Sunday, April 22, 2012

Week 4 of CED 565

This week focused on the implementation of change. We participated in a simulation game during class. The object of the game was to change the school district into a continuously improving learning community. It was our job to create intrest in this change and gain support. There were certain actions that we could take to try and initiate change. Each action had a result. We either influenced a person or not. We needed to continue trying different actions and steps until we got each person to shift. We completed one of three steps of the game. My team started out slowly, but then started to make progress. The key was to analyze the result and determine the order of who we should work with. I found the game interesting thus far. It certainly replicates some of the issues that occur when a person is trying to initiate change. It can be frustrating but if you believe the change is worthwhile, you must continue to fight. This was something that I learned as I worked on the implementation of my flipped classroom for next year.

I was not aware of the progression that was required to initiate this change. I realize the point of this progression is to make sure that one evaluates the change that he/she is trying to make. This is a safe guard that can prevent unnecessary change. This progression process requires a person to reflect and analyze their course of action. I found that this process helped strengthen my idea.

7 comments:

  1. Carl---

    I liked your analysis of the simulation game. I also think that it does a great job of halting unnecessary change (our team was blocked many a time trying to do that). I'm also interested to hear that this simulation closely replicated the change that you came across when you tried to create your "flipped classroom." I'd like to see what your plan is for that. I've heard that it can be quite the rewarding experience.

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  2. Your comment that "you must continue the fight" is right on the money. Do you have any tips on how to motivate others to come along with changes? This is something I always would like a little advice on.

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  3. Carl, I concur with John--your statement, "It can be frustrating but if you believe the change is worthwhile, you must continue to fight." is most definitely right on. To take it a step further, you won't be successful in promoting change if it is something you, yourself, do not truly believe in. I think there are times when someone up top decides there should be change and those who are charged with the task to implement the change don't share the passion or strongly oppose the change because the reasons for the change are unclear. Have you ever experienced this in your role as an educator? If so, how did that impact your level of "buy in" to the change?

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  4. I commend your efforts to implement a flipped Math classroom. I just went to a conference that spoke about how Youtube is offering alternative lessons to students struggling in content areas and proving that students have options to achieve understanding. Students like that the virtual teacher repeats until they understand without losing patience. It eliminates the embarrassment for not getting it the first time. Perhaps when you post your videos, you will see where people are from who are viewing them. You may see they are not just your local students. Kuddos!

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  5. I know that this simulation mirrored my past experiences when attempting to make positive changes for student learning in my school. Have you had experiences like this in your position?

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  6. I agree that the simulation did a good job of creating roadblock that could also occur in a real-world setting. That is great to hear you are creating a flipped classroom. I would really like to hear more about your process to prepare.

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  7. Progression requiring a person to reflect and analyze is one thing, but convincing some people of it is another. Sometimes it is difficult to convince people to analyze their decisions and if it really was the best course of action or not.

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