Menu

Teachable Moments of Leadership

28 Videos for Daring Leadership Educators

FACILTIATING, and DEBRIEFING (6 video clips)

 Connecting to Purpose

"Standing in your purpose" is an important concept in
the Adaptive Leadership framework. This idea allows
us to be anchored and creative when a terrible storm
or unexpected difficulty shows up during our journey.
The ability to elicit and reflect on how easily we lose
sight of that purpose when the game gets rough is an
important gift that a Case-in-Point educator can offer
participants. Here Jill takes a chance to reconnect to
that purpose thereby mobilizing resources and making
an important first decision for the session.

  QUESTIONS FOR FURTHER REFLECTION

  • What purpose/guiding value gives you the courage to lead a class?
  • What rituals/routine/touchstone might help you go back to your purpose as an educator when the going gets tough?
  • How might taking care of participants look when teaching a class?

 

  


 

 

The Power of Simple Stories    

In this piece Jill shares a personal story about how she
learned to ride a bicycle. Illustrating abstract leadership
concepts through the power of simple stories like this
is another way of engaging participants.
It helps them make sense of what is happening while
realizing that it is ok to feel the pinch of reality that
manifests itself as a sense of frustrated expectations.
Notice in this segment how Jill sets the stage and
describes this scene from her childhood in vivid and
yet relevant terms for the class.

 QUESTIONS FOR FURTHER REFLECTION

  • What is your personal story of adaptive learning that you might share with your class?
  • How might references to personal biography/stories help you teach leadership?
  • In what ways might you interrogate the narrative about “leadership as authority” in your class?

 

 


 

The Difference between Technical and Adaptive 

The difference between technical and adaptive work is
one of the central ideas of the Adaptive Leadership
framework and one that is critical to restate.
In fact, Case-in-Point treats teaching as an adaptive
challenge while traditional pedagogy treats teaching as
a technical problem.
Notice how Jill names this key idea in this segment.

QUESTIONS FOR FURTHER REFLECTION

  • How does the distinction between technical and adaptive show up in your classes?
  • What do we gain/lose when we see the “technical” and avoid an issue's “adaptive” component?
  • What are the tough implications of adopting a systemic, conflictual and adaptive perspective, as opposed to an individual, benign and technical one?

 

  


 

 

Interjecting Curriculum Pieces in the Conversation

Case-in-Point is about linking what is happening in the
room with the key curriculum points.
When we do this too much we over-intellectualize
what's alive. When we do this too little we miss an
opportunity to make the concepts stick. As often with
Case-in-Point the mastery is in the balance that you
manage to reach by showing up as you are. In this
segment, Jill makes a point of naming those
curriculum points for participants to frame the
situation in the room as a "here and now" instance of
the concept being explored.

QUESTIONS FOR FURTHER REFLECTION

  • What are the challenges of naming what "shows up” and connecting it to the concepts being taught?
  • How might you pre-plan/plant some of those teaching moments?
  • What are ways in which you can improve your own listening while teaching a class?

 

 


 

 Debriefing Emerging Factions

The idea of factions is central in the Adaptive
Leadership framework. And rather than talking about
ideas "out there," Adriano instead surfaces factions
“right here.”
This gesture helps the group make sense of them here
and now by connecting the leadership concepts to the
dynamics in the room.
He masterfully acknowledges the forces at play
(time/expectations) and gives the work back. This time
he asks not just what he should be doing but also puts
participants on the spot: what should YOU be doing as
well?

 QUESTIONS FOR FURTHER REFLECTION

  • How comfortable are you with conflict?
  • Why is it so hard to name different factions in a class?
  • What can you do to make it ok to disagree or entertain conflictual interpretations in a class?

 

 


 

Listening Skills

Case-in-Point educators need to be good listeners. In fact, this is the most important skill required for this way of teaching.
Listening allows you to invite other people to join in the quest for leadership and to model the reflective capacity we strive to build in participants. 
Here Jill lets participants talk and deepen their
understanding of what is happening in the moment.

 QUESTIONS FOR FURTHER REFLECTION

  • What does deep listening look like for you?
  • Which need is the “chatter in the head” fulfilling?
  • What ideas/strategies/values are working against your listening when teaching a class?