Change in education is heavily influenced by the individuals involved in the change process but there are other factors that will influence change. The message containing the change idea needs consideration. As Gladwell writes, the message that will ultimately get passed on must be one that is memorable. He refers to it as the "stickiness factor". He highlights a number of considerations regarding the stickiness factor that I will interpret through the lens of educational change. The idea needs to be one that is embedded within the narrative of the school. Leaders for change will need to provide the space for the individuals within the building to wrestle with the implications of the change and allow them the time to personalize it for themselves. The information that is packaged for change must be scrutinized thoroughly, allowing for small adjustments that ultimately will lead to the best fit for the context wherein the change must live. Change is not only a function of the messenger but is coupled to the message itself.
Evaluate, evaluate, evaluate. Taking the time and providing the resources to scrutinize new ideas is a key component to creating a successful message for change. The idea that you present must by all accounts be supported by research. This could be research that is from academia, or site based action style research. Through the research that is compiled, your message will need to be molded and evaluated. This evaluation should lead to small but important changes to your message. It is these subtle adjustments that will help to ensure that you have a solid message for change. Finally, running your message by other trusted individuals, ones that are from other organizations or schools, will provide you with any additional insights that will strengthen your message. The fine tuned message will be one that you can feel confident in. Change will not happen unless you have taken the time to forge a solid idea grounded in ideals that are supported by others within your field.
Gladwell describes the role of the narrative in creating a message the is sticky through a comparison of the television shows, Sesame Street and Blue's Clues. These are two very powerful educational programs designed and heavily scrutinized for literacy learning with preschoolers. When comparing the two programs he brings to light the greatest difference between the two shows. Sesame Street, a product of the early 1960's, is based on a commercial style, fun and flashy format. Learners are exposed to 60 second segments that contain information on the fundamentals of literacy. The hour long show is disconnected in the sense that there is no story that is told throughout the program. Sesame Street was highly successful in increasing literacy but there was room for improvement. Enter Blue's Clues, a half an hour show that had two main characters, a twenty something narrator and a blue dog. There was a very literal feel to the show, based on the idea of creating a narrative for which preschoolers are given a context to learn. Through the story it was found that the program had greater success in having their message of literacy stick for their learners when compared to Sesame Street. A classic modern, post modern tension and the post modern narrative wins out.
How does this idea connect with change and the understanding of change for educational leaders? When faced with aligning a staff towards a change that is going to improve learning, the staff needs to buy in. To achieve buy in the message will need to be more than a collection of disconnected facts. Although the facts may be true they will need to be assembled into a narrative, a story that allows the individuals who hear it to become engaged, particularly one that true and set in the building where the change must happen. Listeners will be have an opportunity to see how the idea directly connects to themselves and the students with whom they work. Asking yourself the question, "How does this fit into the narrative of our setting?" will allow for an evaluation of a change message and subsequently will make it more sticky for those that hear it.
Other lessons from these two television shows relate to something the Children's Television Workshop referred to as the James Earl Jones effect. Gladwell recounts the story of James Earl Jones, with his engaging voice, reading the alphabet and leaving a long pause between each of the letters. The writers of Sesame Street had intended on filling this space with other elements, but upon testing with groups of preschoolers there was an extra level of engagement (Gladwell, 2002, p. 124-125). The kids would shout out the letter during the pauses. Blue's Clues writers incorporated this idea of leaving pauses throughout their shows and currently you can see evidence of this in numerous children programs providing the space and time for engagement.
In addition to placing your message within a narrative, it is important to allow space and time for them to sit with the idea. Participation on the part of the individuals that are going to be the front line change agents is something that must not be underestimated. Giving time and space for the staff to respond to the message provides an even greater opportunity for alignment. There will be people that have a difficult time faced with the idea that you are presenting. This is okay, as no new information can be fully understood the first time that it is delivered. Providing the time and space for sharing will help in transitioning your greatest opposition to the change.
Finding the best way to promote change within an educational setting involves a number of factors. In my previous post we talked about the individuals involved in the process, focusing on connectors, mavens and salesmen. This particular post highlights the need to establish a great message for change. From a post modern perspective, we can see the role that creating a narrative, and the relational trust of leader to the school staff can to a greater possibility of change. Change is not only connected to the message and the messengers but is set in a particular context. This will be the essence of my next post.
Reference
Gladwell, M. (2002). The Tipping Point- How Little Things Can Make a Big Difference. New York, NY: Back Bay Books.
