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5127625-44767500John Dewey1859-1952Quotes: “Education is not preparation for life; education is life itself.” “Education, therefore, is a process of living and not a preparation for future” Key Ideas and PhilosophiesAmerican philosopher,?psychologist,?Georgist, and?educational reformer. The overriding theme of Dewey's works was his profound belief in democracy, be it in politics, education or communication and journalism. Dewey's educational theories were presented in?My Pedagogic Creed?(1897),?The School and Society?(1900),?The Child and the Curriculum?(1902),?Democracy and Education?(1916) and?Experience and Education?(1938). Several themes recur throughout these writings. Dewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution through which social reform can and should take place. In addition, he believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.Publications and AchievementsPsychology (1887)Leibniz's New Essays Concerning the Human Understanding (1888)The School and Society (1900)The Child and the Curriculum (1902)Studies in Logical Theory (1903)Moral Principles in Education (1909)How We Think (1910)The Influence of Darwin on Philosophy: And Other Essays in Contemporary Thought (1910)Schools of To-Morrow (with Evelyn Dewey) (1915)Democracy and Education: An Introduction to the Philosophy of Education (1916)Essays in Experimental Logic (1918)Reconstruction in Philosophy (1919)Human Nature and Conduct: An Introduction to Social Psychology (1922)Experience and Nature (1925)The Public and its Problems (1927)Impressions of Soviet Russia (1928/1929)The Quest for Certainty (1929)Individualism Old and New (1930)Philosophy and Civilization (1931)Ethics, second edition (with James Hayden Tufts) (1932)How We Think, second edition (1933)Art as Experience (1934)A Common Faith (1934)Liberalism and Social Action (1935)Experience and Education (1938)Logic: The Theory of Inquiry (1938)Theory of Valuation (1939) (Vol. 2.4 of the International Encyclopedia of Unified Science)Freedom and Culture (1939)Knowing and the Known (with Arthur Bentley) (1949)Copernican Citation (1943) Doctor "honoris causa" – University of Oslo (1946) Doctor "honoris causa" – University of Pennsylvania (1946) Doctor "honoris causa" – Yale University (1951) Doctor "honoris causa" – University of Rome (1951)Reflection, Application to my workIt is interesting to read his theories about education and educational reform. Many of his ideas are coming to fruition with today’s new curriculum. Revolutionary ideas for his time and yet, as we enter an era of “Educational reform” or “transformation” we find that perhaps these are not so new ideas at all. I do believe, as did Dewey, that learning is social. Students must be allowed to interact with their learning and experience their learning on the environment. They must be allowed to put their learning into practice. The society and the student’s social group affects every aspect of their learning. Vygotsky has very similar views on education being in direct connection to the society in which you live. The culture has a direct effect on how this learning shapes your place in the structure of society. I agree. He also directly speaks about individualized learning. Teaching students from their interest base. Making connections to what they are interested in and teaching from that viewpoint. Again, this directly speaks to what is happening today. He believes that learning is a combination of psychological and sociological and the two are intertwined and cannot be spoken to separately. I will continue to do more reading of Dewey's work.5309234-42722000Howard Gardner1943-PresentQuotes: “Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.”“Stories are the single most powerful tool in a leader's toolkit.”Key Ideas and PhilosophiesHe is an American developmental psychologist and the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education at Harvard University. He is currently the Senior Director of Harvard Project Zero, and since 1995, he has been the co-director of the Good Project. He is best known for his theory of multiple intelligences, as outlined in his book Frames of Mind: The Theory of Multiple Intelligences (1983). Publications and AchievementsMind, Work, and Life: A Festschrift on the Occasion of Howard Gardner’s 70th BirthdayThe App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital WorldTruth, Beauty, and Goodness Reframed: Educating for the Virtues in the Age of Truthiness and TwitterResponsibility at WorkFive Minds for the FutureMultiple Intelligences: New HorizonsDevelopment and Education of the MindChanging MindsGoodWork: Theory and PracticeThe Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education that Every Child DeservesIntelligence Reframed: Multiple Intelligences for the 21st CenturyExtraordinary Minds: Portraits of Four Exceptional Individuals and an Examination of Our Own ExtraordinarinessLeading Minds: An Anatomy of LeadershipMultiple Intelligences: The Theory in PracticeCreating Minds: An Anatomy of CreativityThe Unschooled Mind: How Children Think and How Schools Should TeachArt Education and Human DevelopmentTo Open MindsThe Mind’s New Science: A History of the Cognitive RevolutionFrames of Mind: The Theory of Multiple IntelligencesArt, Mind, & Brain: A Cognitive Approach to CreativityArtful Scribbles: The Significance of Children’s DrawingsDevelopmental Psychology: An IntroductionThe Shattered Mind: Person After Brain DamageThe Arts and Human Development (read more…)The Quest for Mind: Piaget, Levi-Strauss, and the Structuralist MovementCO-AUTHORED BOOKSGood Work: When Excellence and Ethics MeetMaking Good: How Young People Cope with Moral Dilemmas at WorkPractical Intelligence for SchoolIntelligence: Multiple PerspectivesMan and Men: Social Psychology as Social ScienceMacArthur Prize Fellowship (1981). University of Louisville Grawemeyer Award in Education (1990). In 1985, The National Psychology Awards for Excellence in the Media (1985). William James Award from the American Psychological Association (1987). John S. Guggenheim Memorial Foundation (2000). Honorary Professor at East China Normal University in Shanghai (2004). Top 100 most influential public intellectuals in the world (2005,2008). Prince of Asturias Award in Social Sciences (2011). Brock International Prize in Education (2015). He has received 30 honorary degrees from colleges and universities around the world. Reflection, Application to my workAs part of my PDP program, I did a comparison of Gardner’s Multiple Intelligence Theory and Robert Sternberg’s Triarchic Theory of Intelligence. Though interesting, I do not agree with Gardner’s theory. Intelligences cannot live separate of one another. They are more like talents or personality traits as opposed to intelligences. If we believe in cross-curricular education, then by nature, this theory seems flawed. I much prefer Sternberg. I identified with his theory and had made it part of my practice. I will speak more on Robert Sternberg later.5010150-39941500Madeline Cheek Hunter1916-1994Quotes: ?” Tell them what you’re going to say, say it, and then tell them what you said.”