In 2020 go online to connect and learn: 5 ways to an experimental culture

‘Social distancing’ becomes the new normal. Sport, cultural and community gatherings cancelled. After streaming the entire Netflix catalogue, tackling the Hilary Mantel trilogy, we also need to connect with other humans and keep working and learning. Yet how ? We get online, human-to-human. They say that ‘necessity is the mother of invention’.

Can you empower your community to engage in innovative learning and work in the digital space?

I’m a glass-half-full kind of person, who sees opportunity within difficulty.

  • What can we learn?
  • How can we try out new ideas?
  • Can we actually experiment?

This idea of experimentation in education is a difficult concept to adopt, because who are we experimenting with? Kids. But this situation is an opportunity because we are definitely not in business-as-usual mode. Everything we need to do to engage kids in remote learning is an experiment.

There are those in education who enthusiastically embrace the opportunities of the digital era, and those who view face-to-face as the only way to properly educate, and lots of people in between. But, as we are finding out, in 2020 we cannot ignore the potential of the digital world for human connection and learning. It’s time to dust-off that LMS, if it’s been a repository that is required to hold the content and breathe new life into it

Building an culture of experimentation

This month’s edition of HBR is about building a culture of experimentation. Asking the question of business, why don’t we experiment more? The same could be asked of education.

I can tell you that the central reason is culture… often find that the obstacles are not tools and technology but shared behaviours, beliefs, and values.

From: Building a Culture of Experimentation, by Stefan Tomke Mar-Apr 2020

It’s that all important culture of shared behaviours, beliefs and values. Innovating through experimentation is an opportunity that is before us now. Tomke offers the how…

  1. Cultivate curiosity – this is exploratory, some things might work, others won’t. Being curious means accepting that reality.
  2. Data trumps opinion – if you try something and more students stay online and engage with the learning, there’s your data. If not, try something new.
  3. Democratise experimentation – why have layers of approval, instead trust your professionals and empower them to experiment.
  4. Be ethically sensitive – a balance between ‘going crazy’ and not getting tangled up in red tape.
  5. Embrace a different leadership model: Set a grand challenge, put in place systems that support experimentation, be a role model, and

“recognise that words alone won’t change behaviour”

This is an opportunity. I’m exploring experimenting PD delivery. I hope that we can come out the other side of this with new ideas to engage learners and we are changed for the better.

anneknock.com

PS… I know that there is a digital divide, inequality in online access. As I am working from home more at the moment, I will be donating my unused mobile data, through my provider, to those who need it.

“I hate seeing myself on video” It’s time to get over it!

Interesting times! The prospect of working and learning remotely increases daily. This means, that for schools the learning management system is critical for students to access their learning.

I’m a glass-half-full kind of person. Amidst the sadness and difficulty of this global health crisis, it will bring new ideas and innovation. That LMS gathering (virtual) dust in the (virtual) corner will finally realise its potential. I wonder what education in 2021 will look like?

Of course, there are great content providers who can step in, but at some stage, many educators will need to provide video lessons for their student, I can hear it now…

“I hate seeing myself on video” (I do!)

Well it’s time to get over it. As I explain in this video (I’ve got to put my money where my mouth is, don’t I).

Keeping it real.

So to keep it real, this was a one-take, no notes to read. Obviously, the content is something I’ve thought about and the message was clear in my head

With my very ‘sophisticated’ video rig, consisting of a chopping board, gaffer tape and a stack of cookbooks on a chair, I got the job done.

I could have obsessed over it, and kept re-taking until it was perfect (which I have done in the past), but I think I got the message across.

Perhaps more succinctly, here is my rationale for getting over the dreaded video…

  1. I don’t see what you see (Did you know we have a ‘mirror-face’?)
  2. The person on the video is the person everyone else sees (This is my internal monologue, on repeat)
  3. It’s not going to be perfect (There is a list of things in this video that I’d do-over)
  4. This isn’t about me (Well, I did put on some lippy and brushed my hair)

I know I’m not talking to everyone, some of you are fine about video, but for those who struggle… you can do it, I did.

