Years ago Dove funded a research effort to uncover "The Real Truth About Beauty." According to their site, their "global research highlighted a universal issue: that beauty-related pressure increases whilst body confidence decreases as girls and women grow older -- stopping young girls from seeing their real beauty."
Some of their key findings:
* Only 4% of women around the world consider themselves beautiful
* Only 11% of girls globally are comfortable describing themselves as "beautiful"
* 72% of girls feel tremendous pressure to be beautiful
* 80% of women agree that every woman has something about her that is beautiful but do not see their own beauty
From this research was birthed a marketing effort: The Campaign for Real Beauty. In this campaign, Dove began to redefine "beautiful" and highlight the beauty found in each woman. A goal was to pull away from the typical, the standard of beauty our society has established, and to reimagine a new model of beauty.
The parallels between this campaign and virtual learning are striking to me. We have a current model that cannot live up to its promise nor can anyone live up to the promises it wants to make.
It is time, not to merely find another model that is younger or has a certain look about her. No, it is time for virtual learning to reflect the beauty it has to offer in a real, authentic fashion. It must build to serve the audience it can best serve. It must redefine "learning" and break completely from the current way of seeing things.
The "Campaign for Real Virtual Learning" must exist because the individuals who are influenced the most by this effort are the same ones we all say we want to serve: KIDS.
If Dove can do it for beauty (see images in Target and other stores that reflect this new definition) then it can also be done for virtual learning.
houston@figment-consulting.com
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Tuesday, October 1, 2019
Friday, September 27, 2019
The Ride of a Lifetime: Relentless Curiosity
Yesterday I received my signed copy of Robert Iger's book, "The Ride of a Lifetime: Lessons Learned from 15 Years as CEO of The Walt Disney Company."
I am reading it, studying it really, because I believe I can learn something from it that will propel me forward in life.
The more I learn the more I believe I grow.
In this book, Iger describes his "relentless curiosity" as the catalyst for his personal success and for the success that Disney has seen, and continues to see, under his watch.
Imagine an educational system that worked to instill relentless curiosity rather than higher scores on knowledge-accumulation tests.
Oh well. One can imagine.
houston@figment-consulting.com
I am reading it, studying it really, because I believe I can learn something from it that will propel me forward in life.
The more I learn the more I believe I grow.
In this book, Iger describes his "relentless curiosity" as the catalyst for his personal success and for the success that Disney has seen, and continues to see, under his watch.
Imagine an educational system that worked to instill relentless curiosity rather than higher scores on knowledge-accumulation tests.
Oh well. One can imagine.
houston@figment-consulting.com
Wednesday, September 25, 2019
Planes, Trains & Automobiles
All three are exactly alike really. They are merely different modes of transportation, designed to take people and/or products from one place to another -- from Point A to Point B.
Yet, they each have a niche and those who serve their niche well thrive.
Done properly they can complement each other and the overall economy is the better for it.
The same is true in education. Virtual, blended and traditional. Public, private and charter. Choose any three you like. Alternative, home-based, homeschool. The words are interchangeable. Each is merely a different mode of educating the young. Each has a niche to serve.
Those who understand their niche, cater to it, design for it, market to it, and serve it properly will thrive. Imagine though if each mode of education complemented each other rather than competed against one another.
What would learning look like then?
houston@figment-consulting.com
Yet, they each have a niche and those who serve their niche well thrive.
Done properly they can complement each other and the overall economy is the better for it.
The same is true in education. Virtual, blended and traditional. Public, private and charter. Choose any three you like. Alternative, home-based, homeschool. The words are interchangeable. Each is merely a different mode of educating the young. Each has a niche to serve.
Those who understand their niche, cater to it, design for it, market to it, and serve it properly will thrive. Imagine though if each mode of education complemented each other rather than competed against one another.
What would learning look like then?
houston@figment-consulting.com
Tuesday, September 24, 2019
Start with a better question
If you want a good answer then start with a better question.
We ask students, "What do you want to do for a living?"
The result? Life today as we know it.
What if we began asking students, "What kind of lifestyle do you want to lead?"
