1

2
3
4
It
is
pretty
difficult
to
refute
that
the
world
is
a
new
and
forever

different
place.

Although,
some
continue
to
keep
their
head
in

the
sand.

Read
Thomas
Friedman
–
his
columns,
The
World
is

Flat,
or
Hot,
Flat
and
Crowded
‐‐
,
or
Daniel
Pink’s
A
Whole
New

Mind,
or
Don
Tapscott’s
Wikinomics,
or
Rolf
Jensen’s
Dream

Society.

We
must
all
be
asking
how
to
manage
sustainably
in
this

new
world
and
how
to
be
educate
kids
for
their
futures,
not
our

past.

Each
organization,
especially
schools,
must
ask
what
is
their

vision
and
understanding
of
the
future.


5
Old
Economy
v.
New
Economy

What
worked
for
PC
man
will
not
work
for
Apple
guy.

Preparing
kids
for
their
futures
–
which
are
unknown
to

us.

This
also
represents
Baby
Boomers
and
Gen
X

Understanding
the
generational
differences
becomes

critical
in
this
pursuit.

Who
are
the
teachers
mostly?

Who
are
the
parents
at
what
breakpoints?

How
about
the
administrators
‐
starting
to
see
the
Gen
X

administrator
and
faculty
of
Baby
Boomers
‐
what

tensions
does
that
present?


6
Tony
Wagner’s
newest
book
worth
checking
out:


The
Global
Achievement
Gap:

Why
Even
Our
Best
Schools
Don’t

Teach
the
New
Survival
Skills
Out
Children
Need
–
And
What
We

Can
Do
About
It.


This
is
a
good,
specific
list
of
skills.

Ask
how
each
of
these
can
be

developed
explicitly
through
the
adult
environment
and
in
the

classroom
across
the
grade
levels.


This
is
a
good
list
to
use
as
targets
for
our
curriculum
–
start
at

age
3
–
critical
thinking
happens
at
the
youngest
ages,
too


7
Series
of
learning
curves

A
career
‐
life‐longing
learning,
an
organizational

learning
curve.

Culture’s
curve/marketplace
curve.

Customer

expectations
live
on
this
curve.

Younger
generation

parents
have
different
expectations.

Relevance
is
the
answer
to
the
big
WHY
BOTHER?

The
concept
of
RELEVANCE
is
not
threatening
like

“change”
is.


Extending
status
quo
is
dangerous

Relevance
gap
fodder
for
strategic
plan

One
does
not
invest
in
or
choose
irrelevance

Irrelevance
=
obselesence


8
In
working
with
Grace‐St.
Luke’s,
one
of
my
first
suggestions
was

to
change
the
focus
–
stop
talking
about
change
because

everyone
always
hates
change.

Start
talking
about
relevance
and

innovation
and
competitive
marketplace
stances.


Change
then
becomes
a
means
to
an
end,
instead
of
perceived
as

an
end.


9
If
your
school
went
away
today,
wave
of
a
wand
‐‐
would
it
be

missed,
would
there
be
a
gap
in
the
marketplace.

Looking
at
this

gap
will
give
you
clues
as
to
what
you
can
do
that
is
already
valued

in
the
marketplace.

How
can
you
highlight/leverage
this?


Importance
of
developing
and
nurturing
a
learning
community

Visible
and
Aligned
with
the
issues
and
interests
of
the
community

What
visible
messages
are
you
sending
right
now?

The
geography
of
your
school
‐
fences,
gates

Are
you
in
effect
asking
your
customer
to
step
out
of
culture/market

when
they
are
part
of
your
community?


Design
your
school
for
the
future


10
I
worked
with
the
core
leadership
–
Head
of
School,
division

heads,
faculty
representative
–
of
Grace‐St.
Luke’s
to
deeply

inquire
and
start
to
quantify
the
needs
of
the
future
and
how
to

get
there.
We
did
this
through
a
series
of
“solution
retreats”,
each

one
8:30
–
4:30,
off
campus,
centered
about
one
of
Dan
Pink’s
six

senses.

This
was
an
amazing
experience
which
taught
the
school

leadership
the
processes
of
deep
inquiry,
reflecting,
gap
analysis,

and
innovation.

They
had
much
more
creativity
and
visioning

skills
than
they
thought
they
did.

We
did
a
lot
to
dispel
worn‐out

and
limiting
beliefs
and
assumptions
and
chartered
a
clear
path

forward.


11
This
statement
represents
the
gist
of
Daniel
Pink’s
book
and
its

relationship
to
education.

He
tell
us
‐
Asia,
Automation,
Abundance
to
make
the
point
that

left
brain
is
essential
but
not
sufficient.
The
conclusion
is
that

right‐brainers
will
rule
the
future.


Right‐brainers

Again
not
only
the
left
brain
but
also
right
brain


Collaboration

Co‐creation
with
customer

Transparency

authenticity


12

Importance
of
having
a
fuller
toolbox


Left
Brain
skills
are
essential
but
not
sufficient


Learning
need:

to
develop
the
right
brain
skills
in
addition

to
developing
the
left
brain
skills.

Need
both
in
order
to

be
sustainable
in
the
future


How
to
develop
these
skills
in
the
students,
in
the
adults

in
learning
system,
in
the
organization
itself
as
it
positions

itself
in
the
educational
conversation
of
the
community.


13
Not
linear


We
have
linear
mindsets
(left
brain)


Importance
of
driving
home
the
reality
that
you
never
arrive.


It
is
not
safe
to
rest
on
our
laurels.


