Orchestrating Conflict, Developing Experiments…and Carving Butter: Adaptive Leadership #PBL Ponderings

When information enters the mind, it self-organizes into patterns and ruts much like the hot water on butter. New information automatically flows into the preformed grooves. After a while, the channels become so deep it takes only a bit of information to activate an entire channel. This is the pattern recognition and pattern completion process of the brain. Even if much of the information is out of the channel, the pattern will be activated. The mind automatically corrects and completes the information to select and activate a pattern. (Michalko, 2011)

So, how do we get the water to flow in a different pattern on the surface of the butter? Perhaps we need to “orchestrate conflict and develop experiments.” (Creelman, 2009) [See “PROCESS POST: Adaptive Leaders, Orchestrating Conflict, and Developing Experiments…School DNA Evolution“]

In the metaphor of the hot water and butter, perhaps a leader can use some prototype of dams and locks to re-channel the water into new patterns. Perhaps, the surface of the butter could be shaved smooth for a new pattern to form with the next cup of hot water. Regardless, conflict orchestrated on the system is necessary to affect the pattern and flow of the water on the butter.

Scientists used to believe that the brain became “hardwired” early in life and couldn’t change later on. Now researchers such as Dr. Michael Merzenich, a professor at the University of California at San Francisco, say that the brain’s ability to change — its “plasticity” — is lifelong. If we can change, then why don’t we?  [emphasis added from my Diigo note taking]

Merzenich starts by talking about rats. You can train a rat to have a new skill. The rat solves a puzzle, and you give it a food reward. After 100 times, the rat can solve the puzzle flawlessly. After 200 times, it can remember how to solve it for nearly its lifetime. The rat has developed a habit. [Also see William James Talks on Teaching re: habit] It can perform the task automatically because its brain has changed. Similarly, a person has thousands of habits — such as how to use a pen — that drive lasting changes in the brain. For highly trained specialists, such as professional musicians, the changes actually show up on MRI scans. Flute players, for instance, have especially large representations in their brains in the areas that control the fingers, tongue, and lips, Merzenich says. “They’ve distorted their brains.” [emphasis added from my Diigo note taking]

Businesspeople, like flutists, are highly trained specialists, and they’ve distorted their brains, too. An older executive “has powers that a young person walking in the door doesn’t have,” says Merzenich. He has lots of specialized skills and abilities. A specialist is a hard thing to create, and is valuable for a corporation, obviously, but specialization also instills an inherent “rigidity.” The cumulative weight of experience makes it harder to change.

How, then, to overcome these factors? Merzenich says the key is keeping up the brain’s machinery for learning. (Deutchman, 2007)

Then, with the nature of change in the world today, adaptive leadership becomes a necessity, not a luxury. How might a school leader, working in earnest to guide the change happening in schools, orchestrate the conflict that could keep up a faculty’s collective brain machinery for learning?

If a school leader pays attention to the wider educational environment, then he or she would know that PBL (Project-Based Learning, Problem-Based Learning, Place-Based Learning, etc.) is a powerful trend and force in schooling for the future. But what if the school leader does not possess the personal knowledge capacity for PBL? How might he or she expect to lead such an exploration and R&D effort at his or her school? She could turn to her orchestra and scientists – the creators that we call teachers and students.

Idea #1

In Creative Thinkering, Michalko related a story about Rite-Solutions:

Rite-Solutions combined the architecture of the stock exchange with the architecture of an in-house company stock market and created a stock market for ideas. The company’s internal exchange is called Mutual Fun [love the name!]. In this private exchange, any employee can offer a proposal to create a new product or spin-off, to solve a problem, to acquire new technologies or companies and so on. These proposals become stocks and are given ticker symbols identifying the proposals.

As reported in the New York Times, “Fifty-five stocks are listed on the company’s internal stock exchange. Each stock comes with a detailed description – called an expect-us, as opposed to a prospectus – and begins trading at a price of $10. Every employee gets $10,000 in ‘opinion money’ to allocate among the offerings, and employees signal their enthusiasm by investing in a stock or volunteering to work on the project.”

The result has been a resounding success. (Michalko, 2011)

Schools could totally do this! I can completely imagine a faculty being empowered to select the most exciting projects through “price bidding” and implementing the experiments together. Could such an approach even resolve some of the issues with the current stick of butter…school system, I mean? Would the decisions about what PBL to implement feel less top-down and more grassroots? Would the mental framing of such a process cause a fun, game like psychology? Would it unify and thread the projects through the different disciplines and departments? Don’t you think it’s worth a try?

I can picture faculty meetings being fun debriefs of how the faculty-decided-upon projects are going. Teams could celebrate short-term successes, share bright spots, discuss conundrums and challenges, share failures and poor/early prototypes. Video could be used to capture the classroom experiences with students and the faculty debriefs. These videos could be integrated into presentation and conversations with parents and alums so that they could be a part of the transformations and experimentations [Hat tip to Bob Dillon in Missouri!]. Faculty leaders could exchange stories with other faculties engaging in similar experiments with various PBL developments. We could learn together and keep up our brain machinery and form new patterns with our water and butter.

