Sunday, February 17, 2019

Eating Elephants and Innovating Education

What's the best way to eat an elephant? One bite at a time. I believe the same holds true for any large-scale goal, for any organization.

Napkins and cutlery are on the table, ladies and gentlemen. I hope you brought your appetites.

If they were advising an organization on the best way to achieve this odd culinary goal, Covey, McChesney, and Huling might lay out something like this, using their 4 Disciplines of Execution (2012).

Friday, February 15, 2019

Exerting My Influence

As the time to actually try and convince my colleagues to sign on to my innovation plan draws nearer, I have begun to examine the fundamentals of exactly what that plan is trying to accomplish, and how, and why. (Of course, I have that backwards, as the title alone of Sinek's 2009 video Start With Why indicates.)


Monday, January 28, 2019

I Can Get Satisfaction

There are people who believe that creativity cannot be taught. To them, creativity is an "either you have it or you don't" proposition--Carol Dweck (2016) would say that such people have a fixed mindset about an individual's creativity. It is likely that those same people believe that they themselves have little or no creative talent, and that there is little point in attempting to develop or strengthen their creative skills.

Friday, December 21, 2018

What Have I Done?

With this post, I am wrapping up my fourth class in the DLL program. One-third of the way to my master's degree in education. My master's degree in education. That phrase has always intrigued me. I don't know if this is true for other languages, but I love the way that, in English, we tend to say "I'm working on my PhD," or "I'm getting my HVAC license" as opposed to, say, "I'm working on a master's degree." It's a very optimistic way of phrasing it--it expresses an assumption that there's a high school diploma, a bachelor's degree, a tech certification, a doctorate, whatever, just waiting out there for each and every one of us, and meant just for us. We don't have to create it out of thin air. We just have to take the steps to go get it.

Grow, Prune, Repeat...


It's time now to step back a little over 4 months (or approximately 237 years, depending on how you measure--time is subjective and relative, especially if you're a grad student and a music teacher around the holidays) and revisit my very first assignment in the DLL program, my growth mindset plan. It's really more of a presentation of a plan than a greatly detailed look at the plan itself, but that's neither here nor there for now.


Sunday, December 16, 2018

We'll Start At The End....

In my last post, I outlined goals (both Big Hairy Audacious ones and...Little Bald Reticent ones?) for my innovation plan, which can be found here. In that post, I used a modified version of Fink's 3-column table to map out goals, activities, and assessments for the Technology-Assisted Music Course that is the keystone of that plan.

In this post, I've taken a different approach to do a deeper dive into one part of that class. Using the "backward design" principles put forth in McTighe and Wiggins' Understanding By Design (2005), I designed one of the culminating projects of the TAM course: an "audio self-portrait," in which students attempt to express part of their personalities through self-produced audio recordings of their own compositions.