After The Winter Solstice | Southwestern Ontario, Canada

Frozen yet beautiful the wonder of winter grips the land.
I left the sullen mood of the city behind to spend the last days of the year on the farm. After the winter solstice you feel the sun’s life energy slowly returning as the days begin to grow longer.

Neighbouring Barn – Southwestern Ontario

Click on a thumbnail image below to access and scroll through the photo gallery.

This building on the property used to be a church built back in the 1800’s.

John Zeus on a farm walkabout.

Murray’s Farm

Nasty Pants – He’s an Old English Red Cap

Brown Swiss – Murray’s Farm

Nasty Pants – He’s an Old English Red Cap

Zhor – Jersey Calf

• Related Post: The Heritage Farm – Sustainable Living…
• Related Video on the pigs: Mama & Piglets on Walkabout.

Paradigm Shift…

Always at the cusp of transition from one age to a new one the old systems no longer work and there does need to be a paradigm shift. We can see this in institutions whose structures are crumbling – world economies and banking for example.

The education/learning systems are probably one of the last systems to crumble by their lack of addressing the realities of what participants are facing today. It did not happen overnight that is for sure. I watch my 8 year old nephew learn how to play chess on his iPod touch and breeze through the many games that are available. His mind is fast and he can do at least 5 things at once. We are all going through this huge transition and certainly collaboration has come to the forefront – social networks, forums, instant chats, skype etc. We are all feeling the need to collaborate on some level and share our experiences of what is happening in our world.

I guess my question is how to assess one’s competencies if the entire learning process is based on collaboration, because in the end, when someone is applying for a job, it is based on the skills that they individually bring to that position. And yes teamwork is becoming very important (emotional IQ, etc) but I don’t think it is realistic to level the playing field so to speak. Or conversely, maybe everybody needs help in finding their right place and we don’t do enough of that in the educational system.

All the new technologies like wikis and cloud computing in general as well as the ones i mentioned above all indicate a desire to collaborate on some level. But all contribution is not equal so we need new measuring systems. We have a long ways to go for sure and it takes visionaries like Sir Ken Robinson to open the gates wide. And by the way if you do a google on transition from industrial age to information age, there is lots to discover! And it is reassuring to know that some of our communities can be on the leading edge of this paradigm shift with cloud frenzy free, user friendly Wiki collaboration.

This video animate will engage further discussion on the changing education paradigms.

YouTube video description: This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA’s Benjamin Franklin award.

Cambridge, Ontario. “Doing my chores from seven in the morning until seven at night”.

Experiencing the life of a farmer at my friend’s heritage farm. Sustainable living and ethical farming is hard work. Yet there’s something essential about growing your own food. Getting back into rhythm with the earth and animals that sustain you.

Adopt food sustainability as a lifestyle. Grow your own urban vegetable garden. Eat whole, raw and natural foods. Reduce your consumption of fast and overly processed foods. It you’re on a plant and animal diet source out free range, pasture raised/grain fed meats from your local farmers.

Related Posts:

• New autumn post: Heritage Farm Life – Calves & Pigs & Turkeys…
• Colourful chicken photography on: Heritage Breeds
• My video on the pigs: Mama & Piglets on Walkabout Video.

In many communities food resources go furthest when people produce their own food near to where it is consumed.

Taking it globally, hunger-relief organizations provide assistance not in the form of cans of food, but in technology, education and programs that teach sustainable farming.

I hope you enjoyed the photos.

7 Key Components for Workshop Structure

1) Introductory Activity/Icebreaker

Start with an activity that introduces the topic – a game, physical activity or collective activity. It needs to be fun and fully engaging to learner. It brings the learner into the world of the topic while keeping them up and ready to engage in the learning. The activity introduces the topic and stimulates comments and questions.

2) Opening Discussion

Follow the intro activity with a few questions about what the learner experienced in the activity. Allow them an opportunity to express what they experienced.

1. Lead into a series of questions asking the learner what they know about the topic.
2. Validate their responses. Allow the learners to expand upon one another’s comments -sharing what they know.
3. Allow all the learners to express what they know about the topic.

This is a good place to use the following strategies:

1. Record the learners comment for later reference.
2. Have a learner record the groups comments.
3. Have the learners share what they know in groups and have one person be the record and another the presenter of their thoughts.
4. Have the learners look at opposing sides of the topic: positive/negative or brainstorm all thoughts, etc

3) Introduce the topic

Use what has been gleaned from the learners to introduce the topic in terms of their readiness to learn about it – use their terms, concepts, etc., building on them.

