Tag: Professional

Success in School & Life

How would you answer the following question: What are the factors that most influence how children achieve success in school and life?

Several EAB teachers are currently attending the annual AASSA teachers’ conference with a focus, in part, on answering this essential question. To that end, our teachers are spending three days engaging with professional colleagues and internationally renowned educational specialists. Two of the specialists, Dr. Michael Thompson and Dr. Catherine Steiner-Adair, both highly recommended authors, have offered insights towards answering this question.

The psychologist, Michael Thompson, challenges adults to remember what school is actually like to better understand the psychological journey that students experience during their K3-12 school years. Thompson argues that children are constantly searching for three things: connection, recognition, and a sense of power and highlights that children are able to find these three needs in a variety of ways within the life of a school.

Thompson further describes the different student needs by elaborating on the “three types of children in school:
I. those whose journeys are characterized mostly by success,
II. those whose journeys are characterized by a chronic but manageable struggle,
III. those whose journeys are characterized by fury and despair.
Each journey has its own different pressures. Every child is constantly developing strategies for coping with the pressures that he or she feels.”

Thompson uses the metaphor of a person preparing for a long hike and the importance of finding just the right shoe “fit” to facilitate the hike and avoid painful blisters. While there is an important element of resilience and persistence associated with the learning process, the shoe metaphor challenges schools to find the right educational program to “fit” student needs so that the three types of children in schools are not subject to unnecessary “blisters” and are able to achieve personal success.

Returning to the need of children for connection, recognition, and a sense of power, Catherine Steiner-Adair’s book, The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age, addresses the impact technology has on the relationships between children and adults. While Steiner-Adair advocates for the use of technology and the benefits to be gained, she also shares research findings that highlight how the ubiquitous presence of technology in our lives can result in serious negative implications for our relationships. Steiner-Adair offers insights and advice that can help parents and educators to determine how best to integrate technology in our daily lives without diminishing our personal connections. She asks us to question how we interact with technology when engaging with children (e.g. Do we give children our undivided attention when they are speaking with us or are we continuously looking at our cell phones?) and how our need to access technological devices frames our days and lives.

If we are to respond to each child’s need for connection, recognition, and a sense of power, then we must not only question how well our educational program is addressing these needs, but also review the degree to which technology may be adversely affecting our relationships with students and adults alike. The further integration of technology into our lives is a reality that will not go away. Therefore, it is our responsibility to control how technology affects our lives to ensure that we are taking advantage of the tremendous benefits and available opportunities that technology provides, while also addressing the inherent challenges to our relationships and overall wellbeing.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Matt https://www.flickr.com/photos/d35ign/9580068088

Innovation and Creativity

I am writing this week’s article from 44G, my assigned seat on the plane returning me to Brasilia. It has been nearly two weeks since I departed from Brazil to attend a series of international teacher recruitment fairs, planning meetings, conferences, professional development workshops, and school visits. As with any professional trip of this nature, the challenge with the follow-up is to determine how best to consolidate and apply the essential outcomes within the context of our school’s ongoing growth and development strategies. To that end, the concepts of creativity and innovation, among several other resulting focus areas, emerged as one of the dominant themes of this trip.

During a retreat hosted by the Academy for International School Heads, the school directors in attendance agreed to the American School of Bombay’s (ASB) proposed working definition for the word innovation:

Innovation: an idea, practice, or object perceived as new by an individual, team, organization, or community.

Equipped with this definition, the directors were then asked by Craig Johnson, ASB’s Director, to rank the following industries from the most innovative and relevant to the least:

Agriculture, Communications, Education, Entertainment, Medicine, and Military.

While a debate about the ranking order ensued, there was a general consensus that education was the least innovative among this list of industries. While the reasons for this are varied and complex, it is clear that inhibitors to innovation in education can be attributed to two key areas: (i) the challenge of teaching in a manner that is different from how teachers were taught; (ii) overcoming the adult expectation for children to learn in a manner that is similar to how these same adults learned as students.

David Burkus’ book, The Myths of Creativity, presents the metaphor of a mousetrap, which may be used to better understand the challenge of innovation in schools. While the catchphrase, “If you build a better mousetrap, the world will beat a path to your door,” may be widely believed as a fact, is not necessarily true. Our initial reaction to an innovative idea is usually to reject or ignore the idea. Burkus emphasizes, “Creative ideas, by their very nature, invite judgment. People need to know if the value promised by the new idea is worth the abandonment of the old.”
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Since the original and current version of the spring-loaded mousetrap was patented in 1899, over forty-four hundred new versions of a mousetrap have been patented, with several identified as more effective than the original. Yet, it is the original model that continues to be the most popular. Why? Burkus highlights several other examples of resistance to key innovative ideas, such as Kodak’s rejection of their own digital camera invention in 1975, as Kodak did not believe people would prefer digital to film pictures. Sony, in contrast, is now a digital photography industry leader, and has been a key benefactor of Kodak’s inability to embrace its own innovation.

According to Burkus, our natural tendency is to inherently reject innovation, resist change, and act with bias against new ideas, the later of which has been established through validated psychological research. Based on these arguments and the deep, personal nature of education, it is easy to see why education is ranked as one of the least innovative industries. So, how do we move forward in the face of these challenges? Burkus again provides us with helpful advice:

“It’s not enough to merely generate great ideas. Though we live in a world of complex challenges and our organizations need innovative solutions, we also live in a world biased against creative ideas. It’s not enough for an organization to have creative people; it has to develop a culture that doesn’t reject great ideas. It’s not enough for people to learn how to be more creative; they also need to be persistent through the rejection they might face.”

I am not alone in my belief that education is currently undergoing a transformative change process representative of an inflection point in the history of educational reform. While we can speculate, no one can be certain about where this change process will eventually lead us. Only time will determine which of the current innovations in the world of education will prove to be highly effective and become standard practice. EAB is no exception to facing this challenge. However, there are innovative approaches, such as EAB’s new assessment policy, the focus on collaborative learning and associated learning spaces, like the iCommons, that educational research has established and validated as best practices.

