In 2008 this blog post, growing changing learning creating: Relying on inner teachers, from Tom Haskin’s caught my eye enough to cause me to save the URL in a draft post. Revisiting it today, it still has resonance, but far beyond the classroom teaching context of the post itself. Please, after scanning the snippet below, go read the full post. Substitute what ever domain is yours for Tom’s as a classroom teacher.
While blogging for the past year on related topics, I’ve come to the following realizations about the nature of a compounding solution in education:
When we assume each student has an inner teacher within their minds, we will stop interfering with the discovery, cultivation and trust building with that inner teacher. The inner teacher will come to the fore of the students learning experiences and and reconfigure how they picture learning occurring. Problems with a particular learning challenge or patterns of learning efforts will get worked out between the student and the inner teacher who already knows what the underlying problems are.
As I read Tom’s words they resonate for me as a practitioner of Liberating Structures and more generally as a process person who deeply values learning, reflection and action. How do Tom’s words resonate for you?
Thanks, Tom!
(I’m having fun going through the detritus of draft blog posts!)
I think I now sleepwalk through someone asking/answering “how are you.” That said, sometimes I’d love a meeting where I can skip ALL check-ins, check-outs and just get the work done and the meeting OVER WITH. This is a unique kind of pandemic-induced fatigue for me. I seek not the gathering place on some days, but the cave.
In strolling through the archives of unpublished blogs posts, I came upon one which was simply a link to a great blog post from the Interaction Institute in 2017. And boom, it is still resonant today.
Network members making sense of their own data…
The wonderful author, Curtis Ogden, offered 10 principles for thinking like a network. I want to pull out a few things in each one to share with folks in some projects I’m working on. So why not share it here too? This is dynamically incomplete… be forewarned!
The groups I have been and am working with are quite different in some ways. One is an internal organization. Another is a tripartite collaboration that is ready to grow into a network. A third is a group that has done amazing F2F training and capacity building and has had to regroup in a COVID-Virtual world. All three, however, are motivated to act their way into their purposes in new ways. So first is the mindset and practices. In a later blog post I want to explore snap-back, the falling back into our old ways of being and doing.
Curtis’ intro to the article is great context:
Over the past several years of supporting networks for social change, we at IISC have been constantly evolving our understanding of what is new and different when we call something a network, as opposed to a coalition, collaborative or alliance. On the surface, much can look the same, and one might also say that coalitions, collaboratives and alliances are simply different forms of networks. While this is true, it is also the case that not every collaborative form maximizes network effects, including small world reach, rapid dissemination, adaptability, resilience and system change. In this regard, experience shows that a big difference maker is when participants in a network (or an organization, for that matter) embrace new ways of seeing, thinking, and doing.
I think we all confound different forms of collaboration, try to be all things to all people and then we are frustrated when our ambitions are cut short. Working in new ways requires two things: discernment about what is possible, and a repertoire to make the possible real. I think these principles from Curtis support both these things. I encourage you to read the original article, because below I’m short cutting into some specifics.
Adaptability instead of control
This shows up so strongly in “strategic planning.” We tend to equate a detailed, task descriptive plan as a proxy for strategic action, especially in grand funded projects where plans, and executing on the plans, are key points for accountability. Yet, most work these days is in complex and changing contexts. Can we shift to adaptive planning which defines the purpose, direction and then iterates forward with strong accountability during, not just at the end?
Contribution before credentials
Equity has been in so many conversations. What seems to constantly block equity and its precursor, access, is that we continue to worship at the alter of credentialed expertise, rather than tapping all kinds of expertise. Whoops, look at the word “tapping!” We have extractive approaches to knowledge generation. How do we move to more contribution versus extraction that honors all, regardless of the title certain parts of society wish to attach to some and not others?
Giving first, not taking
See above about extractive mindsets!
Resilience and redundancy instead of rock-stardom
See above regarding stepping away from single views of expertise for the rock stardom stuff, but the resilience and redundancy needs a post of its own. The practice-based approach I’ve been working on for this is that we backfill for each other across departments, organizations, networks. No one these days can afford to hire all the skills they need at any one time. Trading labor across our networks builds redundancy and a sense of mutual support. There is a limit to this — we can’t keep ADDING work without taking something away.
Diversity and divergence rather than the usual suspects and forced agreement
This is why we work in networks!
Intricacy and flow not bottlenecks and hoarding
I struggled with this one until I went back and read Curtis’ words on this one. The word that emerges for me is abundance. (In all senses of the word, including mindset.)
I’m running out of steam, so I’ll leave the last four for YOU to flesh out, annotate, expound upon. If I leave this as a draft for another year… well, you know what happens!
Note: My threat/promise to blog weekly has suffered a bit. I’ll try harder! What do you want me to blog about? Tell me in the comments.
A few weeks ago I wrote a provocation on Peer Assistance and Mutual Support in preparation for a KM4Dev Knowledge Cafe. I really enjoyed thinking more deeply about the power dynamics of peer assistance. Thanks to the great KM4Dev team here are the artifacts from the event. ‘
Moving Online in Pandemic is now #MOIP!This is 10th in a series of posts about the tidal wave of moving online in the time of Covid-19. #1, #2, #3, #4 , #5 , #6, #7, #8 and #9.
I’ve mentioned my work with the Floodplains by Design network over the past few years. We have been doing a lot of experimenting and practicing with online meetings and events over the last 11 months. We captured a few of our practices and now I’ve drafted an article on Virtual Field Trips. And yes, I’m looking for your review to help improve it. Right now it lives on a Google doc where you can comment. You are also welcome to comment generally here. Care to help? I’ll post the intro below. And THANKS!
1. Introduction
At the Floodplains by Design (FbD) Culture and Capacity Action Group (C&C)November 2020 meeting, we recently reviewed and reflected upon our experiences and value of field trips to FbD project sites. (See figure 1.) COVID-19 has curtailed our face to face field trips, demanding a new, virtual way of meeting these needs.
With the C&C’s focus on building and supporting a learning network, we are interested in the overall set of learning and network weaving practices that can help spread and deepen IFM. This document offers insights and useful practices for designing and implementing virtual field trips (VTS) to support Integrated Floodplain Management (IFM). It also helps us share in general the value of, and practices around field trips which are useful in our work together whether we are F2F or together online. It builds on our first document on Virtual Peer Assists.
We hope that through these occasional articles/resource documents we can make our learning more widely available across the FbD network and beyond.
The first section of this document reflects more generally on the purpose and value created through field trips. The second section addresses specific practices for planning and executing virtual field trips. A resources section follows for additional information.
Figure 1: Harvest from the November 2020 brainstorm on VTS
We created this first draft of useful virtual field trip practices using four guiding questions.
What general immediate and longer term value is created through field trips in our integrated floodplain management (IFM) work? This establishes a shared baseline understanding of field trips in IFM.
What specific purpose(s) and value creation do field virtual trips serve in our work right now? With whom? Clear purpose drives how we design our VFTs.
What useful field trip practices have we learned for VTFs?
How might we know when we are making progress on this purpose? Like any practice, we assume that as we learn, we can improve our practice.
I’m happy to post more here if that is useful… and know the doc got pretty LONG!
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