I wonder where their imaginations would take them? I wonder how they might see things differently? I wonder what life would look like?
houston@figment-consulting.com
We ask students, "What do you want to do for a living?"
The result? Life today as we know it.
What if we began asking students, "What kind of lifestyle do you want to lead?"
I wonder where their imaginations would take them? I wonder how they might see things differently? I wonder what life would look like?
houston@figment-consulting.com
Monday, September 23, 2019
Failure is not tolerated
Middle schoolers in this public school must write a two-page paper on why they failed and what they intend to do about it each time they receive a D or F on a test or project. Then, they must get their parents to sign it along with the teacher, and even the principal if it is a recurring problem.
Why? Because at this school "failure is not tolerated."
The result is that the students get to redo the project or retake the test and the scores are averaged together. Who wins? Sounds like the school does to me.
What exactly does this teach the students? Does it teach them the difference between failing and failure? Does it teach them that failing is part of the success process? Does it teach them that failing can actually lead to success?
Or, does it teach them to fear the prospect of failure? And, when we are afraid to fail, we become afraid to try. And, when we are afraid to try, mediocrity sets in, ambivalence takes over, and apathy becomes our driver.
Edison might have given up if he had to write a two-page paper each time he failed. Steve Jobs may never have pushed through with the Mac II when the original Mac sales were disappointing. Walt Disney would have never found Mickey. And, none of us would be standing right now, let alone walking (because as a baby we become intimately acquainted with failure as we learn to stand and walk).
We tend to think the problem with education is found in grammar, math, and history. I wonder if it is found in the way we treat those we say we care about the most.
houston@figment-consulting.com
Why? Because at this school "failure is not tolerated."
The result is that the students get to redo the project or retake the test and the scores are averaged together. Who wins? Sounds like the school does to me.
What exactly does this teach the students? Does it teach them the difference between failing and failure? Does it teach them that failing is part of the success process? Does it teach them that failing can actually lead to success?
Or, does it teach them to fear the prospect of failure? And, when we are afraid to fail, we become afraid to try. And, when we are afraid to try, mediocrity sets in, ambivalence takes over, and apathy becomes our driver.
Edison might have given up if he had to write a two-page paper each time he failed. Steve Jobs may never have pushed through with the Mac II when the original Mac sales were disappointing. Walt Disney would have never found Mickey. And, none of us would be standing right now, let alone walking (because as a baby we become intimately acquainted with failure as we learn to stand and walk).
We tend to think the problem with education is found in grammar, math, and history. I wonder if it is found in the way we treat those we say we care about the most.
houston@figment-consulting.com
Friday, September 20, 2019
A Zig and a Fig
"You cannot perform in a manner inconsistent with the way you see yourself." Zig Ziglar
Our behavior is inspired by our beliefs. These beliefs are not in what we can have in life but in what we are worthy to receive and hold onto. Our belief in ourselves guides our behavior, produces the results we see in our lives, and either lifts us higher or restrains us from what we might become.
Perhaps if we spent more time in school working to elevate the confidence each student has in themselves, the other results might just manifest too.
A "C" student becomes an "A" student when they first believe they are an "A" student. Sometimes though, they must make a temporary stop at "B" just to make sure.
houston@figment-consulting.com
Tuesday, September 17, 2019
Customer service in schools? Don't let data guide you.
Customer service is not a program. It is not an initiative. It is not the technology you use. It is not something you do.
And please, whatever you do, don't let data lead the way. For many years the number one question asked by guests at the Magic Kingdom, according to data, was, "What time does the 3 o'clock parade start?"
Imagine if Walt Disney World had spent an inordinate amount of time seeking ways to ensure the guests understood that the 3 o'clock parade began at 3 o'clock. It would not have minimized the question and Disney would have been dumbfounded because the data told them this was the problem. (See point 3 below for the answer)
Too many schools work from the outside-in. They launch initiatives to offset parent problems or an influx of calls. They purchase new technology in order to make it easier for parents to connect with the schools. And, they gather data that tells them how many parents are complaining about X, Y, or Z so they can then work to alleviate X, Y, or Z.
