The 10 Fundamental Powers of Extraordinary Leaders

From Tony Robbins:

Reasons to be Unreasonable: The 10 Fundamental Powers of Extraordinary Leaders

Posted by admin on Apr 23 2013

 

Leadership is about progress: It’s the ability to make things happen, maximize resources and inspire. It’s the capacity to create an environment in which people thrive and results are achieved. It’s the extraordinary quality that solves problems and gets things done.
Ultimately, leadership is the ability to significantly influence the thoughts, feelings, emotions and behaviors of others. Here are The 10 Fundamental Powers of Extraordinary Leaders that allow them to have massive influence with those they lead:
1. The Power of Vision: Your vision must be larger than yourself, larger than the moment. Leaders embrace what moves them, transforming these inspirations into clear visions of what they must (rather than “should”) achieve.
2. The Power of Unreasonable Expectations: To receive the ultimate rewards, you must live by the ultimate standards. Leaders are unreasonable men and women who refuse to be bound by the past, while reserving their most unreasonable standards for themselves.
3. The Power of Conviction: The quality of your life is in direct proportion to your ability to deal with uncertainty. Leaders confront uncertainty with their own internal certainty, an absolute conviction that they will not only withstand, but conquer any situation.

4. The Power of Connection: True leaders have an uncanny ability to care and connect, which comes from thoughtful interactions and understanding the motives of others.
5. The Power of Passionate Communication: To inspire others, you must first be inspired. Inspiration is channeled through bold and heartfelt communications that express your high standards and convictions.
6. The Power of Strategic Innovation: Leaders constantly innovate, anticipating the road ahead and staying ahead of the trends. They know that strategic innovation is a daily habit, something that needs to be part of the daily culture of the group or organization they lead.
7. The Power of Action: Leaders are bold. They are men and women of action. Action does not come out of conversation; action comes out of a change in psychology, mindset and physiology. (Ultimately, it’s a change in emotional state.) Also, leaders have the power to get others to take action and do things they wouldn’t normally do.
8. The Power of Truth: The truth penetrates—it has power. Leaders tell themselves, and everyone with whom they interact, the truth.
9. The Power of Character: Leaders are responsible, consistent, courageous, loyal and fearless. They learn from their mistakes and use these lessons to make progress and get results.
10. The Power of Giving: Ultimately, no man or woman is happy unless they have found a way to contribute beyond themselves. They’re not giving to be acknowledged—they do it because it’s right.
All outstanding leaders—quiet or boisterous, famous or unknown—exhibit these traits. By integrating these powers into your life, you will inspire yourself and everyone around you to see, attain and exceed your goals.

Collaborative Learning

Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros

Posted by Miriam Clifford on Thursday, November 8, 2012 ·  

There is an age old adage that says “two heads are better than one”. Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google).
But did you know it was a collaborative Computer Club about basic programming at a middle school that brought together two minds that would change the future of computing? Yes, those two were of course, Bill Gates and Paul Allen, the founders of Microsoft.
Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually. Why is this so?
Groups tend to learn through “discussion, clarification of ideas, and evaluation of other’s ideas”. Perhaps information that is discussed is retained in long term memory. Research by Webb suggests that students who worked collaboratively on math computational problems earned significantly higher scores than those who worked alone. Plus, students who demonstrated lower levels of achievement improved when working in diverse groups.

Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.

Many consider Vygotsky the father of “social learning”. Vygotsky was an education rebel in many ways. Vygotsky controversially argued for educators to assess students’ ability to solve problems, rather than knowledge acquisition. The idea of collaborative learning has a lot to do with Vygotsky’s idea of the “zone of proximal development”. It considers what a student can do if aided by peers and adults. By considering this model for learning, we might consider collaboration to increase students’ awareness of other concepts.
What are some ways to include best practices for collaborative learning in our classroom?

