{"content":{"sharePage":{"page":0,"digests":[{"id":"34952544","dateCreated":"1298865985","smartDate":"Feb 27, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/risdtippingpoint.wikispaces.com\/share\/view\/34952544"},"dateDigested":1532253649,"startDate":null,"sharedType":"discussion","title":"Afterword and Reflections","description":"Reflect on the book study experience and how the points made in the Afterword chapter can help improve our distrit, your chapter and classroom!","replyPages":[{"page":0,"digests":[{"id":"35275212","body":"In this last chapter Malcolm Gladwell shares some real-world situations that have arisen due to his book.
\n
\nAll of the situations have an underlining theme that goes along with Gladwell's book- a small nudge, request or need of change ultimately leads to dramatic and positive changes. It's surprising how such small changes or pushes lead to better situations for organizations and people.","dateCreated":"1299209145","smartDate":"Mar 3, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"34464156","dateCreated":"1298001861","smartDate":"Feb 17, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/risdtippingpoint.wikispaces.com\/share\/view\/34464156"},"dateDigested":1532253649,"startDate":null,"sharedType":"discussion","title":"Chapter 8- Focus, Test and Believe!","description":"We've ALMOST made it! Post on topics covered in chapter 8 that will have an astounding impact in our district, campus and classrooms!","replyPages":[{"page":0,"digests":[{"id":"34952238","body":"Malcolm Gladwell made a very clear, and important point in chapter 8- something that pulls the entire book together- it was to make changes slowly. Not go gung ho, instead make small changes or focus on specific areas to make changes.
\nI can see how this can apply to our district too. We all see areas that can be improved. Some of these changes have already been made to make the district a better place. Likewise in the classroom, making small changes or goals for each student will push them in the right direction to be better learners and individuals. Making goals that need a lot of work and change may bring opposition more so than a team effort to make things better.","dateCreated":"1298865493","smartDate":"Feb 27, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"34047148","dateCreated":"1297395962","smartDate":"Feb 10, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/risdtippingpoint.wikispaces.com\/share\/view\/34047148"},"dateDigested":1532253650,"startDate":null,"sharedType":"discussion","title":"Chapter 7- Unstickiness!","description":"Post about how we can make bad habits or trends in the education sector, our district and classroom 'un-sticky'!","replyPages":[{"page":0,"digests":[{"id":"34464088","body":"In this week's chapter, Malcolm Gladwell, makes the stickiness point very clear through examples. The stickiness point is a strong reminder for educators to continuously make student's learning personal. Speaking from personal experience, i remember a lot of experiences when i was in school but not many are academics related. We need to make our students have more experiences personal that are based around academics. Some students i taught in the past have mentioned academic experiences they had that became sticky, which is very impressive, both on theirs and mine part. Others also include other experiences that became sticky, yet were not particularily based around academics.
\nGladwell clearly states how important personal experiences are to make something memorable. Teacher led instruction is something i'm sure will not give many students memorable learning experiences. Instead, students learning through their own creativity i'm sure will be much more successful in making learning 'sticky'.","dateCreated":"1298001761","smartDate":"Feb 17, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33676248","dateCreated":"1296843695","smartDate":"Feb 4, 2011","userCreated":{"username":"kathyfulton1","url":"https:\/\/www.wikispaces.com\/user\/view\/kathyfulton1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/risdtippingpoint.wikispaces.com\/share\/view\/33676248"},"dateDigested":1532253650,"startDate":null,"sharedType":"discussion","title":"Chapter 5 ","description":"I was intrigued by whole idea of the Rule of 150. I thought it interesting that the morcce intimate the group the more accountability the members of the group had within the group. As in the example of the Gore Tex company, the members of the group seemed to be accountible to each other because they understoon the needs without a significant external accountability structure.