Over time the band-aid approach of initiatives fails and schools are left to wonder why. So, they move on to purchase new technology or reassess the data and the pattern begins again.
Where are they going wrong?
1. Amy Cuddy, a Harvard Psychologist, and TED speaker, says that "how you say something is more important than what you say."
Walt Disney World understands that customer service (guest experience) must be a culture -- not a program nor an initiative. And, technology must serve the guest experience culture and bring value to it. And, data? Well, data is used properly to help Walt Disney World identify pain points and delight opportunities. You see, customer service is not an effort to overcome a bad experience. It is also an opportunity to build experiences that continually delight the customer and build loyalty.
More importantly, Walt Disney World understands that how you say something carries more weight than what you say. But, when HOW and WHAT merge together seamlessly and both are done properly, delight is the result.
2. If schools truly want to serve their students then they must move beyond the idea of initiatives and programs. They must place technology and data where they belong. They must, I repeat, must move toward a culture of service that permeates the school.
My oldest son started his college experience in a class designed to assist new students with the college experience and, hopefully, lead to better retention of students. His professor, on the first day of class, spent much of the time sharing how much he cared about them and wanted them to succeed. "I am here for you this semester to make sure you have a great experience," is what he told them. One week later he was gone, replaced by a new professor who repeated the same content. Why? Because it was an initiative of the university and for those who led it, they had their script to follow but their heart was not in it.
Another professor of his that same semester went about her duties of teaching and guiding the students, answering their questions, encouraging them, and working to inspire them. When she would see my son on campus, she would walk over and ask him how he was doing and how his other classes were going. She didn't need to tell him how much she cared but when she said it, he knew she meant it. For her, it was not a program nor a script. It is who she is, not what she does.
Three years later when she sees him she still inquires about his well-being.
3. Back to the 3 o'clock parade. Disney understood that the real question being asked was somewhere below the surface. The data did not guide them, rather it assisted them because they kept it where it needed to stay -- in a support role. Once they uncovered the real question being asked, they then built it into their culture of how to answer it (how you say something). (If you want to know what they did, shoot me an email - houston@figment-consulting.com)
When a student says something improper in a school that has a customer-service culture, they understand the real issue might lie below the surface. And, they are trained to look for it, be open to it, and how to probe for it.
It has a completely different feel to it.
Start with these three tenets and you can begin to build a customer service culture in your school -- one that will last and one that will radically improve the relationships you desire with your students and parents.
houston@figment-consulting.com
And please, whatever you do, don't let data lead the way. For many years the number one question asked by guests at the Magic Kingdom, according to data, was, "What time does the 3 o'clock parade start?"
Imagine if Walt Disney World had spent an inordinate amount of time seeking ways to ensure the guests understood that the 3 o'clock parade began at 3 o'clock. It would not have minimized the question and Disney would have been dumbfounded because the data told them this was the problem. (See point 3 below for the answer)
Too many schools work from the outside-in. They launch initiatives to offset parent problems or an influx of calls. They purchase new technology in order to make it easier for parents to connect with the schools. And, they gather data that tells them how many parents are complaining about X, Y, or Z so they can then work to alleviate X, Y, or Z.
Over time the band-aid approach of initiatives fails and schools are left to wonder why. So, they move on to purchase new technology or reassess the data and the pattern begins again.
Where are they going wrong?
1. Amy Cuddy, a Harvard Psychologist, and TED speaker, says that "how you say something is more important than what you say."
Walt Disney World understands that customer service (guest experience) must be a culture -- not a program nor an initiative. And, technology must serve the guest experience culture and bring value to it. And, data? Well, data is used properly to help Walt Disney World identify pain points and delight opportunities. You see, customer service is not an effort to overcome a bad experience. It is also an opportunity to build experiences that continually delight the customer and build loyalty.
More importantly, Walt Disney World understands that how you say something carries more weight than what you say. But, when HOW and WHAT merge together seamlessly and both are done properly, delight is the result.
2. If schools truly want to serve their students then they must move beyond the idea of initiatives and programs. They must place technology and data where they belong. They must, I repeat, must move toward a culture of service that permeates the school.
