. 400). I think we all realize by now that the ADL program is meta.

That is to say, the program is designed to model the very concepts it’s teaching – Choice, ownership, and voice in authentic learning environments.

Gaming as a model for learning

Our grad school cohort reminds me a lot of the example of intergenerational gaming described in A New Culture of Learning (Brown & Thomas, 2011). My team members and I are actively engaged with one another on a quest for learning. The connections we build in the context of grad school work are concrete. This is because, in the ADL program, our professors cultivate meaningful resources and group us into cohorts as our own collective.

  • Cultivation: Take nearly unlimited resources and consolidate them into a bounded, structured environment and adjust as necessary (Brown & Thomas, 2011).
  • Collective: “A community of like-minded people who help [people] learn and meet a particular set of needs” (Brown & Thomas, 2011, p. 21).

In other words, “everything and everyone around us is a resource for learning” (Brown & Thomas, 2011, p. 32-33).

Collaboration for the sake of learning

Coaching and collaboration by themselves do not improve learning (Goodwin, 2015). Studies show that “collaboration without the benefit of outside expertise falls flat” (Goodwin, 2015, p. 2). In other words, the quality of the collaboration is more important than the quantity. In Innovation That Sticks Case Study – OCSB: Collaborative Professional Development (EdCan Network, 2016), teachers shared that the learning they achieve in their model of professional learning applies collaboration effectively.

For example, instead of attending mass training where every teacher hears the same information, teachers as learners take time off to collaborate with one another. During this time, they may “set up lesson plans, decide how they present something, get help with technology, and spend time networking and sharing ideas and knowledge” (EdCan Network, 2016). I believe that our graduate program works similarly. As a learner, I reach out to multiple collaborative groups. In these ever-changing groups, we support one another’s growth as we apply high-level concepts to authentic learning environments. Our collaboration and the collaboration of the teachers in In Innovation That Sticks Case Study – OCSB: Collaborative Professional Development (EdCan Network, 2016) works because it is personalized.

Improving active learning

We do a lot of active learning in our grad school program as well. However, adding an active learning activity or component to a course does not improve learning. “No one can assume that they are teaching effectively just because they are using active learning” (Andrews et al., 2011, p. 403). The implications of this are few but important. Firstly, “we need to build a better understanding of what makes active-learning exercises effective” (Andrews et al., 2011, p. 403). This requires rigorous scientific examination. Next, “we need to develop active-learning exercises useful for a broad population of instructors” (Andrews et al., 2011, p. 403). Finally, “we need to identify what training and oncoming support [faculty need]” (Andrews et al., 2011, p. 403). In other words, active learning cannot be prescriptive bandaid fix. It must be intentional and systemic to be effective.

Constructivist learning

What makes active learning effective? The simple answer is to apply constructivist learning principles. Needs of the learner at the center. What does this look like? The general instructional design involves using backward mapping to create lessons and curricula (Harapnuik, 2018). To begin, identify your desired results. That is, determine the big ideas and skills that you want students to know (Harapnuik, 2018). Then, determine acceptable evidence or the culminating task you will use to assess student learning (Harapnuik, 2018). Only then should you plan your instruction. Harapnuik (2018) calls these learning experiences or learning events. Examples of active learning events include PBL, concept-based learning, case-based studies, cognitive apprenticeships, experiential learning, authentic learning opportunities, and more (Harapnuik, 2018).

Under this model, “the best technology disappears” because it becomes part of the learning environment (Harapnuik, 2018). The teacher moves from the front of the room to the side of the student. S/he is “didactic, reflective, inventive, transformative, presenter, facilitator, coach, and mentor” (Harapnuik, 2018).

These principles are easy to espouse but difficult to apply without continued teacher support and the evolution of systems.

Image from CSLE (Harapnuik, 2018).

It’s about learning

When it comes down to it, our ADL professors model constructivist learning through the COVA model: Choice, ownership, and voice in an authentic learning environment.

Choice: They ignited my passion for the Paperless Office Proposal. Digital solutions are something I care deeply about. 

Ownership: I literally own my website domain! I also own the ideas for my proposal.

Voice: Through blogging, I am finding my voice and making connections.

Authentic Learning Environment: My proposal applies directly to my job, so I have no make work! I also message my peers constantly to work through assignments. Check out Stephen’s and Kim’s work! They have shaped me more than I can express.

Learning is play is culture is living

Learning is so much more than information, data, and content. After all, humans aren’t merely machines. Humans are, “transforming how we think about information, imagination, and play,” (Brown & Thomas, 2011, p. 31). They are rethinking their “motivations for learning across generations, platforms, purposes, and goals,” (Brown & Thomas, 2011, p. 31). Each of us has personal, specific needs but we also have shared interests that can create a collective around those needs. “Learning thus becomes a lifelong interest that is renewed and redefined on a continual basis” (Brown & Thomas, 2011, p. 32).

Learning is living.

References

Andrews, T.M., Leonard, M.J., Colgrove, C.A., & Kalinowski, S.T. (2011). Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses. CBE Life Sciences Education, 10(4), 394-405. https://www.lifescied.org/doi/10.1187/cbe.11-07-0061

Brown, J. S., & Thomas, D. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace Independent Publishing Platform.

