Leading The Dance of Change

After reading The Dance of Change" by Peter Senge and a host of other authors, I realize the need to capitalize on more ways to sustain momentum in our learning organizations. I realize there is a huge "dance" going on related to the learning when it comes to planning, facilitation, instruction, asking questions, offering solutions, providing feedback, assessing and reflecting. Our students need to play a more significant role in all aspects of our learning. The more of this "dance" I share with our students, the more engaged they are, the more of the learning they own and the more passion they find in the furtherance of their education. Here are several ways I'm learning with our students.

• Students asking questions - In order for our students to be doing more of the thinking, we need to provide them with more opportunities to be asking the questions and thinking through the various solutions. Our Probability and Statistics seniors are being presented with prompts or situations where they're asked to compare and contrast or differentiate the thought process behind mathematical concepts. Their questions are becoming exceptional and they're taking the questioning in directions I had not anticipated. Thanks to Dan Rothstein and Luz Santana (@RightQuestion) for their book "Make Just One Change" which has helped to transform our learning through questions. 

• Students facilitating learning - Our Honors Pre-Caclculus students are regularly offered the opportunity to start class with something they are unsure about from a prior class or something they've been pondering and have questions. They take center-stage and facilitate our learning with their questions. Their questions combined with the collaboration of their peers creates a learning environment that is often conducive to frequent "aha" moments and expressions of radiance that reveal deepened understanding. I'm so grateful for the Culture of Learning that we have fostered to empower learning to this level. I wish to thank Michele Corbat (@MicheleCorbat), Rodney Hetherton (@RodneyHetherton) and Adam Hartley (@aj_hartley1) for their leadership in our weekly discussions around developing a genuine Culture of Learning (#COLchat). 

• Students requesting practice - More and more students are requesting Extra Practice as they have a greater desire to improve and reach for higher levels of proficiency. Our Standards-Based Learning environment focuses on the learning to communicate more effectively. Lately we've had several Algebra 2 students request specific math practice as they've learned through their ungraded feedback exactly what they need to practice to gain the expertise they desire. I continue to be in awe of the dedication, perseverance and follow-through of our students in their quest to become more proficient, and they say to not disappoint! Thanks to Danny Hill (@hilldw61) and his powerful read "Brick House". 

• Students owning learning - Several of our students have recently taken a more serious approach to their studies by taking more responsibilty for their learning. Many of our Algebra 2 students have become more aggressive. I continue to hear "I know I can do this.", "Look at what I just figured out!", "I've been examining your feedback and I just realized..." and "I dropped from an A to a B. I promise you that won't happen again!". These students mean business and it's an honor to learn alongside them each day. I look forward to hearing some students walk into class saying "I can't imagine what Rowe has in store for us today!". I realize this comes down to leadership and influence and I need to share my appreciation for Salone Thomas-EL (@Principal_EL) and his "The Immortality of Influence". 

• Students providing evidence - One of our Probability and Statistics seniors approached me the other day with the statement "I've been thinking about what we've been learning recently and I've come to understand something. Let me show you.". On our whiteboard, he detailed the differences between Combinations (nCr) and Permutations (nPr) in a very clear and meaningful way. His explanation was something I wish I had seen and shared with our students. We incorporated his thinking and findings into our collaborative learning that day and gave him full credit for his deep understanding. He went on to share that he was thankful for us providing a learning environment where students are prompted to think outside of class time. He is one exceptional student and an even finer young man. 

• Students having pathways - Finally, one of our Algebra 2 students recently shared with me his deep conviction for students learning at various paces and the need for teachers to accommodate the needs of all students. He said "Mr. Rowe, let me suggest some ways I think we can help more students in our class to learn at their own pace.". He provided specific ways our learners could benefit from traveling on parallel pathways appropriate to their pace of learning. He prompted me to think about our students on an "Expressway to Learning", a "Main Street of Learning" and the "Scenic Route to Learning". I am now challenged to offer better and more varied "Pathways to Proficiency" where our students can reach and exceeed their potential!