Thursday, December 2, 2010
Wednesday, December 1, 2010
Change in Education and The People Involved as Change Agents
Education is undergoing a shift. Educational thinkers are reflecting about how schools can be organized the most effectively, how can we meet the needs of students? How can we create a body of learners who will be contributing members of society? As the mission of Alberta Education states; "Every student has access to educational opportunities needed to develop competencies required to contribute to an enriched society and a sustainable economy." (Alberta Education, 2010, p.1). Educational leaders and school leaders alike are questioning the effectiveness of our education system. Where there are schools that are not working, we need to intervene. Where there are technological changes in society, we evaluate the use of it for education. Where there are philosophical changes, moving from modernity to a post-modern ethos, reflection about organization and how we teach our kids needs to take place. Global change, along with the advent of new technologies is leading to the realization that we must change. It is our challenge to identify how we can go about it in the best way.
Transforming a school from one that is a sinking school to one that is moving requires change. This change will often be led by leadership. Gladwell's work on epidemics provides some insight for leadership, particularly how they would go about it, pointing to the people involved. He provides some practical insights for change and recognizing change agents. Gladwell refers to three types of people who act as agents of change involved in the generation of an epidemic: the Connector, the Maven and the Salesman. How can we connect these individuals to education? What will they look like in schools? What role will they have in change?
Connectors are individuals who seem to have their foot in a large number of different worlds (Gladwell, 2002, p.51). They have an instinct to relate to people. They genuinely enjoy meeting and getting to know others. We are familiar with these types of individuals in our own personal lives, in our own work settings.
At a school these individuals may be a coach of a major sport, teaching within an academic class, supportive of the arts and the student events that occur throughout the year. These people will be constantly visible, in the hallways, during lunch, and early in the morning. They will seek out others to converse, be the first to say "Hello", settle into the moment and engage in a conversation with others as if they are old friends. They will always appear to have time for you. Being able to recognize who these individuals are within a staff will be important in the sharing of information, to have ideas spread throughout the staff. Getting to know who they are will allow leaders an "in" with the staff, particularly if you are a new leader. Recognizing the power of connection they provide, leadership needs to ensure that these people are kept close to the administration team. They will have the ability to move information fast and to numerous people.
Mavens are the next group of individuals within the staff that may impact change in education. Gladwell (2002) defines the term Maven as coming from the Yiddish language as "one who accumulates knowledge." (p.61). Mavens are those individuals that have a genuine desire to help others through providing information to others, giving insightful advice in an honest and non-judgemental way. They seem to know the inside scoop and are happy to share it with you.
Within a school Mavens can be identified as those individuals that are aware of the newest trends in education, the latest and greatest way to present ideas. Not only do they know about them, they have taken the time to evaluate them as well. With open honesty they will know if the ideas are good and will share them with others when the need arises. They are trusted by their colleagues and more often then not if they suggest to do something it will be effective. In addition to knowing they are very eager to find out little tidbits from others. They not only like sharing their own information but they are rampant collectors of it. Being familiar with the educational Maven will allow school leadership to know who to induce new ideas to. They will help in genuine ways to evaluate the new ideas and thus inform you as a leader. Knowing the educational Maven will be to your advantage to help move change, as ideas emerge and this trusted individual puts a stamp on it, others will listen.
The final group of individuals that Gladwell refers to are the Salesmen. These individuals are charismatic optimists that love people. They have a contagious personality with an innate ability to draw people in. With their subtle facial expressions and their enthusiastic nature they are able to engage in a dance with others. They often dictate a subconscious interaction of verbal rhythm leading to an overall increase in happiness, enthusiasm and relaxation with those whom which they interact (Gladwell, 2002, p.83). As a result people listen to these individuals become emotionally at ease and thus are attentive when they pitch new ideas.
As for their role in schools, they will be the individuals that will help communicate change to the rest of the staff. Ideally you would want to have a Salesmen on your leadership team. This individual may be able to set your staff at ease increasing the likelihood that change would be effective.
Leading change within an educational setting is dynamic and not easy. The grip of modernity on the education system resists systematic change. Faced with this monolith, leadership will need to call on all it's tools to help bring it about. Recognizing the change agents within a staff will help bring about school/ system reform. Having connectors, mavens and salesmen on your team will take you one step closer to a better educational system and hopefully a system where the needs of parties involved are met.
