Tuesday, February 16, 2016

Lorna Earl #TTTPLD2016 - How Networks for Learning work

How Networks for Learning work -

  • are very complex 
  • can influence learning 
  • changing in thinking and practice is the key 
  • locus of change 
  • the correct, shared focus is necessary and needs to be understood by everyone 
  • strength of engagement is important 
  • distributed leadership is necessary... 
  • Upload and download - consider the things that matter, issues arising, and bring into the discussion; reflect back alternatives and options 
  • Shared purpose and foci for work - look through a variety of lenses 
  • Collective agreement, 
  • Facilitation role - bringing everyone together; 
  • There will inevitably be conflict in the bringing together of communities. 
  • New shared knowledge enables us to move forward, with everyone on the same page.
Learning Focus for Students and Adults
  • Clear and defensible learning foci for students, Teachers and learners - look at the evidence; 
  • If that's what they need - what do I need? What do we need
  • Learning focus across schools and learning focus for the teachers; 
  • Focus takes time and is complex; 
  • Getting the focus clear and understood, 
  • Avoid the doings that are not needs basis or necessary... activity trap; 
  • Monitor the focus in the school and the network;
  • Engage all! 
  • De-privatise schools in relation to their communities; 
  • Create hunger - visible as consummate learner; 
  • Be aware of the distractions, how do you keep the focus!
  • Prioritise and avoid the 'if only' 
Collaborative inquiry...

Relationships and Collaboration:
  • Working together
  • Discuss
  • Give and seek
  • Feel supported to try new ideas
  • Feel responsible to help and support all
  • Collectively coming up with something that is bigger than any of us individually!
  • Feedback for growth!
  • Talking openly about differing views and values,
  • Dealing openly with conflicts and disagreements;
How do we create the conditions for a group to:
  • talk openly
  • value, discuss, share...
Facilitation as Intentional Interruption
Facilitation for change, what we actually know, believe and feel - we have to interrupt! New learning happens in the ambiguity. We have to rethink the schema. New learning is hard work.
Facilitation as interruption.
Facilitation is a role - not a person.
Facilitators as a community of practice!
How do we create the conditions to move us forward as a team?
Zone of proximal development - providing the scaffolding to move through the journey.

What needs interrupting?

  • The culture of activity - from activity based to learning based.
  • Moving beyond the nice-ness - separating person from practice
  • Leader as lead learner as opposed to lead knower...
Sea of barriers...
  • Imposter syndrome...
  • Cognitive misers - mental shortcuts...
  • Exception to the rule
  • Risk averse
How do we ensure that the growth of us all in our role is an unavoidable consequence?

If it's not about learning what should it be about?

In a fast changing world, if you can't learn, unlearn, and relearn, you're lost. Sustainable and continuous learning is a given of the twenty-first century. Stoll, Fink and Earl (2003)

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