EdCan Network. (2016, May 19). Innovation That Sticks Case Study – OCSB: Collaborative Professional Development. YouTube. Retrieved March 31, 2022, from https://www.youtube.com/watch?v=iUusuw-xdr4

Goodwin, B. (2015, December 1). Research Says/Does Teacher Collaboration Promote Teacher Growth? Educational Leadership, 73(4), 82-83. https://www.ascd.org/el/articles/does-teacher-collaboration-promote-teacher-growthHarapnuik, D. (2018, July 14). CSLE. It’s About Learning. Retrieved March 31, 2022, from https://www.harapnuik.org/?page_id=849

Promoting Positive Professional Learning

Posted on by karinst8ler

I spent my first six years teaching affluent middle school children. I grew a lot during that time as most teachers do. According to The Mirage, “Most teachers in the districts we studied did improve substantially during these early years—a well-established pattern that has been documented by many researchers and reflects a natural learning curve” (TNTP, 2015, p. 14). Around year six, I felt an itch to change. Because of this, I decided to try my hand at teaching elementary students. I also ended up in a school where 75% of the students were on free and reduced lunch. Needless to say, I felt like I was back at square one professionally. Once I felt like I plateaued at that teaching experience, I moved to a mostly ELL, all-girls middle school. I realize now that I kept changing because I didn’t feel like I was growing.

How might my career look if I experienced effective and personalized professional learning in year six?

This image demonstrates the professional development plateau that teachers experience after five years.

Image from The Mirage (TNTP, 2015).

The Five Year Rule

Teaching is like an art or a sport. That is to say, it is very skill-based and tacit. According to A New Culture of Learning, tacit learning is “that which grows from experience and lives in your body” (Thomas & Brown, 2011).

While traditional professional development leaves teachers inspired and full of ideas, teachers do not learn how to correctly apply the skills (Daniels, 2013). Teachers don’t need an instructor in a training session talking “at” them, they need support when they go to apply the information to their classroom (Daniels, 2013). Teachers need support alongside them as they plan lessons, implement new strategies, and analyze data. They need someone who will watch them try, fail, and support them as they try again. What do teachers need?

Teachers need a coach and a professional learning community.

Growing Teachers

According to EDLD 5389, there are five principles of effective professional learning:

  1. Extend the duration of PL to weeks or months
  2. Provide ongoing support for teachers during the implementation stage
  3. Use active application of ideas, methodologies, and strategies
  4. Use modeling and/or mentoring
  5. Encourage authentic projects (Harapnuik, 2021).

Teaching the Teachers goes on to differentiate between the two roles of teachers: The Technician vs. The Intellectual (Gulamhussein & National School Board Association, 2013). The Technician refers to the active, tacit, research-based skills that teachers need to learn, apply, and refine with their students (Gulamhussein & National School Board Association, 2013, p. 20). In contrast, the Intellectual refers to teachers as researchers, innovators, and experts in their field (Gulamhussein & National School Board Association, 2013, p 20). With this in mind, coaches, mentors, peers, and administrators can apply the five principles of effective learning through these filters.

This image compares the different roles of teachers as learners.

Image from Teaching the Teachers (Gulamhussein & National School Board Association, 2013). 

Promoting Positive Professional Learning

Needless to say, I am in a new role again – I am part of the Digital Learning team. In this role, I work with district adults on best practices with technology use in their current role. My goal is to take advantage of the coaching and PLC models we use in GCISD. Firstly, I will continue to work with administrative assistants. For example, I will use lunch-and-learns, coaching sessions, PLCs, and newsletters to grow their confidence and skill with technology use. Then, As I grow and improve the implementation of the Five Principles of Professional Learning, I hope to use the skills I develop as a model for the rest of the district.

References

Daniels, K. (2013, November 6). Empowering the teacher technophobe: Kristin Daniels at TEDxBurnsvilleED. YouTube. Retrieved March 27, 2022, from https://www.youtube.com/watch?v=puiNcIFJTCU

Gulamhussein, A., & National School Board Association. (2013, September). Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability. The Center for Public Education. https://www.dropbox.com/s/j13c5mk092kmqv9/Teaching_Effective_Professional_Developmt.pdf?dl=0

Harapnuik, D. (2021, April 17). EDLD 5389 Module 1. YouTube. Retrieved March 27, 2022, from https://www.youtube.com/watch?v=_Ib3pdsTFKM

Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace Independent Publishing Platform.

TNTP. (2015). The Mirage: Confronting the Hard Truth About Our Quest for Teacher Development. https://tntp.org/assets/documents/TNTP-Mirage_2015.pdf

Grandpa’s Clock, Coaching Data, and What His Hands Knew

Posted on by karinst8ler

My maternal grandfather passed away of old age during the height of the pandemic. As a man known for his love and abundance of clocks, each grandchild received a clock. My dad picked out a clock in a state of disrepair as a project for him and a gift for me. It happened to be my favorite – a Black Forest cuckoo clock from Germany with hunting and natural elements that draw on my heritage.

