More Gates to the Garden Graph

Story of 138 pages with 31716 words and 300 more links.

More Telling Jess's Story — Story of 31 pages with 15515 words and 77 more links. (15515)

More Telling Davids Final — Story of 30 pages with 13580 words and 116 more links. (13580)

More Telling Thompson's Story — Story of 31 pages with 11877 words and 87 more links. (11877)

Believing Eyes — Believing Eyes are powerful. They have the ability to influence us profoundly, to change us. When we are seen with Believing Eyes, we show u (181)

Rotten Apples — Many of our ways have gone bad, decaying rotten apples we cling to out of ease, familiarity and comfort. At the core, ‘rotten apples’ are ou (358)

Super Teacher — “Every child deserves a champion ; an adult who will never g (397)

Fit in and Stand Out — Tall Poppies rule at Griffin. It’s not a community where one is encouraged to play it small, nor is it a place where we’re in competitio (309)

Normative Behaviors — A culture that creates thriving systems is defined by behaviours that reinforce bonds of safety and trust in order to allow each part of tha (289)

Hearts and Minds — During 2016, our first year, the Griffin State school community collaborated with passion and purpose to create a school that achieves the v (306)

Learner Tools — The [https://www.acel.org.au/acel/ACELWEB/Programs/Curiosity_and_Powerful_Learning_Program/ACELWEB/Programs/2020/Curiosity_and_Powerful_Lear (352)

Hearts and Minds — During 2016, our first year, the Griffin State school community collaborated with passion and purpose to create a school that achieves the v (306)

Fun Friday — I love studying people. I’ve probably done it all my life but perhaps only became conscious of it in my late teens, even considering studyin (570)

Split Screen Approach — Learning intentions set the focus for what we intend our learners to discover and learn. They make Purpose explicit and, when phrased as (282)

Tight and Loose — Slinky... accountability, deeply knowing the curriculum, back-wards mapping, explicit communication of the 'tight' and finding freedom in th (23)

Sophisticated Synthesis — Our classroom pedagogies at Griffin are a Sophisticated Synthesis of best practice. Cherry-picked from research and aligned with our _Bold V (64)

The Third Teacher — Classroom environment matters. The space we dwell with our learners each day needs to be homely, inspiring and organised. But as educators, (233)

Knowers to Learners — Knowing makes us feel confident and safe, like we are experts who have wisdom to share. Learning can make us feel vulnerable and uncomfortab (248)

Sophisticated Synthesis — Our classroom pedagogies at Griffin are a Sophisticated Synthesis of best practice. Cherry-picked from research and aligned with our _Bold V (64)

Curiouser and Curiouser — As I write, my infant daughter plays beside me. She’s been ‘leaping’ this week; one of many ‘wonder weeks’ during her wondrous first year. S (447)

Opportunities over Activities — _Note Griffin's exploration of this concept and how it has worked to transform planning, practice, and learning. Refer to Ron Ritchhart's 8 (583)

Powerful Provocations — Engagement is a word that gets thrown around a lot in the education world. It is said that undesirable behaviours can be prevented by deeper (479)

Literate, Numerate and Curious — One train of thought in the discussions about the purpose for school is that they should be places in which we skill children in things that (398)

Agile Mindset — (99)

Comfortable Being Uncomfortable — When someone embarks on a true learning journey, consider this rule number one: One must become comfortable being uncomfortable. (271)

Dominant Themes — Trust, Personal Connection, Authentic Voice, Mindset... these defined our collective experience of a learner undertaking a DiG. To be contin (20)

Dormant Phase — Define this here... (3)

DIG Questions — Define here... (2)

Transformative Power — My dad is an innovator. He thinks hard and fast, he fails and learns quickly, he solves problems with rigour and passion. (518)

Literate, Numerate and Curious — One train of thought in the discussions about the purpose for school is that they should be places in which we skill children in things that (398)

Bold Vision — Like preparing the soil for a flourishing garden, every element of Griffin’s school culture was lovingly and consciously cultivated, a found (237)

Bold Vision — Like preparing the soil for a flourishing garden, every element of Griffin’s school culture was lovingly and consciously cultivated, a found (237)

The Power of Yet — Define... also what it means for innovation... teacher mindset. (9)