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\nSo we need to create this kind of accountability in a campus wide program. Each campus size meeting the requirements of being less than or about 150 total members, students, teachers, and administrators. I don't think we have that kind of accountability or cooperation between students or staff. We may be working toward a "team like" atmosphere, but we are not there yet. The students certainly don't look at their education as a team effort. If asked, I think they might suggest that there is a lot of competition for who is better from one grade level to another. The question is how to we foster the ambition inherent in comopetitiveness and yet work toward and atmosphere at school in which students and staff take pride in the school and its accomplishments.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"33648224","dateCreated":"1296791366","smartDate":"Feb 3, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/risdtippingpoint.wikispaces.com\/share\/view\/33648224"},"dateDigested":1532253650,"startDate":null,"sharedType":"discussion","title":"Chapter 6","description":"As you continue to read through The Tipping Point, make note and post topics that catch your interest, how the concepts can be applied towards our district and students AND how the ideas presented can be used in your classroom and campus with your students!","replyPages":[{"page":0,"digests":[{"id":"34047060","body":"From the beginning to the end of chapter 6's 'Rumors, Sneakers and Translation', i could see a main concept that is very applicable in the education sector.
\nAuthor, Malcolm Gladwell, begins the chapter by discussing sneakers and how the company made a dramatic turn around with their airwalk sneakers all because of rumors. Again, the same idea was presented through Baltimore's attempt in reducing diseases transferred through shared drug needles. They soon discovered they had 'agents' that would reach more people than the city ever could.
\nClearly here Gladwell is expressing the point that is doesn't actually take many people to start a trend or to make dramatic or minor changes in an institution. Gladwell at one point even refers back to the terms of Mavens, connectors and salespeople that had been previously discussed in the book. So again, the idea of only a handful of people can make a real change in schools still appears to ring true.
\nApplying this chapter to my class appears easy to. Every class have mavens, connectors and sales people. The chapter has reminded me i need to utilize these individuals in the class to motivate and support others students to be productive and growing individuals. One student who is naturally a leader can have a strong influence on the success or failure of a year for the teacher and students. I think this is something a lot of teachers (not just at RISD, but nationwide) often forget.","dateCreated":"1297395870","smartDate":"Feb 10, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"33237762","dateCreated":"1296091086","smartDate":"Jan 26, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/risdtippingpoint.wikispaces.com\/share\/view\/33237762"},"dateDigested":1532253650,"startDate":null,"sharedType":"discussion","title":"Chapter 5","description":"As you continue to read through The Tipping Point, make note and post topics that catch your interest, and how the concepts can be applied towards our district and students!","replyPages":[{"page":0,"digests":[{"id":"33647924","body":"I thoroughly enjoyed reading this week's chapter about the power of context. The author, Malcolm Gladwell, continuously gives examples that demonstrates the same idea- people are more likely to join a group if the group that is doing the same thing is big enough. Some examples provided were the Ya Ya sisterhood book and how religions began and grow.
\nQuickly jumping to the education sector, our district and my classroom i can see how this philosophy and reality has an astounding impact which can very easily swing positively or negatively. I'm sure we can all provide examples of positively and negatively focused ideas that have come and gone throughout the education sector- the more experienced we are, the more we can list of; changes in the state tests could be one example. Within our district we have a lot of trends or changes that have occurred simply because everyone else is doing it. Faculty and staff have quickly adopted the CSCOPE curriculum because others have realized it is not going away and began using it. Therefore, the more weary employees have begun to use it and even support it too. Support for our teams is strong because everyone else attends the events, and sharing news socially has also become popular due to the large numbers of people doing it.
\nIn the classroom we as teachers also have an astounding impact on whether or not our students adopt positive or negative ideas or behaviors from us as teachers. Speaking for myself, i strongly encourage my students to not lie, promote positive attitudes towards others and towards education, and creating open and frequent communication with parents of students in my room. Fortunately because 'everyone else is doing it' in the classroom and amongst parents, my desired changes in attitudes have become successful. However, i have observed, and ultimately had to change, negative outcomes of students due to my demeanor or attitudes at times.