Me with mom and dad, Grandpa’s cuckoo clock, and my grandpa with his first family

My parents live in Michigan so I didn’t actively watch my dad fix the clock, but I did receive frequent updates. As a mechanically minded man, my Dad has always embodied tacit knowledge: That which grows from experience and lives in your body (Thomas & Brown, 2011). When my dad first got the clock, he took it apart to see if cleaning the movement would fix the problem. Once it was apart, he had no clue how to put it back together! He turned to YouTube where he found a video and put the clock back together moment by moment, piece by piece. Unfortunately, the clock still didn’t work so he found a clock shop in Frankenmuth, MI that specializes in Black Forest Cuckoo clocks. There, he purchased a new movement and a few other parts that had wear.

Inquiry 

When I talked to him about this process as a part of my research for this blog, I was struck by the complexity of his thinking. He told me that he asked, “How do I solve this problem?” His learning was not so much about knowing how to do something, rather figuring out where to learn how to do something. He also reiterated to me that when he got this clock, he knew nothing about clocks or clock movements.

This is the premise of inquiry learning and the new culture of learning. The process of inquiry “forces us to explore the various ways in which the information we possess can open new sets of questions” (Thomas & Brown, 2011, p. 83). What don’t we know, what can we ask about it? (Thomas & Brown, 2011). Also, “reframing knowledge as a where question underscores the increasing importance of context” (Thomas & Brown, 2011, p. 93). To create context, we must understand the where of a piece of information (Thomas & Brown, 2011).

Passion, Imagination, Constraint

My dad is very passionate about two things: Building and tinkering. He would be the first to say he is not “an academic,” but the New Culture of Learning (Thomas & Brown, 2011) would argue that in this day and age, no one really is in the traditional sense. “In the digital world, we learn by doing, watching, and experiencing” (Thomas & Brown, 2011, p. 76). Up until the pandemic, “almost every technique and practice we have for understanding how we learn has been about the explicit – the content – in a stable world” (Thomas & Brown, 2011, p. 76). When the pandemic hit, we shifted our practice dramatically, and we can and should continue to ride this wave as we move toward learning in a context of rapid change.

The idea of providing constraints strikes me as a key concept in the New Culture of Learning. “If you want to drive an architect crazy, give them a large, smooth, flat piece of land and then watch them spin out of control trying to figure out what to do with it. If you really want to make them happy, give them something that’s impossible to build on” (Thomas, 2012). It is the limitation – the constraint – coupled with a passion that drives the imagination.

The constraints placed on my grandfather’s cuckoo clock were the characteristics of and malfunctions specific to that clock. My dad had to get imaginative with his solutions. For example, some of the woodwork was broken. Dad was able to find the horn for the clock online, but he couldn’t find the specific antlers. He purchased a pair that are plastic and fit perfectly with the coloring and design. No one would know if I didn’t mention it! I hope he’s not disappointed that I wrote it here.

The Collective

The way that my dad used the “collective” – or the vast information resource – included YouTube videos, Google searches, Amazon, and a clock shop. Even though he didn’t interact through creation, his passive interactions – YouTube views, shopping, and google searches – had an effect on the collective information. I think of this as the learning loop. As individual learning occurs in a collective space, it affects the environment which changes in response. Therefore, new learning can and must happen.

Image created by Karin Stateler in Canva.

A rather new example of this is a new web application called Connect Hub that our district uses to track coaching data. Suzana Somers built Connect Hub when she saw a need to track data on instructional coaching. She didn’t have the app that she needed, so she built it! Because our district is one of the founding users, suggestions that we offer Suzana will have a real-time effect on how the app improves. As we use Connect Hub, we learn, we affect the environment, and the environment changes as a result.

Combining Tacit Knowledge, Intuition, and the Collective

I first encountered the concept of tacit knowledge in Jay Silver’s TED Talk, Hack a Banana, Make a Keyboard (2013). He spoke of a Not Back to School Camp, in which the leaders challenged students to build something as long as they made it from items found in nature. A student created a piece he called “fire,” with sticks fixed to the trunk of a tree. When others asked the student how he did it he said, “I don’t know, but I can show you” (Silver, 2013). “He doesn’t know, but he can show you. So his hands know and his intuition knows, but sometimes what we know gets in the way of what could be” (Silver, 2013). 

As I reflect on the importance of the collective, I’m going to leave you with my favorite quote from Silver’s TED Talk:

“I used to want to design a utopian society or a perfect world or something like that. But as I’m kind of getting older and kind of messing with all this stuff, I’m realizing that my idea of a perfect world really can’t be designed by one person or even by a million experts. It’s really going to be seven billion pairs of hands, each following their own passions, and each kind of like a mosaic coming up and creating this world in their backyards and in their kitchens. And that’s the world I really want to live in” (Silver, 2013).

References

Silver, J. (2013, May 16). Jay Silver: Hack a banana, make a keyboard! TED. Retrieved March 27, 2022, from https://www.ted.com/talks/jay_silver_hack_a_banana_make_a_keyboard?language=en

Thomas, D. (2012, September 13). A New Culture of Learning, Douglas Thomas at TEDxUFM. YouTube. Retrieved March 22, 2022, from https://www.youtube.com/watch?v=lM80GXlyX0U

Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace Independent Publishing Platform.