A New Narrative — The power of story telling is evident throughout human history. Human beings are literally hardwired for narratives. For millennia, stories (437)

Unlearn the Outdated — Explore this as a concept page... (6)

Perceived Permission — Saying that 'innovation is valued' or 'you have the permission to play' is not enough. Showing value and noticing and naming the uncertain j (126)

Curating Whitespace — Thompson has assisted us in recognising the spaces we hold for our colleagues as we undertake courageous experiments in innovation at Griffi (180)

Thought Partners — Our ‘thought partners’ are colleagues on a similar journey, but also perhaps those that are at a different point. (129)

Virtuous Causal Loops — Through identifying what supports innovation, we’ve also noted was hinders it. Through our work with Thompson, we now refer to these as virt (102)

Being in the Grey — article (392)

Put Down the Duckie — Ernie Learns to Put Down the Duckie (110)

Comfortable Being Uncomfortable — When someone embarks on a true learning journey, consider this rule number one: One must become comfortable being uncomfortable. (271)

Believing Eyes — Believing Eyes are powerful. They have the ability to influence us profoundly, to change us. When we are seen with Believing Eyes, we show u (181)

Colliding Ideas — Great ideas happen when good ideas bump into each other. For me the ‘bumping’ often occurred for me while attending conferences. This is whe (336)

False Sanctuary — Teachers can exist in a place somewhat protected from outside influences. Although it may be a generalisation, a traditional path for a teac (371)

Measuring the Wrong Things — In the world-wide drive for school improvement there is a consequence for a focus on narrow set of indicators. We’ve seen improvement as bei (444)

Rear Vision Research — Education’s reliance on improvements to the ‘production line of schooling’ through gains in teaching effectiveness and organisational effici (314)

False Dichotomy — Too often in education we distil complex issues to simple dichotomies of right and wrong, black and white, pass or fail. We have noticed tha (291)

Loose Bricks — The idea of 'Loose Bricks' can be to find a competitor's weakness and to exploit it. But it is also is a metaphor for not being conscious of (207)

Skunk Works — How autonomy and freedom from bureaucracy produces remarkable aircraft. Including the SR-71 Blackbird. What might this offer Reimagining Edu (24)

Believing Eyes — Believing Eyes are powerful. They have the ability to influence us profoundly, to change us. When we are seen with Believing Eyes, we show u (181)

Uncharted Impact — Measuring the impact of professional learning is extremely difficult. How does a school leader attribute success in their school to a study (176)

Infinite Potential — In today's 'new power' structures its not what you know, but what you are willing to give away, where impact exists. Its no longer Intellect (74)

Colliding Ideas — Great ideas happen when good ideas bump into each other. For me the ‘bumping’ often occurred for me while attending conferences. This is whe (336)

Cartesian Mindset — (217)

Eurocentric Worldview — While many have gained mightily from the fruit of the Scientific Revolution and Industrialism, we have begun to more deeply appreciate the c (183)

Coming Alive — What is necessary in this re-imagining of schooling is a clear purpose - the 'why' for what we do. It seems at the moment the lack of a clea (107)

Collective Teacher Efficacy — John Hattie's research is perhaps the most influential in highlighting the importance of the quality of teaching in relation to student acad (199)

Leaning into Meaning — We ponder the window that Curiosity offers. (127)

Lighthouse Schools — Griffin and Jess (38)

The Dayton Experiment — It started as an experiment. (226)

The Dayton Practice — The Dayton Practice is a framework that adapted Agile practices to the classroom. It was developed by a team of teachers at Dayton working w (412)

Learning Cycles — The key to the transformative power of Agile is fast, iterative learning cycles. (341)

Thinking Differently — Marshall McLuhan was an academic and a writer who coined the term ‘global village’ to explain our new media-connected world. He predicted th (308)

Collective Teacher Efficacy — John Hattie's research is perhaps the most influential in highlighting the importance of the quality of teaching in relation to student acad (199)

Rear Vision Research — Education’s reliance on improvements to the ‘production line of schooling’ through gains in teaching effectiveness and organisational effici (314)

Measuring the Wrong Things — In the world-wide drive for school improvement there is a consequence for a focus on narrow set of indicators. We’ve seen improvement as bei (444)