Like other industries, education will continue to face challenges associated with establishing and embracing an effective culture of creativity and innovation. Based on Burkus’ work, it is probable that several key innovations, which would likely lead to significant improvements in education, may not come to fruition in the near future. However, we also know that some innovative ideas will be accepted and will soon be recognized as standard practice. By way of example, it is predicted that, in the near future, the pervasive use of technology in learning environments will be second nature, rather than new and innovative.

As I submit this note for publication from seat 44G, I can’t help but reflect on Burkus’ theories about our inherent nature to reject innovation in the context of my current travels. How outlandish it must have seemed when someone first proposed the idea of passengers sending email messages from their airplane seats while jetting across the sky.

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Reference: Burkus, D. (2013). The Myths of Creativity: The Truth About How Innovative Companies and People Generate Great Ideas. John Wiley & Sons.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Morten F
Flying from Copenhagen to Oslo https://www.flickr.com/photos/glimt1916/15506061634

Teacher Recruitment

A common and defining characteristic associated with international schools is that of transience. The ephemeral nature of many our community members’ tenures in international schools necessitates the ongoing management of change processes. The positive features of this constant change are the rich opportunities for personal growth, renewal, enrichment, and development of new relationships. However, this very same impermanence inevitably leads to our esteemed colleagues and beloved friends taking leave of our community as they seek to embrace new adventures and experiences. The reasons that some teachers take leave of our schools each year varies, from the need to return to their home country or the desire to work and live in a different part of the world, for example.

While the inevitable June 2015 departure of some colleagues is again a reality at the American School of Brasilia (EAB), we can take solace in the fact that personal and professional relationships will assuredly endure far beyond the end of this school year. Although there will be occasions next semester to formally recognize those who will be leaving EAB, the focus of this note is on the present and the importance of appreciating and making the most of the time we have today and in the near future with our very special colleagues and friends.

2015-2016 Recruitment Process: To date, ten EAB faculty will be leaving the school in June 2015 to pursue other interests. In terms of comparisons with past years, the number of departing teachers this year is lower that any of the past years on record. Looking ahead to recruitment for 2015-2016 and beyond, please note that, when EAB is recruiting candidates for positions, the openings are always posted in the EMPLOYMENT section of EAB’s website.

The hiring of teachers is arguable the most important element of my work as the Head of School. To that end, one of my main focus areas during the coming months will be the recruitment of teachers, which will include attendance at international recruitment fairs. The fact that EAB received well over 2,500 applications for employment last year is a very positive sign in terms of how our school is regarded in both the local and international communities.

I am often asked what we look for when hiring teachers. First and foremost, we are seeking to hire the best available teachers, regardless of nationality, who possess outstanding qualifications in their academic area, deep levels of relevant experience, leadership capacity, resilience, flexibility, and, of course, a passion for working with students and the learning process. An additional characteristic that is among the highest on our priority list is that of a positive disposition. The nature of effective teaching necessitates the ideal that teachers are eternal optimists, especially in terms of their belief that all students can reach their respective potentials. Furthermore, we owe it to our students to ensure a school setting that is comprised of people who are positive and optimistic, who see problems as opportunities, and who see the proverbial glass as always being half full. At the same, we cannot be Pollyannaish with respect to teaching and learning as teachers are needed to directly address the inherent challenges associated with student growth and program development, in a professional, effective, and empathetic manner.

Each year, EAB continues to further articulate and refine the EAB Teacher Profile, which is a document that outlines a set of guiding principles that are used to guide all hiring processes. In addition, EAB’s Leadership Team also examines the hiring, development, and retainment practices of highly successful organizations to determine what can be translated to a school setting. By way of example, we are currently studying Netflix’s human resource policy, called Freedom and Responsibility, which provides for engaging and reflective reading.

As EAB moves forward with all hiring processes using the guiding principles shared above, please feel free to review the EMPLOYMENT section of EAB’s website and forward job postings to anyone who may be interested in applying for one or more positions. All applicants are asked to submit a letter of interest and a resume to employment@eabdf.br.

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Recrutamento de Professores

Uma característica comum e que define bem as escolas internacionais é a transitoriedade.

A natureza efêmera do mandato de muitos dos membros da nossa comunidade em Brasília exige um gerenciamento contínuo nos processos de mudança. Os aspectos positivos dessa mudança constante são as ricas oportunidades de crescimento pessoal, renovação, enriquecimento e desenvolvimento de novos relacionamentos. No entanto, essa mesma impermanência leva, inevitavelmente, a partida de colegas e amigos queridos da nossa comunidade, já que eles vão em busca de novas aventuras e experiências. A razão pela qual alguns dos professores vão embora da EAB a cada ano, por exemplo, vai desde a necessidade de retornarem ao seu país de origem até o simples desejo de trabalhar e viver em uma parte diferente do mundo.

Enquanto a inevitável partida de alguns colegas em junho de 2015 é, novamente, uma realidade na EAB, é possível usar como consolo o fato de que as relações pessoais e profissionais vão, certamente, durar muito além do fim desse ano letivo. Mesmo com o reconhecimento que faremos no próximo semestre para cada um que está deixando a EAB, o foco dessa nota é sobre o presente e sobre a importância em apreciar e aproveitar ao máximo, o tempo que temos hoje e num futuro próximo com os nossos colegas e amigos tão especiais.

Processo de Recrutamento 2015/2016: Até o momento, dez membros do nosso corpo docente vão deixar a EAB em junho de 2015 para irem em busca de outros interesses. Em termos de comparação com os anos anteriores, esse número diminuiu. Visando o recrutamento de 2015-2016 e para os demais, peço que atentem para as vagas que estão publicadas na sessão de EMPLOYMENT do site da EAB.

A contratação na EAB é, provavelmente, o elemento mais importante do meu trabalho como Diretor Geral. Para esse fim, uma das principais áreas de foco durante os próximos meses será sobre o recrutamento de professores que, incluí a minha participação em feiras internacionais de recrutamento. O fato de a EAB ter recebido mais de 2000 currículos no ano passado é um sinal muito positivo sobre como a nossa escola é considerada tanto nas comunidades locais, como nas internacionais.