“If you want to feel secure, do what you already know how to do. If you want to be a true professional and continue to grow... Go to the cutting edge of your competency, which means a temporary loss of security. So whenever you don't quite know what you're doing, know you're growing.”Key Ideas and PhilosophiesShe was an American (Canadian born) educator who developed a model for teaching and learning that was widely adopted by schools during the last quarter of the 20th century. She was named one of the hundred most influential women of the 20th century and one of the ten most influential in education by the Sierra Research Institute and the National Women's Hall of Fame. Madeline Hunter developed the Instructional Theory into Practice teaching model. It is a direct instruction program that was implemented in thousands of schools throughout the United States.Hunter identified seven components for teaching:knowledge of human growth and developmentcontentclassroom managementmaterialsplanninghuman relationsinstructional skillsHunter also developed a direct instructional model and elements of effective instruction.The instructional model has seven components:objectivesstandardsanticipatory setteaching (input, modeling, checking for understanding)guided practice/monitoringclosureindependent practiceThe elements of effective instruction are very similar to those of the instructional model, featuring seven components of teaching and behavioral objectives:objectivesset(hook)standards/expectationsteaching (input, modeling/demo, direction giving, and checking for understanding)guided practiceclosureindependent practiceHunter was the creator of Instructional Theory into Practice (ITIP). ITIP is a teaching model on in-service/staff development program widely used during the 1970s and 1980s.Publications and Achievements Motivation theory for teachers (1967)Reinforcement theory for teachers (1967) Retention theory for teachers (1967)Teach for Transfer (1971)Aide-ing in education (1976)Improved Instruction (1976)Parent-teacher Conferencing (1978)Mastery teaching (1982)Mastering Coaching and Supervision (1989)Discipline that develops self-discipline (1990)How to change to a nongraded school (1992)Enhancing teaching (1994)She was named one of the hundred most influential women of the 20th century and one of the ten most influential in education by the Sierra Research Institute and the National Women's Hall of Fame.Reflection, Application to my workAs part of my PDP program, we were introduced to Madeline Cheek Hunter and her elements of effective instruction. The "hook" was how I remembered the layout. I used these elements in creating many of my first lessons and unit plans. I still use some of them today, perhaps unknowingly because it has become an integral part of my practice. As teaching has evolved over the last two decades, this model has been revisited time and time again by new teachers. However, with 21st century learning upon us, it will be interesting to see if her models will still be effective. It stands to reason that they will, with some modification. One of the models I like to use is backwards planning. Starting from the result and planning the stages backwards. However, I think with the new curriculum, we need to teacher these planning strategies to the students. Moreover, with the action research model as a learning guide, there shouldn't be an "end result" because the answer should lead to a new question for inquiry. Therefore, like a circle, the process never ends. We will always be finding an answer, but will always be asking a new question. 5257800-40957500Jean Piaget 1896-1980Quotes: "only education is capable of saving our societies from possible collapse, whether violent, or gradual."“The more the schemata are differentiated, the smaller the gap between the new and the familiar becomes, so that novelty, instead of constituting an annoyance avoided by the subject, becomes a problem and invites searching.”Key Ideas and PhilosophiesHe was a Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology". Piaget's theory and research influenced several educational practices. His theory of child development is studied in pre-service education programs. Educators continue to incorporate constructivist-based strategies.Publications and Achievements Major worksPiaget, Jean. 1928.?Judgment and Reasoning in the Child.?London: Routledge & Kegan Paul.Piaget, Jean. 1932.?The Moral Judgment of the Child.?London: Routledge & Kegan Paul.Piaget, Jean. 1951.?Play, Dreams and Imitation in Childhood.?London: Heinemann.Piaget, Jean. 1952.?Origins of Intelligence in Children.?New York: International Universities Press.Piaget, Jean. 1952. "Jean Piaget (Autobiography)." In E. G. Boring (ed.),?A History of Psychology in Autobiography, Vol. 4. Worcester MA: Clark University Press, 237-256.Piaget, Jean. 1954.?Construction of Reality in the Child.?New York: Basic Books.Inhelder, B?rbel, and Jean Piaget. 1958.?The Growth of Logical Thinking from Childhood to Adolescence.?New York: Basic Books.Piaget, Jean. 1970.?Structuralism.?New York: Harper & Row.Piaget, Jean. 1971.?Biology and Knowledge.?Chicago: University of Chicago Press.Piaget, Jean. 1983. "Piaget's Theory." In P. Mussen (ed.),?Handbook of Child Psychology,?4th edition, Vol. 1. New York: Wiley.Piaget, Jean. 1995.?Sociological Studies.?London: Routledge.Piaget, Jean. 2000. Commentary on Vygotsky.?New Ideas in Psychology?18, 241-59.Piaget, Jean. 2001.?Studies in Reflecting Abstraction.?Hove, UK: Psychology Press.Single "best read"Bringuier, Jean-Claude,?Conversations with Jean Piaget.?Chicago: University of Chicago Press, 1980.Honorary doctorates1936 Harvard1946 Sorbonne1949 University of Brazil1949 Bruxelles1953 Chicago1954 McGill1958 Warsaw1959 Manchester1960 Oslo1960 Cambridge1962 Brandeis1964 Montreal1964 Aix-Marseille1966 Pennsylvania1966? Barcelona1970 YaleAppointments1921-25 Research Director (Chef des travaux), Institut Jean-Jacques Rousseau, Geneva1925-29 Professor of Psychology, Sociology and the Philosophy of Science, University of Neuchatel1929-39 Professeur extraordinaire of the History of Scientific Thought, University of Geneva1929-67 Director, International Bureau of Education, Geneva1932-71 