CONNECTIONS: Future-Proofing Learning For All Students
This week’s post is from Eric Sheninger, author of our newest book, Disruptive Thinking in Our Classrooms: Preparing Learners for Their Future (see below for more):
Imagine if we all had a crystal ball. It sure would have come in handy prior to the pandemic. What if I told you that we might have actually had one in the form of a retro animated television series that aired over fifty years ago and predicted some modern technological innovations?
One of my favorite shows as a kid was The Jetsons. Even though it only aired for one season in the 1960’s, I got my fill thanks to non-stop reruns throughout my childhood. For those who have not seen the show, it focuses on a futuristic family residing in Orbit City, whose architecture looks like it was invented by Google with all the living residences and businesses raised on adjustable columns high above the ground. The entire series revolved around the family’s life one hundred years into the future assisted by labor-saving technologies that often broke down in humorous ways.
The Jetsons provided us with a glimpse into what society could look like one day and inspired people young and old to dream about the future. Some of the show’s bold predictions actually came true, including video conferencing, robots, smart watches, drones, jetpacks, holograms, and automated homes. Other inventions are within our grasp such as flying cars, driverless vehicles, and computers so powerful they have the operating capacity of the human brain. Things are moving fast in our world. In the words of the wise Ferris Bueller, “Life moves pretty fast. If you don’t stop and look around once in a while you could miss it.” (Hughes, 1986). This is spot-on advice to keep in mind as we enter further into our own Jetsons moment.
Life sure does move fast. Even before the pandemic it was difficult, if not impossible, to keep up with exponential change resulting from the 4th Industrial Revolution. In a short period of time, we have seen innovative companies such as Uber, Lyft, Vrbo, DoorDash, and Robinhood disrupt many traditional service areas. While there might be a consistent focus on disruption recently, the fact remains that disruptive change is not new and has been impacting the world since the beginning of time. A ride through Epcot’s Spaceship Earth shows how papyrus paper, the printing press, television, and the first home computer not only disrupted, but revolutionized the world.
Exponential change is the new normal. To adequately prepare our students for this, we must future-proof learning, so they are always ready for whatever faces them. While this might seem like a stretch or even impossible, I assure you it’s not. Here are a few beginning steps to consider:
Develop higher order thinking through scaffolded questions and tasks.
Offer opportunities for authentic application of knowledge and concepts in connection with real-world problems.
Incorporate the purposeful use of technology driven by the learner.
Ensure equity and cognitive flexibility through personalization.
Create learning environments that reflect current (and future) contexts
Creating a classroom culture that empowers students to replace conventional ideas with innovative solutions to authentic problems can lead to prosperity in a bold new world. Disruption is here to stay in our society, thus the need to future-proof learning in our classrooms. Disruptive thinking is the way to get us--and, more importantly, our students--to succeed in this new normal.
Thanks to all educators reading this for the amazing work you are doing during these challenging times. As always, Teach and Lead with Passion...
Jeff and Jimmy
Daily Inspiration Educator
(Please let us know about an inspiring educator you think we should highlight in a future newsletter by completing this brief form!)
NEW RELEASE!
Disruptive Thinking in Our Classrooms: Preparing Learners for Their Future by Eric Sheninger
The premise of this book is simple, yet powerful. It’s time to future-proof learning for ALL kids. Broken into four parts, this book combines stories, insight from thousands of school visits, practical strategies, research, lessons from the pandemic, and examples from classrooms to assist educators transform their practice. The parts:
Re-thinking “normal”
Re-thinking learning
Re-thinking the learner
Re-thinking our mindset
Each chapter ends with a “Disruptive Challenge” designed to do just that: Challenge educators to disrupt in some way their current thinking or professional practices.
Critical Components of the Book:
Disruptive change is the new normal. As such, our mindset and practices must evolve to future-proof learning in ways that help students develop meaningful competencies critical for success in an unpredictable world.
Comfort is the enemy of growth. We must critically evaluate if the way things have always been done in the classroom sets learners up for success now and in the future. Improvement in all we do is a never-ended journey.
Learning is a process, not an event. It requires educators to develop and use instructional practices and pedagogical techniques that meet the unique needs of all students.
Outlier practices play a key role in the development of disruptive thinking. Some practices add value while others do not. It is up to educators to find the right blend of these strategies to empower learners.
Packed with ready to use ideas and embedded resources including the latest digital tools, templates, and artifacts from real classrooms, readers will learn:
Why a mindset shift is essential in order to prepare learners for an unpredictable world.
How to implement strategies that focus on developing critical competencies.
How to ensure equity through personalization.
What to reflect on to improve and build powerful relationships.
We are excited to announce that Eric’s new book was listed as a #1 Bestseller on Amazon after its first week in print! Learn more here.
FEATURED BOOK:
Pause. Breathe. Flourish: Living Your Best Life as an Educator by William D. Parker
In this book, Parker explores the habits, practices, and mindset necessary for growth as both an educator and a person. This book is grounded in the belief that when you invest in better care of yourself, you can better serve and lead others. Applying those insights is the challenge. Each chapter begins with a mental image and unpacks specific areas for cultivating personal or professional growth. Chapters end with reflection questions to help you take immediate actions for thoughtful application and improved outcomes. Do yourself a favor, and read ahead to pause, breathe, and flourish! Check out more here
CONNECTEDD’S TAKEAWAYS
Thought for the Day: “Students will remember how we treated them long after they forget what we taught them.”
Teaching Technique to Try: The Document Analysis Form: Analyzing historical documents requires students to identify the purpose, message, and audience of a text. Document analysis forms are graphic organizers that guide students through a process of identifying important background information about a document (e.g., author/creator, date created, place, format, etc.) and using this data to determine the text’s bias or perspective. Check out this link from Facing History and Ourselves for a step-by-step process for using this technique.
Eyes On Culture: We believe that culture is a true difference maker in any classroom, school, district, or organization. As a result, we focus much of the work we do on creating and maintaining positive and productive cultures. Culture Focus: Competition. High performing schools with strong cultures are actually very competitive environments. However, that competition is not one that pits students against students or teachers against teachers, competing to see who can be the “best.” Instead, they are environments in which individuals compete against themselves, working purposefully to become “better” tomorrow than they were today. Not at the expense of a fellow student or staff member, but simply a desire and effort to reach their fullest potential, constantly moving from their personal “Point A” to their next point along the improvement spectrum. In addition to this type of individualized and personal competition, there also exists a collective competition. Again, this competition is not about trying to be the “best” school, but fiercely striving to become “better,” each and every day, improving incrementally in the short term and exponentially over time. Schools with strong cultures know it’s not about being the best, but about continuously becoming better.
Please share your thoughts about culture via Twitter: @ConnectEDDBooks We would love to hear from you!