Slides used by Brendan Spillane and James Nottingham at the CEO in Perth, WA on 15th March 2012
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1. Escaping the Groundhog Years:Building inquiry culture in
schoolsBrendan Spillane and James NottinghamPerthMarch 2012
2. Our hopes for today Resolve Routines Reconnection
3. Dreyfus Model - Skill Acquisition(Butler & Edwards) Need
for clear Can read routines context accuratelyBasisForAction Novice
Beginner Competent Proficient Expert
4. Competent: planned & analyticalEfficient and
organisedCan assess relative importance and urgencyCan readily
describe and explain actionsFeel personal responsibility for
outcomesProficient: strategic and able to read context Seldom
surprised, have learned what to expect Have organised knowledge
into wise sayings Sometimes forget to explain complexities of the
big picture toanalytical competent colleagues Rapid, fluid,
involved, intuitive type of behaviour
5. Novice: rule-governed behaviourNeed generalised rules and
structures as a guideQuality management systems can be very
helpfulIf something goes wrong, blame the system or senior people
Little personal responsibility in this contextBeginner: hungering
for certainty Starting to notice patterns Wishing things were more
predictable Looking for the book or the expert to provide the
answers Feel limited personal responsibility
6. Expert: right thing at the right timeHighly intuitive, based
on huge store of wisdomGreat capacity to handle the
unexpectedHighly nuanced behaviour, very context specificOften
there are no words to describe expert performance, and often it is
subconscious anywayHard to fit this into quality systemsPerformance
drops if generalised rules are imposedUsually does not make for
good teaching of novices, but great for teaching competent
people
7. Some key questions Are we our thinking? Why do we keep doing
things that we know dont work? What routines would help us to tick
the Ariely box? Can groupthink be wiser? If so, how?
8. Theres never been a better time to be a child.Take an
initial position on the dialogue line that stretches fromBrendan
(For the proposition) to James (Against theproposition). Move with
the dialogue.
9. The anatomy of trust Organic Contractual Relational
10. The logic of trust Why we trust-trust is supremely
practical How we trust-trust is context-specific and conditionally
extended What we trust-capability and commitment When we trust-When
we infer that capability and commitment are there When we lose
trust-we feel disappointed when capability isnt there, we feel
betrayed when commitment isnt there (Perkins, 2006)
11. Continuum of Organisational (Team) Maturity Control
Delegation Empowerment SubsidiarityImmature MaturePersonal power
Shared authorityHierarchy TeamsLow trust High trustDependency
Interdependency
12. Can we trust ourselves? Its true because I believe it. Its
true because we believe it. Its true because I want to believe it.
Its true because Ive always believed it. Its true because it is in
my interest to believe it.
13. Quotes from Socrates (469 399 BC) 1.The only true wisdom is
in knowing you know nothing 2. The unexamined life is not worth
living 3. Wisdom begins in wonder 4. It is not living that matters,
but living rightly 5. True wisdom comes to each of us when we
realize how little we understand about life, ourselves, and the
world around us 6. By all means, marry. If you get a good wife,
youll become happy; if you get a bad one, youll become a
philosopher
14. An Ethos for Learning Not all of our questions answered but
all of our answers questioned
15. Facts and ConceptsFact Paris is the Knowledge capital of
FranceConcept Capital cities Understanding
16. Example question stemsWhat is(difference different
from?)What if (everyone was extraordinary?)Always/never (know?)How
do we know (what love is?)Why do we (say young people dont know
what love is?)What is the difference (between ordinary &
extraordinary?)Is it possible (to always be happy?)When(is
happiness a bad thing?)Who(decides what the natural way is?)Can we
(ever know for sure?)
17. The power of a real question
18. Why do we keep doing thingsthat we know dont work?Pursue
this question as a group.
20. Positions in conversation (David Kantor) What needs to be
said? Move Direction Perspective Decision Bystand FollowWhat needs
to be What needs to be done?suspended? CorrectionWhat needs to be
questioned? Oppose
21. A look at team cultureEmpathy building trust, respect &
understandingEngagement building teamwork, empowerment & shared
ownershipClarity of Purpose building dialogue, discussion, focus
& accountabilityLearning building in feedback, personal
growth& challengeReflecting on a team you are involved with,
give a 1-5 rating on howeach pillar is experienced overall.
(Think/Pair/Share)
22. Empathy, engagement, clarity of purpose &
learning?
23. We are positive, enthusiastic and show joy
24. We celebrate each others differences
25. We treat each other with respect
26. Sderporten school, NorrkpingThe school is extremely
multi-cultural, with most children having recentlyarrived in the
country and speaking Swedish as a second language.Their Core Values
have helped to: Achieve in 2010 the best exam results since the
national grading systemwas introduced in Sweden in 1997Switch off
the schools video surveillance in autumn 2010
27. Inquiry walk - (not a pub crawl!)Generate one inquiry or
question that you would like the group to pursue in its final
session.
28. As a result of today Are you stronger in your resolve that
you can escape the groundhog years? Do you feel that you have some
routines that could help you to further develop an inquiry mindset?
Do you have a stronger sense of having inquiry allies? Do you have
any other feedback regarding our process, what you would have liked
more/less of, a key learning moment, opportunities we missed, what
we could include in a follow-up session etc?