References
Alberta Education. (2010). Guide to Education. Retrieved from http://education.alberta.ca/media/832568/guidetoed.pdf
Gladwell, M. (2002). The Tipping Point- How Little Things Can Make a Big Difference. New York, NY: Back Bay Books.
Transforming a school from one that is a sinking school to one that is moving requires change. This change will often be led by leadership. Gladwell's work on epidemics provides some insight for leadership, particularly how they would go about it, pointing to the people involved. He provides some practical insights for change and recognizing change agents. Gladwell refers to three types of people who act as agents of change involved in the generation of an epidemic: the Connector, the Maven and the Salesman. How can we connect these individuals to education? What will they look like in schools? What role will they have in change?
Connectors are individuals who seem to have their foot in a large number of different worlds (Gladwell, 2002, p.51). They have an instinct to relate to people. They genuinely enjoy meeting and getting to know others. We are familiar with these types of individuals in our own personal lives, in our own work settings.
At a school these individuals may be a coach of a major sport, teaching within an academic class, supportive of the arts and the student events that occur throughout the year. These people will be constantly visible, in the hallways, during lunch, and early in the morning. They will seek out others to converse, be the first to say "Hello", settle into the moment and engage in a conversation with others as if they are old friends. They will always appear to have time for you. Being able to recognize who these individuals are within a staff will be important in the sharing of information, to have ideas spread throughout the staff. Getting to know who they are will allow leaders an "in" with the staff, particularly if you are a new leader. Recognizing the power of connection they provide, leadership needs to ensure that these people are kept close to the administration team. They will have the ability to move information fast and to numerous people.
Mavens are the next group of individuals within the staff that may impact change in education. Gladwell (2002) defines the term Maven as coming from the Yiddish language as "one who accumulates knowledge." (p.61). Mavens are those individuals that have a genuine desire to help others through providing information to others, giving insightful advice in an honest and non-judgemental way. They seem to know the inside scoop and are happy to share it with you.
Within a school Mavens can be identified as those individuals that are aware of the newest trends in education, the latest and greatest way to present ideas. Not only do they know about them, they have taken the time to evaluate them as well. With open honesty they will know if the ideas are good and will share them with others when the need arises. They are trusted by their colleagues and more often then not if they suggest to do something it will be effective. In addition to knowing they are very eager to find out little tidbits from others. They not only like sharing their own information but they are rampant collectors of it. Being familiar with the educational Maven will allow school leadership to know who to induce new ideas to. They will help in genuine ways to evaluate the new ideas and thus inform you as a leader. Knowing the educational Maven will be to your advantage to help move change, as ideas emerge and this trusted individual puts a stamp on it, others will listen.
The final group of individuals that Gladwell refers to are the Salesmen. These individuals are charismatic optimists that love people. They have a contagious personality with an innate ability to draw people in. With their subtle facial expressions and their enthusiastic nature they are able to engage in a dance with others. They often dictate a subconscious interaction of verbal rhythm leading to an overall increase in happiness, enthusiasm and relaxation with those whom which they interact (Gladwell, 2002, p.83). As a result people listen to these individuals become emotionally at ease and thus are attentive when they pitch new ideas.
As for their role in schools, they will be the individuals that will help communicate change to the rest of the staff. Ideally you would want to have a Salesmen on your leadership team. This individual may be able to set your staff at ease increasing the likelihood that change would be effective.
Leading change within an educational setting is dynamic and not easy. The grip of modernity on the education system resists systematic change. Faced with this monolith, leadership will need to call on all it's tools to help bring it about. Recognizing the change agents within a staff will help bring about school/ system reform. Having connectors, mavens and salesmen on your team will take you one step closer to a better educational system and hopefully a system where the needs of parties involved are met.
References
Alberta Education. (2010). Guide to Education. Retrieved from http://education.alberta.ca/media/832568/guidetoed.pdf
Gladwell, M. (2002). The Tipping Point- How Little Things Can Make a Big Difference. New York, NY: Back Bay Books.
Monday, November 22, 2010
Political Imperatives and Education
After reading the chapter on Political Imperatives, specifically the disaster that happened at Wakerton Ontario I was very intrigued by the information that Vicente presented by Jens Rasmussen. Rasmussen created a two part framework that aims to help explain both how accidents occur and how they can be prevented. (Vicente, 2004, p. 271). A couple of questions arise for me as I try and apply this to education. What would an accident in education look like and how can we use this framework to help prevent it?