1. Establish group goals. Effective collaborative learning involves establishment of group goals, as well as individual accountability. This keeps the group on task and establishes an unambiguous purpose. Before beginning an assignment, it is best to define goals and objectives to save time.
2. Keep groups midsized. Small groups of 3 or less lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create “freeloading” where not all members participate. A moderate size group of 4-5 is ideal.
3. Establish flexible group norms. Research suggests that collaborative learning is influenced by the quality of interactions. Interactivity and negotiation are important in group learning. In the 1960’s studies by Jacobs and Campbell suggested that norms are pervasive, even deviant norms were handed down and not questioned. If you notice a deviant norm, you can do two things: rotate group members or assist in using outside information to develop a new norm. You may want to establish rules for group interactions for younger students. Older students might create their own norms. But remember, given their durable nature, it is best to have flexible norms. Norms should change with situations so that groups do not become rigid and intolerant or develop sub-groups.
4. Build trust and promote open communication. Successful interpersonal communication must exist in teams. Building trust is essential. Deal with emotional issues that arise immediately and any interpersonal problems before moving on. Assignments should encourage team members to explain concepts thoroughly to each other. Studies found that students who provide and receive intricate explanations gain most from collaborative learning. Open communication is key.
5. For larger tasks, create group roles. Decomposing a difficult task into parts to saves time. You can then assign different roles. A great example in my own classroom was in science lab, fifth grade student assumed different roles of group leader, recorder, reporter, and fact checker. The students might have turns to choose their own role and alternate roles by sections of the assignment or classes.
6. Create a pre-test and post-test. A good way to ensure the group learns together would be to engage in a pre and post-test. In fact, many researchers use this method to see if groups are learning. An assessment gives the team a goal to work towards and ensures learning is a priority. It also allows instructors to gauge the effectiveness of the group. Changes can be made if differences are seen in the assessments over time. Plus, you can use Bloom’s taxonomy to further hone in on specific skills. Individuals should also complete surveys evaluating how well the group functioned. “Debriefing” is an important component of the learning process and allows individuals to reflect on the process of group learning.
7. Consider the learning process itself as part of assessment. Many studies such as those by Robert Slavin at Johns Hopkins have considered how cooperative learning helps children develop social and interpersonal skills. Experts have argued that the social and psychological effect on self-esteem and personal development are just as important as the learning itself. In terms of assessment, it may be beneficial to grade students on the quality of discussion, engagement, and adherence to group norms. Praise younger groups for following collaborative learning standards. This type of learning is a process and needs explicit instruction in beginning stages. Assessing the process itself provides motivation for students to learn how to behave in groups. It shows students that you value meaningful group interactions and adhering to norms.
8. Consider using different strategies, like the Jigsaw technique. The jigsaw strategy is said to improve social interactions in learning and support diversity. The workplace is often like a jigsaw. It involves separating an assignment into subtasks, where individuals research their assigned area. Students with the same topic from different groups might meet together to discuss ideas between groups. This type of collaboration allows students to become “experts” in their assigned topic. Students then return to their primary group to educate others. Here are some easy steps to follow the Jigsaw approach. There are other strategies discussed here by the University of Iowa, such as using clusters, buzz groups, round robin, leaning cells, or fish bowl discussions.
9. Allow groups to reduce anxiety. When tackling difficult concepts, group learning may provide a source of support. Groups often use humor and create a more relaxed learning atmosphere that allow for positive learning experiences. Allow groups to use some stress-reducing strategies as long as they stay on task.
10. Establish group interactions. The quality of discussions is a predictor of the achievement of the group. Instructors should provide a model of how a successful group functions. Shared leadership is best. Students should work together on the task and maintenance functions of a group. Roles are important in group development. Task functions include:
    • Initiating Discussions
    • Clarifying points
    • Summarizing
    • Challenging assumptions/devil’s advocate
    • Providing or researching information
    • Reaching a consensus.
    Maintenance involves the harmony and emotional well-being of a group. Maintenance includes roles such as:
    