Director, Institute of Educational Sciences, University of Geneva1938-51 Professor of Experimental Psychology and Sociology, University of Lausanne1939-51 Professor of Sociology, University of Geneva1940-71 Professeur ordinaire of Experimental Psychology, University of Geneva1952-64 Professor of Genetic Psychology, Sorbonne, Paris1954-57 President, International Union of Scientific Psychology1955-80 Director, International Centre for Genetic Epistemology, Geneva1971-80 Emeritus Professor, University of GenevaReflection, Application to my workOnce again, in my educational psychology class we studied some of his theories of child development. I was fascinated by his theories. The concepts in his theories make a lot of sense. I was more intrigued by how he believed that children develop in stages and construct an understanding of the world and then find differences in what they know and what they discover. I use this when thinking about the developmental stages of my students. There are four stages in Piaget's theory of cognitive development. They are: Sensorimotor, (age 0-2) Preoperational, (age 2-7) Concrete-operational, (age 7-11) and Formal-operational, (age 11-adult). Having worked with special needs students for many years, I find that many of my students cognitive age falls into the concrete-operational stage. Therefore, we know they are working at a 7-11 age ability. We often refer to our students as concrete (hands-on) learners. This makes perfect sense according to Piaget's theory. In fact, only a small percentage of special needs students get beyond the concrete stage. We know that abstract thinking and complex cognitive ability is nearly impossible for our students. For this reason, we find many of our students to be kinesthetic learns. The two connect perfectly. Consequently, many of our students have issues socially in high school. The social dynamics have become too complex and abstract for our students to understand, and thus we find senior students who have specials needs with the social skills of an 11 or 12-year-old. The gap in academic and social ability seems to widen exponentially for our students from the beginning of high school to the beginning of adulthood. 4800600-41991200Robert Sternberg 1949-presentQuotes: "Successfully intelligent people discern their strengths and weaknesses, and then figure out how to capitalize on their strengths, and to compensate for or remediate their weaknesses. Successfully intelligent individuals succeed in part because they achieve a functional balance among a "triarchy" of abilities…Moreover, all of these abilities can be further developed."“If you bore them to death and say, this hurts me more than it hurts you, A, they're not going to believe it, and B, they're going to invest their time in other things anyway.”Key Ideas and PhilosophiesHe is an American psychologist and psychometrician. Among his major contributions to psychology are the Triarchic theory of intelligence, several influential theories related to creativity, wisdom, thinking styles, love and hate. He is the author of over 1500 articles, book chapters, and books. His triarchic theory of intelligence focuses on what he refers to as "successful intelligence" which is composed of three elements: analytical intelligence (or problem-solving abilities), creative intelligence (using prior knowledge and skills to deal with new situations) and practical intelligence (the ability to adapt to a changing world).Triarchic theory of intelligenceTriangular theory of loveTheory of cognitive stylesResearch on creativityPublications and AchievementsHe has authored or co-authored over 1,500 publications. Notable publications:Thinking styles (1997)Successful intelligence (1996)Wisdom, Intelligence, and Creativity Synthesized (2003)Cognitive Psychology (1996)Why Smart People Can Be So Stupid (2002)Beyond IQ (1985)College Admissions for the 21st Century (2010)Defying the crowd (1995)Career Paths in Psychology (1997)Complex cognition (2001)Love is a Story: A New Theory of Relationships (1998)The psychologist's companion (1988)Intelligence: A Brief History (2004)In search of the human mind (1995)Psychology: In Search of the Human Mind (2000)Cupid's Arrow: The Course of Love Through Time (1998)The nature of hate (2008)Teaching for Successful Intelligence (2000)Applied Intelligence (2008)How to develop student creativity (1996)Pathways to Psychology (1996)Metaphors of mind (1990)Our Labeled Children (1999)Dynamic Testing: The Nature and Measurement of Learning Potential (2002)Explorations in Giftedness (2010)The triangle of love (1988)The triarchic mind (1988)Applied Cognitive Psychology: Perceiving, Learning and RememberingIntelligence applied (1986)The Trojan Horse (1998)Studies in Mathematical Thinking and Learning Series: Nature of Mathematical Thinking (2012)Love the way you want it (1991)Intelligence, Information Processing, and Analogical Reasoning: The Componential Analysis of Human Abilities (1977)Transfer on Trial (1993)Sternberg’s awards include the Cattell Award from the American Psychological Society, Sir Francis Galton Award from the International Association of Empirical Aesthetics, the Arthur W. Staats Award from the American Psychological Foundation and the Society for General Psychology and the E. L. Thorndike Award for Career Achievement in Educational Psychology Award from the Society for Educational Psychology of the American Psychological Association (APA). In the APA Monitor on Psychology, Sternberg has been rated as one of the top 100 psychologists of the twentieth century. The ISI has rated Sternberg as one of the most highly cited authors in psychology and psychiatry (top .5 percent). Sternberg is a fellow of the National Academy of Education, the American Academy of Arts and Sciences, the American Association for the Advancement of Science, and other organizations. He is past-president of the American Psychological Association and the Eastern Psychological Association, and currently is President of the Federation of Associations in the Behavioral and Brain Sciences.Reflection, Application to my workAs mentioned earlier, I connected with the triarchic theory of intelligence. I find the three concepts of intelligence simple yet it puts all the pieces together. Analytical, creative and practical intelligence all work together to shape the individual's conception of knowledge and learning. It also connects well with learning styles, which are visual, auditory and kinesthetic. I believe the idea that actions become so routine that they are engrained, thus leaving more brainpower for new concepts and higher-level problem solving. How many actions a day for us are "just automatic"? These actions/knowledge are ingrained into our routine. We go through the motions, leaving our creative mind open to deal with more complex intellectual issues. The practical refers to the kinesthetic part of our intelligence/learning. Hands on. For me, this is the perfect mix. This is the theory on which I have based my educational philosophy of learning. Tony Wagner speaks to some of these ideas as well. Critical think and problem solving, initiative and entrepreneurship, agility and adaptability. These concepts fit nicely with Sternberg's theory.5095875-40957500Hillary Clinton 1948-PresentQuotes: “In too many instances, the march to globalization has also meant the marginalization of women and girls. And that must change.”