Muitas vezes eu sou questionado sobre o que nós buscamos ao contratar um professor. Em primeiro lugar, nós estamos em busca do melhor professor disponível no mercado, independente da sua nacionalidade, com qualificações especiais em sua área acadêmica, níveis profundos e relevantes de experiência, capacidade de liderança, resistência, flexibilidade e, é claro, paixão por trabalhar com os alunos e com o processo de aprendizagem. Uma das características adicionais que está como prioridade em nossa lista é a boa disposição. A natureza de ensino eficaz requer que os professores sejam eternamente otimistas, especialmente em acreditar que todos os alunos podem alcançar seu potencial. Além disso, nós devemos isso aos nossos alunos, visando garantir um ambiente escolar composto por pessoas positivas e otimistas, que vêem os problemas como oportunidades e, que vêem o proverbial copo d’água como se estivesse sempre pela metade. Ao mesmo tempo, não podemos ser ingênuos no que diz respeito ao ensino e aprendizagem, já que os professores são necessários para abordar de forma direta os desafios inerentes ao crescimento do aluno e desenvolvimento de programas, de forma profissional, eficaz e empática.

A cada ano a EAB continua a articular e aperfeiçoar o perfil de seus professores através de um documento(the EAB Teacher Profile,) que articula um conjunto de princípios orientadores que, são usados em todos os processos de contratação. Além disso, a Equipe de Liderança da EAB também analisa a contratação, o desenvolvimento e as práticas de retenção das grandes organizações de sucesso, para determinar o que pode ser usado na configuração de uma escola. Por exemplo, atualmente, estamos estudando a política de recursos humanos da Netflix, chamada de Freedom and Responsibility, que prevê uma leitura envolvente e reflexiva.

Conforme a EAB avança em todos os processos de contratação, usando os princípios orientadores citados acima, por favor, sinta-se livre para rever a seção EMPLOYMENT do nosso site e, passar adiante para qualquer pessoa que possa estar interessada em se candidatar às nossas vagas. Todos os candidatos devem enviar uma carta de interesse e o seu currículo para employment@eabdf.br.

Featured image: cc licensed (CC BY-NC-ND 2.0 ) flickr photo by Dieter Drescher: https://www.flickr.com/photos/cosmosfan/14628522324

Teachers’ Day

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.” ~ Carl Jung

In Brasilia, Teachers’ Day is commemorated each with year with a designated holiday on October 15. In the spirit of this special day on conjunction with the October 5 World Teachers’ Day, it is fitting to celebrate and recognize the inspiring work of those passionate individuals who have chosen education as not only a career, but also a calling. A sincere thank you to all teachers for their efforts, day in and day out, to continuously seek ways to make a difference in the lives of students through deep levels of care, professionalism, commitment, and hope.

Teaching, at its essence, is about the ideals intrinsically associated with developmental relationships, which are, in turn, based on a profound belief and optimism for the future. It is the moral imperative of an educator to commit to an unwavering belief that all students are capable of reaching their potential and to an insuppressible hope for a better future. While these are indeed lofty goals, an educator’s prerogative is to accept nothing less than these ideals. Borrowing from Robert Browning, a student’s reach should exceed his or her grasp, or what’s education for?

Special Recognition of Teachers at the American School of Brasilia: Photo Essay
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Thank you, once again, to all teachers for inspiring students to reach beyond their grasp and for making a difference in the lives of others, recognizing it make take years, or even decades, for these differences to be fully realized. Is it too much to conclude that the ideals of teaching and learning, embodied through a hope for the future and belief in others, contribute to defining the very essence of our humanity?

“Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token to save it from that ruin, which, except for renewal, except for the coming of the new and the young, would be inevitable. An education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their choice of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing a common world.” ~ Hannah Arendt

Featured image: cc licensed (CC BY-ND 2.0) flickr photo by Philippe Put: https://www.flickr.com/photos/34547181@N00/7035269431/in/photostream/

Mission-Driven Learning

“Those who have a ‘why’ to live, can bear with almost any ‘how’.”
~ Friedrich Nietzsche.

The ‘why’ highlighted by Nietzsche is equated, in schools, to foundational documents, such as mission statements. These essential documents act as guiding principles for all facets of education, ranging from day-to-day instructional approaches, to business office and human resource decisions, to the building of new facilities, to educational program implementation, to co-curricular and extracurricular activities, and to long-term, strategic planning.

By way of example, I had the privilege of receiving an invitation to work with our Grade 3 classes on the development of a class mission statement. Once my introduction was completed, the outstanding Grade 3 teaching team led the students through a process to create a unique mission statement for their class. Through an effective and collaborative process, the students worked diligently to arrive at a consensus, which resulted in the following mission statement:

In third grade, it is our mission to explore new things, to make new friends, and improve ourselves so that we can solve problems and become responsible citizens of the world.

This statement will guide the learning and development of all Grade 3 students throughout the remainder of the year. Furthermore, it is no coincidence that the student mission statement expands on the tenets of our school’s overall mission. By design, everything at the American School of Brasilia (EAB) is framed and guided by the school’s key foundational documents.

EAB’s ability to provide our students with the best holistic education possible will be achieved through a partnership between students, parents, and the school, towards the realization of the ideals presented in the mission, vision, core values, and motto.

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EAB’s Foundational Documents

MISSION
The American School of Brasilia serves the International and Brazilian communities by providing a U.S. and Brazilian accredited pre-K through 12th grade program and International Baccalaureate Diploma in a culturally diverse atmosphere. Our English-language school develops and supports the whole child in achieving his or her own potential. Through a differentiated, innovative learning experience, we cultivate responsible and contributing citizens, leaders, and environmental stewards with a strong foundation of academic excellence.

VISION
At the American School of Brasilia, each student pursues an excellent academic program in a supportive and nurturing learning environment, whose rigor and relevance is evident through the five pillars of academics, arts, leadership, service learning, and activities. In an EAB education, our students are:
…provided a differentiated education, that optimizes academic potential;
…exposed to the arts, achieving proficiency in at least one area;
…provided the opportunity and support to develop as citizen-leaders;
…engaged in meaningful and sustainable service learning experiences;
…involved in co-curricular activities or sports.