    • sensing group feelings
    • harmonizing
    • compromising and encouraging
    • time-keeping
    • relieving tension
    • bringing people into discussion
11. Use a real world problems. Experts suggest that project-based learning using open-ended questions can be very engaging. Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.
12. Focus on enhancing problem-solving and critical thinking skills. Design assignments that allow room for varied interpretations. Different types of problems might focus on categorizing, planning, taking multiple perspectives, or forming solutions. Try to use a step-by step procedure for problem solving. Mark Alexanderexplains one generally accepted problem-solving procedure:
    • Identify the objective.
    • Set criteria or goals.
    • Gather data.
    • Generate options or courses of action.
    • Evaluate the options using data and objectives.
    • Reach a decision
    • Implement the decision
13. Keep in mind the diversity of groups. Mixed groups that include a range of talents, backgrounds, learning styles, ideas, and experiences are best. Studies have found that mixed aptitude groups tend to learn more from each other and increase achievement of low performers. Rotate groups so students have a chance to learn from others.
14. Groups with an equal number of boys and girls are best. Equally balanced gender groups were found to be most effective. Some research suggests that boys were more likely to receive and give elaborate explanations and their stances were more easily accepted by the group. In majority male groups girls were ignored. In majority girl groups, girls tended to direct questions to the boy who often ignored them. You may also want to specifically discuss or establish gender equality as a norm. This may seem obvious, but it is often missed. It may be an issue you may want to discuss with older students.
15. Use scaffolding or diminished responsibility as students begin to understand concepts. At the beginning of a project, you may want to give more direction than the end. Serve as a facilitator, such as by gauging group interactions or at first, providing a list of questions to consider. Allow groups to grow in responsibility as times goes on. In your classroom, this may mean allowing teams to develop their own topics or products as time goes on. After all, increased responsibility over learning is a goal in collaborative learning.
16. Include different types of learning scenarios. Studies suggests that collaborative learning that focuses on rich contexts and challenging questions produces higher order reasoning. Assignments can include laboratory work, study teams, debates, writing projects, problem solving, and collaborative writing.
17. Technology makes collaborative learning easier. Collaboration had the same results via technology as in person, increased learning opportunities. Try incorporating free savvy tools for online collaboration such as Stixy, an online shared whiteboard space, Google groups, or Mikogo for online meetings. Be aware that some research suggests that more exchanges related to planning rather than challenging viewpoints occurred more frequently through online interactions. This may be because the research used students that did not know one another. If this is your scenario, you may want to start by having students get to know each other’s backgrounds and ideas beforehand on a blog or chat-board.
18. Keep in mind the critics. As with any learning strategy, it’s important to have a balanced approach. Cynics usually have a valid point. A recent New York time article, cites some criticism of collaboration for not allowing enough time for individual, creative thinking. You may allow some individual time to write notes before the groups begin. This may be a great way to assess an individual grade.
19. Be wary of “group think”. While collaborative learning is a great tool, it is always important to consider a balanced approach. At times, group harmony can override the necessity for more critical perspectives. Some new research suggests that groups favored the more confident members. Changing up groups can help counter this problem.
20. Value diversity. Collaborative learning relies on some buy in. Students need to respect and appreciate each other’s viewpoints for it to work. For instance, class discussions can emphasize the need for different perspectives. Create a classroom environment that encourages independent thinking. Teach students the value of multiplicity in thought. You may want to give historical or social examples where people working together where able to reach complex solutions.

By definition learning is social in nature. Using different mediums, whether it be books, discussions, technology or projects we study and develop new ideas. We impart ideas and share perspectives with others. Collaboration is a learned process.
If managed correctly, it is powerful tool that can allow educators to tap into new ideas and information.

About Miriam Clifford

Miriam Clifford holds a Masters in Teaching from City University and a Bachelor in Science from Cornell. She loves research and is passionate about education. She is a foodie and on her time off enjoys cooking and gardening. You can find her @miriamoclifford or Google+.

 

Exit Slips

Robert J. Marzano had a great article in the October 2012 edition of Educational Leadership on exit slips--an index card or slip of paper on which individual students respond to a prompt from the teacher.

Marzano suggested using for kinds of prompts for exit slips. 

#1 Prompts that provide formative assessment data
Example:  What are you most confused about regarding what we did in class today?

#2 Prompts that stimulate student self-analysis
Example:  How hard did you work today?  Explain why you think you worked at the level you did.
Example:  What could you have done today to help yourself learn better?

#3 Prompts that focus on instructional strategies
A teacher might select one instructional strategy each week on whih to receive student feedback.
Example:  How did the group work today help you understand the content?  What are some things you'd like to see during group work in the future?

#4 Prompts that are open communications to the teacher
Example:  What is something I should be doing to improve your understanding of the content?

Exit slips are easy to use and take little time away from instruction.  Many teachers use them routinely--even daily--and attest to their positive influence on student achievement. 

