Why does Iguana matter?
Suggested agenda • Introduction • The Iguana solution • Demo of the tools and the modules • Example of a pilot school • How it could work at your school • Questions and answers
Final agenda What topics would you like to be informed about?
The presenters • Fred Verboon: Director of ESHA • Dr. Joe Cullen: Founder Arcola Research • Camilla Child: Principal consultant at The Tavistock Institute of Human Relations • Dr. Malcolm Kirsh: Principal consultant at Contour Educational Services
The 21st century learner
Our community changes Our youth changes You are changing Our schools are changing ATC 21s.org (2010-2013) Assessment and Teaching of 21 st century skills: White paper 21 st century skills
ESHA strongly believes that addressing resistance to change is conditional to the success of innovations Iguana helps to reduce resistance to change
IGUANA Results 11/11/2014 Dubrovnik, October 28th 2014
External world Social change Technology Internal world change Bullying Performance targets Stress Work load Peer pressure Policy Economic change change 11/11/2014 Dubrovnik, October 28th 2014 11
IGUANA – the key problem addressed • Schools could develop and innovate more effectively if they identified and addressed repetitive behaviours that keep them stuck • These repetitive behaviours operate at both the individual level (members of the school) and the organisational level (the school) 11/11/2014 Dubrovnik, October 28th 2014 12
STUCKNESS: A person, a family, or a wider social system enmeshed in a problem in persistent and repetitive ways, despite desire and effort to alter the situation. --Watzlawick, 1974 11/11/2014 Dubrovnik, October 28th 2014 13
The cycle of stuckness If I get it right everything will be OK So I must try harder Everything to get it is not OK right Because I'm not It must be good my fault enough 11/11/2014 Dubrovnik, October 28th 2014 14
IGUANA: the theory • Schools will develop more effectively if they develop the emotional intelligence of their members • And the organisational intelligence of their school 11/11/2014 Dubrovnik, October 28th 2014 15
“There are academically bright people who cannot teach and other people who may not have been the most gifted at university [but] who have the emotional intelligence and spark to really engage a classroom." (Michael Gove, former UK Minister of Education) 11/11/2014 Dubrovnik, October 28th 2014 16
EMOTIONAL INTELLIGENCE a holistic way of looking at, and engaging with the world ……….. a continuous process of self- awareness and self-development ORGANISATIONAL INTELLIGENCE the capacity to make sense of complex situations, apply this sense making to effective action, develop, share and use knowledge and reflect and learn from experience OR in other words ……. INNOVATION CAPACITY 11/11/2014 ESHA Conference 26-28 Oct 2014 17
• Emotional Intelligence (Individual level) • Organisational Intelligence (School Level) Assessment Tool • Emotional Intelligence development • Organisational Intelligence development Learning Programme • Action Learning Sets • Assignments Development • Peer Review & Benchmarking Activities 11/11/2014 Dubrovnik, October 28th 2014 18
The Self-Assessment Tools 11/11/2014 ESHA Dubrovnik October 2014 19
The IGUANA Learning and Change process Evaluating and reviewing Implementing change Change Change Planning Self-assessment 11/11/2014 Dubrovnik, October 28th 2014 20
Organisational Intelligence Competences 11/11/2014 Dubrovnik, October 28th 2014 21
THE ‘DISCOVERY’ – LEARNING RESOURCES 11/11/2014 ESHA Dubrovnik October 2014 22
The Discovery Learning Resources • Matched to the 12 EI competences and the 7 OI competences • Expand on the issues raised by the EI and OI self- assessments • Offer ways of further exploring and working on these issues • Textual material • PowerPoint presentations • References to other material 11/11/2014 ESHA Dubrovnik October 2014 23
11/11/2014 ESHA Dubrovnik October 2014 24
DEVELOPMENT ACTIVITIES 11/11/2014 ESHA Dubrovnik October 2014 25
Supporting activities • Open Learning Space – practical and technical learning content to further develop EI and OI competences • Uploaded to platform by IGUANA team and participating schools • Initial consultation with schools to explain the programme and review outcomes of self-assessment – using ‘action learning set’ approach • Assignments – to help schools apply the self-assessment and learning content to address real issues in their own schools e.g. develop a ‘Change Plan’ • Peer review and benchlearning – schools collaborate on- line to review their experiences and support each other in implementing Change Plans 11/11/2014 ESHA Dubrovnik October 2014 26
http://www.iguana-project.eu/assessment-tools THE ONLINE PORTAL 27 11/11/2014 ESHA Dubrovnik October 2014
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