To begin I thought that it would be interesting to apply his first figure, one which outlines the levels of a complex technological system involved in risk management to the political landscape of education here in Alberta.
There are a number of interesting things that become apparent when applying his level framework to education. As a individual one of the lower rungs of this political ladder it is often very difficult to see where you fit. The first thing that appears to me is the top down nature of the political ladder of Alberta Education. The Minister of Education being influenced by the public applies policies to the ladder to help meet their expectations. There are financial pressures that the local boards feel as a result of the policies that the government chooses to apply to the public and this leads to either, an increase or decrease in funding for everything from dealing with failing or inadequate infrastructure to special programs to meet the needs of all learners. Finally it is becoming more apparent of the technological impact on the learning of students. This change is fast paced and is forcing unforeseen changes to the education system as a whole.
Although I have not included the arrows on the central column, we can talk about the information flow within this system. Student learning and their success is communicated up through this chain to the top. The information arrives on the desk of the Ministry of Education and decisions about the effectiveness can be made. The question arises as to the information that is arriving. Is it solely based on the standardized tests that are administered throughout the year? Is there any anecdotal evidence making it's way to the Minister? It appears to me that the financial pressures and the public opinion outweigh the feedback that is coming from within the system itself otherwise there is insufficient feedback that is making it's way. .
The question then arises as to what an accident might look like in education? There are the obvious accidents that may happen at a school setting that will capture headlines like Wakerton did. These would include, accidents leading to death on things such as field trips or intruders taking the lives of staff and students like in Taber, Alberta. Accident might be an understatement for these events and adjustments have been made in the form of increased paperwork for field trips, more formalized meetings to discuss possible accidents, and the implementation of lockdown procedures monitored/evaluated by local authorities.
But there hiding under the headlines is the greatest accident of education. One that will not capture the headlines like Wakerton or Taber. One where the mission of Alberta Education is not properly met; "Every student has access to educational opportunities needed to develop competencies required to contribute to an enriched society and a sustainable economy." (Alberta Education, 2010, p.1)
To this end how can we evaluate this short coming of education. "Access to opportunities" begin to become apparent when financial pressures mount and public policy dictates the ending of programs, programs designed to meet the needs of every learner. I think of individuals who are falling through the cracks of education, as teachers are overworked with increasingly larger class sizes. What is the boundary of economic failure, the boundary to unacceptable workload, the boundary of real safety for education? I would hasten to state that we are moving ever closer to these boundaries as education is placed under the press of economics and not being evaluated from a bottom up feedback approach. We must call on our politicians to reconsider their approach to modifying education using the litmus test of public opinion, as it is a fickle beast, one of which does not have the long term benefits of every learner in mind.
References
Alberta Education. (2010). Guide to Education. Retrieved from http://education.alberta.ca/media/832568/guidetoed.pdf
Vicente, Kim J. (2004). The Human Factor: Revolutionizing the Way We Live with Technology. Toronto: Vintage Canada
To begin I thought that it would be interesting to apply his first figure, one which outlines the levels of a complex technological system involved in risk management to the political landscape of education here in Alberta.
Public Opinion-->
|
Minister of Education
|
<--Changing Political Climate and Public awareness
|
Local Board of Education
|
<--Changing Market conditions and financial pressures
| |
Principal and School leadership
| ||
Teachers
|
<--Changing skills and levels of Education
| |
Students being taught
|
<--Fast pace of technological change
|
There are a number of interesting things that become apparent when applying his level framework to education. As a individual one of the lower rungs of this political ladder it is often very difficult to see where you fit. The first thing that appears to me is the top down nature of the political ladder of Alberta Education. The Minister of Education being influenced by the public applies policies to the ladder to help meet their expectations. There are financial pressures that the local boards feel as a result of the policies that the government chooses to apply to the public and this leads to either, an increase or decrease in funding for everything from dealing with failing or inadequate infrastructure to special programs to meet the needs of all learners. Finally it is becoming more apparent of the technological impact on the learning of students. This change is fast paced and is forcing unforeseen changes to the education system as a whole.
Although I have not included the arrows on the central column, we can talk about the information flow within this system. Student learning and their success is communicated up through this chain to the top. The information arrives on the desk of the Ministry of Education and decisions about the effectiveness can be made. The question arises as to the information that is arriving. Is it solely based on the standardized tests that are administered throughout the year? Is there any anecdotal evidence making it's way to the Minister? It appears to me that the financial pressures and the public opinion outweigh the feedback that is coming from within the system itself otherwise there is insufficient feedback that is making it's way. .