@anneknock

If culture Eats Strategy for Breakfast… what’s for lunch and dinner?

…culture has design for lunch and devours your precious vision for dinner.

Our efforts to create change, to impact mindsets, habits and behaviour, and to embed new ideas, stands and falls on the culture of the users. Sinek encourages us to ‘Start With Why’, but the process of creating a sustaining culture also requires sufficient attention to the ‘how’ before embarking on the ‘what’.

I was the staff development day presenter, I was facing a hostile crowd. The leadership had a vision (the ‘why) for a community learning space for the Year 9 cohort. For many months, these teachers had been watching the new building (the ‘what’) take shape in the heart of their campus. The staff walked into the new space for the first time that morning. Rumour abounded. I became the object of their fear and frustration. One random outsider (me!) presenting workshops the day before school started was unlikely to address the desired culture (not the optimal ‘how’).

Culture is described as ‘the way we do things around here’. It is evident in shared values and beliefs and supporting behaviours. Culture explains how a community is knitted together and how it is experienced, positively or negatively. The desired culture of a school or organisation needs to be the product of strategic design, if not, it develops by default. This depends on whether or not the leadership has deliberately articulated the vision and then followed through with advancing complementary practices.

The physical place of work and learning is the container for human activity. When embarking on a new project, design intentions present a tangible expression of the vision, providing clarity on the ‘why’. From that starting point, the aspirations can be expressed in the desire for innovative buildings and spaces, with flexible and adaptive furniture and technology. This is an important start, but what is the strategy to transform human practice and establish organisational norms in today’s changing workplace? Without deliberate attention to the ‘how’, it is likely that default practices will be shoe-horned into the new design. It’s like how is the neglected middle child in the ‘Start with Why’ family.

No alt text provided for this image

The ‘how’ is the scaffold of culture, and rests on two elements:

  • Strategy for growing people
  • Organisational and system processes to support the vision.

In my experience these critical factors are often hastily addressed in the weeks leading up to the planned completion date, or worse, they are an after-thought. Ideally,from the moment the vision is given breath, the ambitions for the new workplace culture and supporting organisational structures are integrated into every aspect of organisational life, with time carved out for strategy, planning, communication and professional growth.

I love working in that essential ‘how’ space.

@anneknock

Shaking your mental kaleidoscope: Learning from far-afield

In her book, Think Outside the Building: How advanced leaders can change the world one smart innovation at a time, Elizabeth Moss Kanter (EMK), explains that advanced leaders start from the premise that there are many solutions to a problem and that by changing the angle on the kaleidoscope new possibilities emerge. EMK encourages advanced leaders to travel ‘far-afield’, she writes,

Each year at this time, I’m planning the Culture Learning Design tour for October. I’ve been getting on with it, contacting my network of colleagues around the globe, lining up places to visit and people to meet. I know that each year there are people who have been planning to come along. But this year, the landscape has changed. As I write this in March 2020, the outlook is uncertain, regarding international travel.

Rethinking the Itinerary

With this in mind I have thought afresh about the itinerary. Inspired by small nations – Finland, Denmark, Estonia, Iceland and Scotland – each of these are making their mark on the world, transforming education and learning spaces. Each of these countries are also somewhat lower traffic areas for tourists. More importantly, they have something to offer as we apply kaleidoscope thinking to the challenges we face:

Why do Finland, Denmark, Iceland consistently appear in the list of the Top 5 happiest nations in the world ?

Why is Estonia creeping up the ranks in Maths, Reading and Science? What is the national commitment to lifelong learning?

What can we learn from local experts?

What’s happening with ‘Future Schools Scotland’ to reinvent learning?

Practicalities

Expression of Interest: March-June: From now to 30 June, I will be encouraging expressions of interest.

