Week 11 Agile and Servant Leadership/ Lean education

Agility means the capability of rapidly and efficiently adapting to changes.
Agile leadership It is the art of being flexible under the influence of rapidly changing external conditions. It means being flexible, responsive to change, and willing to learn and adopt new ways, leading to effectively survive and succeed in the complex modern competitive business environment."It is not the strongest or the most intelligent who will survive but those who can best manage change." - Charles Darwin.
Agile Leadership Style

Agile leadership is situational, adaptive, empowering and inspirational. The most important leadership theory applied to agile is that of servant leadership (Highsmith, 2009).“For the Agile Leader, servanthood is the strategy. Situational actions are the tactic” (Filho, 2011).The key characteristics of the servant leader include awareness, listening, persuasion, empathy, healing, and coaching. Situational leadership means that the servant leader may act as a democratic leader, a laissez-faire leader, or an autocratic leader in different situations (Koganti, 2014).
Servant Leadership

The originator of the servant leadership concept (though inspired by a Herman Hesse story) was Robert Greenleaf. “The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?” (Greenleaf, 1970
Teachers as Servant Leaders

Servant leadership has been applied by a number of authors to teaching. “The teacher as servant leader functions as a trailblazer for those served by removing obstacles that stand in their path. Part of unleashing another’s talents is helping individuals discover latent, unformed interests. Art, music, and science teachers are prime examples of educators whose genius lies in leading students to discover unarticulated interests.” (Bowman, 2005),

Agile methods

The Agile movement proposes alternatives to traditional project management. Agile approaches, such as Scrum and eXtreme programming were designed for the software development to help businesses respond to unpredictability. Aspects of Lean production (from the Toyota Production System) are also increasingly utilised by agile practitioners, for example Kanban boards, where limiting the number of current work items elegant workflow. Kanban's 'pull' model makes the flow of work visible across the team. In software development, 'Scrumban' is a populate fusion of Scrum and Kanban.
Nowadays Agile and lean practices are used in industries outside of manufacturing and software development. Agile is recognized more generally now as simply a great way of getting things done in rapidly changing and highly unpredictable situations.

Agile and Lean Ideas in Learning

In this week's classes we ponder what Agile and Lean methods can offer to the education sector. Even though Agile was developed within the software industry, the bridge is that it is fundamentally about learning, people, and change - three things we struggle with in education. Many are amazed at how easily Agile and lean ideas translate into education, and how perfectly-suited they are, for example, to running schools.

Week 10 Digital - Real World Learning and Crowdsourcing

Problem-solving tasks require students do some or all of the following investigate the parameters of the problem to guide their approach
generate ideas and alternatives
devise their own approach, or explore several possible procedures that might be appropriate to the situation
design a coherent solution
test the solution and iterate on improvements to satisfy the requirements of the problem.

Real-world problems are authentic situations and needs that exist outside an academic context
Real-world problems have all of the following characteristics:
Are experienced by real people. For example, if students are asked to diagnose an ecological imbalance in a rainforest in Costa Rica, they are working with a situation that affects the real people who live there.
Have solutions for a specific, plausible audience other than the educator as grader. For example, designing equipment to fit a small city playground could benefit the children of the community.
Have specific, explicit contexts. For example, developing a plan for a community garden in a public park in their town has a specific context; learning which vegetables grow best in which parts of one’s country does not.
If students are using data to solve a problem, they use actual data (for example, real scientific records of earthquakes, results of their own experiments, or first-person accounts of an historical event), not data developed by an educator or publisher for a lesson


Source: Innovative Teaching and Learning Research. (2013). 21st Century Learning Design. Microsoft. Retrieved from: http://www.itlresearch.com/itl-leap21


Supporting Diversity for Problem Solving
Set up a task with space for a variety of viewpoints
Help students access the existing established knowledge as and when it is needed to help solve their shared problem
Support students to build knowledge and capabilities
Provide opportunities for students to work with others
Ensure group diversity
Provide opportunities for diverse ideas to emerge and collide
Provide opportunities for collective knowledge building
Provide opportunities to revisit ideas over time
Source: Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key competencies for the future.


Where to start your search? Idea Springboard
Use this search tool (created for the Google Science fair) to help you come up with a project that you'll love working on. https://www.googlesciencefair.com/springboard/en/

Thingful
Thingful® is a search engine for the Internet of Things, providing a unique geographical index of connected objects around the world, including energy, radiation, weather, and air quality devices as well as seismographs, iBeacons, ships, aircraft and even animal trackers

Instagrok
Their mission is to help everyone discover the joy of learning and empower them to be lifelong learners. So we are dedicated to building innovative technology to enable engaging, safe and personalized learning. https://www.instagrok.com