The question then arises as to what an accident might look like in education? There are the obvious accidents that may happen at a school setting that will capture headlines like Wakerton did. These would include, accidents leading to death on things such as field trips or intruders taking the lives of staff and students like in Taber, Alberta. Accident might be an understatement for these events and adjustments have been made in the form of increased paperwork for field trips, more formalized meetings to discuss possible accidents, and the implementation of lockdown procedures monitored/evaluated by local authorities.
But there hiding under the headlines is the greatest accident of education. One that will not capture the headlines like Wakerton or Taber. One where the mission of Alberta Education is not properly met; "Every student has access to educational opportunities needed to develop competencies required to contribute to an enriched society and a sustainable economy." (Alberta Education, 2010, p.1)
To this end how can we evaluate this short coming of education. "Access to opportunities" begin to become apparent when financial pressures mount and public policy dictates the ending of programs, programs designed to meet the needs of every learner. I think of individuals who are falling through the cracks of education, as teachers are overworked with increasingly larger class sizes. What is the boundary of economic failure, the boundary to unacceptable workload, the boundary of real safety for education? I would hasten to state that we are moving ever closer to these boundaries as education is placed under the press of economics and not being evaluated from a bottom up feedback approach. We must call on our politicians to reconsider their approach to modifying education using the litmus test of public opinion, as it is a fickle beast, one of which does not have the long term benefits of every learner in mind.
References
Alberta Education. (2010). Guide to Education. Retrieved from http://education.alberta.ca/media/832568/guidetoed.pdf
Vicente, Kim J. (2004). The Human Factor: Revolutionizing the Way We Live with Technology. Toronto: Vintage Canada
Thursday, November 18, 2010
Epidemics in Thought- Change in Education
The Tipping Point is primarily a book about explaining how epidemics come into existence. Gladwell clearly articulates the common notion of what an epidemic is. We generally have a biological understanding of epidemics, how diseases quickly spread through a population. His book is an extension of the biological definition of epidemics to phenomenons that emerge into the public conscious , the passing of information in a word of mouth fashion that leads to a dramatic shift in the beliefs, understandings and desires of a population. He provides some examples of the epidemics that he is referring to. The reemergence of the Hush Puppies as a shoe of choice for the fashionistas, the dramatic drop in crime rates in the city of New York City
The beauty of his exploration is that he has a very easy and eloquent explanation for this phenomenon. He has three characteristics of epidemics that he introduces at the beginning of his book: "one of the contagiousness; two, that little causes have big effects; and three that change happens in one dramatic shift and not gradually as one would anticipate." (Gladwell, 2002, p. 9) The point of the book, as he writes in the introduction is answer two simple questions: 1. "Why is it that some ideas or behaviours or products spark an epidemic and others do not?" and 2. "What can we do to deliberately start and control positive epidemics of our own?"
After reflecting on the idea of an epidemic creating change dramatically, I am led to the tension that exists between modernity and postmodernity. There is a dramatic shift in the current philosophy of humanity which is leading to change. Let us take a moment to reflect. I question the timing of the emergence of the enlightenment project. Did it happen quickly? Was it a contagious idea that stuck in the minds of those that heard it? Who were the individuals that were hearing the thoughts of people like Descartes, Kant andNewton
I am sure that there are answers to these questions out there, but I am more interested in the change that is happening today. I would like to know how the ideas of postmodernity are making their way into the consciousness of humanity. What are the gradual changes in thought today that are leading the change? At what point will the concepts of the post modern philosophy reach it's tipping point and become the new modernity, the new way of thinking that predominates the collective way of thinking or has it already?
This leads me to reflect on the change that is currently happening in education, the shifting paradigm away from the institutionalized form of education that we see today. Would we consider the changes in education an epidemic, where by the pedagogical ideas that are being presented become the new way to do things? Currently I do not feel that we have reached this point. The tension that exists in education today is the attempt to unravel the way to best meet the needs of the twenty-first century learner. There is no clear cut right way to approach this problem and maybe that in itself is the answer. The fact that there is no one size fits all solution that would be sought after by modernity. The post modern solution to our education problem may be one that is diverse and uncentered, the shift in the top down methods of education to a community of learners, a solution that is tailored to the needs of each of the learners in a particular geographical area. The solution will need to be a home grown one, where educational leaders within a particular area will need to assemble together and go through a process of discernment, a process that is ultimately guided by the needs of the community and the individuals within that community.