Registration July-August: I have shifted the registration dates. This year, I am holding-off confirming the tour until July-August, as I am sure by that time, we will have a clearer picture of the implications for travel.

What If…? I will be ready for 2021.

For more information head over to Culture Learning Design Tour 2020

@anneknock

You want to revolutionise school? Apply kaleidescope thinking – same components, different possibilities

Short version

We often feel like our systems are so rigid that innovating is a pipe dream. Schools and organisations that have disrupted the status quo operate within the same constraints but apply ‘kaleidoscope thinking’. A kaleidoscope is made up of fragments of coloured beads and pieces of glass, and mirrors, using the incoming light to create the magic. As the casing is rotated, angles change to catch the light, each of those elements create a sequence of patterns. If you dismantle the kaleidoscope there is a finite set of elements. But together there are endless configurations.

This week I’ve been reading: Think Outside the Building: How advanced leaders can change the world one smart innovation at a time by Elizabeth Moss Kanter (2020)

Entire industries have been disrupted through applying the principle of considering what’s possible through rearranging the fragments, catching the light, looking from new angles.

How?

Reframe the situation
Set the kaleidoscope on a new pattern
Create a new combination of pieces

“Creativity is a little like looking at the world through a kaleidoscope”. 


Read more (you know you need to!)…

Our systems, structures, policies can become huge roadblocks. We might hear visionary speakers, see schools who are pushing boundaries and say,

“Yeah, but…. we can’t do that because <insert administrative bureaucratic/policy reason here>”.

Great innovations occur when people discover new ways of working that can revolutionise the system. If we truly believe that the factory model schools, cells and bells are no longer relevant, then tweeting about it, sharing an inspiring podcast or TED talk won’t change the situation. It needs action. The schools pushing boundaries have much the same constraints as anybody: hours in a day, curriculum regulations and teacher recruitment. Yet they manage to see the opportunities rather than the challenges.

Last year, I was sitting in a meeting at a school that is already operating with a timetable of 100 minutes over three learning sessions across a day, with cross-disciplinary deep dive project-based learning. The principal was still pouring over the curriculum regulations, looking for wriggle-room to make learning even meaningful and authentic for students.  This principal had the same pieces to play with as the traditional school down the road, but he was applying kaleidescope thinking.

This week I’m listening to an audiobook,

Think Outside the Building : How Advanced Leaders Can Change the World One Small Innovation at a Time - Rosabeth Moss Kanter
Think Outside the Building: How advanced leaders can change the world one smart innovation at a time
by Elizabeth Moss Kanter, published Feb 2020

Elizabeth Moss Kanter (EMK), uses the term ‘kaleidescope thinking’.  It’s a helpful metaphor. A kaleidoscope is made up of fragments of coloured beads and pieces of glass, and mirrors, using the incoming light to create the magic. As the casing is rotated, angles change to catch the light, each of those elements create a sequence of patterns. If you dismantle the kaleidoscope there is a finite set of elements. But together there are endless configurations. “Creativity is a little like looking at the world through a kaleidoscope”. Kaleidescope thinking allows us to see patterns emerge from the same pieces of reality, the incoming light and changing the angle of kaleidoscope create the magic.

“a new combination of pieces”

This is how the creative ideas emerge. Entire industries disrupted through applying the principle of considering what’s possible through rearranging the fragments, catching the light looking from new angles.

I am a big fan of car share service GoGet. As an independent worker, I don’t have a car, but rely on my own legs, public transport, ride share and car share, depending on my transport need. Car share differs from car hire in that:

✓ Within a 10 minute walk from home I can select from more than 10 different vehicles
✓ The power to access a vehicle is tag on my keychain and an app on my phone
✓ I can use a vehicle on an hourly basis, as I need it

GoGet was looking at the same pieces as traditional car hire:

People need a car
Cars need fuel, insurance and maintenance
There need to be an administrative back end
People may need to speak to a human
But they managed to rearrange the pieces differently, with greater convenience.