CORE VALUES
Trustworthiness – Respect – Responsibility – Fairness – Caring – Citizenship

MOTTO
Celebrating Diversity and Cultivating Citizenship

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Documentos Chaves

O propósito do Bull-It dessa semana é destacar os documentos chaves da fundação da EAB que incluem declarações da missão e visão da escola, os valores fundamentais e, o nosso lema. Estes documentos essenciais funcionam como princípios orientadores para todas as facetas da EAB, que variam a cada dia, desde as abordagens institucionais, como no escritório de negócios, nas decisões do recursos humanos, com a construção das novas instalações, a implementação de programas educacionais, para as atividades co-curriculares e extracurriculares, e a longo prazo, o planejamento estratégico.
Por exemplo, eu tive o privilégio de receber um convite esta semana para trabalhar com os alunos da 3ª série sobre o desenvolvimento de uma declaração de missão. Uma vez que a minha introdução foi concluída, a excelente equipe de professores da 3ª série levaram os alunos através de um processo de criação a fazer uma declaração de missão única para a sua classe. Através de um processo eficaz e colaborativo, os alunos trabalharam diligentemente para chegarem a um consenso, o que resultou na seguinte declaração de missão:

Na terceira série é a nossa missão é explorar novas coisas, fazer novos amigos e melhorarmos a cada dia para que possamos resolver osproblemas e tornarmos cidadãos do mundo responsáveis.

Esta declaração vai orientar a aprendizagem e desenvolvimento de todos os alunos da 3ª série durante todo o restante do ano. Além disso, não é por acaso que a declaração de missão dos alunos amplia os princípios da missão geral da EAB. Desde a sua concepção, tudo na EAB é moldado e guiado pelos documentos fundamentais da escola.
A capacidade da EAB para oferecer aos nossos alunos a melhor educação holística possível será alcançada através de uma parceria entre os alunos, pais e escola, e através da realização dos ideais apresentados na missão da EAB, visão, valores e o lema.

MISSÃO
A Escola Americana de Brasília atua nas comunidades internacional e brasileira, transmitindo uma educação credenciada pelos dois sistemas de ensino, o americano e o brasileiro, atendendo da Eduacação Infantil ao Ensino Médio. Além disso, oferece o International Baccalaureate – IB, expandindo uma atmosfera culturalmente diversa. Nosso sistema educacional, transmitido em língua inglesa, visa desenvolver as habilidades dos alunos como um todo, objetivando alcançar seu potencial. Por meio de experiências de aprendizagens diferenciadas e inovadoras, formamos cidadãos responsáveis e solidários, líderes ativos e defensores do meio ambiente, buscando atingir uma sólida base de excelência acadêmica.

VISÃO
Na Escola Americana de Brasília, cada aluno almeja um programa acadêmico de excelência, em um ambiente de aprendizado acolhedor e solidário, cuja seriedade e relevância se sustentam nos cinco pilares: formação acadêmica, artes, liderança, serviço comunitário e atividades esportivas e extracurriculares.
Na educação da EAB, os alunos:
• recebem uma educação diferenciada, que otimiza o potencial acadêmico;
• são incentivados às artes, atingindo proficiência em pelo ao menos uma área;
• têm oportunidade e apoio para se tornarem cidadãos líderes;
• envolvem-se em experiências significativas, sustentáveis e comunitárias;
• participam de atividades esportivas e co-curriculares.

VALORES ESSENCIAIS
Confiabilidade – Respeito – Responsabilidade – Senso de Justiça – Solidariedade – Cidadania

LEMA
Celebrando a Diversidade e Cultivando a Cidadania
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Photo Credits: Caira Franklin and Matt Hajdun, Grade 3 Teachers at the American School of Brasilia

Professional Learning Community

EAB’s mission statement ends with the phrase, “we cultivate … a strong foundation of academic excellence,“ which serves as a mantra to guide all programmatic decisions, pedagogical approaches, and professional development strategies. Arguably, the professional development component has the strongest correlation with academic excellence and student achievement. To that end, EAB has made a commitment to embracing professional development ideals within the context of a learning community. Since the start of school in January, EAB’s teachers have dedicated themselves to trainings, meetings, and workshops, including a full day of internal professional workshops, where more than 50 teachers shared their expertise, to committing 16 hours one weekend to mathematics professional development, to Professional Wednesdays, to after school and evening trainings, among others.

?????????????????????????In last week’s Bull-It, I referred to the work of John Hattie, whose book Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, which has provided educators with a deeper understanding of what works in education. In the article Know Thy Impact: Teaching, Learning, and Leading, which summarizes the main ideas of Hattie’s work, the author presents eight mind frames that should underpin every decision made by the school. One of the most important outcomes of this research is a summary of the meta-analysis of teaching effects  that includes the influences and effect sizes related to student achievement. To say the least, the list has provided for rich conversations among educators.

Returning to our discussion about professional development at EAB, the focus of the faculty’s work has been on a continuous improvement approach to effectively address the key items in Hattie’s list. By way of example, one of EAB’s school-wide goals for the next two years is assessment, which is also one of the foci of today’s professional half day. One of the reasons for EAB’s focus on assessment is due to Hattie’s meta-analysis, which lists formative evaluation, a key component of assessment, as having the most significant effect related to student achievement.

Based on current research in education, professional development at EAB is designed such that the focus is on the areas that represent the greatest potential to positively impact student learning.

Comunidade de Capacitação Profissional

A missão da EAB termina com a seguinte frase, “nós cultivamos … uma base sólida de excelência acadêmica”, que serve como um mantra para orientar todas as decisões programáticas, abordagens pedagógicas e estratégias de capacitação profissional.Indiscutivelmente, o componente da capacitação profissional tem maior correlação com a excelência acadêmica e o desempenho do aluno.

Com essa finalidade, a EAB assumiu um compromisso significativo de abraçar os ideais da capacitação profissional no contexto de uma comunidade de aprendizagem. Desde o início das aulas em janeiro, os professores da EAB tem se dedicado aostreinamentos, reuniões e oficinas, incluindo um dia inteiro de workshop profissional interno, onde mais de 50 professores compartilharam a sua experiência durante 16 horas em um fim de semana para seu desenvolvimento profissional em matemática,além dos treinamentos às quartas-feiras , depois da escola e os treinamentos que acontecem  à noite, entre outros.