Expectations

Once again Kevin Eikenberry provides some great wisdom. 

 

What Do You Expect? Four Areas of Expectations Required for Great Results

by Kevin Eikenberry on September 17, 2012

in Communication, Leadership, Leadership Communication, Learning

Poor performance, turnover, conflict and disengagement. This reads like a checklist of most leaders’ worst fears. I know, because they get mentioned to me nearly every day when I talk with, coach, consult with and train leaders.
While there is no single silver bullet answer to solve all four of these problems, there is one major component common to all. Dissect issues of poor performance, look at the causes of employee turnover, find the root of most workplace conflicts and disengagement and you will find unclear or mismatched expectations.
But don’t just nod your head and agree with me philosophically; think about one of the challenges you face today as a leader – I’d be willing to wager unclear expectations is playing at least some role in the situation. Keep thinking about your situation and consider the four areas of expectations that follow. For optimum performance and strong relationships, make sure expectations are crystal clear in all four of these areas…
The work itself. People need to know exactly what is expected of them for the work itself. What levels of work quality are required? What defines successful completion of work? What are the boundaries on responsibilities? What are and what aren’t the roles of the job? This all includes, but goes beyond, the job description. For optimum performance and strong working relationships, these must all be clearly understood and mutually agreed to.
Most people might think this is enough. And to be honest, there are often big gaps here, and if you close these gaps things will improve dramatically. But there are three more areas of expectations worth clarifying and codifying.
The communication. How do we communicate? About what? When? How often? Using what medium? Communication is a critical component of organizational life and is far too important to leave to chance. Without clear expectations here, people operate based on their preferences and their habits, which might not meet the needs of others in the organization. More workplace conflicts probably start here than any other place. If you want to improve the communication in your organization, spend some time clarifying what is expected in your communication.
The time. Time gets in our way a lot too. What does “I need it Friday” mean? Does it mean it is on my desk at the start of my day or is the close of business fine? Does it matter when people work or how they work? Do people know what the expected response times are for inquiries from Customers, co-workers and leadership? If not, people may swing far from what you assume to be obvious. Without clarity here, people could either be on their email device 24/7 striving for immediate response, or at the other extreme assuming a couple of days is fine for that request.
The culture. People don’t work in a vacuum – the workplace itself is an important component of the work itself. When people are hired either fresh from school or from another organization, they bring their past experience and habits with them. If those experiences and habits differ from “the way things are done around here”, there will be mismatched expectations. These mismatches can lead to a perception that people aren’t a good fit, can be the initial source of poor performance (perceived or reality) and the root of interpersonal conflicts. Make sure that the organizational norms and overall expectations are explained. Help people see that understanding and matching their behavior with cultural expectations, while more subtle than some other factors, is incredibly important to their success.
Human beings operate and perform based on their view of the world. In the absence of clear expectations, they create their own worldview. The nasty words we use for that are – we assume. To create great performance, improve employee satisfaction and engagement and reduce the incidences of workplace conflict, spend more time on setting clear expectations.
When you do that everyone knows the answer to “what do you expect?” and more success will follow.

Speaking TO a Leader

I periodically receive an email newsletter from Chris Witt about communication ideas. I received one this morning that I felt had some very valuable recommendations on how to speak TO leaders to win the leader's approval for a project, a funding request for some initative, a proposal,etc.

Be Brief
Be prepared to make your case in three to five minutes. Be ready to go into more detail in response to questions they ask.

Tell Them What the Information Means
Leaders don’t want to wade through piles and pages of information, trying to figure out what it means. That’s your job. Highlight the most important elements of what you know, and then say what it means. Have more information available, if asked.

Tell Them the Impact of the Information
To be of any use to leaders, you have to tell them the impact—the value or significance—of your information.

Make a Recommendation
Leaders want to know what to do with the information you’re presenting. So give them options. Present a couple of ideas of what to do. Weigh the pros and cons of each one. And if asked or if appropriate, recommend the option your think is best. Make its case as forcefully as possible, always remembering that leaders have the the final say.

The best way to speak TO a leader is to speak LIKE one. Be clear and direct. Always keep an eye on how your information or ideas will help the organization solve its problems or achieve its goals.