As EMK writes,

Where can you…

Reframe the situation,
Set the kaleidoscope on a new pattern, and
Create a new combination of pieces?

@anneknock

When we talk about student centred and teacher-directed learning, do we mean poles, continuums or pendulums?

Each Friday I reflect on what I’ve read, learnt and pondered during the week. Sometimes I think my job is to ‘Read for Australia’ and then I need to share.

Short version:

Every school, organisation, group and family have a culture. Often culture is centred on language and terminology that becomes embedded into our vocabulary. Sometimes, however, we need to step back and think about what we actually mean.

What do we mean by student centred learning and teacher-directed learning. Research presented here suggests that the teachers in the study weren’t perceived as student-centred as they thought they were.

But how do we view this idea of student centred learning and teacher-directed learning cultures? As polar opposites, as a continuum of a journey or a pendulum that swings from one side to the other?

Leading me to ask:

What about all the knowledge and experience a teacher brings?

Are teachers really controlling the student-centred learning environments anyway?

Do we believe that all students can become self-directed autonomous learners?

What do you think?

If you want to read more:

My main interest is culture. Every school, organisation, group and family have a culture. The family ones often run deep. To this day, there are ways of thinking that were part of my family culture that ‘pop-up’ in my mind, things that no longer fit with the way I see the world today. Often culture is centred on language and terminology that becomes embedded into our vocabulary. Sometimes, however, we need to step back and think about what we actually mean.

Take for example the notions of ‘learner centred’ and ‘teacher directed’ cultures. In our ‘progressive 21st century’ sense of education, one has become the preference over the other. But is that justified? The premise is that student agency can have expression in a student-centred learning environment.

In their paper “Agency, responsibility and equity in teacher versus student activities: A comparison between teachers’ and learners’ perceptions” Mameli (2019) and her colleagues sought to investigate whether there was a “match between teachers’ and students’ perceptions of what they are doing in the classroom”. As I read, I asked myself the question:

When we talk about teacher-directed and student centred, do we mean poles, continuums or pendulums?

First, they unpacked what is meant by the key terms:

Agency: “an individual’s ability to transform the social practices in which s/he participates”

Teacher-directed: favouring a compliant form of action, described as a “responsive or domesticated agency”. Activities of learning, as the name suggest are dependent on the teacher – didactic teaching, tests, teacher-led discussions and completion of teacher devised tasks.

Learner-centred: The teaching and learning processes are founded on collective co-constructed knowledge and “teachers concede part of their instructional power to learners”. Activities of learning include collaborative activities, reflective thinking, investigations and exploratory discussions.

As the title of the paper suggests, they were looking at ‘perceptions’ of student-centred learning to support agency, responsibility and equity. There was a disconnect between the perceptions of student-centred learning by the teachers and as it was experienced by the students. It was reported that teachers in the study over-emphasised their capacity for student-centred learning to foster agency, responsibility and equity. This led to the conclusion that for this study “teachers, in their everyday practice tend to accept and legitimise mainly domesticated forms of agency”. The teachers in the study already considered themselves to be learner-centred, yet this was not affirmed by the students.

Do we as educators perceive what we are doing is supporting student agency, but only a domesticated form?

Is that OK? Is it reasonable? This gets me to the ideas of poles, continuums and pendulums. When I was teaching, I hoped that the learning environment I set up was student-centred, empathic, focused on learner needs and collaborative. But I have to admit, there was a sense of peace and order that I enjoyed during ‘handwriting lessons’ each week. It was responsive to the teacher and probably a domesticated form of agency, but there was also a collective calm.

So how do we view student-centred and teacher-directed learning?

Poles: It’s one way or another, student-centred and teacher-directed learning cannot co-exist.

Continuum: If our professional life is a journey I can plot myself along a continuum, heading in a direction.

Pendulum: There are times my class would be student-centred and other when it is teacher-directed learning.