No Bull-It da semana passada, eu falei sobre o trabalho de John Hattie, cujo o livro: A Visible Learning: A????????????????????????? Synthesis of Over 800 Meta-Analyses Relating to Achievement , forneceu aos educadores um grande entendimento sobre o que funciona na educação. No artigo Know Thy Impact: Teaching, Learning, and Leading, que resume as principais ideias do trabalho de Hattie, o autor apresenta oito convicções que deveriam basear todas as decisões tomadas pela escola. Um dos resultados mais importantes dessa pesquisa é um resumo da meta-análise dos efeitos do ensino, que inclui as influências e tamanhos dos efeitos relacionados com o desempenho do aluno. No mínimo, a lista previu conversas valiosas entre os educadores.

Voltando à nossa discussão sobre a capacitação profissional na EAB, o foco do trabalho do nosso  corpo docente foi em uma abordagem de melhoria contínua para enfrentar de forma eficaz, os principais itens na lista de Hattie. A título de exemplo, um dos objetivos da EAB para os próximos dois anos é o tema avaliação, que foi também um dos focos da nossa capacitação de hoje.Uma das razões para o foco da EAB nesse tema deve-se à meta-análise de Hattie, que lista a avaliação formativa, um componente-chave de avaliação, como tendo um efeito mais significativo relacionado ao desempenho do aluno.

Com base em uma pesquisa atual em educação, a capacitação profissional na EAB é projetada de tal forma que o foco está sobreas áreas que representam o maior potencial para impactar positivamente a aprendizagem do aluno.

The Power of Habit

The Power of Habit

Did you know that we conduct 45% of our daily actions with little to no thought? Charles Duhigg, the author of The Power of Habit: Why We Do What We Do in Life and Business, highlights extensive brain research that explains how nearly half of our actions are habitual and not necessarily conducted with conscious awareness.

12609433This concept can be unsettling when applied to our own lives and the organizations we are associated with each day.  The book challenges us to reflect on our habits and identify ways to better both ourselves and our organizations through small changes in our habits.

Duhigg presents a framework to examine our habits and then engage in a approach to create new habits that better meet our personal and institutional goals. The four main steps are to identify the routine, experiment with rewards, isolate the cues, and then create a plan. The following video, narrated by the author overviews these four steps: The Power of Habit Video.

In addition to examining how to improve our habits, Duhigg also delves into the concept of Keystone Habits, which are defined as, “small changes or habits that people introduce into their routines that unintentionally carry over into other aspects of their lives.” To illustrate this concept, my personal example is that of exercise as a Keystone Habit.  When I am able to maintain a regular exercise routine, then several other positive habits naturally follow, such as the need to be organized, to plan better, to carefully monitor nutrition and the number of hours I sleep each night, which lead to more energy, more time for reflection, and better life-work balance, to name a few.

I extended the concept to our students and asked a high school class to think about their Keystone Habits. It was interesting to note how many of them identified how the process of allocating time each evening to plan their schedule and set priorities for their next day would have the greatest impact on their lives.  This is a classic Keystone Habit.

If Keystone Habits were so influential on individuals, then it is natural to consider the same question for organizations. As I reflected on the learning from this book, I was continually drawn back to the question of EAB’s Keystone Habit to ensure we are offering the best educational program possible. To that end, I have been reading the influential work of John Hattie and his writings about learning communities.  In his book, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, Hattie flips the approach to school improvement to a focus on learning rather than on teaching. While this may appear to be a simple shift in language, the implications are profound.  As we continue to reflect on EAB’s Keystone Habits, however, Hattie’s language related to learning communities continues to emerge as an important concept to lead our improvement efforts.

Whether it is a reflection on our personal habits or those of the organizations we are associated with, it is helpful to examine the habits that guide our actions each day, especially if up to 45% of these habits are conducted with little to no thought.

Featured image: cc licensed ( CC BY 2.0 ) flickr photo by roland: http://www.flickr.com/photos/roland/5868791966/sizes/l/

O Poder do Hábito

Você sabia que nós conduzimos 45% de nossas ações diárias com pouco ou nenhum pensamento? Charles Duhigg, autor do livro The Power of Habit: Why We Do What We Do in Life and Business, destaca uma extensa pesquisa sobre o cérebro que explica como quase metade das nossas ações são habituais e não necessariamente realizadas com consciência.

12609433Este conceito pode ser perturbador quando aplicado em nossas próprias vidas e nas organizações em que estamos associados a cada dia. O livro nos desafia a refletir sobre os nossos hábitos e identificar maneiras de melhorar a nós mesmos e nossas organizações por meio de pequenas mudanças em nossos hábitos.

Duhigg apresenta uma estrutura para analisar os nossos hábitos e, em seguida, envolver-se em uma abordagem para criar novos hábitos que atendam melhor  nossos objetivos pessoais e institucionais. Os quatro passos principais são: identificar a rotina, experiência com recompensas, isolar os sinais, e em seguida criar um plano. O vídeo a seguir narrado pelo autor resume-se em quatro etapas: The Power of Habit Video.

Além de analisar como melhorar os nossos hábitos, Duhigg também investiga o conceito de Keystone Habits (Hábitos Chave), que é definido como “pequenas alterações ou hábitos que as pessoas introduzem em suas rotinas que, involuntariamente transitam em outros aspectos de suas vidas.” Para ilustrar este conceito, o meu exemplo pessoal é que eu me exercito, tornando a atividade física um Keystone Habits. Quando eu sou capaz de manter uma rotina regular de exercícios, em seguida, vários outros hábitos positivos naturalmente aparecem, como a necessidade de me organizar, planejar melhor,  acompanhar atentamente a nutrição eo número de horas que durmo todas as noites, que me levam a ter mais energia , mais tempo para reflexão, e o melhor equilíbrio entre meu  trabalho e minha vida, entre outros.

Eu ampliei o conceito para os nossos alunos e pedi a uma turma do High School para pensar sobre seus hábitos de Keystone. Foi interessante notar como muitos deles encontraram uma forma de separar um tempo toda noite para planejar e definir prioridades para o dia seguinte e como isso teve um grande impacto em suas vidas. Este é um hábito Keystone clássico.

