Teague's Tech Treks

Learning Technology and other Tech Observations by Dr. Helen Teague


Kotter’s 8 Steps of Change model (with a proposed Step 9)

Dr. John Kotter outlined an eight-step model for successful change efforts. Kotter, a Harvard Business School Professor, introduced his eight-step change process in his 1995 book, “Leading Change.”

The Agency for Healthcare Research and Quality divides the 8 steps in half. Steps 1-4 help confront the “we’ve always done it this way” resistance of the status quo. Steps 5-8 introduce innovation, implementation of new practices, and  sustainability.

  • Step 1: Create a Sense of Urgency. Help others see the immediacy for change and quick change.
  • Step 2: Assemble the Centers of Influence. Ideally, the team should represent leadership, knowledge, analytic ability, skills, communications ability, authority, and a distrust of bureaucracy.
  • Step 3: Develop the Change Vision and Strategy. Narrow focus to one issue and clarify it succinctly. Clarify  how the future will be different from the past and the steps needed to get there.
  • Step 4: Communicate for Understanding and Buy-in. “Speak Truth to Teams”- Network and be inclusive
  • Step 5: Empower Others to Act. Remove as many barriers as possible for change makers.
  • Step 6: Produce Short-Term Wins. Create some visible, unambiguous successes as soon as possible.
  • Step 7: Don’t Let Up. Take energy from initial successes. Be relentless until your vision becomes policy.
  • Step 8: Create a New Culture. Keep closing the loop. Reach out, sure, but always remember to reach back with gratitude to those who were your original stakeholders.
  • I would gently add a Step 9- Revisit and Reevaluate. Too many times successful new programs run on their own adrenaline of grant money or new leadership. Then they falter under there own lack of sustainability. Set a target goal and revisit date for your new policy. There is a reason why doctors’ advocate check-ups.

Question: When have you implemented Kotter’s Change Method?

Tomorrow: Application of Kotter’s Change Model

The blog post submitted in partial fulfillment of course requirements for Dr. Paul Sparks EDLT 721 course.



Spring Forward with PBS TeacherLine Courses


This year, spring forward by taking a PBS TeacherLine course and pick up the skills you need to lead a winning class! Spring Courses Start 3/26

Featured Courses: 
Choose from 15, 30, and 45-hour courses that will spark new ideas, expand your skill set, and help you earn CEUs*.

Click here to learn more or sing-up


Online Map Creator~Zee Maps

ZeeMaps: Create and publish interactive maps

Use maps for presentations.

  • Unlimited markers per map.
  • 3-level access control for each map: Viewer, Member and Admin.
  • Input from: Location (Search), Crowd Source, Google Spreadsheets, Microsoft Excel, CSV, KML, GeoRSS feed, or Copy-and-Paste

In the online classes I teach, it is always fun to publish a map of location of all the learners on the roster. ZeeMaps is a new website entry in the field of online map creators. Create a map from location list, crowd source, spreadsheets, etc. Publish, share your interactive maps. Highlight radius and other regions. Get map images. No log-in required or sign-up required. I really like the push-pin icons!





Weekend Ed. Quote~February 22

circle book shelf

“Why is such an important aim—to help students think more clearly and productively—so hard to put into operation?” ~M. Brady



More Weekend Educational Quotes



Brady, M. (2008, February). Cover the material—Or teach students to think? Educational Leadership, 65(5), 64-67.


PBL cast in dissertation chapter breaks



1. Introduction to our Study

Definition: Savery: “PBL is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem.” debriefing at the conclusion of the learning experience is key—pg 12

Torp and Sage (2002) PBL as focused, experiential learning organized around the investigation and resolution of messy, real-world problems.

(*) From Kim: Who has experience with Project-Based or Problem-Based Learning? Please share.

(*) From Helen: Where is PBL practiced in education? In business?

2. Literature Review & 3. Sources of Data

Buck Institute: http://bie.org

Problem-based Learning Institute: (PBL) http://www.pbli.org/

PBL Design and Invention Center: http://www.pblnet.org/

PBL Initiative: http://www.pbli.org/core.htm

3. Sources of Data:

Hmelo-Silver, C. E., & Barrows, H. S. (2008). Facilitating collaborative knowledge building. Cognition and instruction, 26(1), 48-94.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.

Krajcik, J.S., & Blumenfeld, P. (2006). Project-Based Learning. In R.K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (317-333). Cambridge: Cambridge University Press.

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 3.

From Judi: Cognitive tools to supplement Krajcik’s article.
Jonassen, D. H. (1995). Computers as cognitive tools: Learning with technology, not from technology. Journal of Computing in Higher Education, 6(2), 40-73.

Kim, B., & Reeves, T. C. (2007). Reframing research on learning with technology: in search of the meaning of cognitive tools. Instructional Science, 35(3), 207-256

4. Key Findings:

From Research:
-Savery: The tutor as the metacognitive coach for the learners. Pg 15
Stacey’s Question:  “Savery says that problem based learning must be “the pedagogical base of the curriculum and not part of a didactic curriculum” (p.15). Why would it have to all or none to be effective?”

-Krajcik/Blumenfeld: “Learning technologies can support students”
(1) in accessing and collecting a range of scientific data and information;
(2) by providing visualization and data analysis tools similar to those used by scientists;
(3) by allowing for collaboration and sharing of information across sites;
(4) by planning, building, and testing models; and
(5) by developing multimedia documents that illustrate student understanding”
Stacey’s question: Are there certain curricular areas in which one of the PBL’s would be preferred over the other in terms of effectiveness? When might educators want to disregard their use?