How do these questions resonate with you?

What about all the knowledge and experience a teacher brings?

Are teachers secretly controlling the student-centred learning environment, anyway?

Do we believe that all students become self-directed autonomous learners?

Are we talking about either/or or both/and?

I would love to hear about the reality of your context.
Email me via this website or reach out on Twitter or LinkedIn.

@anneknock

Ref
Mameli, C., Grazia, V. & Molinari, L (2019)Agency, responsibility and equity in teacher versus student activities: A comparison between teachers’ and learners’ perceptions. Journal of Educational Change (Published online 21 January, 2020)

Authentic student agency + school design

It can be a lonely life, writing a PhD thesis. It involves ready some really interesting papers, the kind of thing you would share with a colleague. And as educators, we are sharers, aren’t we, so I’m sharing.

A research study I read this week painted a very interesting picture of engaging students in the design of the new school, and the benefits of doing so
“School design: opportunities through collaboration”
Parnell, R., Cave, V. & Torrington, J. (2008), CoDesign 4/4 December 2008, p.211-224

a tendency to focus on the product – the finished school – at the expense of process means that opportunities are not always being recognised or exploited

Parnell, Cave & Torrington (2008) p.213

We talk about the value of agency for students and teachers, that their voice is heard. An empathic culture provides avenues to gain deeper insight into their lived experiences. But how much is seeking genuine insight and how much is mere lip service. In this piece, I’m going to focus on the opportunities afforded by student voice from this paper.


Short version

Opportunities afforded by engaging students in the design process:

  • Truly authentic learning
  • More than a tick-box exercise

Success factors:

  • A school culture that encourages openness and collaboration
  • The right mix in the room
  • Appreciating what they bring
  • A skilled facilitator

Longer version

When it comes to consulting on school building/development programs, I advocate for student voice as part of the process.
Who knows the site like they do?
Who knows the ins and out, what’s working, what’s not?
However, in the resource allocation and expediency of the timeline, this can get lost.

What the researchers discovered about engaging students in the design consultation…

Creative development and learning – “mutual creative inspiration”
Truly authentic learning – Engaging students in consulting on a research project provides an opportunity to see change, where ideas develop. You might gain an insight into a student you’ve never seen before.

  • The students might gain insight, ‘I want to study architecture!’
  • Development of spatial skills
  • Meaningful linkages to the curriculum

Having a voice – “to be heard and taken seriously”
More than a tick-box exercise – Students know what is working in a school, how to get around and what to avoid. When student voice mattered, there were positive impacts on school life.

  • Students insight was resected
  • Develop a sense of ownership – ‘I chose that colour’
  • Taking responsibility – reduction in vandalism
  • Teachers saw students’ capacity in a new light

How do we do this?

It’s about creating the right tone for the workshop. The researchers identified several factors for the success of the consultation process.

  1. Who’s in the room? Ensuring the right mix of experience
  2. Does your school culture encourage openness and collaboration?
    (or are people to timid to say what they really think)
  3. What do they bring? Taking time to understand their knowledge and skills
  4. How do we allow the conversation to flow? Making sure it is meaningful and open (minimising unhelpful tangents)

As a facilitator, I see the benefit of providing a fresh pair of eyes in the process. When I have worked with student groups, they see me as relatively neutral. As a teacher by background, I know kids, I also notice who’s dominant in the discussion and who do we need to hear from (usually the quiet ones have the ‘gold’).

If we truly believe in ‘student agency’ what an amazing opportunity to hear from your students and in so doing provide authentic learning. In the pressure of budgets and deadlines this can fall away, but if it matters then include it as a priority.

Do you have stories of student engagement in building design consultation?

Love to hear them. The form below goes straight to my inbox

@anneknock

My PhD Journey: Back in the saddle

This is a big year for me. I have returned to my PhD and I’m carving out considerable time to get this thing done. The back story… In the second half of 2018 some significant family issues came out of the blue. While everyone was well, my siblings and I were faced with a matter we just didn’t see coming. It is amazing how these things become so all-encompassing, as you try and navigate your way through the quagmire.