Se o Hábito Keystone foi tão influente sobre os indivíduos, então é natural considerar a mesma pergunta para as organizações. Ao refletir sobre a aprendizagem a partir deste livro, eu fiquei atraído de volta à questão do hábito Keystone da EAB para garantir que estamos oferecendo o melhor programa educacional possível. Para isso, eu tenho lido o trabalho influente de John Hattie sobre comunidades de aprendizagem (learning communities). Em seu livro, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, Hattie inverte a abordagem para a melhoria da escola como foco na aprendizagem e não no ensino. Embora isso possa parecer uma simples mudança na linguagem, as implicações são profundas. À medida que continuamos a refletir sobre o Keystone Habits da EAB, a linguagem de Hattie relacionadas com as comunidades de aprendizagem continua a emergir como um conceito importante para conduzir os nossos esforços de melhoria.

Seja uma reflexão sobre os nossos hábitos pessoais ou das organizações que estamos associados , é útil para examinar os hábitos que norteiam nossas ações de cada dia, especialmente se até 45% desses hábitos são realizadas com pouco ou nenhum pensamento.

Featured image: cc licensed ( CC BY 2.0 ) flickr photo by roland: http://www.flickr.com/photos/roland/5868791966/sizes/l/

 

Kindness

During my morning arrival to campus earlier this week, I noticed the presence of a woman standing in front of the school carefully scrutinizing everyone entering EAB.  Since I did not recognize the woman and with an obvious concern for security, I approached her and inquired about her presence at the school’s entrance.  The woman’s response was not what I expected to hear. Her name was Edith and before sharing her response to my question, we need to first rewind to the start of this school year.

It was a typical beautiful and sunny August morning in Brasilia when two EAB teachers were crossing the street making their way to school to prepare for classes and the day ahead.  The peacefulness of the morning was abruptly shattered when they witnessed a gruesome pedestrian accident that left a lone woman seriously injured and in desperate need of immediate medical attention.  The two EAB teachers dropped everything and rushed to the aid of the injured woman doing everything possible to comfort and assist her through what could only be described as a traumatic experience for all involved.  Our teachers continued to provide support until professional assistance arrived and rushed her to a hospital.  Since that fateful moment, we have not received any news about the woman’s status.  That is, until this week.

The woman who had the life-threating accident back in August was the same woman who was standing in front of EAB early one morning this week.  When I spoke with Edith, she explained that it took several months of rehabilitation and healing before she could walk again. Now that Edith had recovered from her accident, she had come to EAB in the early morning to personally express her profound gratitude with the two teachers who helped her at the time of the accident.  Since Edith did not know the teachers’ names, she was standing in front of school endeavoring to identify the teachers who demonstrated such high degrees of compassion and kindness.

There are many important reminders and lessons to highlight from this inspiring event, including the connection to several of EAB’s guiding principles.  On that fateful day in August, Edith and EAB’s teachers exemplified our school’s mission to “cultivate responsible and contributing citizens”, modeled the core values of “caring” and “responsibility”, and embodied the ideal of our school’s motto to “cultivate citizenship.”  Perhaps the one summative word to best describe the actions of both EAB’s teachers and Edith’s effort to express her gratitude is “kindness.”

Given the prominence of kindness in our society, it is important to reflect on the role that the parent-school partnership plays with respect to developing kindness in students.  While there is much debate about the teaching of kindness, I am a firm believer that the characteristics associated with kindness can be taught through our own modeling in conjunction with deliberate instructional practices.  The BBC recently published an article titled, “Making Time: Can We Teach Kindness?”, which overviews several experiments that demonstrate how external factors and influences, such as modeling, affects a person’s degree of kindness.  This research clearly supports the belief that kindness can be developed in youth and, given the paramount importance of our collective work towards “cultivating responsible and contributing citizens”, the school-parent partnership to both model and instruct has never been more essential.

An apparently simple act by two EAB teachers has left an indelible impression on Edith that will last a lifetime.  Through our own modeling and instruction, we hope, nay, expect, that our students will continue to exemplify EAB’s ideals through their own acts of kindness and gratitude.  Moreover, it is through these seemingly simple acts that we not only improve the quality of our own lives but also make a positive difference in the lives of others and, expectantly, in our greater community.  Thank you to Edith for modeling gratitude and thank you to EAB’s teachers for modeling an essential element of our school’s mission and purpose.

Kindess2

Gentileza

Ao chegar cedo à escola essa semana, percebi a presença de uma mulher parada em frente à escola e examinando cuidadosamente todos que estavam entrando na EAB. Como não a reconheci e, obviamente, aquilo me preocupou devido à segurança na escola, aproximei-me dela e questionei sua presença. A resposta dela não foi o que eu esperava ouvir. Seu nome é Edith e, antes de dividir a sua resposta, precisamos voltar ao início desse ano letivo.

Era um típico dia bonito e ensolarado, em uma manhã de Agosto em Brasília, quando dois professores da EAB estavam atravessando a L2 Sul, em seu caminho para escola, se preparando para aula e para o dia que eles teriam adiante. A tranquilidade da manhã foi, abruptamente, abalada quando eles testemunharam um acidente horrível, que deixou uma pedestre solitária, gravemente ferida e precisando desesperadamente de ajuda médica imediata. Os dois professores da EAB largaram tudo e correram para ajudar a mulher ferida, fazendo todo o possível para confortá-la e ajudá-la, nesta situação que só poderia ser descrita como uma experiência traumática para todos os envolvidos. Nossos professores continuaram a prestar apoio até que a assistência profissional chegou e a levou imediatamente para um hospital. Desde aquele momento fatídico, não recebemos qualquer notícia sobre a situação da mulher. Isto é, até esta semana.
A mulher que teve a vida ameaçada pelo acidente em agosto era a mesma mulher que estava em pé na frente da EAB logo cedo em uma manhã desta semana. Quando falei com Edith, ela explicou que foram vários meses até a sua reabilitação e cura, antes que ela pudesse voltar a andar. Agora que Edith havia se recuperado de seu acidente, ela veio a EAB, no início da manhã, para expressar, pessoalmente, sua profunda gratidão com os dois professores que a ajudaram no momento do acidente. Até então, Edith não sabia o nome deles, apenas estava de pé na frente da escola se esforçando para identificar os professores que demonstraram tanta compaixão e bondade.
Há muitas lembranças e lições importantes a destacar a partir deste evento inspirador, incluindo a conexão com vários dos princípios orientadores da EAB. Naquele dia fatídico, de agosto, os professores da EAB e a Edith exemplificaram a missão da nossa escola “cultivar cidadãos responsáveis e contribuintes”, revelando os valores fundamentais de “cuidado” e “responsabilidade”, e incorporaram o ideal do lema da nossa escola “cultivar a cidadania”. Talvez a melhor palavra para descrever as ações de ambos os professores da EAB e o esforço da Edith para expressar sua gratidão seja “bondade”.