“Women are always being tested...but ultimately, each of us has to define who we are individually and then do the very best job we can to grow into it.”Key Ideas and PhilosophiesShe is an American politician who served as the 67th United States Secretary of State under President Barack Obama from 2009 to 2013. The wife of the 42nd President of the United States Bill Clinton, she was First Lady of the United States during his tenure from 1993 to 2001. She served as a United States Senator from New York from 2001 to 2009. As First Lady of the United States, her major initiative, the Clinton health care plan of 1993, failed to reach a vote in Congress. In 1997 and 1999, she played a leading role in advocating the creation of the State Children's Health Insurance Program, the Adoption and Safe Families Act and the Foster Care Independence Act.The majority of her work seems to revolve around woman and children’s rights. She founded the Clinton Foundation that in cooperation with others has put the interests of girls and women in the forefront of their work.Publications and Achievements It Takes a Village: And Other Lessons Children Teach Us. (1996).Dear Socks, Dear Buddy: Kids' Letters to the First Pets. (1998).An Invitation to the White House: At Home with History. (2000). Living History. (2003).Hard Choices. (2014).Grammy Award for Best Spoken Word Album (1997) · It Takes a VillageGlamour Woman of the Year Award (1992)Glamour Award for The Trailblazer (2008)Reflection, Application to my workHillary Clinton is a successful and well-educated women and politician. She is a role model for many women and stands up for the rights and interests of women worldwide. It would truly be amazing if she were voted into office as the first woman president of the United States. As it stands, Hillary has had no effect on me or on my practice, other than being a potential role model to young female students. I will watch with some interest as the American political landscape shifts and changes. Perhaps, she will become the most influential woman in history. Time will tell.5168900-40957500Bill Gates 1955-PresentQuotes: “Success is a lousy teacher. It seduces smart people into thinking they can't lose.”“Your most unhappy customers are your greatest source of learning.”Key Ideas and PhilosophiesHe is an American business magnate, philanthropist, investor, computer programmer, and inventor. In 1975, Gates and Paul Allen co-founded Microsoft, which became the world's largest PC software company. In Mike Shanahan's book, "Think Like a Champion" he discusses Bill Gate's philosophy of success listed here: Set your goals; Believe you can achieve them; Maintain a positive attitude; Understand the team concept; Plan; Sacrifice; Compete; Communicate and Finish. The Learning Foundation promoted Internet-based teacher training and greater integration of technology into the classroom. Once the foundation was involved in the classroom, perhaps it was inevitable that Gates would get interested in what was taught there and how. The foundation mirrors Microsoft’s operating style: identify an unmet need and invest in multiple approaches until the best one emerges. The foundation created the national small-schools initiatives. Publications and Achievements The Road Ahead (1995) Business @ the Speed of Thought (1999)Lasker-Bloomberg Public Service Award (2013), National Medal of Technology and Innovation (1992), Bambi - Millennium Award (2013), Silver Buffalo Award (2010), Distinguished Fellow of the British Computer Society (1994), Satellite Special Achievement Award for Outstanding Contribution to Entertainment New Media (1997), Bower Award for Business Leadership (2010)Reflection, Application to my workThere is no denying that Gates has impacted education and how we teach today with the creation of his Windows software. It is one of the greatest advances in teaching and learning technology of the 20th and 21st century. I use this technology daily in my classroom, and it has a direct impact on my teaching. However, as educational reform is concerned, The Learning Foundation created to support and build new or existing schools for lower class students across America has some very startling guiding principles. The concept was to create smaller schools from the large high schools that are all across America. They call it the small-schools initiative. Sounds like a good idea. We know that a smaller student to teacher ratio is a good thing. There have been some very successful schools created by this model. Some initiatives, however, scare me. The Foundation promotes performance-based funding that has proven to be foolish as well as failing miserably. We have seen the results of this throughout the U.S. Also, mandated curriculum in a time when project based learned and action research is now becoming the forefront of education. Education in the U.S is in a terrible state. I admire the desire to help education and the recourses being made available to create and support schools and school boards. I fear that the cost is too great. At the end of the day, with all good intentions, this initiative will leave the education system in the U.S. worse off than it is now.4914900-45720000Tom Peters 1942-PresentQuotes: “If you can make someone junior to you look good to their boss—you will have made a supporter for life!”