Why do action plans derail?
Advice from the PLN tells us implementation requires adaptive change for successful implementation.
Using support functions to learn through an implementation dip intentionally addresses implementation.
Changing and becoming are remarkably intertwined in education.
What can we do to help ourselves avoid giving time bandits and energy vampires opportunities to run amok in our schools?
Increase coherence for learners and teachers by making connections between each subject group to the final program project.
We can mitigate the implementation dip for teachers and it requires collaboration.
Cognitive conflict is about the dissonance between what is shared and a person’s mental models.
Conversations around learning can systematically improve it.
The tug of war helps us visualize our own agency in our schools.