False Dichotomy — Too often in education we distil complex issues to simple dichotomies of right and wrong, black and white, pass or fail. We have noticed tha (291)

Collective Teacher Efficacy — John Hattie's research is perhaps the most influential in highlighting the importance of the quality of teaching in relation to student acad (199)

False Sanctuary — Teachers can exist in a place somewhat protected from outside influences. Although it may be a generalisation, a traditional path for a teac (371)

Colliding Ideas — Great ideas happen when good ideas bump into each other. For me the ‘bumping’ often occurred for me while attending conferences. This is whe (336)

False Sanctuary — Teachers can exist in a place somewhat protected from outside influences. Although it may be a generalisation, a traditional path for a teac (371)

Learning from Others — Vicki Baker has been close colleague since we were on the executive of our QASSP Branch about ten years ago. She was on the first study tour (205)

Learning Rather than Schooling — Schooling was designed for sorting children to meet the needs of an industrial society. It has been evaluated by measuring a narrow range of (116)

Creative Genius — We typically think of genius as referring to people who are deemed by society as highly intelligent. They are set apart from the rest of us (495)

Deeper Learning — Deeper learning is a growing movement of educators committed to better equipping students with the skills needed in the 21st century. (131)

False Dichotomy — Too often in education we distil complex issues to simple dichotomies of right and wrong, black and white, pass or fail. We have noticed tha (291)

Coming Alive — What is necessary in this re-imagining of schooling is a clear purpose - the 'why' for what we do. It seems at the moment the lack of a clea (107)

What's Holding us Back? — Purpose, politics and prestige are holding us back from making the changes needed in education. Or as Amelia Peterson from the newly formed (39)

Deep Listening — To listen deeply, we must listen with all of our senses. We must also listen with our hearts wide open. (91)

Creative Leadership for Principals — This new program for experienced principals (15)

Courage — Walking a path of deep learning challenges us to walk outside our existing schema. By so doing, we must face our fear of chaos. (175)

Beginners Mind — We seek to sustain a beginner's mind. (115)

Audacious Aspiration — Change requires courage – innovation is not for the faint of heart. To be successful, one must become Comfortable being Uncomfortable. (194)

Quixotic Quest — In 1605 Cervantes published the first volume of _Don Quixote_, a book that many consider the first modern novel, a novel of the creative ima (196)

Agile — Agile as an umbrella term originating in the software development community that integrates three different concepts that all emerged togeth (113)

The Dayton Practice — The Dayton Practice is a framework that adapted Agile practices to the classroom. It was developed by a team of teachers at Dayton working w (412)

Designed InGenuity (DIG) — **Designed inGenuity (DIG)** is a learning framework for the creative mind. (140)

Creative Genius — We typically think of genius as referring to people who are deemed by society as highly intelligent. They are set apart from the rest of us (495)

Cartesian Mindset — (211)

Paradigm Shift — The commonly used term ‘paradigm shift’ is actually a fairly recent concept, one that dates back to the 1962 publication of Thomas Kuhn’s bo (180)

Creative Thinking — We think of those times of creativity, walking into the Whitespace of our imagination. (128)

Cartesian Mindset — (211)

Eastern Ways of Knowing — (6)

Indigenous Ways of Knowing — The western appreciation of first nations ways of knowing and doing is beginning to gain attention. Notions of ownership of land and things, (203)

Profoundly Gifted — There are those who believe that intelligence can be measured, allowing us to compare and rank each other's capacity for thinking and creati (353)

Taylorism — Frederick Winslow Taylor was his name. A child of the Edwardian Age. He was a key voice of the Efficiency Movement and the founder of S (261)

Cartesian Mindset — (211)

Creative Confidence — Creative confidence is critical for the learning process. For Deeper Learning. (110)

Walk into the Unknown — We love the comfort of the known. It is a place of belonging, of security, or order. (203)

Cartesian Mindset — (211)

Cartesian Mindset — (211)

Hidden Potential — (187)

Creative Genius — We typically think of genius as referring to people who are deemed by society as highly intelligent. They are set apart from the rest of us (495)

Active Inference — Neuroscientists are more deeply learning how we learn, casting new light on what Jean Piaget theorized. (236)

Essence of Agile — The Essence of Agile is joy. The joy of discovery, the joy of learning, the joy of insight. (133)

