0.2 Part 3: behavioral strategies and observable behaviors  (Page 2/3)

Paradigm Shifting Strategy

Let us say that we really want to create a true paradigm shift for the entire field of education. How would we do that? I believe that the initial target of paradigm-shifting efforts must be the mindsets (or attitudes) of educators. Our goal should be to motivate educators to open their minds to new possibilities, to increase the malleability of their mindsets, and to introduce new ways of thinking, believing, and doing. A process that might help to do that is visually depicted in Figure 3 and described below.

Phase 1: Prepare

1. Create simple, concrete, powerful, and compelling language to describe the four new paradigms and their mental models. Create language that communicates to the heart and the head. Beware of the curse of knowledge, as described earlier.
2. Construct descriptions of the four new paradigms using language that satisfies the following communication principles (Heath&Heath, 2007):

• Principle 1 : Simplicity —language that is devoid of abstract terms and specialized jargon;
• Principle 2 : Unexpectedness —examples that take people by surprise;
• Principle 3: Concreteness —examples and ideas that are down-to-earth and easy to understand;
• Principle 4: Credibility —information that is backed by research or endorsed by those who have already implemented the ideas;
• Principle 5: Emotions —information presented in ways that appeals to peoples’ emotions and motivates them to care about the ideas; and,
• Principle 6: Stories —information shaped into the form of stories about the successful use of the ideas.
• Design and test mental models that support the four new paradigms; e.g., since the instructional paradigm advocated in this article focuses on customized, personalized learning experiences, design and test ways to do this and ways to manage that process (e.g., design or adopt a learning management system).
• Design the new mental models so they are cost-effective, simple to use, and do not make educators’ work lives harder.

Phase 2: Educate

Phase 1 focuses on preparing for Phase 2. The ultimate outcome of Phase 2 is to help educators expand their mindsets. Mindset expansion is the absolute starting point for paradigm-change because before shifting to a new paradigm educators first need to be “willing” to consider the new paradigm and its supporting mental models. Being “willing” is a function of a mindset.

1. Provide educators with in-service opportunities to learn about the new paradigms and their related mental models.
2. Demonstrate the effectiveness of the new mental models.
3. Provide access to other educators who are effectively using the new paradigms and their mental models.
4. Design and deliver educational activities that help educators learn about the philosophy, theories, concepts, principles, and research underpinning the new paradigms and their mental models.

Phase 3: Adopt

1. Influence carefully selected school systems with the capacity to engage in transformational change to adopt the new paradigms and their mental models on a small-scale (see Christensen, 2003; Christensen, Johnson,&Horn, 2008). Design the implementation of these small-scale initiatives so they do not compete with the dominant paradigm (see Christensen, Johnson&Horn, 2008) for an explanation of why this non-compete principle is important). Design these initiatives so they will be successful.