That was coupled with the end of the second year of my PhD at the University of Melbourne. It’s probably a similar story, but I was lost. Self-doubt, my capacity to get this thing done and a personal sense of not understanding the ‘why’ was crippling me

Those who I spoke to around that time probably remember the shopping list of excuses that I gave to justify the way I was feeling. Work-wise, at the end of 2017 I decided to go-independent, complete the PhD and present myself to the world. Anyone who has done this can tell you it’s hard, how do you go from the security of a salary, to making your way in the world (I’m still learning).

Nevertheless, this perfect storm was brewing in my life. And with some wise council, I decided to take a year out. That was the best decision I made. I could concentrate on growing myself as a ‘consultant’. At the beginning of the 12 months, however, I had convinced myself I couldn’t go back to the PhD.

Do I throw away my student card?

Should I ditch all the journal articles and clean up my computer?

Should I just tell the university, ‘it’s over’?

Thankfully, I didn’t do any of those things, wisdom prevailed. 

As I worked with clients over the year, setting up new schools, helping teachers integrate space into thinking, working with architects on school projects, I began to see ‘the need’. About seven months into the year there was another intersection of events that changed my thinking – a journal article, the challenges facing a couple of principals I was working with and a seeming ‘bolt out of the blue’. Within a 24 hour period, I had decided to return to my study. Just like that.

So much of this is about knowing where you fit in the scheme of things, what’s your unique contribution to the world. I’m finding mine. To simplify, I love the ‘how’. Big vision is one thing (the why), innovative learning spaces (the what) are a result, but how do we create a path for people to take a journey. It  might challenge their thinking, it might shift their long-held practices, but ultimately the goal is to achieve better outcomes, experiences and opportunities for kids. 

It was through this lens that I took a fresh look at my PhD. I didn’t have much of a summer break, as I was knee-deep in looking afresh at my research data. Bringing my new mindset to solve important problems.

I’m not saying that doubts and insecurities don’t raise their ugly heads, but I am developing strategies to deal with things. I am working through a book “Your PhD Coach: How to get the experience you want” by Gill and Medd (2013). Early on they talk about our ‘gremlins’ 

“That voice in our heads, that internal narrator, the inner critic, which interrupts what we are doing. . . always throwing rocks before you.

So, name them, shame them and send them away.

There will always be challenges, obstacles and self-doubt, but finding my ‘why’ and having strategies to deal with self-doubt is a good place to start. 

Just keeping it real.

@anneknock

The empathic learning environment: Sit where they sit

We often say that empathy is like walking in another’s shoes or seeing the world through their eyes. But what about sitting in their seat?

Empathy is considering another’s perspective on a situation. We can view this from an emotional or cognitive perspective, but what if we thought about it from a physical space paradigm? I walked into a meeting with a couple of architects at their city offices this week. It was our second catch up about the project we are working on. As we sat, one said, “We are all sitting in the same spot”. It’s true, as humans we just seem to gravitate to sit in the same place, unless we consciously choose not to.

Scrolling through my Instagram stories, inspiring educator Matt @imanewteacher shared this pic. I thought about how simple, yet powerful it is. Whether a primary teacher, where you remain in the same space, or a secondary teacher who moves around:

What do your students see and experience in your classes? 

What is their physical perspective?

In Australia, and other parts of the Southern Hemisphere thousands of teachers are gearing up for the school year. Many are thinking about the learning space, the furniture configurations and even how students will move. Do you actually sit in the seats and look, listen and consider the perspective?

Sit in that seat, and that stool, and that sofa…

In a moment of quiet and calm, let’s face it, not so much of that once school starts, sit in their seats, see the space from their perspective. This is not just about ‘can they see the screen/whiteboard?’ but more about ‘Why do they choose to sit here?’

