Targeted Universal
I’m contemplating the concept of “targeted universal approach” today. This concept refers to an approach that aims to provide services or benefits to a specific group of people while still being accessible to a broader population. It combines the targeted approach, which focuses on addressing the needs of specific individuals or groups, with the universal approach, which aims to provide benefits to everyone. A targeted universal approach in education can be favorable for several reasons. First, it allows for a highly personalized learning experience for students. By understanding the specific needs and preferences of each student, educators can provide tailored instruction and support that caters to their individual learning styles and abilities.
A targeted universal approach additionally helps address educational inequalities and bridge achievement gaps. It ensures that all students have access to high-quality education and resources, regardless of their background or circumstances. This can ultimately lead to improved academic outcomes and opportunities for all students, promoting equity in education. In practical terms, using a targeted universal approach means designing programs or initiatives that target a specific group based on certain criteria, such as income level or geographic location, while ensuring that the benefits are available to a wider range of people who may also benefit from them.
To apply the concept of “targeted universal,” we must identify the specific group or audience being addressed. This could be based on factors like demographics, needs, or location. In education, a targeted universal approach can promote inclusivity and diversity in the classroom. By valuing and accommodating the unique strengths and challenges of each student, it fosters an environment where every individual feels valued, respected, and supported. Then we can design programs or interventions that specifically target their needs while also ensuring that others who may benefit from the initiatives can also access them.
It’s important to keep in mind that the success of a targeted universal approach relies on careful planning, research, and implementation to ensure that the intended outcomes are achieved. A targeted universal approach in education recognizes the importance of individual differences and seeks to address them through personalized support and inclusive practices. It can contribute to enhanced learning experiences, improved educational outcomes, and a more equitable and inclusive education system. Additionally, ongoing evaluation and feedback from the targeted group and other stakeholders can help refine and improve the approach over time.
Teaching Learning Ability
Yesterday in our National Association of State Boards of Education Annual Conference opening session, my friend, Dr. Linda Darling-Hammond made the comment that we need to teach our students learning ability. This enablement of learning is important to Linda and I and we even coauthored an article on opportunity to learn. Click here to read it. I spent some time this morning thinking on teaching learning ability. Teaching our kids learning ability means providing them with the skills and tools to become effective learners. This includes teaching them how to think critically, problem solve, and communicate effectively. It also involves fostering a growth mindset, where they understand that intelligence and abilities can be developed through hard work and effort. Additionally, teaching learning ability involves promoting curiosity, creativity, and a love for learning.
I definitely believe we can teach love for learning. Encouraging a love for learning starts from an early age by creating a positive and engaging learning environment. Providing interesting and relevant content, incorporating hands-on activities, and giving students the opportunity to explore their own interests can help foster a love for learning. Additionally, praising effort and celebrating achievements can also help motivate learners and make the learning experience enjoyable. It’s important to create a supportive and encouraging atmosphere where students feel empowered and excited about learning.
The Restless Learner
Yesterday, I had a person describe me as a “restless learner.“ Of course, this prompted me to think about the question, “Just what is a restless learner?” It turns out there is a definition. Warren Berger in A More Beautiful Question (2014) defined the restless learner as, “a person who can never be comfortable with her/his own expertise in the face of rapid knowledge advancements, research revisions, and obsolescence of facts.” This sums me up pretty well. I want to be a critical thinker who is constantly evaluating what I know and what I need to learn. I am always curious, seeking out knowledge and experiences that expand my understanding of the world.
It’s that constant desire to learn and explore new things. As a restless learners Ian are not satisfied with staying in my comfort zones or sticking to what I already know. Instead, I try to actively seek out opportunities to grow and challenge myself intellectually. I am open-minded, adaptable, and willing to embrace change in order to continue their journey of learning. I’m a proud restless learner, how about you?
Polyphonic Leadership
In my University of Oxford class I’m in right now we have been using an orchestra metaphor through line to discuss orchestral leadership. While reviewing some literature I came across the musical term “polyphonic”, which means a musical texture comprised of two or more independent melodies or voices which combine to form one piece of music. The term “polyphonic” can also be used to describe a leadership style that encourages the inclusion and involvement of multiple perspectives, voices, and ideas.
A polyphonic leader values collaboration and diversity of thought, allowing different individuals and teams to contribute their unique insights and expertise. This approach recognizes that no one person has all the answers and that collective intelligence and the synergy created by multiple voices can lead to more innovative solutions and better decision-making. Polyphonic leadership fosters an inclusive and empowering environment where everyone’s contributions are valued and respected, leading to higher employee engagement and overall organizational success.