“Execution is strategy—it’s all about the people and the doing, not the talking and the theory.”Key Ideas and PhilosophiesHe is an American writer on business management practices. His primary ideas support solving business problems with as little business-process overhead as possible, and empowering decision-makers at multiple levels of a company. Peters has long insisted that breaking the mold/destroying the mold is imperative. He preaches preemptive internal “disruption”. He has shaped the idea of modern management as we know it today.Publications and Achievements1982 – In Search of Excellence (co-written with Robert H. Waterman, Jr.)1985 – A Passion for Excellence (co-written with Nancy Austin)1987 – Thriving on Chaos1992 – Liberation Management1994 – The Tom Peters Seminar: Crazy Times Call for Crazy Organizations1994 – The Pursuit of WOW!1997 – The Circle of Innovation: You Can't Shrink Your Way to Greatness1999 – The Brand You 50: Or: Fifty Ways to Transform Yourself from an "Employee" into a Brand That Shouts Distinction, Commitment, and Passion! (Reinventing Work Series)2003 – Re-imagine! Business Excellence in a Disruptive Age2005 – Talent2005 – Leadership2005 – Design2005 – Trends (co-written with Martha Barletta)2010 – The Little Big Things: 163 Ways to Pursue ExcellenceHonorary doctorate from the State University of Management in Moscow.Reflection, Application to my workUntil I looked him up, I had no idea who Tom Peters was. Interestingly, he seems to promote the type of leadership and collaboration in business that we strive for as leaders in Education. He refers to the collaborative process in leadership where many people take part in the leadership process at many levels. This aligns with my beliefs about leadership, and I am trying to encourage this type of collaborative leadership in my department. Two of the things Tom talks about is Autonomy and Entrepreneurship and Simultaneous loose-tight properties. Autonomy and Entrepreneurship talk about fostering innovation and creating leadership from within. In our department, we constantly want teachers to be innovative. We encourage this as well as leadership from within. We want teachers, EAs and students to innovative and them to take on leadership within our school communities.4800600-45720000Peter Senge1947-PresentQuotes:“learning organizations' are those organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together."“Give me a lever long enough . . . and single-handed I can move the world”Key Ideas and PhilosophiesAmerican systems scientist who is a senior lecturer at the MIT Sloan School of Management, co-faculty at the New England Complex Systems Institute, and the founder of the Society for Organizational Learning. He is known as the author of the book The Fifth Discipline: The Art and Practice of the Learning Organization (1990, rev. 2006). Senge emerged in the 1990s as a major figure in organizational development with his book The Fifth Discipline where he developed the notion of a learning organization. This views organizations as dynamical systems (as defined in Systemics) in a state of continuous adaptation and improvement. He developed the concept or idea of learning organizations and systems thinking.Publications and Achievements1990, The Fifth Discipline: The art and practice of the learning organization, Doubleday, New York.1994, The Fifth Discipline Fieldbook1999, The Dance of Change2000, Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education2004, Presence: Human Purpose and the Field of the Future2005, Presence: An Exploration of Profound Change in People, 'Organizations, and Society'2008, The Necessary Revolution: How Individuals and Organizations Are Working Together to Create a Sustainable WorldThe Journal of Business Strategies - One of the 24 people who had the greatest influence on business strategy over the last 100 years (1999). The Financial Times - world’s "top management gurus.” (2000), Business Week - One of The Top (ten) Management Gurus (2001), Wall Street Journal - Top 20 most influential business thinkers (2008).Reflection, Application to my workPeter Senge is the first reading in The Jossey-Bass Reader on Educational Leadership. This was originally taken from his first book, The Fifth Discipline: The Art and Practice of the Learning Organization. Add another connection and you will notice it was published by Doubleday Books. Ironic that the first reading I did was this excerpt by this publisher. Sometimes life is stranger than fiction. Regardless, this chapter discusses systems thinking and organizational learning together as a whole as opposed to separately as individuals. I see how this is very true of schools. We are constantly learning and evolving as a whole school. We are working towards common or big picture goals, which in the end, makes us stronger as an organization. He discusses the five disciplines of a learning organization: systems thinking; personal mastery; mental models; building shared vision and team learning. I think his ideas are excellent, and I agree that the sum can be greater than its parts. However, we must be careful not try to create the system and then find the parts. In public education, leaders are often given the parts and must wisely choose who they fit into each piece within the system. This is when understanding and utilizing the strengths of your staff is crucial. This leadership team in collaboration with the administration will help the system grow together and learn together. 5080535-45121800Stephen Covey 1932-2012Quotes: “Trust is the glue of life. It's the most essential ingredient in effective communication. It's the foundational principle that holds all relationships.”“Effective leadership is putting first things first. Effective management is discipline, carrying it out.”Key Ideas and PhilosophiesHe was an American educator, author, businessman, and keynote speaker. His most popular book was The Seven Habits of Highly Effective People. Covey coined the idea of abundance mentality or abundance mindset, a concept in which a person believes there are enough resources and successes to share with others. He contrasts it with the scarcity mindset, which is founded on the idea that, if someone else wins or is successful in a situation, that means you lose; not considering the possibility of all parties winning in a given situation. Individuals with an abundance mentality reject the notion of zero-sum games and are able to celebrate the success of others rather than feel threatened by it. He promotes what he labels "The Character Ethic": aligning one’s values with so-called "universal and timeless" principles. Covey refuses to combine principles and values; he sees principles as external natural laws, while values remain internal and subjective. Covey proclaims that values govern people's behavior, but principles ultimately determine the consequences.Publications and AchievementsThe 7 Habits of Highly Effective People(1989) First Things First (1994) The 8th Habit (2004) Principle-centered leadership (1989) The Leader in Me (2008) The 3rd Alternative (2011) Living the Seven Habits (1999) Focus: Achieving Your Highest Priorities: The New Workshop to Help You Focus on and Execute Top Priorities (2008) The 4 Disciplines of Execution (2007) The Divine Center (1982) The Wisdom and Teachings of Stephen R. Covey (2012) Spiritual roots of human relations (1970) Daily reflections for highly effective people (1994) The 8th Habit Personal Workbook: Strategies to Take You from Effectiveness to Greatness (2006) Beyond the 7 Habits (2003)The 7 Habits Journal (2002) The 7 Habits of Highly Effective Network Marketing Professionals The Nature of Leadership (1998) Discover Your Inner Strength (2009) Loving Reminders for Couples (1998) First Things First Every Day: Daily Reflections- Because Where You're Headed Is More Important Than How Fast You Get There (1997) Purpose: Focusing on What Matters Most (2000) How to succeed with people (1971) Leadership: Great Leaders, Great Teams, Great Results (2008) The Power of The 7 Habits (2000) Marriage & Family: Gospel Insights (1983) GPS for Success: Goals and Proven Strategies (2010)The Thomas More College Medallion for continuing service to humanityThe National Entrepreneur of the Year Lifetime Achievement Award for Entrepreneurial LeadershipThe 1994 International Entrepreneur of the Year AwardOne of Time Magazine's 25 most influential Americans of 1996The Sikh's 1998 International Man of Peace Award2003 Fatherhood Award from the National Fatherhood Initiative2004 Golden Gavel award from Toastmasters InternationalAccepted the inaugural Corporate Core Values Award from the California University of Pennsylvania on behalf of the Franklin Covey Corporation at the "national Franklin Covey Conference" (December 2006)Inducted into the Utah Valley Entrepreneurial Forum Hall of Fame on November 14, 2009Maharishi Award from Maharishi University of Management in Fairfield, IowaInternational Entrepreneur of the Year AwardReflection, Application to my workI have not done a lot of reading of Steven Covey’s works. However, after reading several excerpts and reviews of his books and discovering the main ideas of his writings, I am interested to read more. I find his idea that principles and values are two different driving forces to be very interesting. I like the concept that principles are external natural laws and that values are internal and subjective. Values govern behavior and principles determine the outcome. This is particularly interesting to me because of the with who students I work. Many of them have behaviour problems. Many of them have learning disabilities. We work with a lot of behaviour modification and replacement models. So, my question is, are we just teaching a preferred behaviour, or are we changing their values and thus the behaviour will change? It makes perfect sense for your "A" typical student who has the ability to determine what their values are and have the potential to change their value set. However, for students who do not possess the intellectual capacity to describe and understand their values, what need does the behaviour meet? Or, more importantly, what is the consequence of the behaviour that gives the student the desired effect? It is very interesting how the concept of value changes the concept of behaviour modification. I must explore this more. I also like the concept of the seven habits. I will read this book. "Synergize" - Combine the strengths of people through positive teamwork, so as to achieve goals that no one could have done alone. The whole is greater than the sum of it's parts. Collaborative leadership!! I like it! Incidentally, the name of the soccer team I coach is called, "Synergy". How appropriate!5080535-45579600Richard DuFour1947-PresentQuotes:“the fundamental purpose of school is learning, not teaching.”“...learning always occurs in a context of taking action, and they value engagement and experience as the most effective strategies for deep learning.”Key Ideas and PhilosophiesHe is an American educational researcher noted for developing strategies to create collaborative teaching environments in K-12 schools. DuFour outlined strategies for creating "professional learning communities" (PLCs) in K-12 schools. DuFour linked increases in student performance to schools where there was a shared vision of leadership, where each member of the teaching-learning community contributed, and where teachers collectively planned activities and then reflect together upon completion. These schools had collaborative teams, demonstrated collective inquiry, had an action orientation and willingness to experiment, desired continuous improvement, were results-oriented, and exhibited a shared mission, vision, and values. Publications and AchievementsDuFour has authored eight books, three video-resources, and over 40 professional articles. He also served as a columnist for the Journal of Staff Development.Professional learning communities at work (1998)Getting Started: Reculturing Schools to Become Professional Learning Communities (2002)A Leader's Companion: Inspiration for Professional Learning Communities at Work (2007)Revisiting Professional Learning Communities at Work: New Insights for Improving Schools (2008)Professional Learning Communities at Work Plan Book (2010)Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement (2011)Essentials for Principals: The School Leader's Guide to Professional Learning Communities at Work (2012)Cultures Built to Last: Systemic PLCs at Work (2013)Fulfilling the promise of excellence (1987)The principal as staff developer (1991)Creating the new American school (1992)Through New Eyes: Examining the Culture of Your School (2002)DuFour was awarded the "Van Miller Distinguished Scholar Practitioner Award" by the Illinois Association of School Administrators in 2000.Executive Educator magazine named DuFour one of the "Top 100 School Administrators in North America".Upon his retirement from superintendent in 2002, the Illinois General Assembly passed a resolution recognizing DuFour's considerable contribution to public education.Reflection, Application to my workHis work revolves around PLC's which are talked about all the time in education and leadership. Having a shared vision where all the members are working together on a shared vision. Collaboration, along with action research and inquiry-based learning is the heart of where the education system is going. Again, I have only read a small amount of Rick's work but it aligns nicely with current trends in education, and I think it would be wise to read more. I feel that for a few years now, the schools I have worked at had a very similar flavour to what he describes in his work.5080535-45425900Alfie Kohn1957-PresentQuotes:“People will typically be more enthusiastic where they feel a sense of belonging and see themselves as part of a community than they will in a workplace in which each person is left to his own devices”“John Dewey reminded us that the value of what students do 'resides in its connection with a stimulation of greater