- Student-centered, active learning classrooms where students have a voice and a choice over the pace and place of their learning and are part of the personalized plan leading to proficiency and mastery of their subject.
Three vital behaviors that need to change:
- Plan and implement student-centered activities instead of teacher-centered plans
- Decrease the lecturing time and increase the active learning time: teacher lectures are not to take up more than ⅓ of class time
- Weekly collaboration with other teachers to plan / train together encourage and hold each other accountable
Measurements / Accountability:
- Weekly sharing meetings (Share the “good, bad and the ugly” to open up honest communication) to assess: How many activities that week were Student-centered vs Teacher-centered? Goal is: ⅔ SC and ⅓ TC. How much time (percentage of class time) was spent with students engaged in Active learning? (Have a student time you or time yourself) Goal is: 30 minutes per class. Use a self-monitoring daily report to track.
- Weekly meetings for hands-on prep / lesson plan creation and idea sharing
- Weekly tech training / support
- Personalized tracking of each student and their progress using technology
- ACTFL proficiency measures to chart how competent students are becoming with this model
- Formal leaders: School Principal. Department Head.
- 4 Opinion leaders from the department (I don’t want to name them here but I have identified them)
Sources of Influences
|Personal||Do they enjoy it? Do they find meaning in it? Does it fit into their sense of who they are or who they want to be?
||Can they do it? Do the teachers have the knowledge, skills, and strength to be able to implement the VB? Can they handle the toughest challenges they will face?
|Social||Are other people encouraging the right behavior or discouraging the wrong behavior? Are respected leaders modeling the right behaviors? Do people have good relationships with those who are trying to influence them?
|| Do others provide the help, information, and resources required—particularly at critical times?
|Structural||Are there rewards—pay, promotions, performance reviews, or perks? Are there costs? Do rewards encourage the right behaviors and costs discourage the wrong ones?
||Does the environment (tools, classroom, information, reports, proximity to others, policies, schedules, etc.) enable the VB behavior? Are there enough cues and reminders to help teachers stay on course?
Grenny, J., Maxfield, D., & Shimberg, A. (2013). How to 10X your influence [PDF]. Provo: VitalSmarts.
Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change: 2nd ed. New York: McGraw-Hill Education.