In contrast to the polyphonic style of leadership would be the monophonic leader. This is a very hierarchical style with an autocratic leader and relies solely on the perspective and opinions of one individual. This can lead to a lack of diverse ideas and a narrow focus on one person’s strengths and weaknesses. It may also create an environment where employees feel their contributions are not valued or heard. Monophonic leadership can hinder innovation, hinder collaboration, and ultimately hinder overall organizational success.
Polyphonic leadership is in sync with constructivist theory, which I subscribe to in education, because it promotes the idea that knowledge and meaning are constructed through collaborative and inclusive processes. Constructivist theory emphasizes the active participation of individuals in creating their own understanding of the world, and polyphonic leadership aligns with this by valuing diverse perspectives and encouraging open dialogue and collaboration among team members. We need to help all those we serve tap into the collective intelligence and creativity of their team members.
First Bubblings
As you know, I am at The Kilns in Oxford, England right now as a Scholar in Residence for the C. S. Lewis Foundation. It has been an amazing week and right now I am having my morning coffee sitting where Jack (C. S. Lewis) would have been sitting in the Common Room. I came out here intending to finish reading Out of the Silent Planet but instead looked over at the bookshelf beside me and pulled out Boxen: Childhood Chronicles before Narnia. Douglas Gresham wrote the Introduction and in it said, “So there was a sort of emotional and intellectual gap in Jack and Warnie’s literary experience” (p. 8 in Boxen). Gresham was referring to the books available in the house which were too old (advanced) for them. Their parents had no taste for faery (English spelling) tales. So, they bridged that gap. Imagine that C. S. Lewis was only eight years old when he described power and the rise and fall of nations in ‘History of Mouse-Land’ (p. 30 in Boxen).
Interestingly, Jack and Warnie did not write Boxen for anyone but themselves, but it could be a leadership book. Here’s what I mean (descriptors in parenthesis are from me):
- King Hacom used his power well and used counsel (collaborative/open minded).
- King Bublish I was conceited and full of pride (humble).
- King Benjamin was popular and knew everyone (Relationship builder).
- Governor Leppi I was a great scholar, but cruel, foolish, stubborn, and weak (pretty self explanatory).
As I reflect this morning, my mind is going in several different directions. Douglas Gresham called Boxen the “tangible and readable first bubblings forth of the springs of literature that were, years later to be the source of a great river from Jack and a healthy tributary from Warnie…” (p. 10). We talk a lot about making sure we are teaching creativity to our children and that we are making space for creativity in adults, but we need to make sure we give everyone the opportunity for “bubblings” no matter what state of life. I, in my sixth decade now am bubbling over from all the new thoughts in my head. Oh, to be sitting here having coffee with and talking to Jack!
The Frictionless Experience
I was reading an article, “What Smart Companies Know About Integrating AI: Talent and Data are Just As Important as Technology,”this week in Harvard Business Review last night related to artificial intelligence (AI). It was interesting to contemplate the idea of a “frictionless experience.” Having a frictionless experience means having a smooth and seamless interaction or process without any obstacles or difficulties. This is the customer experience (CX) at its best. We as consumers expect the same level of service, understanding of our needs, and prompt resolution of our issues across all channels. If we are to take a customer-centric approach we need to be able to personalize at every touch point. I really believe this is also true when working with our students and families in our schools. This relates to all the various aspects, such as customer/student services, user interface design, or even personal experiences. It means that everything flows effortlessly and efficiently, making it easy and enjoyable for every person involved.
AI can also analyze user data to personalize interactions and tailor recommendations, making the experience more relevant and personalized. Additionally, AI can automate repetitive tasks and streamline processes, saving time and reducing the chance of errors. One of the big points of the article was that AI does not replace people, but better informs the people who will be doing the inventing, creating, and innovating. It is about the talent using the data.
I also think about how AI-powered chatbots could be used to tutor and help students. Chatbots can provide personalized learning experiences by assessing the student’s needs and adapting the content accordingly. Not to mention the big support to students, this could be of huge help to teachers by providing both a time-savings and important data. The Chatbots could answer questions, provide explanations, and offer additional resources to support the student’s learning journey. Notice I am suggesting giving additional support – not replacing teachers or existing support. Those same Chatbots can also track the student’s progress, provide feedback, and suggest areas for improvement. With their availability 24/7, chatbots can provide continuous support and enhance the learning experience for students. Wouldn’t it then be amazing to get that report of what questions were being asked and what I, as the teacher, needed to go back and provide more learning on. This could be incredible for a frictionless student experience.