Crucial Conversations

Posted on by karinst8ler

“If everyone were a better listener, respecting what each other has to say, what a difference that would make for each person.”

Michelle Gilbert (Knight, 2015, p. 52)

I struggle to feel heard.

I belong to a leadership cohort in my district called Future Ready Leadership Academy. In FRLA, we were tasked with reading a leadership book and sharing it with a small group. I chose a book called Better Conversations (Knight, 2015). Why? Too often, I interacted with leaders who lacked effective communication skills. It didn’t surprise me when I read that a Gallup 2013 Survey question – At work, do my opinions seem to count? – placed teachers at the bottom of the list (Knight, 2015). That is, teachers feel their opinions are less valued than all blue-collar, service, and healthcare workers. No wonder I struggled to feel heard!

Feeling heard means listening?

As I dug into Better Conversations (Knight, 2015) the first habit wasn’t about being heard at all. Rather, it was about listening with empathy. Really? Listening in order to feel heard? This chapter started to help me consider whether I was truly a good listener.

You see, I’ve never been one to shy away from a difficult conversation. When I first started working in GCISD, I had to take the Gallup Strengths Finder and my greatest strength is Empathy. I am great at feeling out the “vibe” in the room, encouraging people to express their feelings, and encouraging deep conversations.

Image from Clifton Strengths Finder (2018).

Yet I definitely still worry more about being HEARD than about how well I am listening.

Becoming the master of my stories.

I think this is where crucial conversations come into play. I may be good at listening, but how well do I listen when the stakes are high? In my post Don’t Be a Virus: Master Your Story (2022), I tell a story about an experience where I didn’t communicate my needs. I talk about the story I was telling myself and how, in spite of working so hard with Cognitive Behavior Therapy over the years, I still struggle with the stories I make up in my head. Why don’t I feel heard? Simple – I still struggle listening to myself, especially when the stakes are high. I also recognize that Crucial Conversations (Patterson et al., 2012) offers a path to improving the habits mentioned in Better Conversations (Knight, 2015). Namely, using those empathy skills to provide me the attention I’m looking for.

A brief summary of Crucial Conversations.

Are you having those crucial conversations? 

When I notice a conversation with varied opinions, strong emotions, or high stakes, I work to use my crucial conversation muscles. For example, when a peer recently pushed against a process I created, I kept it factual. She continued to push against the process. I responded by focusing on what I wanted – a clear process AND mutual respect. I also created a mutual purpose. When she criticized the process, I explored her path and we agreed on a better workflow. I was proud of myself and we now had a better understanding of a ticketing workflow.

Do you have the strength of confidence to go down that path? 

You know what? I don’t have the strength… YET. I will use crucial conversations and my Growth Mindset plan to continue to build my confidence as a leader.

Growing a Growth Mindset in Grapevine-Colleyville ISD

Are you using the crucial conversation tools to build a strategy? 

For now, my focus is to practice mastering my stories during crucial conversations. Specifically, when I notice hurt, anger, or sadness, I will pay attention. That is, I will retrace my Path to Action:

Photo from CrucialLearning.com

I will pause, take a breath, and ask myself the questions in Crucial Conversations (Patterson et al., 2012, 112):

  • “Am I in some form of silence or violence?”
  • “What emotions are encouraging me to act this way?”
  • “What story is creating these emotions?”
  • “What evidence do I have to support this story?”

With practice, I can improve the way I am listening to myself during crucial conversations.

Discover the answers from within.

“All the wonders you seek are within yourself.”

Sir Thomas Browne

Through trials and tribulations over the course of my life, I have learned I can turn inward for every answer I seek. As I take steps toward a leadership role, I realize that this still rings true. Whether I’m practicing empathy, listening, or flexing crucial conversation muscles, I need to trust myself to lead. As soon as I do my confidence will shine forth to light the way for others.

References

Clifton Strengths. (2018). Your CliftonStrengths 34 Results. Gallup, Inc.

Knight, J. (2015). Better Conversations: Coaching Ourselves and Each Other to Be More Credible, Caring, and Connected. SAGE Publications.

Patterson, K., Grenny, J., Switzler, A., & McMillan, R. (2012). Crucial Conversations Tools for Talking When Stakes Are High, Second Edition. McGraw-Hill Education.

Stateler, K. (2022, March 2). Don’t Be a Virus: Master Your Story. Cookies N Cache. https://karinstateler.com/?p=712

5302 & 5304: Contributions to the Learning Environment

Posted on by karinst8ler
Stephen Lewis
Kimberly Purvis
Photo by Mikel Parera on Unsplash

5302 & 5304 Grades: 97/100 (97%)

As I entered the second semester of the ADL graduate program, I was much more confident and prepared to take on the role of learner and leader. I am proud to say that I went to the first class with the necessary reading completed and my first blog post done. While I was very prepared physically, I was not prepared for how much I would grow this semester. While I eventually slid back into the habit of submitting my work on time rather than early, I realize that it is because I needed the time to process the heavy, higher-order thinking. Again, I am proud of what I accomplished and grateful for the opportunity to learn.

