MRI SR 1: Discover
In this phase, you will take three steps, including
In this phase, you will take three steps, including
- Obtain a mandate to de-implement and establish a team to get the job done;
- Identify areas for de-implementation; and,
- Explain what sustains practices to be de-implemented.
Chesterton's Fence is a principle that says change should not be made until the reasoning behind the current state of affairs is understood.
Chesterton's Fence is a principle that says change should not be made until the reasoning behind the current state of affairs is understood.
It says the rash move, upon coming across a fence, would be to tear it down without understanding why it was put up.
Source: Chesterton's Fence: A Lesson in Second-Order Thinking
Your Mission
Your Mission
To empower you to apply first/second order consequence awareness and classify current practices in planning for de-implementation. To do that, you will:
To empower you to apply first/second order consequence awareness and classify current practices in planning for de-implementation. To do that, you will:
Review videos and articles about 1st/2nd order consequences
Decide on a current practice for de-implementation
Sort your current practice(s) into appropriate Level of De-Implementation
1-Introductory Videos and Resource Links
1-Introductory Videos and Resource Links
2-Quotes, Images, and Articles
2-Quotes, Images, and Articles
Making Room for Impact is a fairly new book, but there are many quotes and articles about de-implementation available online. Below, you will find several articles that address de-implementation.
Making Room for Impact is a fairly new book, but there are many quotes and articles about de-implementation available online. Below, you will find several articles that address de-implementation.
"One way to alleviate, or at least minimize educators’ workload, is to evaluate which activities and initiatives are impactful and reduce or replace the ones that no longer serve us or our students well.
"One way to alleviate, or at least minimize educators’ workload, is to evaluate which activities and initiatives are impactful and reduce or replace the ones that no longer serve us or our students well.
This process is referred to as de-implementation, and teachers, leaders, policymakers, and all education stakeholders need to engage in de-implementation conversations" (source).
This process is referred to as de-implementation, and teachers, leaders, policymakers, and all education stakeholders need to engage in de-implementation conversations" (source).
3-Tools
3-Tools
Making a decision about which practice to de-implement can be tough. If you are having trouble, use the AGREE Criteria and score each of the practice(s) you want to de-implement.
Making a decision about which practice to de-implement can be tough. If you are having trouble, use the AGREE Criteria and score each of the practice(s) you want to de-implement.
You can also use the 1st Order/2nd Order tool shown below to assist you.
Take a moment to select a topic (a list appears below) of possible de-implementation practices (but the best come from YOUR experiences). Then, run it through the Consequences Tool shown left.
Take a moment to select a topic (a list appears below) of possible de-implementation practices (but the best come from YOUR experiences). Then, run it through the Consequences Tool shown left.
What level of de-implementation is YOUR chosen practice, and how long do you estimate it will take to implement?
What level of de-implementation is YOUR chosen practice, and how long do you estimate it will take to implement?
4- Show Your Work: 3-2-1
4- Show Your Work: 3-2-1