-Bond and Feletti (1997, p. 5) described several possible sources for the confusion:
· Confusing PBL as an approach to curriculum design with the teaching of problem-solving
Stacey’s question: How are PBL & PBL similar and dissimilar in providing for student learning in context (in contrast with the traditional disintegrated model schools have used forever)?
· Adoption of a PBL proposal without sufficient commitment of staff at all levels,
· Lack of research and development on the nature and type of problems to be used, Insufficient investment in the design, preparation and ongoing renewal of learning resources,
· Inappropriate assessment methods which do not match the learning outcomes sought in problem-based programs, and
· Evaluation strategies which do not focus on the key learning issues and which are implemented and acted upon far too late.

-Note especially Figure 1 in Hmelo-Silver

From Practice:
-“the Students Will…” Engaging task and hook
-Embedded curriculum
-Authentic and matching workplace, even for elementary scenarios
-Question Wait Time is essential both for students (asking students questions) and teachers (receiving students’ questions)
-Jamie McKenzie’s Questioning Toolkit: http://www.fno.org/nov97/toolkit.html
-Martha Steward approach
-Corporate Sponsors

5a. Conclusions of the Author: {us!}

1.) Helen: Key issue in implementation is professional development and the key issue in professional development is the teacher or supervisor’s comfort with

-ambiguity–Are you comfortable with ambiguity? How are you handling your trust issues?

-leader’s ability/willingness to share control

2) Group dynamics: Maureen’s question from the forums: What group dynamics would be necessary to create a successful problem/project based learning? I wrote a post on this, none of the articles talked about it and think that if the group does not trust each other and feels safe, then you will not have active participation.

5b. Further Research: or in our case for further discussion

Helen: Find Boud and Feletti (1997) Boud, D., & Feletti, G. (1997). The challenge of problem-based learning (2nd ed.). London: Kogan Page.





Lesson Plans for National Engineers Week from PBS TeacherLine

This week is all about tinkering, hammering, sketching, measuring, analyzing, and experimenting. Why? Because it’s National Engineers Week! Use these resources to show your students why engineering matters!

Making Stuff
Grades 6-12 | Collection | Materials Science

Join technology columnist David Pogue as he delves hands-first into the field of materials science. Find out which materials he thinks will play a role in shaping the future.

The Catapult Project
Grades 5-12 | Video | Engineering Design

IDEA ALERT: This 6-week catapult design project introduces students to engineering design, probability, and the laws of motion and forces. Watch how it unfolds!

Aerospace Engineer
Grades 4-8 | Video | Career Profile

Victoria Garcia is an aerospace engineer at NASA’s Virtual Environments Lab. See how she is using virtual-reality to design a more comfortable deep-space habitat for astronauts. 


Website Pick of the Day: The Famous People

One of my long-time favorite websites, RefDesk, recommended this interesting website as their Website of the Day yesterday:
The Famous People http://www.thefamouspeople.com 

TheFamousPeople.com, in collaboration with the Society for Recognition of Famous People, presents life history and biography of world famous people in various spheres of life.

The Famous People Screenshot

Support Refdesk: http://www.refdesk.com/support.html


Weekend Ed. Quote~February 15

books and pinwheels

. . . effective pedagogy is enhanced by context in which there is an engagement between thinking and feeling, at personal, interpersonal and intrapersonal levels. ~Roslyn Arnold


More Weekend Educational Quotes

Quote Source: Asking Better Questions. Norah Morgan and Juliana Saxton. 2006, page 33.


A DNA Anniversary

An important technology milestone occurs tomorrow, but in the frenzy of Valentine’s Day today it may go unnoticed.

DNAThirteen years ago tomorrow, February 15 the Nature journal published a draft of our DNA,  the human genome. Known for its two twisted molecular strands, DNA is the schematic of all life. The entire human genome sequence, called the Human Genome Project was completed in April 2003.

The human gene sequence, first explained in 1953 by James Watson and Francis Crick is available to anyone through textbooks and on the Internet. Its availability is not under patent protection because of a provision enacted in 2000 by President Bill Clinton.  A Science Odyssey, published by PBS has excellent classroom units and activities related to Watson, Crick and their work with DNA sequencing. See the DNA workshop for a classroom simulation activity (requires the shockwave plug-in).

All living things have genes that potentially can be mapped. Humans have between 20,000- 30,000 genes. Like a fingerprint, every person’s DNA sequence is unique. However, great advancements in healing and cures are possible if common genes can be found between people with different diseases and hereditary conditions. The International HapMap Project continues research to create a database of gene similarities shared by diseases such as various cancers, diabetes, sickle cell anemia, and many more.  According to King, Rotter, et al. common diseases such as cardiovascular disease, cancer, obesity, diabetes, psychiatric illnesses and inflammatory diseases are caused by combinations of multiple genetic and environmental factors (1).

Largely because of technology’s role in DNA sequencing and the human genome projects, biotech companies and biotech research flourishes. Bioethicists address the ethical issues surrounding DNA testing and sequence mapping which may lend itself to discriminatory practices if left unprotected. The Ethical, Legal, and Social Implications program, formed in 1990, continues to consider.


1. King, R. A., Rotter, J. I. & Motulsky, A. G. The Genetic Basis of Common Diseases Vol. 20 (eds Motulsky, A. G., Harper, P. S., Scriver, C. & Bobrow, M.) (Oxford Univ. Press, Oxford, 1992)

For more information, see Garrison Keillor’s essay in The Writer’s Almanac.


Stripling Model of Inquiry





Source: http://www.loc.gov/teachers/tps/quarterly/inquiry_learning/pdf/StriplingModelofInquiry.pdf

Skip to toolbar