My oldest son started his college experience in a class designed to assist new students with the college experience and, hopefully, lead to better retention of students. His professor, on the first day of class, spent much of the time sharing how much he cared about them and wanted them to succeed. "I am here for you this semester to make sure you have a great experience," is what he told them. One week later he was gone, replaced by a new professor who repeated the same content. Why? Because it was an initiative of the university and for those who led it, they had their script to follow but their heart was not in it.
Another professor of his that same semester went about her duties of teaching and guiding the students, answering their questions, encouraging them, and working to inspire them. When she would see my son on campus, she would walk over and ask him how he was doing and how his other classes were going. She didn't need to tell him how much she cared but when she said it, he knew she meant it. For her, it was not a program nor a script. It is who she is, not what she does.
Three years later when she sees him she still inquires about his well-being.
3. Back to the 3 o'clock parade. Disney understood that the real question being asked was somewhere below the surface. The data did not guide them, rather it assisted them because they kept it where it needed to stay -- in a support role. Once they uncovered the real question being asked, they then built it into their culture of how to answer it (how you say something). (If you want to know what they did, shoot me an email - houston@figment-consulting.com)
When a student says something improper in a school that has a customer-service culture, they understand the real issue might lie below the surface. And, they are trained to look for it, be open to it, and how to probe for it.
It has a completely different feel to it.
Start with these three tenets and you can begin to build a customer service culture in your school -- one that will last and one that will radically improve the relationships you desire with your students and parents.
houston@figment-consulting.com
Monday, September 16, 2019
A blank sheet of paper . . .
In 1974 Marty Sklar had just been promoted to creative leader of Walt Disney Imagineering -- the creative force behind the theme parks and other guest experiences. At the time Walt Disney World in Florida had just opened and EPCOT Center was on its way (Disneyland in California was in operation). Over his tenure as the leader, it grew to eleven theme parks across the globe on three continents.
Back to 1974 though. In one of his first meetings, Sklar set out a black piece of paper in front of the Imagineers who had gathered for the launch.
"There are two ways to look at a blank sheet of paper," Sklar told the creative team. "It can be the most frightening thing in the world because you have to make the first mark on it. Or it can be the greatest opportunity in the world because you get to make the first mark -- you can let your imagination fly in any direction, and create whole new worlds!"
If a blank sheet of paper were placed in front of you, how would you see it? Answering that question can make all the difference in the world as to what you may or may not create moving forward.
Back to 1974 though. In one of his first meetings, Sklar set out a black piece of paper in front of the Imagineers who had gathered for the launch.
"There are two ways to look at a blank sheet of paper," Sklar told the creative team. "It can be the most frightening thing in the world because you have to make the first mark on it. Or it can be the greatest opportunity in the world because you get to make the first mark -- you can let your imagination fly in any direction, and create whole new worlds!"
If a blank sheet of paper were placed in front of you, how would you see it? Answering that question can make all the difference in the world as to what you may or may not create moving forward.
Friday, September 13, 2019
The virtual school model is broken . . .
Rogers Morton, the campaign manager for the presidential candidate, Gerald Ford, had lost 5 of the last 6 primaries when he uttered the phrase, as reported by Washington Post, "I'm not going to rearrange the furniture on the Titanic."
Morton uttered this phrase as he took over leading the campaign just a month prior. He knew, that in order for Ford to win, he could not continue to do what had been done. It wasn't working. It could not be tweaked. It could not be adapted. It had to be fundamentally changed.
Unfortunately for Ford, the changes made were too late and Jimmy Carter was elected President of the United States later that year.
My hope, as I utter the same "Titanic phrase" as it relates to the current virtual school model, is that it is not too late for virtual learning. It already is for the current model and that is fine. However, there is hope, I believe, for virtual learning -- a new model, "a new hope" as Star Wars might say.
Mr. Morton was correct though. We cannot merely rearrange the deck chairs, nor play music while the virtual school Titanic we are sailing on is sinking. The iceberg has already been struck so merely altering course will not do. The current model is already taking on water and there is an undeniable tilt to the ship.
