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Held in the last days of August, the administrators’ meeting and conference is a key event for many districts across North America, and it is no different in West Vancouver.
So, last week we made our first effort at taking some of the aspects of an unconference to create a more participant-driven event for district principals and vice-principals. While the unconferencing allowed for more unstructured time, it also gave everyone the opportunity to make their own sense of session content.
Three videos (embedded below) were shown for morning discussions, and served as a spring-board when groups pulled their learning together for PechaKucha presentations in the afternoon.
And just what is a PechaKucha?
It is a series of 20 presentation slides, each displayed on the screen for 20 seconds (we modified it to 10 slides, for 20 seconds because of time constraints).
Along with my district colleagues, we did a run-through the day before based on these videos that were shared by Edna Sackson on her blog:
Our group found the process valuable in creating their presentations because it forced debate on the key aspects of learning. If we debrief videos during a professional learning experience, we are rarely pushed to come up with key messages or takeaways. Definitely, the process built-in some accountability for us. The PechaKucha format (20×20) also impressed upon us to be succinct in our presentations. If we went over the 20 seconds with one of our slides, we were cutting into the time of one of our own group members.
In selecting the videos, principals and vice-principals wanted material that challenged our assumptions and that linked to a number of themes we have been discussing: inquiry, motivation, assessment and technology.
The first video we selected was the RSA Animate based on Daniel Pink’s book Drive:
The second video was the popular, and somewhat controversial Salman Khan TED Talks:
The final video was a segment from Nightline, that focussed on some of the findings from the Daniel Coyle book The Talent Code:
Thirty to 45 minutes of unstructured discussion followed each video and participants could discuss any aspect of the video with anyone. We also created a learning wall where each person wrote one key finding or idea from the video or conversation. Then, after lunch, participant groups of four to eight people put together and tried their hand at PechaKucha.
It turned out to be a very powerful way to synthesize and share our learning, and created a takeaway product that can be used for other purposes — more valuable than the binders of notes I have taken at events and have never looked at again.
As we continue to look for ways to change how we share information, and particularly how we use Powerpoint, PechaKucha is another strategy that has possibilities for both student and adult learning.
cultureofyes.ca 
What a fantastic way to really engage school leaders in learning rather than absorbing content. You continue to push past the normal operating procedures of school districts and show that there are new and potentially better ways to “be”.
Thanks Brian. We spent very little time with “content” over the two days – and people didn’t seem to miss it. Even with the unique start we will have this fall, we were able to cover the key points in a short period of time, and we are making better use of Microsoft Lync to connect with people on the “business” side of the job so we can spend more of our face-to-face time on the learning side of the job.
Hi Chris,
The part of your post that really hit a chord with me was this:
“Thirty to 45 minutes of unstructured discussion followed each video and participants could discuss any aspect of the video with anyone. We also created a learning wall where each person wrote one key finding or idea from the video or conversation.”
How much of that ‘discuss any aspect’ of the video (or topic) do we generally provide students with in classes? A simple question that I think has very powerful implications is to ask how can we create the same kind of learning opportunities for students?
Sounds like a great conference and it is fantastic to hear of a session like this happening with school leaders. A hat tip to you as we head into a great school year in BC! 🙂
Hi David,
Welcome back to BC. Looking forward to connecting with you this year with your new role in Coquitlam. It is very true – we don’t trust what students will talk about so we structure it tightly. Of course, there is good reason for some of this – we have to scaffold students so they can take advantage of independent time – true for adults as well. When we were planning the session – there was definitely part of me that was thinking – what if they don’t talk about what I want them to talk about – how will that be.
It was a great event to kick off the school year.
I tried to stop watching all of the elements because I am totally backlogged in my blog reading. I simply couldn’t.
I particularly valued the research underlying the Pink and Coyle thesis. I actually wanted to not like the Kahn materially, but my own experiences supports that the one to one or one to few human interaction that is made available through having access to digitally shared information is immensely powerful.
Martin – I am interested in your comment around the Kahn material. Like you, I wanted not to like it, having read some of the criticisms circulating on the internet. Having watched it, and hearing first hand stories from parents who have used the material to reinforce and review ideas, I think it definitely has a place – and credit for pushing the system.
From my experience, Kahn Academy videos and virtually all digital resources support learners in two very powerful ways. First, they are totally non-judgemental. Learners do not pay an emotional price for being incorrect. They can take as long or try as often to be successful as they need. There are no hurtful comments, no negative body language, nor any shielded negative interaction reinforcing they didn’t get it. I believe many poorly achieving students have spectacular antennae that pick up those negative reactions from peers, parents and teachers. The feedback reinforces their insecurity. Videos take that off the table.
As well, using technology changes the behavioural dynamic between learner and teacher. From observing classrooms, it became clear to me the art of teaching is a human not a content activity, especially when trying to drive to intrinsic learner motivation. Although sharing the content in exciting and effective ways can create the intrinsic motivation, I think most learners move towards intrinsic motivation because of a human connection. I am reminded of watching the made for TV movie about Temple Grandin (http://en.wikipedia.org/wiki/Temple_Grandin) . She began to understand her potential because of a human interaction initiated by a science teacher. It was the teacher not the science that opened the door to her learning. With technology, experienced teachers hone the interaction craft and allow an intermediate medium to deliver the content. They focus on the learner and her/his needs.
The Kahn Academy material facilitates both of the above. I would venture to guess that most individuals – educators and other stakeholders – are viewing the Kahn Academy material in a relative vacuum. They actually have seen few to no digital resources upon which to create a relative opinion. Combine that with the power of selling and marketing (and Kahn is very effective at both) and I believe the material becomes very appealing.
Chris,
The Talent Code resonates….Just last year I took up bicycling again as an adult…The video stressed practice, specific corrections through coaching, and concentration (experiencing a mistake and fixing that mistake)…all of this helps increase one’s ability…In school, how often do we allow kids to practice critical thinking and problem solving, giving small corrections (feedback), and allowing them the time (concentration) to find and fix mistakes? Just a thought… Thanks for sharing these videos.