Key Contributions

Glows & Grows

Glows:

This semester started off rough for me – I received my first “B” on an assignment. On the Why assignment in 5304, I mistakingly modeled my work from an exemplar instead of thinking it through for myself. Therefore, my grade reflected my lack of thinking. Using the growth mindset thinking I learned in 5302, I took some time to reflect. Why did I do poorly?

  • I realized that I was so worried about the workload this semester that I was rushing to get the work done instead of committing to learning.
  • I also realized that I didn’t really know why I wanted to go paperless.

As usual, the structure of this program is such that over the semester, I gained clarity on my Why. The final blog post for 5302 reminded me of Simon Sinek’s Golden Circle. It was then that my ideas came together, and I gained clarity on my Why.

Grows:

In my contribution for learning in 5303 and 5305, I shared that I turn my “grows” into goals that I can implement! Those goals were:

  • Build confidence: I can implement my plan innovatively! I know that I have the right pieces in place.
  • Increase flexibility: I am going to listen to feedforward regarding my innovation plan for the paperless office. It will keep me from getting stuck. I definitely have room for improvement here.

I believe that both goals remain consistent with my work in 5302 and 5304. As I grow as a leader, I will continue to build confidence in my abilities. Also, I will continue to hold my ideas loosely that I am open to change – then I can refrain from getting stuck.

Collaboration 

I am proud to be a part of two collaborative groups for 5302 and 5304. The larger group consists of Charlie, Kelvin, Ileana, Erica, Andrea, Kim, Stephen, Danielle, Pedro, Andre, and others. I am a self-identified empath. That is, I enjoy helping others so much that I have to work to identify my own needs. This semester, I kicked up my involvement in the larger group. For example, I took notes during each 5302 and 5304 class and shared them with everyone in our chat. I also supported my peers who had questions, shared my work with my peers, and participated heavily in class and on discussion boards.

In our smaller group, I continue to develop professional and personal friendships with Stephen and Kim. The three of us – coined by Stephen “The Three Amigos” – rarely go a day without chatting. I continue to grow with each assignment we share. In the final blog post for 5302, I talk about what I learned from blogging, though I believe it holds true for collaborative work as well. That is, I’ve learned not to compare. Stephen and Kim both come with strong skillsets and unique backgrounds. These skillsets and backgrounds are different from mine. While I could compare to them, I would most certainly miss out on the opportunity to learn alongside them. As I continue to practice non-comparison, I think about how important that skill is as a self-differentiated leader. I also recognize that employing growth mindset thinking will improve my self-talk.

To continue to hone my collaborative skills, I am going to consider taking notes and sharing them with everyone in the course in Blackboard.

Revisions

I made revisions constantly based on comparison and feedforward from my peers and from class, 1-on-1 meetings, and feedforward from Dr. H and Dr. Grogan. Examples include:

  • As I tighten up my ePortfolio for my final grade, I improved my front page.
  • I continue to edit my blog format.
  • I improved my Why assignment! My confidence grows daily.
  • After meeting with Dr. Grogan, I felt much more confident in how to employ my Influencer Strategy. 
  • In an e•mail with Dr. H, I clarified the expectations for the Growth Mindset assignment.
  • Finally, my drafts were continually changing with the support and feedforward of my group. 

This semester, I read every book, watched every video that I found, and read most of the other required readings listed in the Classroom Modules in Blackboard. My intention in grad school – and in life really – is to keep learning, reading, reflecting, and connecting as long as I can. I see this as a constant need for improvement. I met all of the various course deadlines.

Supporting Contributions

Leadership Responsibility, Participation, and Communication

I have always loved to write. One of the reasons I decided to go to grad school was because I wanted to write with purpose. Early in the ADL program, I used each discussion board topic as a chance to blog. This is the basis of my learning in ADL – the opportunity to reflect and connect “dots,” or big ideas. By modeling my learning process, I believe I help others grow. Not a week goes by without a comment on one of my discussion board posts about how much someone enjoys my writing or how much they learned. That’s not to brag, more to reflect the importance of the active role I take in my own learning. Really, the active (or inactive) role any of us takes in our learning.

As I said, I love to write. However, I feel like I am unable to put into words how much the ADL program means to me. The connections I make – from people to ideas – continue to push me to be a better leader, communicator, and person.

Lizard Brains and Long Threads: Making Connections to Identify “My Why”

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Photo by amirali mirhashemian on Unsplash

The Head Won’t Go Where the Heart Hasn’t Been

Every time I watch Simon Sinek (2009) share his talk Start with Why I gain something new and different. Because of this, I’m glad that this video is part of the final discussion post for this semester because it weaves a thread through the ideas in the ADL program so perfectly. It all comes back to the Golden Circle: People don’t buy what you do, they buy why you do it. Why? When trying to make any change – whether applying new learning in a grad school program or implementing meaningful change in an organization – leaders must speak to the why or the purpose.