Idea #2

Posit Science has a “fifth-day strategy,” meaning that everyone spends one day a week working in a different discipline. Software engineers try their hand at marketing. Designers get involved in business functions. “Everyone needs a new project instead of always being in a bin,” Merzenich says. “A fifth-day strategy doesn’t sacrifice your core ability but keeps you rejuvenated. In a company, you have to worry about rejuvenation at every level. So ideally you deliberately construct new challenges. For every individual, you need complex new learning. Innovation comes about when people are enabled to use their full brains and intelligence instead of being put in boxes and controlled.” (Deutchman, 2007) [emphasis added from my Diigo note taking]

To test new channels in the butter of departmentalized subject delivery, every fifth class rotation, subjects could be combined into double periods. If there were an art class 3rd period and a science class 4th period, they could meet as one, double-class. Teachers could serve as facilitators of the student-generated projects that exist at the intersections of art and science. In the doing, the art teacher could stretch himself in the domains of science, co-teaching, class management, etc. The science teacher could enhance her knowledge and understanding of art, performance-based assessment, design thinking, etc. If another set of schedules revealed that a math section and a history section met 3rd and 4th periods, those could be combined for the fifth-day strategy, and students might explore such topics as historical cryptography and code breaking [hat tip to Fred Young, Laurel Bleich, Angela Jones, and Jen Lalley in Atlanta].

Thomas Edison’s lab was a big barn with worktables set up side by side that held separate projects in progress. He would work on one project for awhile and then another. His workshop was designed to allow one project to infect a neighboring one, so that moves made here might also be tried there. This method of working allowed him to constantly rethink the way he saw his projects. (Michalko, 2011)

As we sidled our “worktables” together, continuous support and scaffolding could be offered and provided to faculty because this is a very disruptive conflict to the schedule and conventions of school, as it has traditionally and habitually been administrated. Communications schema could be re-designed to invite parents and other constituents into the experiments. Partnerships might emerge with alumni business and professionals working on similar projects in their own places of work.

Imagine what we could learn from these orchestrated conflicts and developing experiments. Imagine how admin and faculty could grow to be less “us-them” and more “we” by working in such collaborative, R&D-lab experimental ways.

Imagine the never-before-thought-possible channels in the surface of the butter we could discover.

Works Cited:

Creelman, David. “Ron Heifitz: Adaptive Leadership.” Creelman Research. N.p., 2009. Web. 17 July 2012. <http://creelmanresearchlibrary.files.wordpress.com/2011/10/creelman-2009-vol-2-5-heifetz-on-adaptive-leadership.pdf&gt;.

Deutchman, Alan. “Change or Die.” Change or Die. Fast Company, 19 Dec. 2007. Web. 18 July 2012. <http://www.fastcompany.com/node/52717/print&gt;.

Michalko, Michael. Creative Thinkering: Putting Your Imagination to Work. Novato, CA: New World Library, 2011. Print.

Related Work:

Heath, Chip, and Dan Heath. Switch: How to Change Things When Change Is Hard. New York: Broadway, 2010. Print.

[Cross-posted at Connected Principals]

Walking Myself and My Dog to School, or Braiding NPR and a Cup of Joe

I’ve gone back to school. Well, at the very least, you might say that I am enrolled in a course. In some places, one might see the class title listed as “Multitasking 101.” In other catalogs, one might discover the course name as “Mornings with Lucy.” Or, it might make the board as “Mix-alot Podcasts and a Cup o’ Joe.” You see, I’m not sure what to call the class – I am designing it myself. Here’s the backbone of the offering:

  • Task #1: In the early morning, I take my pointer-hound mix on a walk. Her name is Lucy, and her whole body wags in anticipation. If I weren’t fearful of pulling some infrequently used muscle, I might wag my whole body, too. I love our walks, and we modulate between a stroll and a mild cantor for 30-90 minutes.
  • Task #2: I enjoy a travel mug of house-brewed coffee. Leash in one hand, mug in the other.
  • Task #3: Listen to a podcast on my iPhone. I have this great set of comfortable ear phones. Beats they are not. I think they cost $9.99 at Target, but they wrap ergonomically around my ear and provide some extraordinary listening pleasure.

All three task-strands weave together to make quite a braid. A bit of cardio in the pre-sunrise hours, a socially-accepted stimulant that thrills the tastebuds, time with my beloved, four-legged companion, and a chance to listen and think. Shear bliss. And not the ignorance is bliss kind, either. Real bliss.

A few weeks ago, at a workshop, a co-participant alluded to some research that claims that multitasking damages our IQs. I think my month long experiment could do some damage to this claim. I believe my IQ has increased during this morning line-braiding. I haven’t even tripped or mis-stepped, but, mind you, I haven’t added chewing gum to the equation. That would be the honors level course, I feel certain.

What am I listening to? What’s on the ear-syllabi? Here’s a smattering:

TED Radio Hour on NPR

Planet Money

This American Life

While enjoying this morning syllabus of self-directed learning for the past month, I am also re-reading Michael Michalko’s Creative Thinkering, which tackles as its thesis the nature of creativity to be the combining and integrating of seemingly unrelated things. So, as I walk Lucy, drink my coffee, and listen to the chosen podcast(s) of the day, I play some of the games and thought experiments listed in Michalko’s work – I try to find and create connections among what I am listening to and what I have listened to in the past. I try to think of Education and Schooling through the lenses of the morning listening. For instance, I have wondered lately how School is like the health care issue, I have wondered how School is like the economic crises in Europe, and I have re-imagined Education through the lenses of many of the interwoven TED talks on the TED Radio Hour.

I am having a blast, and I am learning a ton. I wonder…What if we built in such self-directed discovery into the typical school week or school day? Minus the coffee of course. I just don’t know how I feel about kids drinking coffee. Do we allow for, support, and create enough space and time for young learners to decide on their own paths of schooling? Do we empower them to weave in these lessons with what they are directed to learn in school? How can self-directed learning methods inform the ways we think about and structure schools of the future? How are we hybridizing what school has been and what school could be? Are we rotating our crops and fields so that we continue producing good (brain)food? [Okay, that metaphor just jumped in from nowhere, but Michalko has encouraged me not to backspace out those thoughts while I am thinking.]

Have a good “walk” today! Where are you going to school? What are you learning? How are you multitasking and thinking creatively? I would love to read or listen to what you have to share!