Earlier this week the Hindu Festival of Holi was celebrated around the world. This is a very colourful festival, often celebrated by people covering each other in brightly coloured powders, resulting in some spectacular sights and events, and some of the most easily recognisable photos from any religious celebration!
At one of the campuses I lead, students learned (from some wonderful parents!) about one mythological story linked to the festival, as well as tasting some traditional foods and sweets, creating their own colourful bandanas and, of course, taking part in their own Rangwali Holi, or “Carnival of color”.
One question that I am often asked (not only here in Hong Kong, but in most schools I have taught in) is why we place such an emphasis on celebrating these different cultural festivals. The answer, in my opinion, is deeply embedded in our desire to create students who are engaged with, and empathetic to, the world around them. Not just the narrow, singular world that they may encounter within the confines of their immediate family and social groups – the exciting and diverse global culture that they will, ultimately, be required to engage with in their future lives. To understand and value diversity begins with encountering those different cultural practices in ways which are safe and enjoyable. Celebrations at school are often low-key and focused on learning a little about the things that are special to others. We celebrate and experience (on a minor scale) the things that people around us value. It can help us understand and be more accepting and tolerant of those who are different from us, as well as growing learning and children who are open-minded and knowledgeable about the world around them.
That is a desirable and achievable goal in educating our students to take their place in leading the global community in the future!
I have been involved in digital innovation in schools for a long time now. There are so many exciting ideas and approaches that have developed in the last 10-15 years. The advances we have made in the area of pedagogy and learning design with technology have helped to transform the way we teach and the way students are approaching their learning. Technology underpins many important emerging visions for modern learning. It is one of the core “deep learning” skills identified in Michael Fullan’s groundbreaking “New Pedagogies for Deep Learning” project.
Billions of dollars have been spent around the globe in education to improve infrastructure, upgrade technology training and increase access to devices for students in a variety of ways. There are many frameworks which have been developed which focus on marrying good pedagogy and learning design with effective technologies. It is not good enough just to put technology in front of our kids and think that they can do it themselves. Our kids are fearless risk-takers when confronted with new tech – but they often need a lot of guidance and support to use technology to improve their learning – that’s where we are ideally placed to have the most impact!
And yet there are still many teachers and leaders who have a view that technology is an added extra or even a “distraction to real learning”. We talk about our “digital natives” in a way that implies that this revolution is about them and not us. There are many ways that we can enhance the learning of our students by the use of technology – but there are also some exciting ways that we can improve the way that we carry out our roles as teachers.
Technology is still an area where many teachers feel hesitant, under-skilled, disempowered and even fearful – but it doesn’t need to be that way! It is way past time that we lived out our vision for our kids for ourselves. Here are three easy steps to take:
- ACCEPT that this is a part of your teaching toolkit that you can longer afford to be light on. It’s here to stay and it is becoming increasingly important for you to have these skills to be able to contribute positively in your teams and not be a burden on others.
- BUILD on our existing strengths and knowledge – choose technology use and digital strategies that you know will enhance learning based on research and your understanding of how kids learn. After all that’s what schools and students need to make it successful – teachers who can apply and filter these initiatives through a lens of pedagogical expertise! If you have a growth mindset, apply it and supercharge your tech initiative.
- CONNECT with other teachers who can support your skill development and who will benefit from your ideas and input. Working together is part of what we do as a profession and we are seeing many exciting developments in team-based approaches to teaching in modern learning spaces which are fantastic for teachers to be continuously developing and honing their craft alongside their colleagues. A personal learning network is only a few clicks away – social media is a rich source of wisdom, encouragement, innovative new ideas and support for any teacher who needs it. Don’t just sit and wait for the next course to be offered to you – go out and design your own learning by accessing the global network of educators who are more than willing to lend a hand!
Is it time you got your passport out and shifted your mindset? Become a digital immigrant.
I dare you.
Building trusting, positive relationships is at the heart of any leaders role. To lead you must have the trust and respect of those who you would have follow you. In schools this means that you must be constantly striving to build connections with students, staff, parents and the wider community.
I recently was lucky to be able to spend a whole day with a group of middle leaders unpacking a new “coaching” role within our cluster of schools. At the core of the matter was the ability for team leaders to build a coaching relationship with their team in order to effect ongoing increases in team capacity. It is an exciting development and one which operates with a high-trust model. I am keenly aware that our success as leaders relies on this key trait: our capacity to build positive, professional, trusting relationships with the people around us. As John Maxwell states in his sixth “irrefutable” law of leadership:
Trust is the foundation for all effective leadership. When it comes to leadership, there are no shortcuts. Building trust requires competence, connection and character.
“The 21 Irrefutable Laws of Leadership”, John Maxwell
The following article is a great quick read which outlines 5 practical ways school leaders might create a more inclusive and positive school climate – something which we should all have in mind as we live our lives and work with our students, parents and staff. I might get a lot of light ribbing from parents who see me at the school gate clutching my ( rapidly cooling ) caffeine fix on cold mornings – but I have to say that I am a convert to the idea of making sure the first school face the kids and parents see each day is a smiling one!
“A positive school environment is one that is welcoming; it’s one where staff, students and parents work together. It’s where the school leaders know many of the students’ names, and people smile instead of frown.”
This is a very provocative quote from Michael Fullan and Maria Langworthy which headlines a new project into the development of new pedagogies to promote “deep learning”. It might sound like bog-standard education rhetoric to many teachers who constantly reel from one initiative to another.
But digging deeper into this new project has gotten me very excited. The cluster of schools which my current school is part of has been lucky enough to find a place on the exciting new global project which aims to bring experience and research across diverse education systems to build global collective capacity to pursue “deep learning goals”. The more I read about the project the more excited I am at leading this initiative in our school.
The New Pedagogies for Deep Learning project takes as its focal point the implementation of deep learning goals enabled by new pedagogies and accelerated by technology.
In many ways the deep learning goals will be familiar to many involved in the development of vision for 21st Century learning. Indeed they skills described mirror aspects of such frameworks as the PYP Learner Profile, The Key Competencies in the NZ Curriculum and the General Capabilities of the Australian Curriculum. This will allow educators across a diverse range of learning contexts to be able to see connections between their own vision for students and the vision of the project.
As a team our school is already exploring new ways of working and discovering how the changing roles of teachers are evolving as we grow our understanding of modern learning practices. We are in the middle of developing a personalised vision for modern learning. In this time of change I can see a window of opportunity to not only rethink our learning programme but radically reshape our vision for our students and place them at the centre of everything we do as a school. Working together as a team both at our school, across our cluster and as part of a global project – what an exciting, rewarding and challenging learning journey!