This is based on how the brain works: The why and how both speak to the limbic brain or the part of the brain that is linked to behavior. Also known as the “Lizard Brain,” the limbic brain is void of language capabilities and based heavily on feelings, particularly anger and fear. On the other hand, the neocortex deals with the what of things. That is to say, it deals with rational thought and language. When it comes to behavior change, the limbic brain is far more dominant, therefore it’s safe to say that is the portion of the brain we want to reach. The ADL program truly exemplifies these concepts.

Why ePortfolios?

It’s about learning.

Whenever I navigate to Dr. H’s site, I am reminded why we are learning what we’re learning. Dr. H both is a true influencer: He models all of the concepts he expects and creates every “assignment” himself before asking us to make our own. Take the ePortfolio as an example. Dr. H’s ePortfolio is a valuable exemplar of how we may move into continued professional use of our own ADL ePortfolio. As I consider why the ePortfolio is such a meaningful tool, I look to the ISTE standards (International Society for Technology in Education, n.d.):

ISTE Standards

1.1 Empowered LearnerStudents leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
1.2 Digital CitizenStudents recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.
1.3 Knowledge ConstructorStudents critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.
1.4 Innovative DesignerStudents use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.
1.5 Computational ThinkerStudents develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
1.6 Creative CommunicatorStudents communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.
1.7 Global CollaboratorStudents use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

I know that I incorporate each standard any time I work in my ePortfolio. For example, any time I reconsider and tinker with the look and feel of my website, I use innovative designer skills. Also, when I have to solve problems, I employ strategies of computational thinkers. Finally, every aspect of my ePortfolio challenges how I communicate creatively. Just think of the implications if all students used an ePortfolio1

How have you incorporated elements of the COVA model into your ePortfolio?

According to Thibodeaux et al. (2017, p. 1), “research indicates that ePortfolios make learning visible and encourage learners to engage in deeper, integrated learning.” This is due to the application of COVA – choice, ownership, and voice applied to authentic learning environments. How have I incorporated these concepts in my ePortfolio?

Choice: WordPress or Wix? Blues and greys or Reds and Blacks? Header AND Footer? Every choice I make is 100% up to me.

Ownership: Early on I was handed the reigns to my ePortfolio and told to build it to my liking. I LITERALLY own my own name as a domain: karinstateler.com.

Voice: Yesterday, a classmate commented on the way my site continues to improve every time she sees it. I love tweaking and experimenting. Concerning my blog, I started to make each discussion post a blog before I copied it onto the discussion board. Because of my early focus on writing, I notice a development in my ideas and my ability to share them.

Authentic learning environments: As Dr. H says, “Nothing we do in class is make work!” The learning environment is authentic because I’m applying it at my office.

What is the most valuable lesson you have learned thus far?

Reflect to Connect – What I’ve Learned From Blogging:

I’ve always loved to write. In fact, one of the reasons I’ve loved grad school so much is that I can write with a purpose instead of just journaling my thoughts and feelings in a stream of consciousness. What have I learned from blogging?

I’ve learned about myself as a learner.

Like most learners, I like to organize ideas in a way that makes sense to me. I like to outline and move information around. Also, I like to find odd connections with thoughts and resources I’ve read before.

I’ve learned that I like time to process.

I can be quick and witty, sure. But I always appreciate and sometimes truly need time to process. For example, sometimes I’ll organize my thoughts and close my computer. I find that going for a walk gives my brain time to sort ideas and I always come back with a fresh perspective or one solution to a quandary.

I’ve learned not to compare.

My journey is different from everyone else’s. I instantly think of my two closest classmates. They are in different situations than I am, have different career experiences, and possess different strengths. While I certainly can compare to them, I think I would miss out on the learning opportunities presented in every discussion board conversation.

Getting Clear on My Why

I’ll be really honest here: The first assignment we had to do for 5304 – Develop Your Why – is one of the most difficult assignments I completed so far in this journey. This is because I didn’t really know why I want to “go paperless.” That is, I don’t always connect with this concept. Why? Well, it sounds kind of… boring. I look at my peers tackling online blended learning for adults or creating ePortfolios with their peers and I think, “Paperless? That’s so 90s.” I also believe that this is the most important assignment I’ve done. Through blogging, reflecting, discussing, reading, and connecting, I finally think I get Why I want to go paperless and Why it truly IS important: It’s about learning.

My ^New Why: Our growth-oriented mindset is pervasive – it goes beyond the traditional approach to meet students where they are using a learning environment that fits their needs.

It’s about learning.

References

International Society for Technology in Education. (n.d.). ISTE Standards: Students. ISTE. Retrieved March 7, 2022, from https://www.iste.org/standards/iste-standards-for-students

Sinek, S. (2009, September 29). Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound. YouTube. Retrieved March 7, 2022, from https://youtu.be/u4ZoJKF_VuAThibodeaux, T., Cummings, C., & Harapnuik, D. (2017). Factors that Contribute to ePortfolio Persistence. International Journal of ePortfolio, 7(1), 1-12. http://www.theijep.com/pdf/IJEP257.pdf

Connect → Collaborate → Comprehend → Create

Posted on by karinst8ler

“Technology is just a tool. It’s a powerful tool, but it’s just a tool. Deep human connection is very different. It’s not a tool. It’s not a means to an end. It is the end – the purpose and the result of a meaningful life.”