What we must do is to rethink the virtual learning ship altogether. We need to throw away the old blueprints and rebuild with a new idea in mind.
After the Titanic struck the iceberg it took only 2 hours and 40 minutes for the mighty luxury liner to sink below the Atlantic surface. How long will it take the current virtual model to sink now that the iceberg has been struck?
That is why the time is now to reimagine virtual learning. The ocean still beckons for those willing to sail it.
#virtualschools #virtuallearning #elearning #blendedlearning #K12 #education #EpicCharterSchools #A3Education #GeorgiaCyberSchool #OhioVirtual #ConnectionsAcademy
Morton uttered this phrase as he took over leading the campaign just a month prior. He knew, that in order for Ford to win, he could not continue to do what had been done. It wasn't working. It could not be tweaked. It could not be adapted. It had to be fundamentally changed.
Unfortunately for Ford, the changes made were too late and Jimmy Carter was elected President of the United States later that year.
My hope, as I utter the same "Titanic phrase" as it relates to the current virtual school model, is that it is not too late for virtual learning. It already is for the current model and that is fine. However, there is hope, I believe, for virtual learning -- a new model, "a new hope" as Star Wars might say.
Mr. Morton was correct though. We cannot merely rearrange the deck chairs, nor play music while the virtual school Titanic we are sailing on is sinking. The iceberg has already been struck so merely altering course will not do. The current model is already taking on water and there is an undeniable tilt to the ship.
What we must do is to rethink the virtual learning ship altogether. We need to throw away the old blueprints and rebuild with a new idea in mind.
After the Titanic struck the iceberg it took only 2 hours and 40 minutes for the mighty luxury liner to sink below the Atlantic surface. How long will it take the current virtual model to sink now that the iceberg has been struck?
That is why the time is now to reimagine virtual learning. The ocean still beckons for those willing to sail it.
#virtualschools #virtuallearning #elearning #blendedlearning #K12 #education #EpicCharterSchools #A3Education #GeorgiaCyberSchool #OhioVirtual #ConnectionsAcademy
Tuesday, July 26, 2016
Can we stop putting the student in the center of it all?
After 16 years of "putting the student in the middle," "surrounding the student with excellent resources," and "making the student our number one priority," the results have demonstrated that virtual schools got it wrong.
So, let's remove the student from the center of the virtual learning universe. Let's quit surrounding the student with the latest technology and academic fads expecting them to latch onto it and thrive. And, by all means, cut the word "individualized" out of the virtual school vocabulary.
How much more data do you need before you understand the current model simply won't work.
"It works for some," will be the retort. Then, serve the some and not the many.
Better yet, radically alter the model. Redefine the possibilities. Start from scratch and build with completely different blueprints.
Where to start?
Start by placing the teacher and student relationship at the middle. Let it be your foundation to build on.
houston@figment-consulting.com
Figment Consulting offers sales & marketing training, executive coaching, and consulting services that offer our clients effective ways of increasing revenue and decreasing costs.
So, let's remove the student from the center of the virtual learning universe. Let's quit surrounding the student with the latest technology and academic fads expecting them to latch onto it and thrive. And, by all means, cut the word "individualized" out of the virtual school vocabulary.
How much more data do you need before you understand the current model simply won't work.
"It works for some," will be the retort. Then, serve the some and not the many.
Better yet, radically alter the model. Redefine the possibilities. Start from scratch and build with completely different blueprints.
Where to start?
Start by placing the teacher and student relationship at the middle. Let it be your foundation to build on.
houston@figment-consulting.com
Figment Consulting offers sales & marketing training, executive coaching, and consulting services that offer our clients effective ways of increasing revenue and decreasing costs.