\nI would certainly like to see more positive changes made within the campus and district level. One great experience i observed in the past was a campus wide positive attitude towards academics and success. The school would congratulate students and groups of students for successes they had. This positive focus on success spread like wild fire and all students wanted to be successful to be noticed by peers. Ultimately students were constantly congratulating and supporting their peers for their efforts, and cheering on others that needed a little more encouragement to be successful.","dateCreated":"1296790919","smartDate":"Feb 3, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"32897994","dateCreated":"1295492727","smartDate":"Jan 19, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/risdtippingpoint.wikispaces.com\/share\/view\/32897994"},"dateDigested":1532253650,"startDate":null,"sharedType":"discussion","title":"Chapter 4","description":"As you're reading chapter 4, or once you have finished reading it, post your comments and thoughts here...
\n
\nRemember to cover topics such as points mentioned in chapter 4 that jumped out at you, how could the content relate to education- especially to RISD, and how can we use the content from the chapter to establish, reinforce or nurture positive trends that you'd like to see in the district.","replyPages":[{"page":0,"digests":[{"id":"33186598","body":"I thoroughly enjoyed reading chapter 4! Each case had a very similiar theme running through each- dramatic changes began with one person- a leader, commander, or specialist. That person made repairs, returned things back to normalcy or corrected well established problems. With that said, i can hardly believe that one person made all the changes in each case study; instead the recruited leader would have needed all the support and efforts of everyone employed in each company or organization to make the necessary changes. Furthermore, every employee would have needed to be on the same page as the leader to reach the desired goal.
\nI see the same need in education. Everyone has their own idea of how to 'fix' our education system, and school district, yet we're not banding or agreeing together to make the necessary changes. We either give up our ideals due to a lack of support, or we begin to spin our own wheels because we're trying to move a mountain alone. Clearly, this will never make the changes necessary to make our students and district successful. I have seen some common agreement on necessary changes recently within the district, such as discipline problems and what is need to improve student performance. However, i think we, as employees, need to all agree on a goal and then work together to achieve it. If we all try to make changes on our own for the betterment of our students, we won't be able to make a big change in our students success. Instead, coming together, like we have within this bookstudy, we will be able to move mountains and produce high performing students and future independant citizens.","dateCreated":"1296016156","smartDate":"Jan 25, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"33297728","body":"Changing an organization or a person is not about battling with someone\u2019s idea about what is right but rather, change is a battle for improvement that transforms organizations and people.
\nThe Broken Windows theory
\nAddress small matters and the larger issues may take be solved.
\nHow do you eat an elephant? You eat an elephant one bite at a time.
\nParticipants in change have to be headed in the same direction.
\nParticipants have to have a road map or a game plan to follow.
\nStart small but think big\u2026in terms of what needs to be improved and accomplished.
\nNew York Transit Authority: an organization focused on infractions, on the details of life underground\u2014they needed to be addressed and a solution to the nibbling problems enacted.
\nLittle changes had big effects. All of the possible reasons for why New York\u2019s crime rate dropped are changes that happened at the margin; they were incremental changes.
\n\u201c[Children] are powerfully shaped by their external environment\u2026the streets we walk down, the people we encounter\u2026play a huge role in shaping who we are and how we act\u201d (Gladwell 168).","dateCreated":"1296176033","smartDate":"Jan 27, 2011","userCreated":{"username":"trex3200","url":"https:\/\/www.wikispaces.com\/user\/view\/trex3200","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"32897734","dateCreated":"1295492474","smartDate":"Jan 19, 2011","userCreated":{"username":"stephen.button","url":"https:\/\/www.wikispaces.com\/user\/view\/stephen.button","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/risdtippingpoint.wikispaces.com\/share\/view\/32897734"},"dateDigested":1532253651,"startDate":null,"sharedType":"discussion","title":"Norms for discussions","description":"This is just a reminder to follow the established norms for discussions!
\nAs a reminder:
\n
\n1. Agree to disagree
\n2. Don't talk about particular personnel
\n3. Work towards solutions
\n4. Everyone's voice counts
\n5. It's about the students!","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}