Unpacking Learn Create Share, in a way that's not so scary

Recently, I ran a staff meeting around Learn Create Share.

Ironically, it was the first staff meeting that I'd attended since joining my new school. The upside to this was that there was no precedent to follow... No pre-existing notion of what it "should" look like.

Here's the basic presentation to guide the discussion:

We looked at each definition, without the "Learn" "Create" or "Share" attached to it, in order to ensure that we weren't overthinking it. 

Within our cluster, our Uru Manuka Leaders of Learning PLG has identified that we do have a shared understanding of what Learn Create Share is... it just differs slightly from what it should be, by the Manaiakalani definition. After much robust discussion, we came to the conclusion that the initial definition was accurate and we needed to align our own understandings with it. After all, the immense research that has gone into the concept backs it up... who are we to question it through our own ignorance!

What next... How on Earth were we to take this eye opener back to our schools!

We were all in agreement that going back and telling our colleagues that everything we had thought about what Learn Create Share was wrong (after two and a half years of building that pedagogy, I might add...) was not an appealing option.

My approach, was to utilise the feelig that I had that everyone was doing a lot of things already, but they didn't understand how their great practise actually aligned within Learn Create Share.

I decided to take each definition and put it to the teachers: 

What happens in your hub that falls under this heading?

We compiled our ideas onto large sheets, using post-it notes...
Here's what we came up with... Compiled into a piktochart Infographic:

My next step is to align my Critical Inquiry etc, with a lens that accommodates a Learn Create Share view, from a teachers perspective also:

Learn Create Share flipped on its head!

So... it's Friday. You walk into a room of your colleagues, leaders of learning within your cluster. You all have like minds; excitement and passion to drive successful practice etc... Within an hour, we were all sitting back thinking we'd all been on the wrong mindset for the ast two and a half years!

We cracked a can of worms (which obviously needed to be cracked!) around whether, as a cluster, we had a shared understanding of Learn Create Share.

On the bright side... It was quite apparent that the schools across the cluster DO have a shared understanding. However, our shared understanding does not align with the Manaiakalani definitions:

Learn: any activity where the objective is to access and engage with existing knowledge.

Create: any activity that results in remixing existing knowledge, the development of new knowledge, and the use of imagination.

Share: any activity that involves the sharing of knowledge.

The result is often building new knowledge

We had huge discussions... and came to a few conclusions.We questioned their definition... but by the end, concluded that the definition was sound, but we needed to shift our thinking around our own understandings. We believe that we (as teachers/schools) have been operating under a literal definition of each term, with a heavier weighting on the "Learn" component.
I challenge that, in actual fact, the gold nuggets... the Direct Teaching Practices actually occur within the "Create"phase as this is where knowledge and understanding is synthesised. When looked at with a visual, until now the Learn bubble would have been larger, with the Create and Share bubbles feeding into it and each other... Now It is the other way around.

Under this thinking, If the direct teaching and learning opportunities aren't utilised then the Create phase in just skimmed across the top.

So What...

Well, we are certain that there are a number of teachers who don't understand what Learn Create Share is. They probably believe that they "don't do it". We are quite sure that they do, without realising where it fits.

The danger is that if this was brought back to our teachers, they would freak out!

However, if they were given the definition only (without the title) e.g.:

• Any activity that results in remixing existing knowledge, the development of new knowledge, and the use of imagination. (without the word "create")

and asked to find things that they do that falls under that category...

...Repeated with each of the other two definitions... And then place the "Learn" Create" or "Share" above afterwards, this may draw understanding.

It may still install panic attack or ten!

An Eye-Opener For All

I like to think I'm fairly Cyber-Savvy. It's a huge part of my role, within my school... I impart it to my own kids, as well as the parents of their friends. My best friend refers to me as the "clever nerd" that can educate her. Today, as I sat listening to John Parsons speak to the teachers from our cluster... I was awakened to my ignorance.

I'm not keeping myself safe!

How often have I... 

• signed into my home google account and thrown one of my own kids on my "Teacher Laptop" to get something finished for school? 
• needed to upgrade software or an app on my "Teacher laptop" then and there, but not had access to the school Apple ID... so I used my own? - The same one that our family iPads (including my own childrens') are linked to...Thereby adding a synced dimension...
• Shut the lid on my "Teacher laptop", leaving it in the unlocked classroom, available for any bystander to open...
• Ducked into another room, again with the "Teacher laptop" available...

I could endlessly go on...

As teachers, we put endless thought into how we can best equip our akonga to learn. How we can make an impact. Teachers are usually a selfless breed, never really stopping to think about how the little things could impact on ourselves. John Parsons outlined, using real examples, of how things can go horribly wrong for the most well-meaning people. He highlighted simple behaviour changes or key things to take away that we can do to protect ourselves and our schools.

Key stakeholders, within the school, are all equally empowered with protecting it's identity. Within the room, we had teaching staff and principals... yet no support staff, administrators, caretakers, Board members... These key members of a school are often taken for granted when considering the identity of the school. The teachers are considered the front line. Without these, how on earth would our schools survive. John Parsons was adamant that all stakeholders be involved and equal in the process.

I encourage anyone, who has an opportunity to listen to him, to leap at the chance.

John Parsons, Internet Safety and Risk Assessment Consultant

If you are interested in a workshop for your organisation contact

John Parsons
Internet Safety and Risk Assessment Consultant
Mobile: 027 746 9877
www.s2e.co.nz