The Pivot

Following the success of the 2019 QASSP Study Tour, and the wonderings about what was experienced in Dayton, the 2020 Study Tour was to investigate how schooling systems were responding to a changing world. What we were curious about was that it seemed not necessarily the technology itself where answers could be found, but how the technology companies were bringing about that change. We were curious to investigate further this new Agile Mindeset that incorporated collaboration, inquiry and design thinking. We had planned to have Thompson Morrison and Jami Fluke meet the group in San Francisco to explore these things further.

The COVID-19 pandemic meant the planned meeting did not go ahead. The Australian Government closed international borders, and within a short time, the schools in Australia and the USA were struggling with the reality of lockdowns and remote learning.

As I communicated with him, Thompson's response was a little surprising to me. I was disappointed, to say the very least. Thompson just said, 'all that's required is to pivot.' Within weeks a new and unexpected journey was to commence.

April 2020 saw Australian's first 'DiG,' a name abbreviated from Designed inGenuity. A small group, described as a 'learning pod', drawn mostly from members of the 2019 study tour group, were invited to undertake the first 'DIG' conducted in Australia. This was a learning sprint to unleash the creative potential in learners. What stands out from that experience is very hard, if not impossible, to describe. The learning journey we experienced 'can't be unseen, can't be unfelt'.

What I have learned from this first DiG has challenged my mindset about improving schooling. It has offered me an enthusiasm for change thanks to the insights, and ongoing curiosities this work has delivered me. I've now seen multiple times what was experienced in Dayton; learning coming alive.

Soon after this first DiG one of the leaders, Penny Couch, had enrolled her middle leaders in a DiG and the framework had started to unleash learning potential in classrooms in her school. I had also encouraged Vicki Baker, who had joined me on the first study tour, to British Columbia to also undertake a DiG and she did so with her leadership team. These two school leaders were curious and Sensed Opportunity, not for self-promotion, but to make a difference for their teachers and students. These schools became Lighthouse Schools in Australia. Expansion seemed slow to me because what was being offered was difficult to market. Words were not sufficient in describing it. However, the movement to bring learning alive in schools across the state had been established and the Collective Learning has confirmed we can indeed reimagine schooling.

Next: Designed InGenuity (DIG)