Conditions for Change and Learning
We worked last week with educators in Hastings, Nebraska, to explore how to reinvent their classrooms to move from a “fixed” to a “growth” mindset. As the group talked about how they could take the work back to their classrooms, I doodled in the back to create this model of the conditions for change and learning (since learning, at its core and at its best, is a change process).
We know that for change to take root, it must be personal, relevant, and believable. I think the same is true of learning: the student must feel that they matter (personal), that what they are learning matters (relevant), and that they can do it (believable). If all those conditions are met, then they will learn, and the change will take root. If not, they won’t, and it won’t.
This model then becomes a way to explore if we have met all those conditions. When I am teaching, for example, how have I shown the students that they matter, that what we are learning matters, and that I believe (know) they can learn it? The same is true of leadership. If I am leading a group of people, do they know they matter, it matters, and it is achievable?
I would love any feedback you have, as this is a work-in-progress, a noodling on the back of a napkin, a thought.
Patti,
This echoes the stories that were shared in Jen Louden’s Teach Now Class last week ~ that our students best connect and learn when we soften and open to them showing that they matter to us and that we believe in them and the stories we are sharing and asking them to share.
Synchronistic Doodling
Bravo Patti! Mindset is a foundational element in developing change capabilities. The second chapter of my book on organizational change called Chasing Change explores the concept of fixed mindset vs. growth and development mindset, as described by Dr. Carol Dweck.
My journey has brought me to much more of an interest in personal change, as it is the dimension most often overlooked in a change initiative. I absolutely agree with your circle diagram, and consider it a primary reference for people who want to transform their lives. Great visual, great concept!
Hi there Patti (and David),
I love what you are doing, particularly with the intersections! Ever since I first found your work several years ago I have wanted to discuss similarities/differences in how you see the world to how I do – I think the similarities are many, and the differences would be illuminating!
One source I draw from (that I think you would like a lot) is Human Systems Dynamics – an institute, and a field itself, founded by Glenda Eoyang. You can see her dissertation (which first named the field) here: http://www.hsdinstitute.org/about-hsd/dr-glenda/dissertation.html, where she explores the conditions for self-organizing – which is similar to what you are getting at with your Venn diagram.
I have used Glenda’s conditions with Venns quite a bit…as a model for learners (being, knowing, doing) and as a model for being with others (see http://patternsandpossibilities.squarespace.com where Royce Holladay and I explore generative engagements) – with the solid foundation of Glenda’s research underlying the models. Would love to go further into this some time with you to see what emerges!
Best,
Mary
I like this model very much. But it needs to include the role of the teacher, the supporter. Many of us have been plagued by lives lived without much support or reinforcement. We are told if we want something hard enough and work at it, it will happen. But it’s a relatively small group of people (are most of them men?) who will drive and drive and drive against all obstacles, in spite of derision or indifference or bewilderment. The secret desire of many women is to have some help along the way, yes? So how do we enlist each other as well as teachers and other supporters? What are the conditions that make it possible for us to do that?