Sunday, November 15, 2015

Chapter 4: Point to the Destination

In addition to finding the bright spots and scripting the critical moves, Chapter 4 asks us to point to the destination in order to direct the rider. To do this, the authors suggest making a “destination postcard” which shows what can be possible in the near-term future. Destination postcards should simultaneously direct the rider and motivate the elephant, which is a departure from “data-driven” goals that do not generate emotion. For example,  a teacher’s goal for her first graders was to be like third graders academically by the end of the year. Destination postcards look for a strong beginning, a strong ending, and getting moving. The middle will look different. I feel like this is very applicable to students as their journeys can be very different while working toward the same academic goals. I think the emphasis of our district on posting learning targets and making sure students know their end goal aligns with this chapter; however, while there is a clear destination in the learning target, it seems to lack the critical emotional component. For example, in kindergarten, a long-term learning target is “I can read Level D books in June.” While the direction is clear to me as a teacher, how can I make that motivational to a kindergartner? 

Tuesday, November 3, 2015

Chapter 3 - "Script the Critical Moves"

I felt that chapter three had many valuable points.  For example, I agree with the idea of decision paralysis.  When given too many options, people will shut down and not make a decision.  Also, I agree with the point made about being crystal clear (clarity dissolves resistance).  People need a clear picture to move forward.  I found that this applies to education because specific directions help lead students through tasks.  My only struggle seems to be that what is specific for one student is too much for another, so how do we meet all needs?  With that said, I know the answer to that question will be for teachers to differentiate. 
The hardest part for me to grasp in this chapter was the fact that it stated that we don’t need to get to the root of the problem.  The example given was related to child abuse.  I believe change can occur without getting to the root of the problem, but I do wonder about the long term effects of the change because I feel that the root of the problem needs to be addressed.