7 Comments

  1. I love this piece- and I believe it can be true for our teachers in their learning and professional growth as well. We can engage them and share fun ideas, but when we empower them to make decisions about PD, how much more will we be able to see the change in our classrooms.

  2. Nice work George. I am often puzzled by the questionable interpretation of educational psychology literature, but not with you! I am sharing your work on Twitter @ifoundmo

    Dr. Bobby

  3. Great piece. It makes me think of two things; emotional truancy and the role of choice in learning. Where you have described compliance, I always think about those learners who turn up and go through the motions, but essentially they are emotionally tenanting the class; there in body and, Ronan extent, mind, but have no emotional investment in their learning and see it as something that is done to them. No behaviour issues, no “off task” behaviours, but emotionally absent.
    On the other issue of choice, I feel that the locus of control is always an important idea to consider. While I would occasionally give 100% of control to learners, the vast majority of time would be a negotiated (like in your health class example), we can always negotiate giving choice over different elements of learning; content, process, product, teams, space, time, resource etc. Even giving control to learners over some of these aspects is certainly a step in the right direction of empowerment (although not the whole story!) Thanks again, Chris

  4. Tom D'Amico

    Thanks George – good points re: engagement vs empowered. I’ve been using the term cognitive engagement when we are looking at students in a fluid state with regards to learning, and not just actively entertained or engaged in a traditional sense. Agree with your points!

    @TDOttawa

  5. Hey Pal,

    Dug this piece — particularly the description of the differences between individualized and personalized learning. Well done.

    For me, this all boils down to a simple thought: I want kids to be “college, career and COMMUNITY” ready when they leave my classroom. To be Community Ready, one has to realize that there are needs that have to be addressed around them — in their families, in their towns, in their states and nations — and that they have the power to take action around those needs.

    I want to leave them prepared to recognize those needs and to then turn around and take meaningful action on those needs.

    Mortimer Adler argued that all genuine learning is active, not passive. That’s a key differentiator between engaging and empowering learners. It’s impossible to be empowered and be passive.

    Anyway — rock on,
    Bill

  6. Great piece George. Our school motto is empowering learners. This is a good reflection on our vision statement and behaviours commented to empowerment.
    John lobo- principal
    Onowayhigh.ca
    @ngpsohs

  7. Pia

    Wonderful piece of work on empowering students! We are in the process of establishing a new kind of school in Finland, where the core of our thinking is empowerment and the Simon Sinek “why”. Would you allow us using the CEE composition in our messages?

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