Sometimes, it’s the scope of cognition that changes how we behave as individuals and groups.
If our message is of learning as a recursive, agentic process, how might the medium create this understanding for us?
What might we learn from our learners about how school could be?
Extending the use of tools which operationalise thinking for the learner and the teacher supports the iterative nature of designing effective instruction.
Thinking our way systemically toward systems implementation.
A meeting protocol which uses dialog to surface assumptions, clarify group identity, and moves into a discussion leading into focus and action plans.
Polarities consist of the tension between two stances, and often they are perceived as problems when they are not; polarities co-exist, and when organizations address one to the neglect of the other, the imbalance creates conflict, or at least disagreement.