Dada a importância da bondade em nossa sociedade, é importante refletir sobre o papel que a parceria entre pais e escola desempenha no que diz respeito ao desenvolvimento desse sentimento nos estudantes. Embora haja muito debate sobre o ensino da bondade, eu acredito, firmemente, que as características associadas com a bondade podem ser ensinadas através do nosso próprio exemplo, em conjunto com práticas pedagógicas deliberadas. A BBC publicou recentemente um artigo intitulado “Making Time: Podemos ensinar Bondade?”, que dá uma visão geral de várias experiências que demonstram como fatores e influências externas, tais como o exemplo, afeta o grau de bondade de uma pessoa. Esta pesquisa apóia claramente a crença de que a bondade pode ser desenvolvida na juventude e, dada a importância fundamental do nosso trabalho coletivo no sentido de “cultivar cidadãos responsáveis e contribuintes”, a parceria família-escola, tanto como modelo quanto como meio de instrução, nunca foi tão essencial.

Um ato aparentemente simples de dois professores da EAB deixou um sentimento em Edith que vai durar uma vida inteira. Através do nosso próprio exemplo e instrução, esperamos, ou melhor, desejamos que os nossos alunos continuem a exemplificar os ideais da EAB através de seus próprios atos de bondade e gratidão. Além disso, é por meio desses atos, aparentemente simples, que não só melhoramos a qualidade de nossas própias vidas, mas também fazemos uma diferença positiva na vida dos outros e em nossa comunidade. Agradeço a Edith, pelo exemplo de gratidão, e aos professores da EAB pela demonstração desse elemento essencial da missão e propósito da nossa escolar.

Featured image: cc licensed ( BY NC ND 2.0 ) flickr photo by Molly (moominmolly): http://www.flickr.com/photos/moominmolly/2533284776/

Opportunities and Challenges

It is not hyperbole to state that educational systems and pedagogical approaches are in the throes of a revolution.  While most of us accept the premise that we are in the midst of a historical transformation in education, the challenge is to make sense of these changes while also seeking to find our own footing in the constantly shifting technological and societal sands.  I have no doubt that historians will look back at this time as a watermark moment in the evolution of schools, pedagogy, and learning.

These reflections were sparked by an article about education that I recently reread called, 21 Things that Will be Obsolete by 2020. The common theme linking the 21 declarations is the pervasive influence of technology, not as an extension to support learning but as a foundational platform and tool that will be as common as working with paper and a pencil.

In a typical 21st century learning fashion, I casually clicked on a seemingly interesting link that took me to another essay called, Three Trends That Define the Future of Teaching and Learning. This author argues that three key trends – collaborative, tech-powered, and blended – will frame the transformation of education.  There are compelling arguments in support of this claim, especially the concept of blended learning, where teachers embrace students’ online and connected proclivity towards the learning process.

While writing this article, I clicked on yet another link with the title, How Does Multitasking Change the Way Kids Learn?  I read the article, somewhat self-consciously, acknowledging that my multitasking at that moment may not have been the most efficient use of my time. You see, the article seeks to answer the question of whether or not our brains are able to effectively multitask.  As with all similar research, the article is unequivocal in concluding that we are not capable of effectively multitasking beyond the simplest activities.  The research has also clearly concluded that multitasking leads to a series of negative outcomes while doing schoolwork.

So, what does this all mean?  As with any large-scale transformative experience, there are currently more questions than answers in the field of education.  While this is an exciting time, there is also a degree of trepidation among educators and parents alike.  The elements of education that will become obsolete by 2020 are the same elements that were the foundations of the education of today’s adults.  To say the least, it is a challenge to manage current changes while also overcoming our past to establish educational programs for an unknown future.

EAB is committed to embracing this time of change through innovative and creative approaches to teaching and learning.  The focus on the implementation of collaborative, tech-powered, and blended teaching trends is central to our professional development discussions.  The impact of technology on student learning, including issues related to multitasking, is an area that continues to influence our instructional practices and curriculum development.  Likewise, it is within these new paradigms that we seek ways to continue to successfully work with students in the areas of service and leadership, while also developing skills associated with conflict resolution, decision making, empathy, communication, and character building, among others.

If parents and teachers are to model the ideal of life-long learners, then there is no better time to do so than now, especially in the context of a transformative moment in the history of education.  Our students count on the continued partnership and commitment among parents and teachers to embrace new challenges and focus on a continuous learning model that seeks to provide the best educational program possible.  It is these challenges that make our collective work so important and exciting.

Oportunidades e Desafíos

Não é exagero afirmar que os sistemas de ensino e abordagens pedagógicas estão no meio de uma revolução. Enquanto a maioria de nós aceita a premissa de que estamos no meio de uma transformação histórica na educação, o desafio é dar sentido a essas mudanças e ao mesmo tempo tentar encontrar o nosso próprio pé nas areias tecnológicas e sociais em constante mudança. Não tenho dúvidas de que os historiadores olharão para trás neste momento como um momento marcante na evolução das escolas, pedagogia e ensino.

Estas reflexões foram desencadeadas por um artigo sobre educação que eu reli recentemente chamado, 21 coisas que estarão obsoletas em 2020. O tema comum que liga as 21 declarações é a ampla influência da tecnologia, não como uma extensão para apoiar a aprendizagem, mas como uma plataforma fundamental e uma ferramenta que será tão comum como trabalhar com papel e lápis.