What can you see?

What’s the view from the window?

How many people are nearby?

Take time from the functionality perspective of classroom/learning space layout, to seeing from an empathic perspective. Imagining what a student might be learning, seeing, thinking and doing from that particular place.

Empathy is as much about sitting in their seat, or standing at their stand up desk, or lounging on the sofa, as it is about the emotional and cognitive perspective. 

Take a moment, while you can.

@anneknock

A threshold moment: Stepping into the 2020s purposefully

A threshold moment presents an opportunity to rethink, refresh and renew. At this time of the year we are encouraged to proclaim our new year’s resolutions. Get fit, lose weight. But the ‘stickiness’ of our proclamation is dependent on how deep we go in thinking about our future. 

Is there a deeper purpose connected to get fit, lose weight that might actually drive us to get on with it? The critical junctures might be:

  • Do I exercise this morning?
  • Will I have that extra glass of wine?
  • But I love big, fat hot chips! 

But what if get fit, lose weight was more deeply connected to purpose? 

An opportunity to reframe the next 10 years

To be honest, we (significant other and myself) have not been as deliberate about this in the past. We want to make this decade count. If we only jot down a few ideas at 11pm on 31 December, they are not likely to resonate deeply and change thinking and behaviour.

Our process: Stepping into the 2020s purposefully

For the past week, we have been working through a process, starting broad, then narrowing our focus. 

1. Our guiding concept – #newwinenewwineskins
Some people embrace a word for the year, I prefer a guiding concept.

This comes from the teaching of Jesus, a metaphor for change – new wine needs new wineskins. If the winemaker puts new wine into an old wineskin, there is no potential to expand as the wine matures – “the new wine is always poured into a new wineskin so that both are preserved”. Our pastor encouraged us with these words. She saw potential we didn’t necessarily see in ourselves.

Who’s your person?

2. Our ‘gift’, another’s ‘need’
What do we bring that is uniquely our gift to humanity? How can this help others?

We have decided to keep our eyes open and our ears listening. Then to be ‘open-handed’, look to the interests of others. Our gift is our skill, our expertise, our time or our encouragement. 

3. Looking back over 2010 – 2019

Before we look forward, we need to look back. What have been the defining moments of the last decade?

This was both a joyous and painful exercise. Becoming grandparents was THE most joyous. There were many things to celebrate. Then we considered the consequences of decisions we had made that didn’t turn out as we hoped. We wanted to be authentic.

4. Leaving behind the old wineskin – defining the new ones

After looking back we asked the question: What are the old wineskins (habits of thought and behaviour) we will leave behind?

Looking forward: What will be the habits of thought and behaviour we will take with us?

From the looking back exercise, we identified four old ‘wineskins’ that we have chosen not to take forward and redefined each of these for the new decade. This is now our compass.

5. Imagining 2020 – 2030 decade: It’s going to be amazing

In ten years time, as we looked back over the decade, what will we say about it?

From a practical perspective, we have translated the new habits of thought and behaviour (our new wineskins) into proclamations – things we want to see happen. We need to make this decade count. I am stepping into the next ‘zero’ birthday in 2020. That is daunting. Seatbelts on!

6. 2020: A new normal – Starting as we mean to go on

What are the decisions we will make, the opportunities to take and the things we will forsake to transition into our future?

We are now branding the new year as the foundation of our ‘new normal’. So far we have:

✓ Articulated our guiding concept 

✓ Identified those behaviours and mindsets that have been hindrances to progress and purposefully reframed them

✓ Defined priorities for the new decade

Now we are turning our attention to the year ahead. Making it count for the new normal. We are identifying specific goals, mindsets and milestones we hope to see as the year progresses.

As a teacher at heart, I love to see people grow, to make progress in their lives. That’s why I’m sharing this. I hope you have an amazing new year and new decade. 

If you would like to create your ‘new normal’ download the one-pager to get your started.

#livepurposefully

@anneknock