One could argue that the community which the learners of the twenty first century will be that of the global community. I tend to think that the global community may be a focus, but the question that will need to be asked is that of “What can we learn here at a local level maintaining a global perspective that will lead to success in education?”
Have we tipped with regards to educational change? Currently the buildings and formal structures that educators are working within are counter to this change. There will need to be a number of small events that need to occur in order to allow for this change to emerge. It could be that the people in the echelons of education decide that cell phones will be allowed in all classrooms, along with the requirement that lessons need to incorporate a theme of empathy for our fellow man. Could we have teachers, or a school, decide that marks are no longer given out at school, that merely a checklist of skills and competencies will be the feedback for the future generations? A curricular movement to inquiry type learning, one that extends beyond renaming a textbook "Inquiry into . . .” I am uncertain as to what those small changes will be, but I can tell you that some of them have already occurred but not enough of them. We are in the midst of change for and of education as we currently understand it.
Reference
Gladwell, M. (2002). The Tipping Point- How Little Things Can Make a Big Difference. New York, NY: Back Bay Books.
The beauty of his exploration is that he has a very easy and eloquent explanation for this phenomenon. He has three characteristics of epidemics that he introduces at the beginning of his book: "one of the contagiousness; two, that little causes have big effects; and three that change happens in one dramatic shift and not gradually as one would anticipate." (Gladwell, 2002, p. 9) The point of the book, as he writes in the introduction is answer two simple questions: 1. "Why is it that some ideas or behaviours or products spark an epidemic and others do not?" and 2. "What can we do to deliberately start and control positive epidemics of our own?"
After reflecting on the idea of an epidemic creating change dramatically, I am led to the tension that exists between modernity and postmodernity. There is a dramatic shift in the current philosophy of humanity which is leading to change. Let us take a moment to reflect. I question the timing of the emergence of the enlightenment project. Did it happen quickly? Was it a contagious idea that stuck in the minds of those that heard it? Who were the individuals that were hearing the thoughts of people like Descartes, Kant and
I am sure that there are answers to these questions out there, but I am more interested in the change that is happening today. I would like to know how the ideas of postmodernity are making their way into the consciousness of humanity. What are the gradual changes in thought today that are leading the change? At what point will the concepts of the post modern philosophy reach it's tipping point and become the new modernity, the new way of thinking that predominates the collective way of thinking or has it already?
This leads me to reflect on the change that is currently happening in education, the shifting paradigm away from the institutionalized form of education that we see today. Would we consider the changes in education an epidemic, where by the pedagogical ideas that are being presented become the new way to do things? Currently I do not feel that we have reached this point. The tension that exists in education today is the attempt to unravel the way to best meet the needs of the twenty-first century learner. There is no clear cut right way to approach this problem and maybe that in itself is the answer. The fact that there is no one size fits all solution that would be sought after by modernity. The post modern solution to our education problem may be one that is diverse and uncentered, the shift in the top down methods of education to a community of learners, a solution that is tailored to the needs of each of the learners in a particular geographical area. The solution will need to be a home grown one, where educational leaders within a particular area will need to assemble together and go through a process of discernment, a process that is ultimately guided by the needs of the community and the individuals within that community.
One could argue that the community which the learners of the twenty first century will be that of the global community. I tend to think that the global community may be a focus, but the question that will need to be asked is that of “What can we learn here at a local level maintaining a global perspective that will lead to success in education?”
Have we tipped with regards to educational change? Currently the buildings and formal structures that educators are working within are counter to this change. There will need to be a number of small events that need to occur in order to allow for this change to emerge. It could be that the people in the echelons of education decide that cell phones will be allowed in all classrooms, along with the requirement that lessons need to incorporate a theme of empathy for our fellow man. Could we have teachers, or a school, decide that marks are no longer given out at school, that merely a checklist of skills and competencies will be the feedback for the future generations? A curricular movement to inquiry type learning, one that extends beyond renaming a textbook "Inquiry into . . .” I am uncertain as to what those small changes will be, but I can tell you that some of them have already occurred but not enough of them. We are in the midst of change for and of education as we currently understand it.
Reference
Gladwell, M. (2002). The Tipping Point- How Little Things Can Make a Big Difference. New York, NY: Back Bay Books.
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