Brinkmanship
In a meeting this week, the posturing (as I call it) going on in Congress over the proposed education budget was being discussed. The House version has stripped some very important programs like Title I and Title II and comes in at around $67B. Whereas, the Senate version keeps those programs, increases funding for career and technical education and apprenticeships, and comes it at $79B. The correct terminology would be that there might be some brinkmanship going on. Brinkmanship refers to the tactic of pushing a situation to the brink of disaster in order to achieve a desired outcome. It can be seen as both good and bad, depending on the context and how it is used. In diplomacy and negotiations, brinkmanship refers to the tactic of pushing a situation to the brink of disaster in order to achieve a desired outcome.
If there is brinkmanship going on in relation to the education budget it is a risky strategy, as it may lead to increased tensions, conflict, or even harmful consequences. A careful assessment of the risks and benefits of engaging in brinkmanship is important. Understanding the potential costs and consequences of the actions need to be contemplated to make informed decisions and choose the most effective strategies. The other thing that bothers me is the question of how much money is being spent on lobbying for something that in reality, might not even need to be lobbied for. This seems like a huge waste of time and money that could be used in more productive ways.
I get it. Brinkmanship is a necessary tool. It concerns me that sometimes we overuse it. There are those things that might argue that brinkmanship is unethical because it involves intentionally pushing the limits and risking potential harm or conflict. Others, on the other hand will argue that it can be seen as a necessary tactic in certain situations to protect national interests or enforce boundaries. I just hope that we consider the unintended consequences of posturing and brinkmanship.
Unofficial Teachers
Alister E. McGrath spoke of one of C.S. Lewis’ friend and mentors as having been one of the best unofficial teachers Lewis ever had in, C.S. Lewis: A Life: Eccentric Genius, Reluctant Profit. I love the title given to this friend and mentor of “unofficial teacher.” We have all had them. We need the wisest and best of unofficial teachers because they offer unique perspectives and knowledge that can greatly benefit individuals and society as a whole. Unofficial teachers often possess specialized expertise in specific fields or areas of interest, and they may have a deep understanding of topics that may not be covered in traditional educational settings.
These unofficial teachers can provide alternative viewpoints, challenge conventional wisdom, and offer innovative solutions to problems. They may have practical experience or real-world insights that can supplement formal education and provide valuable lessons.
Additionally, unofficial teachers can play a vital role in mentorship and personal growth. They may offer guidance, support, and inspiration to help individuals navigate their careers, develop important skills, and overcome challenges. The insights of an unofficial teacher can foster intellectual curiosity, critical thinking, and creativity in learners.
Therefore, seeking guidance from the wisest and best unofficial teachers can expand our knowledge, broaden our perspectives, and help us become well-rounded individuals capable of making meaningful contributions to society.
Reigniting Our Passion
Last evening while facilitating a kickoff of our National FFA Teacher Ambassador trainings, we had teachers discussing needing to regain the “spark” and a desire for networking. I’m excited about this because building relationships are key to keeping our “spark.” By meeting new people and building genuine relationships, you can find support, inspiration, and new ideas that can reignite our passion for our work. Additionally, networking/relationship building can give us access to valuable resources and connections that can help us be successful and regain our spark.
Another great thing about developing new friends is that sometimes they can become mentors to us. Having friends who are also mentors can be incredibly valuable. They know us personally and can provide honest feedback, guidance, and support that is tailored to our individual needs and goals. Plus, they are invested in our success and will often go above and beyond to help us achieve our objectives.
Vulnerability
I have been discussion vulnerability a lot lately. In other words not faking it. I have written in these posts before just how much I hate the phrase, “Fake it till you make it.” Sorry to break it to those so called leaders who I hear saying this – it cannot be done. This is where vulnerability comes in. Great leaders are vulnerable and don’t mind modeling when they don’t know how to do something or don’t know the answer. I have added “being vulnerable” to my core values. Just what does it mean to be vulnerable? For me it is about letting others see the real me. It is being and showing who I am, what I know, and what I don’t know. Way back in the early days of my teaching career I had professors and others that would say, “Don’t ever let your students know you don’t know an answer.” Stupid advice! Once again, you can’t fake it…your students will know. And, let me tell you, some of the greatest lessons and days in class were when something happened in a lab and the students would ask why and I would have to say, “I have no clue.” Then we would proceed to discovering the answer together. It was incredible.
So, don’t underestimate vulnerability as an important leadership trait. Being vulnerable helps us develop trust and true connections with those we serve. We become more approachable when we are willing to share our own struggles and challenges. What steps are you taking to cultivate vulnerability within yourself and your organizations?
Byron's Babbles 
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