There are so many important questions that we have to ask and attempt to find answers to. Many of these questions start with what, how, and why. Simon Sinek reminds us that the most important questions we should be asking need, and should start with, a focus on why. Check out this shortened version below of his famous TED talk.
His simple golden circle brings some needed context that can help to drive meaningful change in any organization. For the most part, every organization knows what they do. Some organizations know how they do it. However, as Sinek goes on to explain, very few organizations know why they do what they do. The why centers on purpose, values, belief, and feelings. The what, and to a certain extent the how, have a certain amount of clarity around them. The why is a totally different animal as it is always fuzzy in nature. It is difficult to articulate at times, thus we take the path of least resistance and focus our questions and efforts on the what and the how.
The why matters more than ever in the context of schools and education. All one must do is step into the shoes of a student. If he or she does not truly understand why they are learning what is being taught the chances of improving outcomes and success diminishes significantly. Each lesson should squarely address the why, preferably early on, but this could also be tied in during a closure actively. What and how we assess carries little to no weight in the eyes of our students if they don’t understand and appreciate the value of the learning experience. The same could be said regarding entrenched practices such as grading and homework that are in dire need of change.
A focus on the why is a good start, but holding ourselves accountable is another story. Therefore, as principal I directed my staff to include an authentic context and interdisciplinary connections into every lesson and project. We ensured accountability through numerous unannounced observations, collection of artifacts, and adding a portfolio component to the evaluation process. Unearthing the why became engrained in the very DNA of our culture. Relevance should be a non-negotiable in any learning task. If a student doesn’t know why he or she is learning something that is on us. Learning today and beyond must be personal for every student.
Our work does not stop here. In the larger picture students also need better responses as to why they need school and education for that matter. Students need to understand better why school functions to serve them both inside and outside the classroom. A renewed focus on creating schools that work for kids through uncommon learning strategies that are not being implemented in schools at scale can help to transform numerous facets of traditional schooling. The why led us to embrace and implement Bring Your Own Device (BYOD), academies (school within a school), personalized learning, virtual learning, makerspaces, and Independent Open Courseware Study (IOCS) options. Transforming learning is a momentous task that must be driven by unearthing the why across all facets of school culture.
This conversation should also translate to our own work. We say what we do and how we are different, but is this enough to change practice or perception? It is critical that educators can articulate the why related to their own work. Take technology for example. Actions of many educators in terms of learning and using technology tend to infer that the overriding focus is on the wrong thing. Some questions I commonly run across include: What are the latest apps and tools I can use in my classroom or school? How can I integrate technology to improve learning? These questions aren’t necessarily bad per se, but they often dictate the level at which tools are used. Just look around at the sessions at many technology conferences. When sessions like 50 Apps in 50 minutes have standing room only while Improving School Culture has a fraction of attendees it aligns more with the what and how.
Whether it comes down to effectively using technology, growing professionally, innovating, or improving instruction, Sinek reminds us to always focus on the why first. This allows us to bring clarity to our ideas, align pertinent research, and identify practices in action for further support to instill a sense of value in the work at hand. Students must believe in their school and the value of learning. Educators must believe in the mission, vision, and goals of a school to improve. They must also believe in the pursuit of better ways to grow that move beyond sound bites, flashy tools, and ideas with little substance. Unearthing the why is the key to sustainable change and transforming practice.
Image credit: https://inspireca.com
The why matters more than ever in the context of schools and education. All one must do is step into the shoes of a student. If he or she does not truly understand why they are learning what is being taught the chances of improving outcomes and success diminishes significantly. Each lesson should squarely address the why, preferably early on, but this could also be tied in during a closure actively. What and how we assess carries little to no weight in the eyes of our students if they don’t understand and appreciate the value of the learning experience. The same could be said regarding entrenched practices such as grading and homework that are in dire need of change.
A focus on the why is a good start, but holding ourselves accountable is another story. Therefore, as principal I directed my staff to include an authentic context and interdisciplinary connections into every lesson and project. We ensured accountability through numerous unannounced observations, collection of artifacts, and adding a portfolio component to the evaluation process. Unearthing the why became engrained in the very DNA of our culture. Relevance should be a non-negotiable in any learning task. If a student doesn’t know why he or she is learning something that is on us. Learning today and beyond must be personal for every student.
Our work does not stop here. In the larger picture students also need better responses as to why they need school and education for that matter. Students need to understand better why school functions to serve them both inside and outside the classroom. A renewed focus on creating schools that work for kids through uncommon learning strategies that are not being implemented in schools at scale can help to transform numerous facets of traditional schooling. The why led us to embrace and implement Bring Your Own Device (BYOD), academies (school within a school), personalized learning, virtual learning, makerspaces, and Independent Open Courseware Study (IOCS) options. Transforming learning is a momentous task that must be driven by unearthing the why across all facets of school culture.
This conversation should also translate to our own work. We say what we do and how we are different, but is this enough to change practice or perception? It is critical that educators can articulate the why related to their own work. Take technology for example. Actions of many educators in terms of learning and using technology tend to infer that the overriding focus is on the wrong thing. Some questions I commonly run across include: What are the latest apps and tools I can use in my classroom or school? How can I integrate technology to improve learning? These questions aren’t necessarily bad per se, but they often dictate the level at which tools are used. Just look around at the sessions at many technology conferences. When sessions like 50 Apps in 50 minutes have standing room only while Improving School Culture has a fraction of attendees it aligns more with the what and how.
Whether it comes down to effectively using technology, growing professionally, innovating, or improving instruction, Sinek reminds us to always focus on the why first. This allows us to bring clarity to our ideas, align pertinent research, and identify practices in action for further support to instill a sense of value in the work at hand. Students must believe in their school and the value of learning. Educators must believe in the mission, vision, and goals of a school to improve. They must also believe in the pursuit of better ways to grow that move beyond sound bites, flashy tools, and ideas with little substance. Unearthing the why is the key to sustainable change and transforming practice.
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