Most
of
us
have
linear
realities.

This
is
the
reason
why
“change”

which
people
think
of
as
re‐doing
what
has
already
been
done
is

taken
so
hard
and
harshly.
In
reality,
change
is
about
re‐alignment

which
means
there
are
new
and
different
qualified
needs
in
the

market
place
that
we
are
intentionally
trying
to
address


14
The
importance
of
organizational
learning


Especially
in
a
tight
economic
environment,
learning
should
be

focused,
strategic,
the
most
bang
for
the
buck,
a
personal

responsibility
and
necessity
–
Would
they
hire
you
for
your
job

today?

Personal
gap
analysis
and
personal
learning
plans
that
use

strategic
plan
as
the
lens/outcome.

This
would
be
great
to

include
in
Fac
Eval
process.


Professional
development
in
most
places
is
a
perk,
not
managed

well,
not
leveraged.


A
strategic
organization
learning
and
implementation
plan
is

important

‐

get
the
most
influence
and
impact
on
mission

delivery


15
At
Grace‐St.
Luke’s
we
call
this
flow
chart
The
Hurricane
–
which

can
be
perceived
in
different
ways.
I
like
to
think
of
it
as
intense,

coordinated
energy.

The
key,
nuanced
shift
in
this
visual
is
that

each
one
of
these
initiatives
is
not
“one
more
thing.”

It
is
crucial

that
the
organizational
culture
begin
to
see
everything
as
part
of

the
whole
with
the
same
goal.

All
of
these
initiatives
were

generated
from
the
“solution
retreats.”




I
have
create
other
flowcharts
that
illustrate
other
organizations

current
focus.

They
are
all
different
and
organic
to
each
place.


One
of
the
key
elements
for
GSL
was
the
Y
axis
at
every
major

initiative.

Other
cultures
don’t
have
this
need.


16
Another
key
element
in
creating
sustainable
culture
change
is
to

put
the
need
to
change
on
the
right
motivating
factor.
The
need

to
change
is
not
created
at
the
whim
of
the
leader.

The
current

marketplace/culture
conditions
are
causing
this
great
disruption

is
what
has
been
an
extremely
complacent
and
stable

environment.

The
needs
of
our
learners
are
markedly
different.


17
Grace-St. Luke’s began working with All Kinds of
Minds in 2004. This is an important, culture
changing professional development pursuit that
impacts the whole learning system.

18
Key
outcomes
that
weave
21st
century
skills

and
AKOM
together


19
20
Again,
an
integrate,
holistic
approach,
not
many
separate
one‐
offs.

Integrated.




21
Part
of
the
important
reasons
to
consider
AKOM
is
that
since
the

outcome
we
are
shooting
for
in
our
learners
is
largely
unknown,

we
need
to
change
to
focus
to
creating
able,
flexible,
curious,

voracious
learners
who
understand
how
best
they
learn
and
what

they
love
learning
about.


The
adult
environment
should
reflect
the
same
appropriation
of

self‐knowledge,
self‐awareness,
and
meta‐cognition.


GSL
did
learning
styles
inventory,
MBTI,
and
strengths
awareness

via
Strengths
2.0
by
Tom
Rath.

It
sparked
many
good
learning

conversations
and
helps
develop
empathy
for
the
student
learner.


22
Similarly, taking advantage of a student’s special interests,
or affinities, can both motivate as well as help through or
around a learning impasse.
We must not only recognize these strategies as practical,
but apply them widely in an effort to help kids achieve their
potential.

23
In
this
rapidly
changing
world,
the
of
teaching
is
to
help
students

develop
skills
which
will
not
become
obsolete.
Meta‐cognitive

strategies
are
essential
for
the
twenty‐first
century.
They
will

enable
students
to
successfully
cope
with
new
situations.



24
Comprehension
versus
memorization


25
Comprehension
versus
memorization


26
Comprehension
versus
memorization


27
What
are
the
pieces
in
this
process?


Really
there
are
a
few:

Intentional,
deep,
organic
vision.

You
have
to
craft
this.

Gap
Analysis
–
where
you
are
v.
where
you
need
to
be.

Building
blocks
–
of
which
AKOM
is
an
important
one.


28
The
world
may
be
moving
on
to
CFLs,
but
at
least
one
designer
is

still
thinking
about
how
to
improve
the
classic
incandescent
bulb.

Joonhuyn
Kim's
concept
is
simple:
flat
bulbs
take
up
less
space

and
make
them
easier
(and
cheaper)
to
store
and
transport.
A

great
idea,
if
not
a
little
late.
Perhaps
makers
of
soft‐serve
style

CFLs
could
take
a
page
out
of
this
book
somewhere
down
the
line


29
At
first
new
things
are
jarring
and
resisted
with
a
lot
of

energy
and
then
we
can’t
imagine
life
without
them.


How
are
you
going
to
implement
and
continue
to

understand
change?


Bold
Thinking


Bold
Ideas

Bold
strategies/examples
of
Bold
Thinking

And,
after
a
while,
just
like
the
Eiffel
Tower,
they
won’t

seem
so
bold
or
so
new
anymore.


Incrementalism
will
not
traverse
the
gap


30
The
new
illiterate
are
those
who
cannot
change


What
are
the
other
literacies
of
the
21st
century?


Similar
related
article:

Does
your
organization
have
a
learning

disability?

By
Peter
Senge


Adaptability
and
flexible
minds
–
important


Needs
strategies
to
learn
a
lot,
fast
–
with
a
few
trick
and
tools,

it’s
not
impossible


31
32
33