Melinda Gates, Philanthropist (Gates et al., 2013).
Created by Karin Stateler

Professional Learning Networks for Continual Professional Growth

In a digital age with information literally at our fingertips, it is important to model continual professional learning for students and peers as we move toward organizational change. One way to encourage such learning is through Professional Learning Networks or PLNs. What is a PLN? According to Three Steps for Building a Professional Learning Network (Crowley & Chaffey, 2014), it is a “vibrant, ever-changing group of connections to which teachers go to both share and learn,” including, “organizations, communities, and individuals who help me learn and grow as a professional.” They are not only useful to keep up with everchanging technology but as a way to create authentic learning environments for students and network in your career.

Why Professional Learning Networks Work for You

As all learners young and old begin to question facts, PLNs create learning partnerships between and among professionals and learners (Fullan et al., 2014). They also re-structure the learning toward purposeful knowledge creation (Fullan et al., 2014). Finally, the right PLN utilizes, “digital tools and resources that enable and accelerate the process of deep learning” (Fullan et al., 2014, p. 10).

How to Build or Choose the Right PLN

How should you go about building or choosing the right network for your needs? It’s simple – be intentional and dig deep! It is important that learners invest “time to find and connect with people they trust, who have shared interests and passions” (Crowley & Chaffey, 2014). Also, I suggest being open to change. Maybe you decide that a network that served you for a long time no longer meets your needs. On the same token, maybe you discover a new network that meets a different need as you grow in your career. It is important to remain reflective, as with any endeavor. Finally, take it slow! I need to remind myself often that I can’t eat the elephant all at once.

Selecting My Professional Learning Networks

Like I suggested, it is important to know yourself and your personal and professional needs. For me, the main categories I looked at so far are:

  • Educational Technology
  • Social Emotional Learning
  • Leadership

Now that I considered the categories I want to explore, Three Steps for Building a Professional Learning Network (Crowley & Chaffey, 2014) suggests three steps for identifying PLNs to meet my needs:

Annotated Bibliography of Professional Learning Networks

Step 1: Find the professionals.

Texas Computer Education Agency

TCEA is one of the largest global, nonprofit, member-based technology education organizations in the United States (TCEA, 2020). They support technology integration in schools through conventions, conferences, and events (TCEA, 2020). TCEA also provides innovative information for its members (TCEA, 2020). I was fortunate to attend the TCEA conference in Dallas in 2022!

International Society for Technology in Education

ITSE is the largest global, nonprofit, member-based technology education organization. They support technology integration in schools as a way to transform teaching and learning (ISTE, 2022). Their main areas of focus are professional learning, membership, events, community, and publishing. ISTE also provides standards akin to state standards and common core that focus on technology integration in the classroom.

Education Service Center Region 11

Region 11 provides “professional development, technical assistance, and management of education programs” to ten counties in Northeast Texas (ESC Region 11, 2021).

Step 2: Find your niche groups.

Region 11 North Texas Canvas User Group

ESC Region 11 also provides quarterly training in which Canvas administrators, district leaders, and teachers network to share best practices with Canvas integration in their schools. I attended one in fall 2021 and met many peers! My goal is to attend another meeting this March 2022.

Future Ready Leadership Academy

This year, I joined the inaugural group of aspiring leaders in Grapevine-Colleyville ISD by joining the Future Ready Leadership Academy. We meet monthly to discuss books, learn about leadership roles in the district, and discuss common leadership outcomes in GCISD. I am responsible for completing a capstone project that supports a district WIG. I plan to share my Professional Innovation Proposal, my Why, my Influencer Strategy, and how I plan on Installing the Four Disciplines of Execution.

Step 3: Find your PLN peers and mentors.

Mentors

  • Janie Stach: Director of Digital Learning in GCISD
  • Shylene Sanchez: Director of Technology Services in GCISD
  • Karen Seimears: Apple Coach with Grand Prairie ISD.
  • Tara Cahill: Executive Director of Technology in GPISD

Peers

  • Karsyn Jackson: Digital Learning Team Lead
  • Sarra Smith: My co-Digital Learning Specialist

Other Sources of Learning

Twitter

Podcasts

References

Crowley, B., & Chaffey, S. (2014, December 31). Three Steps for Building a Professional Learning Network (Opinion). Education Week. Retrieved March 3, 2022, from https://www.edweek.org/leadership/opinion-3-steps-for-building-a-professional-learning-network/2014/12

ESC Region 11. (2021). General Information / About Us. ESC Region 11. Retrieved March 3, 2022, from https://www.esc11.net/domain/3

Fullan, M., Langworthy, M., Barber, S. M., & Pearson. (2014, January). How New Pedagogies Find Deep Learning. Michael Fullan. Retrieved March 3, 2022, from http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf

Gates, M., Duke University, & New York Times. (2013, June 14). Gates’ Commencement Speech. The New York Times. https://www.nytimes.com/video/us/100000002282497/gates-commencement-speech.html

ISTE. (2022). Be Bold with Us. ISTE. Retrieved March 3, 2022, from https://www.iste.org/about/about-iste

TCEA. (2020). Advancing Teaching and Learning Through Technology | About TCEA. TCEA. Retrieved March 3, 2022, from https://tcea.org/about

Don’t Be a Virus: Master Your Story

Posted on by karinst8ler

Hello, my name is Karin, and I am a “virus.”