Identify what you wish to be the outcome of the workshop – what you want them leave with at the end of the workshop – what is the outcome of the whole session. Let the learners know that the group will return to their initial responses at the end of the session.

4) Set up a series of 2 – 3 tasks geared to exploring aspects of the topic

This is the core part of the session – the two-thirds of the workshop. Identify sub-sets of knowledge/skills that are part of the main topic.

1. Devise specific tasks to investigate each of these skills.
2. Use various strategies. Work in groups – pairs, threes or fours. Use a range of strategies for each of the tasks.

Incorporate the five elements of cooperative learning:

• Positive Interdependence

Learners are linked with others in a way that one cannot succeed unless the other members of the group do their part. This is accomplished by assigning each student a role within the group. Each role is important to meeting the group goal.

• Face-To-Face Promotive Interaction

Learners help, encourage, and support each other’s efforts to learn. They explain to each other how to solve problems, discuss strategies, teach knowledge and explain concepts to each other.

• Individual Accountability

The performance of each learner is assessed and the results given back to the group and to the individual. Group members need to know who needs more assistance and that no one can “hitch hike” on the work of others.

• Social Skills

Groups cannot function effectively if learners do not have the leadership, decision-making, trust-building, communication, and conflict management skills needed. Many learners have never worked cooperatively, so these skills have to be taught to them. These are important skills in just about any workplace.

• Group Process

The facilitator must ensure that learners are achieving their goals and maintaining effective working relationships. At the end of a working session the groups process their functioning by answering two questions: (1) What is something each member did that was helpful to the group and (2) What is something each member could do to make it even better next time?

Some effective cooperative learning strategies include:

• work in pairs: Think-Pair-Share
• work in varied groups: Jigsaw, Round Robin Brainstorming
• facilitator engages learners during an extended presentation: 3 Minute Review

5) Debrief

After every task, have the whole group come together to discuss what they did before you introduce the next task, which is intended to take the learning further.

Use a range of strategies for debriefing, such as:

• Three Step Interview: Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner’s response with the team.
• Team Pair Solo: Learners reflects on what they learned first as a team, then with a partner, and finally on their own.
• Numbered Heads Together: A team of four is established. Each learner is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Facilitator calls out a number (two) and each two is asked to give their response.

6) Closing The Loop

Use a range of strategies to debrief the entire session and provide closure on the learning, such as:

• refer back to what the group first knew about the topic and then add what they know now
• ask specific questions about the applicability of what they learned/experienced: where would you apply this? How would apply this? How do think this would help you?
• use a cooperative learning strategy, such as active listening:

Have the learning participants break into pairs.

Allow learners to share information regarding a personal experience for exactly one minute. The speaker has one minute to talk while the listener may not say anything or interact with the speaker except for nods and “empathic grunts” (“uh-huh, I see.”) After the minute expires, have the listener share the information with the class to see if s/he was actually listening.

Have learners switch with the other member of the pair doing the talking. Allow for discussion time afterwards.

7) Next Steps

Ask the learners to express how they plan to apply what they have learned/ experienced through:

1. a journal/diary
2. media, such as digital photography, graffiti, etc.
3. technology, such as a blog

Recommendations For Curriculum Design

In addition to the 7 key components listed above in the Workshop Structure – there are 6 additional items to include when designing curriculum:

Theory – The role of the facilitator is to present related theoretical materials that support the planned learning of the session outline. It is important to be a resource for the topic and provide the background material needed for the session. It is in this section that a facilitator provides the supporting information of the curriculum being presented. A summary of the research collected and key terms, concept and principles that help in delivering the objectives of the session topic are captured in this area of the outline. Theory is seen and the supporting documents and messaging a facilitator wishes to convey to the learner. Theoretical pieces can often be a collection of key points and used as a learning aid/handout for the session.

Video Tie In – This added piece to the outline provides another forum for including technology with the facilitation of the topic. Including video options with your session offers a visual element for the learners and presents another approach to learning in the session

Web Links – Incorporating technology and provided internet links that support the session enhances participant learning. It is a key component to the outline and provided support research and materials for the session.

Learning Aids – are the handouts and materials provided to learners during the session that assist with the learning process.

Sources – It is important to source and respect copyright regulations when creating curriculum for the program. Items used in your outline need to be sourced. Materials adapted – stated adapted and original source. Include creator reference at the end of the outline.

Workshop Prep. Centre – The prep centre is a summary section that advises facilitators presenting this outline of all the items required and to be prepared. It summarizes prep items and materials needed for each phase of the workshop and a timeline for prep and delivery.