Friday, June 10, 2016
North Carolina virtual schools
In October of 2014 I penned the following blog post: North Carolina stands on the virtual school precipice
At the time the state had approved two virtual charter schools -- one from Connections, and one from K12. In the post I suggested the following would happen within one year of their opening:
1. Attrition rates (withdrawal, dropout) would be high
2. Academic results would be below standards
3. The North Carolina Dept of Education would be seeking ways to improve the two schools
Today is June 10, 2016, and the schools are finishing their first year:
1. Withdrawals in North Carolina virtual charter schools continue to soar
2. NC House loosening state regulations -- it appears there is an effort to loosen regulations that count withdrawals, teacher location, number of students teachers can serve, etc. While it is difficult to ascertain what the NCDOE is doing behind the scenes, the legislators appear to be already working to assist the schools by easing the accountability.
As far as academics, the jury is still out. Results for this year are not in yet for public schools.
One little spark of inspiration: To achieve a vastly different output, you must alter the input.
houston@figment-consulting.com
At the time the state had approved two virtual charter schools -- one from Connections, and one from K12. In the post I suggested the following would happen within one year of their opening:
1. Attrition rates (withdrawal, dropout) would be high
2. Academic results would be below standards
3. The North Carolina Dept of Education would be seeking ways to improve the two schools
Today is June 10, 2016, and the schools are finishing their first year:
1. Withdrawals in North Carolina virtual charter schools continue to soar
2. NC House loosening state regulations -- it appears there is an effort to loosen regulations that count withdrawals, teacher location, number of students teachers can serve, etc. While it is difficult to ascertain what the NCDOE is doing behind the scenes, the legislators appear to be already working to assist the schools by easing the accountability.
As far as academics, the jury is still out. Results for this year are not in yet for public schools.
One little spark of inspiration: To achieve a vastly different output, you must alter the input.
houston@figment-consulting.com
Saturday, May 14, 2016
Turning the corner
Sometimes turning the corner is merely a precursor to going around in circles (or squares).
Sometimes turning the corner is merely to hide from what is behind you.
Sometimes turning the corner is the result of going the wrong way.
Sometimes turning the corner is exactly what you intended to do. In this instance before you make any turns, you must decide you will turn, and determine where you want to go once you make the turn.
houston@figment-consulting.com
Sometimes turning the corner is merely to hide from what is behind you.
Sometimes turning the corner is the result of going the wrong way.
Sometimes turning the corner is exactly what you intended to do. In this instance before you make any turns, you must decide you will turn, and determine where you want to go once you make the turn.
houston@figment-consulting.com
Tuesday, May 10, 2016
Our biggest failure
is not found in what we did wrong.
Rather it is found in what we were afraid to try.
houston@figment-consulting.com
Rather it is found in what we were afraid to try.
houston@figment-consulting.com
Tuesday, May 3, 2016
It's only mountains
But, do we know how to make a molehill out of a mountain?
Whether a mountain or a molehill you can still simply go around.
You can also go over either one.
And remember, the view from the mountain is more breathtaking than the one from the molehill.
We can help you navigate the path and enjoy the journey.
houston@figment-consulting.com
Monday, April 4, 2016
You can
If you believe you can then you can
If you believe you cannot then you cannot
It all begins with you, not in what you do, but in how you do it.
houston@figment-consulting.com
If you believe you cannot then you cannot
It all begins with you, not in what you do, but in how you do it.
houston@figment-consulting.com
Friday, March 11, 2016
Waste is a terrible thing to mind
We mind waste when we spend all of our time prepping for these tests instead of fostering a learning passion that goes beyond memorization and test-taking skills.
We mind waste when we bypass what the child wants to learn so we can make sure they understand what we think they should know.
We mind waste when we treat each student the same.
We mind waste when we treat certain students differently than others.
We mind waste when we measure the wrong results.
We mind waste when we continue to tweak instead of re-imagine.
houston@figment-consulting.com
Thursday, March 3, 2016
#ExpeditionUnknown and education
Archaeologist and television personality Josh Gates hosts a weekly show on Travel Channel called Expedition Unknown.
His quest in each episode is to search for the truth to ancient legends, myths, and stories. Last night's episode is on the mythical dwelling of Shangri-La in Nepal. Other episodes have had Josh searching for Japan's Atlantis, Africa's Gold Hoard, the Viking Sunstone, Amelia Earhart, King Arthur, Blackbeard's Treasure, and other fascinating stories waiting to be discovered.