Okay, so not really or I probably wouldn’t be in the ADL program at all. But I had a rough day today and it all comes back to crucial conversations and self-differentiated leadership.

You see, I share an office with 7 other people. It can be really tough to complete thought work when you’re in an office with so many people, but usually, I manage pretty well. Except for today. Today I had forgotten to take my special “focus assistance” medicine and I noticed. Anyway, I had a meeting in another office from 9-11 am. When I got back to my office, one of my teammates was on a Zoom call. I was talking in a normal voice, and another teammate quickly and politely let me know to keep it down. “Sure!” I whispered happily.

Fast-forward – When she got off of her call, the whole team started to be loud and boisterous. “I’m glad you’re off your call, we can finally talk!” a particularly fun teammate said, and they began to carry on about non-work topics.

Meanwhile, I was trying to work and focus. 

First, I tried to turn up my earbuds. Nope – couldn’t focus. Then, I tried huffing and puffing passive-aggressively to remind my teammates that I was still trying to focus. No dice. Finally, I mumbled about not being able to focus and stormed out of the office. I met another teammate outside and immediately started to vent. 

“Everyone will be quiet for Jennifer, but not for me!”

Self-Differentiated Leadership

I acted like a “virus” – that is, I tried to infect an uninvolved teammate with my anxiety (Camp, 2010). Another way of wording this is that I “triangled” my teammate (Camp, 2010). What does this mean? Instead of going to the source when I had a problem, I vented to someone uninvolved. Why did I do this?

Crucial conversations

Rewind – I love self-help books and personality tests. Last night as I read Crucial Conversations (Patterson et al., 2012), I excitedly answered the true-false questions in Chapter Four to determine my Style Under Stress (pp. 64-67). Truthfully, I had an idea and was hardly surprised when I scored high in all of the “silence” behaviors and in “controlling” under the “violence” behaviors. However, when I looked at my Dialogue Skills Assessment results, I was surprised to see that I didn’t mark any of the boxes in Chapter Six: Master My Stories (Patterson et al., 2012, p. 69).

Chapter Six and the Feeling Good Handbook

Why was I surprised? You see, Chapter Six is all about mastering your stories. In fact, Figure 6-2 shows The Path to Action, which is a typical Cognitive Behavior Therapy tool to help someone analyze and assess their actions and break the cycle of rumination. 

Photo from CrucialLearning.com

As Patterson et al., put it, “If we take control of our stories, they won’t control us” (2012, p. 111). I first learned of CBT from The Feeling Good Handbook (Burns, 2020) back in 2013 when I started my therapy journey. CBT involves the same concepts described in Chapter Six – retrace your path. When you notice a feeling, you are supposed to think about the story you’re telling yourself that caused that feeling. Then, review the facts, or what triggered the storytelling in the first place.

“How could I still need so much help in telling my story if I intentionally work at it so often?” I wondered. I think I might revisit my growth mindset blogs, as I hear some fixed mindset thinking popping up.

Growth Mindset: Useful Tool or Parlor Trick?
Too Close to Home
Growing a Growth Mindset in Grapevine-Colleyville ISD

As soon as I said the words, I wished I could take them back.

Fast forward again. Why did I turn up my earbuds, mumble passive-aggressively, and snap about the noise in the office? Because I didn’t Master My Story. If I retrace my steps, the story I was telling myself was that my team didn’t respect me as much as they respected each other and that I wasn’t important enough to “tone it down” for. The facts were that my team was boisterous after another teammate got off of a call. Also, it was noon, so it was lunchtime. Meanwhile, I had forgotten to take my medicine and I wasn’t expressing my needs.

My teammate suggested that I was valid in my feelings. Then, she said, “You always empower me to take charge. I want to empower you to express your needs.” I told her, “Thank you. What I need right now is to go home, take my medicine, and accept personal responsibility for my part in this.” When I got back to the office, I messaged my teammates and took responsibility for my behavior. I didn’t tell them the story I was making up, however, I did tell them that I would work on expressing my needs.

Because in the end, we’re all going to face anxiety in leadership. It’s how you respond when you notice that defines you as a leader.

References

Burns, D. D. (2020). The Feeling Good Handbook: The Groundbreaking Program with Powerful New Techniques and Step-By-Step Exercises to Overcome Depression, Conquer Anxiety, and Enjoy Greater Intimacy. Penguin Publishing Group.

Camp, J. (2010, November 10). Friedman’s Theory of Differentiated Leadership Made Simple. YouTube. Retrieved March 1, 2022, from https://www.youtube.com/watch?v=RgdcljNV-Ew

Patterson, K., Grenny, J., Switzler, A., & McMillan, R. (2012). Crucial Conversations Tools for Talking When Stakes Are High, Second Edition. McGraw-Hill Education.