This workshop/training plan was collaboratively developed, written and authored by a legendary team of Curriculum Coaching Consultants, Marylena Angeloni and John Zeus 2012.

10 Best Reasons To Use A Wiki

This video on YouTube provides “a look at 10 reasons how a wiki can connect teams within companies, helping them get more done, together.” (Description from YouTube)

Get the best people on the right tasks and produce better overall results by letting everyone contribute.

Break down information silos between teams, departments, and individuals – it’s crowd-sourcing for your organization.

#2 Anyone Can Contribute

Anyone can put content online, quickly and securely – just click ‘Edit’ and start typing.

A rich content editor does the work for you with Autocomplete, Autoformatting, Autoconvert, and shortcuts for everything.

#3 Connect People and Content

Bringing the right people into the work and discussions taking place in Confluence is easy.

Share content in seconds and @mention teammates in any page, blog post, or comment.

#4 Capture Knowledge, Forever

Capture the tacit knowledge of your co-workers, often trapped in email, in Confluence where it’s never lost.

Instant and familiar, engage everyone and encourage collaboration with Quick Comments and Likes.

#5 Discover What’s Popular

Confluence makes sure you won’t miss another important conversation again.

With a live ‘Popular’ content stream and weekly email summaries you’ll never lose touch of what’s trending in your company.

#6 Find Content, Fast

Quick Navigation and Search makes sure you find what you’re looking for, fast.

Start typing and watch Confluence suggest pages, blogs, files, and people.

#7 Keep Private Parts, Private

Confluence meets the demands of the enterprise environment by keeping your content safe and secure.

Permissions at the Global, Space, and Page level give you the flexibility to decide exactly who can view and edit content.

#8 Connect to Microsoft

Combine powerful free-form content creation and collaboration with the document management and workflow strengths of SharePoint and Office.

Get up-and-running quickly with out-of-the-box integration with Active Directory for user management and authentication.

#9 Easy to Customize & Brand

Create customized designs and brand Confluence to match your corporate style.

Expand your audience with complete branding, advanced design tools, drag-and-drop layouts, navigation, and drafts.

#10 Extend with Add-ons

Customize Confluence with themes, application connectors, content importers, and more.

Browse the Atlassian Plugin Exchange and find add-ons that extend functionality and connect Confluence to other enterprise tools.

Source: Atlassian Get your own wiki

Focus

A bio is a story version of the information you would  include in a résumé. The format is less formal, and it gives you an opportunity to highlight some interesting facts about yourself while injecting a little of your personality.

The main goals of a bio are to give the reader an accurate sense of who you are and what you do in your organization and role, to establish expertise and to qualify your experience and background. All of these elements combine to develop trust in you and your offerings.

Even if your current résumé is in the wiki, there are many other situations when you will need a bio, including:

• Posted on your personal or department website and blog
• Included in your marketing materials
• Provided with proposals to colleagues and clients
• Submitted for speaking, presenting or coaching applications
• Included in any books, e-books, reports or professional documents you develop

What to Include

One of the great things about a bio is the flexibility.

You can include as much or as little information as you want. Typically, most online bios include:

• Current job, department or professional experience
• Publications or presentations you have completed
• Professional memberships you currently hold
• Awards, honors and certifications you have received
• You can personalize your bio even more by including elements such as a photo of yourself, your educational background, quotes or testimonials from colleagues and links to examples of your work.

Bio Checklist

What to include in your Bio

• Your main role
• Your present position and time working on the program
• The number of years you have been working with youth populations
• The diversified background and initiatives you have worked with prior to FPSYIP, SAM 2.0, Alternative Suspension, DYIP
• Your contact information
• Points of interest (optional)

Tips

There are many formats you can use to write a great bio, but there are some universal elements you can use to make it more effective. Typically, your bio should be written in the third person, using “he/she” instead of “I.” Presenting your bio as if someone else wrote it for you provides a distinction from you and the writer (even if it is understood that it is the same person). The third person also enhances the professionalism and makes people more willing to trust what is being said.

Make your opening attention-grabbing to draw the reader in and make them want to learn more about you. And using a conversational voice will make it easier for your readers to follow along.

Don’t be afraid to include some personal or unique information about yourself at the end of your bio, and use a tone that reflects you and who you are throughout.

You’ll want to keep your bio short, only including the information that needs to be included. Split it into short paragraphs to make it easier to digest and include supporting information in the form of links, whenever possible.

Once you have a bio you’re comfortable with you’ll want to modify and update it periodically to reflect changes and to keep it current.