What struck me last night though was not the episode but rather the title of the series -- Expedition Unknown. The title carries with it the feeling of discovery, enlightenment, and exploration -- in essence, learning.
And then we have our education system where we pursue Expedition Known -- or, probably more accurately, Expedition What We Think Kids Should Know.
I wonder what learning would be like in virtual schools and classrooms across the country if we pursued a course more akin to Josh Gates' pursuit of Expedition Unknown?
What if we focused more on the journey, the discovery, the experience, the exploration? What if we focused less on testing knowledge retention and more on simply discovering.
After all, isn't learning inherent in an Expedition Unknown.
His quest in each episode is to search for the truth to ancient legends, myths, and stories. Last night's episode is on the mythical dwelling of Shangri-La in Nepal. Other episodes have had Josh searching for Japan's Atlantis, Africa's Gold Hoard, the Viking Sunstone, Amelia Earhart, King Arthur, Blackbeard's Treasure, and other fascinating stories waiting to be discovered.What struck me last night though was not the episode but rather the title of the series -- Expedition Unknown. The title carries with it the feeling of discovery, enlightenment, and exploration -- in essence, learning.
And then we have our education system where we pursue Expedition Known -- or, probably more accurately, Expedition What We Think Kids Should Know.
I wonder what learning would be like in virtual schools and classrooms across the country if we pursued a course more akin to Josh Gates' pursuit of Expedition Unknown?
What if we focused more on the journey, the discovery, the experience, the exploration? What if we focused less on testing knowledge retention and more on simply discovering.
After all, isn't learning inherent in an Expedition Unknown.
Tuesday, March 1, 2016
Virtual school recruiting season is upon us
"Move at your own pace" -- Wait, I can take a month to understand this concept? "Well, not exactly your own pace."
"It's flexible" -- Wonderful, I can take the month of December off. "Well, we're not that flexible."
"It's individualized" -- Great, so I can select the courses I want to take. "Not really, you still have to take 4 math, 4 language arts, 2 science, 2 history and obtain 24 credits to graduate."
"95% of our families would recommend us to another family" -- Wonderful, can I speak to one of them? "Yes, however, only 35% of those families are returning this year so we can find you one of those."
"We are tuition-free" -- Great, I like free. Sign me up. "Fantastic, it helps with my commission."
"If you are being bullied, gifted, struggling, homebound, homeschooled, military, college-and-career minded, we can help you" -- So that's all it takes to be successful? "Well, not really, but that's all it takes to enroll."
We can do better than this.
houston@figment-consulting.com
Thursday, February 11, 2016
iNACOL's New Strategic Plan
"Catalyzing transformation in K - 12 education."
I applaud the direction they are headed. Though I admit I had to quickly check the definition of "catalyzing." Why couldn't they just say "accelerating?"
They have their mission, vision, and theory of action within this new plan spelled out for us. My hope is that behind it all there is an unwavering passion that supports this plan on a day-to-day basis by each and every member of iNACOL.
That is where real change will accelerate, or catalyze.
houston@figment-consulting.com
Monday, February 8, 2016
Do you have Service Values?
If you have not developed a Service Theme, then start with yesterday's blog post before reading this one.
Service Values are the practical plans that allow you to implement your Service Theme through your employees, through setting, and through processes.
They
* Provide each administrator, teacher, and staff member a road map to follow
* Offer you guidelines to give you a disciplined approach to serving your students and families
* Identify those areas of vital importance to you that allow you to define your ethos
They are active, predetermined, aspirational, measurable, and when you take the time and energy to define them you then separate yourself from other virtual schools.
houston@figment-consulting.com
Service Values are the practical plans that allow you to implement your Service Theme through your employees, through setting, and through processes.
They
* Provide each administrator, teacher, and staff member a road map to follow
* Offer you guidelines to give you a disciplined approach to serving your students and families
* Identify those areas of vital importance to you that allow you to define your ethos
They are active, predetermined, aspirational, measurable, and when you take the time and energy to define them you then separate yourself from other virtual schools.
houston@figment-consulting.com
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