thoughtfulness, not in the greater strain it imposes.”Key Ideas and PhilosophiesHe is an American author and lecturer in the areas of education, parenting, and human behavior. He is a proponent of progressive education and has offered critiques of many traditional aspects of parenting, managing, and American society more generally, drawing in each case from social science research. Kohn's challenges to widely accepted theories and practices have made him a controversial figure, particularly with behaviorists, conservatives, and those who defend the practices he calls into question, such as the use of competition, incentive programs, conventional discipline, standardized testing, grades, homework, and traditional schooling.Publications and AchievementsNo Contest: The Case Against Competition (Houghton Mifflin, 1986/1992)You Know What They Say...: The Truth About Popular Beliefs (HarperCollins, 1990)The Brighter Side of Human Nature: Altruism and Empathy in Everyday Life (Basic Books, 1990)Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes (Houghton Mifflin, 1993/1999)Beyond Discipline: From Compliance to Community (Association for Supervision and Curriculum Development, 1996/2006) What to Look for in A Classroom... And Other Essays (Jossey-Bass, 1998)The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and "Tougher Standards" (Houghton Mifflin, 1999)The Case Against Standardized Testing: Raising the Scores, Ruining the Schools (Heinemann, 2000)What Does It Mean to Be Well Educated? And More Essays on Standards, Grading, and Other Follies (Beacon Press, 2004)Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason (Atria Books, 2005)The Homework Myth: Why Our Kids Get Too Much of a Bad Thing (Da Capo Books, 2006)Feel Bad Education: And Other Contrarian Essays on Children and Schooling (Beacon Press, 2011)The Myth of the Spoiled Child: Challenging the Conventional Wisdom about Children and Parenting (Da Capo Books, 2014)Schooling Beyond Measure...And Other Unorthodox Essays About Education (Heinemann, 2015)Laureate, Kappa Delta Pi (International Education Honor Society)National Council of Teachers of English George Orwell Award for Distinguished Contribution to Honesty and Clarity in Public Language, 2000, for The Schools Our Children DeserveNational-Louis University Ferguson Award for Distinguished Contribution to Early Childhood Education, 2002American Psychological Association's National Psychology Award for Excellence in the Media, 1987, for No ContestNational Parenting Publications Awards (NAPPA) Gold Award, 2006, for Unconditional ParentingCanadian Teachers' Federation's Public Education Advocacy Award, 2007Reflection, Application to my workThis is my first introduction to Alfie Kohn. The issues he calls into question are issues that are being looked at right now within our school board. The concept of competition, awards and student recognition. If we look at traditional behavioural experts and put Steven Covey’s idea of values governing behaviour, perhaps the standard practices need to be called into question. One of my guiding principles that I teach my students is the concept of self-reflection. However, this is a competition with yourself. I make the analogy of the IOS operating system from Apple. We are always trying to make a better "version" or upgrade of our software version. In essence, we are always trying to better ourselves. We can have people that we admire and from whom we strive to adopt skills, ideas and values. These will become part of our personal inventory. We cannot just be a carbon copy or replica of the other person. We must continuously be judging ourselves against previous versions of our self. This is the only way we truly measure personal progress. We must stop measuring ourselves against others. Trying to keep up with "TheJones". We can compare ourselves to others, but we must compete only with ourselves to achieve true improvement. I offered this as an example to one of my soccer players. "It's great to have players that you want to aspire to be like, but, what if you can be better?" Sometimes we limit our potential for improvement because we see our idols or mentors as the ceiling of success. Next problem is how do we measure this? The schools need concrete evidence of personal improvement to put in some form of assessment, based on core competencies, according to the new curriculum. I think this is going to be a challenge for many school boards. I think the next ten years will see a radical change in the assessment of student learning and self-assessment.5080535-45425900Daniel Pink1964-PresentQuotes: “Empathy is about standing in someone else's shoes, feeling with his or her heart, seeing with his or her eyes. Not only is empathy hard to outsource and automate, but it makes the world a better place.”“Typically, if you reward something, you get more of it. You punish something, you get less of it. And our businesses have been built for the last 150 years very much on that kind of motivational scheme.”Key Ideas and PhilosophiesHe is an American author of five books about business, work, and management. He is the host of the National Geographic Channel Program “Crowd Control” which premiered in November 2014. Pink discusses the advantages of intrinsic, internal motivation compared to the traditional old-school external motivation of fear, money and rewards.Publications and AchievementsBooks:Free Agent Nation: The Future of Working for Yourself (2001)A Whole New Mind: Why Right-Brainers Will Rule the Future (2005)The Adventures of Johnny Bunko: The Last Career Guide You'll Ever Need (2008)Drive: The Surprising Truth About What Motivates Us (2009)To Sell Is Human: The Surprising Truth About Moving Others (2012)Articles:Japan, Ink: Inside the Manga-Industrial Complex (Wired, November 2007)What Kind of Genius Are You? (Wired, July 2006)Pomp and Circumspect (New York Times, June 4, 2005)The Book Stops Here (Wired, May 2005)In 2013, Thinkers 50 named him one of the top 15 business thinkers in the world.Reflection, Application to my workAgain, this is my first introduction to Daniel's writing. However, just recently, a group of staff members were having a discussion about intrinsic value over external rewards. The "carrot and the stick" as Daniel would put it. In education, the motivating factor for students for years has been to get good grades and get into university. Letter grades and percentages have been what drives motivation. As opposed to the acquisition of knowledge and the betterment of oneself. Many of the motivating factors have been external. How do we teach the importance of intrinsic value over external forces like money, grades, etc.? Over the years, we have seen similar ideas in behavioural modification. The use of token economies. I think we need to look back at what I spoke about with Alfie Kohn. We need to be motivated to be a better version of ourselves. This is a true paradigm shift in thinking from years ago. I believe this truly is a value that we need to teach students at a very young age. However, if we do not have support from the parents, we will have a difficult time impressing this value upon students. Often, parents themselves do not see the importance of intrinsic value. For some, this will be a change in their thinking, in others, it is more of a cultural change. One thing I find today, compared to generations past, is that parents do not put enough emphasis on intrinsic value.4624835-45238700Tony Wagner? - PresentQuotes: “The world doesn’t care what you know. What the world cares about is what you do with what you know.”