YIN YANG UNDERSTANDING POLARITIES IN EDUCATION TABLE INTRODUCTIONS

YIN & YANG: UNDERSTANDING POLARITIES IN EDUCATION

TABLE INTRODUCTIONS

A SIMPLE POLARITY BREATHE IN DEEPLY HOLD YOUR BREATH FOR AS LONG AS YOU CAN NOW EXHALE!

WHICH IS BETTER: INHALING OR EXHALING ? ? ?

POLARITY – “AND” THINKING PROBLEM – “VS” THINKING • THEORY AND APPLICATION • THEORY VS APPLICATION • ACTION AND REFLECTION • ACTION VS REFLECTION • HUMILITY AND CONFIDENCE • HUMILITY VS CONFIDENCE • CONTINUITY AND CHANGE • CONTINUITY VS CHANGE • TASK FOCUS AND RELATIONSHIP FOCUS • TASK FOCUS VS RELATIONSHIP FOCUS

CONSIDER THE FOLLOWING TOPICS RATE YOURSELF (+ POSITIVE, - NEGATIVE, ~NEUTRAL) • GIFTED (GT) EDUCATION • INQUIRY BASED LEARNING • WRITING RUBRICS • PERFORMANCE ASSESSMENT • ACADEMIC RIGOR • SHARED LEADERSHIP • DIRECT INSTRUCTION • BLENDED LEARNING • INDIVIDUALIZED INSTRUCTION • CONSTRUCTIVIST LEARNING • STANDARDIZED TESTING • PROJECT BASED LEARNING • COOPERATIVE LEARNING • SOCIAL EMOTIONAL LEARNING • COMMON CORE • 21 ST CENTURY LEARNING • TEACHER EVALUATION SYSTEMS • ONLINE EDUCATION

CONFIRMATION BIAS THE TENDENCY TO SEEK OUT AND INTERPRET NEW EVIDENCE IN WAYS THAT CONFIRM WHAT WE ALREADY THINK

Moral judgements without conscious processing. . . followed by reasoning to justify our conclusions.

LIKE CLOCKWORK, A “NEW” STRATEGY OR SOLUTION IS INEVITABLE ESPOUSED, EVERYONE EAGERLY (OR FORCIBLY) JUMPS ON THE BANDWAGON, AND THE POOR BABY IS AGAIN THROWN OUT WITH THE BATHWATER ROBERT WARD IN EDUCATIONAL WEEK TEACHER

Essential Question Is this a PROBLEM to be solved, or is it a POLARITY to be managed?

AFTER DETERMINING A POLARITY, WHERE DO WE START? GREATER PURPOSE STATEMENT: OUR GPS DEEPER FEAR: WHY WE ARE WILLING TO THE TERROR THAT KEEPS US CHALLENGE OURSELVES TO WORK TOGETHER THROUGH THE POLARITY. HOLDING TIGHT TO OUR OWN POSITION – WE’RE SO AFRAID OF THE DOWNSIDE OF THE OTHER POLE THAT WE IGNORE THE DOWNSIDE OF OUR OWN POLE.

Infinity Loop Polarity Thinking: channeling the energy of both sides into moving forward toward a greater purpose.

Slide 7. 11

MAP IT

WORK LIFE ~ HOME LIFE

LEVERAGE IT!

WORK LIFE ~ HOME LIFE

LITERACY INSTRUCTION FOCUSED ON RIGOROUS, GRADELEVEL TEXTS LITERACY INSTRUCTION FOCUSED ON TEXTS MATCHED TO STUDENTS’ INSTRUCTION AL NEEDS

1. Upsides of literacy instruction focused on rigorous, gradelevel texts 3. Upsides of literacy instruction focused on texts matched to students’ instructional levels 2. Downsides of literacy instruction focused on texts matched to students’ instructional levels 4. Downsides of literacy instruction focused on rigorous, gradelevel texts

How can we plan to maintain these positive results – action plan? 1. Upsides of literacy instruction focused on rigorous, gradelevel texts 3. Upsides of literacy instruction focused on texts matched to students’ instructional levels What are measurable indicators that you are drifting downstream – the early warning signs? 2. Downsides of literacy instruction focused on texts matched to students’ instructional levels 4. Downsides of literacy instruction focused on rigorous, gradelevel texts

DEBRIEF QUESTION DID YOU DISCOUNT YOUR OPPONENT’S REASONING, EVEN WHEN IT MADE SENSE? DID YOU FIND YOURSELF TRYING TO WIN THE COMPETITION? INSIGHTS INTO GAINING WISDOM FROM OTHER POINTS OF VIEW? INSIGHTS INTO CHANNELING WASTED ENERGY THROUGH THE MAPPING PROCESS? OTHER THOUGHTS?

Spades: What new ideas have been “dug up” for you during today’s learning? Diamonds: What gems of wisdom did you gather from the conversations today? SUIT YOURSE LF Hearts: How did the learning affect you today (how you felt, what it meant to you personally)? Clubs: How have you grown (or do you intend to grow) from the new ideas generated today?

THE TEST OF A FIRST-RATE INTELLIGENCE IS THE ABILITY TO HOLD TWO OPPOSED IDEAS IN THE MIND AT THE SAME TIME, AND STILL RETAIN THE ABILITY TO FUNCTION. F. SCOTT FITZGERALD Slide 7. 14