Em uma forma de aprendizado típico do século 21, eu cliquei casualmente em um link, aparentemente interessante, que me levou para outro ensaio chamado: Três Tendências que Definem o Futuro do Ensino e Aprendizagem. Este autor argumenta que as três tendências principais – colaboração, tech-powered, e harmonização, vão enquadrar a transformação da educação. Existem argumentos convincentes em apoio desta afirmação, especialmente os conceitos de ensino harmonizado, em que os professores adotam o processo de aprendizagem dos alunos, online e conectando as tendências.

Enquanto escrevia este artigo para o Bull-It, eu cliquei em mais um link com o título: Como a Multitarefa Muda a Maneira Como as Crianças Aprendem? Eu li o artigo, um pouco autoconsciente, reconhecendo que a minha maneira de realizar várias tarefas, naquele momento, não foi o uso mais eficiente do meu tempo. O artigo procura responder se o nosso cérebro é ou não é capaz de realizar várias tarefas de forma eficaz. Tal como acontece com todas as pesquisas semelhantes, o artigo é inequívoco, mostra a conclusão de que não somos capazes de, efetivamente, desempenhar várias tarefas, além das atividades mais simples. A pesquisa também conclui claramente que a multitarefa leva a uma série de resultados negativos, em relação a fazer um trabalho escolar.

Então, o que isso tudo significa? Como acontece com qualquer experiência transformadora em larga escala, atualmente existem mais perguntas do que respostas no campo da educação. Enquanto este é um momento emocionante, há também um certo grau de ansiedade entre os educadores e pais. Os elementos da educação que se tornarão obsoletos em 2020 são os mesmos elementos que foram os alicerces da educação dos adultos de hoje. Para dizer o mínimo, é um desafio gerenciar as mudanças atuais e ao mesmo tempo superar nosso passado para estabelecer programas de educação para um futuro desconhecido.

A EAB está empenhada em abraçar este momento de mudança por meio de abordagens inovadoras e criativas para o ensino e aprendizagem. O foco sobre a implementação das tendências pedagógicas colaborativas, “tech-powered”, e ensino harmonizado são fundamentais para as nossas discussões de desenvolvimento profissional. O impacto da tecnologia no aprendizado dos alunos, incluindo questões relacionadas à multitarefa, é uma área que continua influenciando as nossas práticas de ensino e de desenvolvimento curricular. Da mesma forma, é dentro desses novos paradigmas que buscamos formas de continuar a trabalhar com sucesso dos alunos nas áreas de serviço e liderança, além de desenvolver competências associadas à resolução de conflitos, tomada de decisão, empatia, comunicação e construção de personagem, entre outros.

Se os pais e professores querem moldar o ideal de alunos aprendizes ao longo da vida, então não há momento melhor para fazer isso do que agora, especialmente no contexto de um momento de transformação na história da educação. Nossos alunos contam com a parceria contínua e compromisso entre os pais e professores para abraçar novos desafios e se concentrar em um modelo de aprendizagem contínua, que visa proporcionar o melhor programa educacional possível. São estes os desafios que tornam o nosso trabalho coletivo tão importante e emocionante.

Featured image: cc licensed ( CC BY NC SND 2.0 ) flickr photo by Dean Terry: http://www.flickr.com/photos/therefore/4101567511/

Learning Mathematics

Erma Anderson’s professional development work with our faculty this week left me with three reflections about the learning of mathematics and the Common Core.

Number Sense

Let us start with a quick math quiz.  Quickly answer the following question relying only on your sense of numbers (i.e. do not calculate the exact value):

If you are “one billion seconds “old, then you have lived for approximately 31 years.  How long have you lived if you are “one million seconds” old?

Many people find the answer to be shocking, highlighting some of the challenges we face associated with number sense.  When we speak of budgets, populations, and exponential growth in the billions, do we really have a sense of what the numbers mean?

To answer the question above, “one million seconds” equates to 11 days, as compared to a billion seconds equating to 31 years.  Extending this example, “one trillion seconds” is approximately equal to 32,000 years!  These numbers hopefully put the concept of a trillion dollar debt into a different perspective.

Students usually do not develop a strong sense of numbers by blindly following algorithmic procedures or memorizing formulas without developing a deeper sense of the numbers they work with during their studies.  While algorithmic procedures the memorization of formulas have their place in mathematics, it is only through a deeper conceptual knowledge of mathematics that an enduring understanding of mathematics will be achieved. If more people learned mathematics this way, perhaps there would be less of a negative stigma highlighted by adults and students and their learning of mathematics.

Ways of Knowing

To achieve enduring understandings, mathematics must be taught in a manner that requires students to interact with concepts in a variety of manners, including visual, contextual, algorithmic, procedural, and theoretical, among others. The common theme, however, is that the learning must ensure a strong conceptual understanding.  By way of example, if you ask adults to state the quadratic formula, few of us will be able to do so correctly.  However, if these same adults understood where the quadratic formula comes from and how to derive it from first principles, then the likelihood of being able to correctly state the quadratic formula is very high.  We must move from memorization, as the focus, to strong conceptual understandings.

Teaching of Mathematics

During a conversation with Erma Anderson, we discovered that we both experienced a similar “learning” moment at the start of our respective teaching careers. We both majored in mathematics at university and graduated as mathematicians before choosing a career in education.  While teaching our first calculus classes, we, like so many other teachers, came to a stark realization. While we could always “do” mathematics very well, our deeper conceptual understanding of the subject was questioned, for the first time in our careers, through the challenge of teaching the conceptual understanding of calculus.  Whether teachers admit it or not, most educators go through a similar experience as it is one thing to be able to “do” mathematics but quite another to be able to explain your understanding of these same concepts. Our responsibility as teachers is to continuously seek ways to better understand our subjects while also finding ways to effectively work with students so that they develop their own deep and meaningful conceptual understandings.

This is an exciting time at EAB as our teachers are dedicating a significant amount of time and energy towards the ongoing development of a strong mathematics curriculum and, in parallel, the ongoing development of our collective teaching practices.

Featured image: cc licensed ( BY NC SA 2.0 ) flickr photo by Tom Magliery: http://www.flickr.com/photos/mag3737/6266477735/