“Most policy makers—and many school administrators—have absolutely no idea what kind of instruction is required to produce students who can think critically and creatively, communicate effectively, and collaborate versus merely score well on a test.”Key Ideas and PhilosophiesTony Wagner currently serves as an Expert in Residence at Harvard University’s new Innovation Lab. Prior to this appointment, Tony was the first Innovation Education Fellow at the Technology & Entrepreneurship Center at Harvard, and the founder and co-director of the Change Leadership Group at the Harvard Graduate School of Education for more than a decade. His previous work experience includes twelve years as a high school teacher, K-8 principal, university professor in teacher education, and founding executive director of Educators for Social Responsibility. Educational reform; teaching practices; assessment reform; innovation in education; critical thinking and problem solving; collaboration and leading by influence; agility and adaptability; initiative and entrepreneurship; effective oral and written communication; assessing and analyzing information; curiosity and imagination.Publications and AchievementsMost Likely to Succeed: Preparing Our Kids for the Innovation Era (2015)Creating Innovators: The Making of Young People Who Will Change the World (2015)The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need and What We Can Do About It (2014)Change Leadership: A Practical Guide to Transforming Our Schools (2005)Making the Grade: Reinventing America's Schools (2003)How Schools Change: Lessons from Three Communities (2000)Reflection, Application to my workAs with several of our leaders, this is my first introduction to Tony’s work. From the short amount of reading I have done, I think that he is right on the mark! We want our students to be excellent critical thinkers and problem solvers. They should have the flexibility to change and recreate themselves to survive successfully in an ever-changing world. Students must become expert communicators orally and in writing. This is incredibility important to being successful. My son is studying to get a degree in law enforcement, and one of his first courses is business communication. Can you imagine police without excellent communication skills? No, thank you! There is so much information out there today that students must have the ability to analyze and assess information effectively. Finally, we want students to be curious and creative. Without this, why even bother learning? I believe these skills are imperative for students to be successful today. As I mentioned, these concepts and beliefs synchronize with Sternberg’s theory. I am adopting these ideas as part of my core beliefs. 5326458-45720000Salman Kahn1976 - PresentQuotes: “I teach the way that I wish I was taught. The lectures are coming from me, an actual human being who is fascinated by the world around him.”“My basic philosophy of teaching was straightforward and deeply personal. I wanted to teach the way I wished that I myself had been taught. Which is to say, I hoped to convey the sheer joy of learning, the thrill of understanding things about the universe. I wanted to pass along to students not only the logic but the beauty of math and science. Furthermore, I wanted to do this in a way that would be equally helpful to kids studying a subject for the first time and for adults who wanted to refresh their knowledge; for students grappling with homework and for older people hoping to keep their minds active and supple.”Key Ideas and PhilosophiesHe is an American teacher, entrepreneur, and a former hedge fund analyst. He is the founder of the Khan Academy, a free online education platform and a 501 organization with which he has produced over 6,500 video lessons teaching a wide spectrum of academic subjects, mainly focusing on mathematics and sciences. Khan outlined his mission as to "accelerate learning for students of all ages. With this in mind, we want to share our content with whoever may find it useful." Khan plans to extend the "free school" to cover topics such as English. Khan's videos are also used to educate rural areas of Africa and Asia. Citing his personal response: "With so little effort on my own part, I can empower an unlimited amount of people for all time. I can't imagine a better use of my time."Publications and AchievementsThe One World Schoolhouse: Education Reimagined (2012)Kahn Academy websiteIn 2012, Time named Salman Khan in its annual list of the 100 most influential people in the world. Forbes magazine featured Khan on its cover with the story "$1 Trillion Opportunity.Reflection, Application to my workI completed a teacher inquiry on the use of Kahn Academy for supporting struggling learners and special need students. I find this recourse to be excellent. Many of my struggling learners were able to access the videos at school and home. One of the conclusions from my inquiry project was that this recourse, while excellent for regular and most struggling learners, was limited in its success with special needs students. I found that for basic level math, the videos were good. Many students who have language processing issues as a result of their disability did not fair well using the program. In the practice area, many of them also quickly learned how to use the hint button and then defaulted to continuously clicking it until the answer was revealed. Many students did not have the attention span to sit through the videos. I continue to use and recommend this program to students and parents. As the website continues to expand with new subjects, I believe it will be a tremendous free resource for students, teachers, and anyone who would like to sharpen up their academic skills. ................
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