Epistemic Foraging — Epistemic foraging, the process of seeking meaning in an unknown, is not only a core concept in Friston's Active Inference theory, it's (199)

The Stories We Tell — We sit with our stories, our stories inside. These stories, wisps of feelings, complex and intertwined. (151)

Creative Genius — We typically think of genius as referring to people who are deemed by society as highly intelligent. They are set apart from the rest of us (495)

Audacious Aspiration — Change requires courage – innovation is not for the faint of heart. To be successful, one must become Comfortable being Uncomfortable. (194)

Creative Genius — We typically think of genius as referring to people who are deemed by society as highly intelligent. They are set apart from the rest of us (495)

Agile Culture — Agile, at the end of the day, is about a culture of learning and a culture of creating. An organization that has transformed its culture (119)

Walk into the Unknown — We love the comfort of the known. It is a place of belonging, of security, or order. (203)

Joyful Sandboxes — One evening, with beers in our hands, we were reflecting on our journey. At the table with us was Ward Cunningham, one of the original signe (278)

Positive Deviant — Positive deviants are individuals or groups that have adopted new mindsets and skillsets to create value in a way that can be held up as an (353)

In & Out Demo — At the end of each sprint in The Dayton Practice, the student teams present their findings. These presentations are done through an In & (342)

Deep Learning — We name that which we seek: _deep learning_. (190)

Agile Learning — Agile Learning is the shared experience found in the Agile Paradigm. (89)

Agile — Agile as an umbrella term originating in the software development community that integrates three different concepts that all emerged togeth (113)

Walk into the Unknown — We love the comfort of the known. It is a place of belonging, of security, or order. (203)

Know the Problem — The reason that we fail is not because we are a failure – we fail because we don’t know the problem deeply enough. When crafting a solution, (164)

The Dayton Practice — The Dayton Practice is a framework that adapted Agile practices to the classroom. It was developed by a team of teachers at Dayton working w (412)

Designed InGenuity (DIG) — **Designed inGenuity (DIG)** is a learning framework for the creative mind. (140)

Deep Listening — To listen deeply, we must listen with all of our senses. We must also listen with our hearts wide open. (109)

Hero's Journey — Hero's Journey (185)

Eureka Moments — Eureka Moments are when an individual or a team has a sudden rush of insight that lays clear the solution to a complex problem or the answer (327)

Autopoietic Learning — Learning that has personal purpose and meaning is autopoietic – that is, a self-creating process. (156)

Audacious Aspiration — Change requires courage – innovation is not for the faint of heart. To be successful, one must become Comfortable being Uncomfortable. (194)

Quixotic Quest — In 1605 Cervantes published the first volume of _Don Quixote_, a book that many consider the first modern novel, a novel of the creative ima (196)

Agile — Agile as an umbrella term originating in the software development community that integrates three different concepts that all emerged togeth (113)

The Dayton Practice — The Dayton Practice is a framework that adapted Agile practices to the classroom. It was developed by a team of teachers at Dayton working w (412)

Designed InGenuity (DIG) — **Designed inGenuity (DIG)** is a learning framework for the creative mind. (140)

Bayesian Belief Update — One of the leading models of how we learn is based on the groundbreaking work Karl Friston, an important contributor in the development of m (186)

Eureka Moments — Eureka Moments are when an individual or a team has a sudden rush of insight that lays clear the solution to a complex problem or the answer (327)

Whitespace — We continue to ponder the importance of 'whitespace', that space of potential, that space long recognized by Taoist and Buddhists as 'wu wei (186)

Semantic Network — What we are referring to as the 'semantic network' goes by many terms. Jean Piaget borrowed Hegel's term, calling it the schema in his theor (175)

Audacious Aspiration — Change requires courage – innovation is not for the faint of heart. To be successful, one must become Comfortable being Uncomfortable. (194)

Cognitive Horizon — We make sense of our life with the context of our known. Nietzsche referred to this as our 'horizon' - a _cognitive horizon_. (162)

Learning Cycles — The key to the transformative power of Agile is fast, iterative learning cycles. (341)

Designed InGenuity (DiG) — **Designed inGenuity (DIG)** is a learning framework for the creative mind. (140)

Agile Mindset — (99)