Crowdsourcing for Problem solvingCrowdsourcing is the practice of engaging a ‘crowd’ or group for a common goal, such as innovation, problem solving or efficiency. It can take place on many different levels and across various industries. Thanks to our growing connectivity, it is now easier than ever for individuals to collectively contribute, whether with ideas, time, expertise, or funds, to a project or cause.
If you want to learn when 'crowdsourcing' became a trend, maybe you'd like to look at a real data Google shares with us? You could also combine that with other search trends? www.google.co.nz/trends/explore#q=crowdsourcing
Examples of Crowdsourcing platforms and projectsOpenideo
Uses the ideas of Design Thinking. Join a global community to solve big issues “How might we…” challenges for social good in different phases
InnocentiveTheir goal is to crowdsource innovation solutions from the world’s smartest people, who compete to provide ideas and solutions to important business, social, policy, scientific, and technical challenges.
Hackidemia
A mobile invention lab that enables future changemakers to access and create a hands-on STEAM education that will enable them to solve specific challenges by developing and testing creative solutions and physical artifacts. Global workshops fostering collaboration between schools, tech companies and kids in the development of 3D-enabled curricula, tools, and learning environments for the 21st century learner.
DemocrasyOS
An open-source platform for voting and political debate that political parties and governments can download, install, and repurpose much like WordPress blogging software.
Global Lives ProjectA collaboratively produced video library of life experience around the world. Global Lives exhibits showcase unedited footage of daily life around the world, and they encourage students and teachers to study, discuss and reflect upon the startling differences and similarities between people from around the world.
HacKIDemiaA mobile invention lab that enables future changemakers to access and create a hands-on STEAM education that will enable them to solve specific challenges by developing and testing creative solutions and physical artifacts.
ZooniverseThis one claims to be the world’s largest and most popular platform for people-powered research. Research is made possible by volunteers—hundreds of thousands of people around the world who come together to assist professional researchers. Our goal is to enable research that would not be possible, or practical, otherwise. Zooniverse research results in new discoveries, datasets useful to the wider research.
Zooinverse projects have two distinct aims, (Masters, Oh, Cox, Simmons, Lintott, Graham, Greenhill, & Holmes, 2016) the first is to solve specific scientific problems through the use of citizen scientists. The second aim is to engage members of the public with real world science to educate and change attitudes towards science. Citizen scientists are members of the general public that volunteer their time to work and collaborate with professional scientists to collect data and solve problems on real scientific research questions. Citizen science is not a new concept but has become more accessible to people around the world through the use of the Internet. Edmund Halley used citizen science in 1714 when he got members of the public to report the total eclipse of the Sun across England.

Citizen Science"Engaging in citizen science allows people to experience first-hand the scientific process and engage scientific thinking at the same time as increasing their knowledge of the specific research topic (i.e. their knowledge of scientific content.(Masters, et al., 2016, p.1)"
Through platforms like Zooinverse citizen scientists are able to view, record, analyse, process and answer incredibly large amounts of data that would not be possible by the scientists doing the research alone. The first project Galaxy Zoo received 70,000 classifications per hour and more than 50,000,000 classifications in the first year (Graham, Cox, Simmons, Lintott, Masters, Greenhill, & Holmes, K, 2015)

Week 9 - Student Engagement and Multicultural perspective

EngagementIs Kahoot! engaging?
In the leadership activities for this week, we played a Kahoot! quiz. In what sense is this 'engaging'?
"Students should be enticed by the competitive nature of the game if it is going to be a valuable learning experience for the students. They benefit from using digital games in the classroom by learning how to handle success and failure as well as how to use critical thinking and problem-solving skills." (Icard, 2014).

Engagement and Flow
Fredericks, Blumenfeld and Paris (2004) proposed a framework for considering engagement that distinguishes between cognitive, behavioural and emotional engagement. It is important to clarify the scope of the term ‘engagement’. Policy discussion has long focused on the negative consequences of disengagement, such as school dropout, and clear behavioural indicators, such as absenteeism and disruptive classroom behaviour. This often overlooks the complexity of engagement, especially the cognitive engagement of students who may be otherwise attending class and behaving well. A short paper form the Australian Institute for Teaching and School Leadership. (2016) gives an interesting view point and summary about those three types of engagement in schools - what does engagement mean and how can you measure it?
Shernoff (2013) states that engagement always connotes a relationship, one of involvement to something, and defines it as a heightened, simultaneous experience of concentration, interest, and enjoyment in the task at hand. His definition includes no presumptions about how students should think, feel, behave, or relate to school. You might notice that his definition includes no mention of school whatsoever so that engagement in learning can be viewed as on par and comparable to that experienced in other less formal contexts. That definition is based completely in the experiences of students, so that engagement may be considered as a learning experience, one to be valued in its own right. This definition is rooted in Csikszentmihalyi’s (1990) conceptualisation of 'flow experience.' Flow is an optimal state of cognitive and emotional engagement, so absorbing that one may lose track of time and awareness of the self. Although the nature of schoolwork can vary, the ideal state of engagement could maybe be an active attentiveness and problem solving or the fashioning of products that promotes learning and the development of new skills, an ideal that flow experiences encapsulate.
Research tends to converge on the observation that meaningful engagement is composed of two independent processes; academic intensity and a positive emotional response. Optimal learning environments provide academic intensity through environmental challenge characterized by clear goals and high expectations for performance with complex tasks found to be relevant to students’ lives and the community at large. They also support students to succeed through motivational support, positive relationships, feedback, and opportunities for action and collaboration.
Flow and engagement can be contagious, having the potential to cross over from teacher to student, student to teacher, and permeate an entire group participating in a shared activity. New immersive technologies also show promising signs of enhancing student engagement to learn in the future. Indeed, there are many routes to engaging youth; creating meaningful engagement requires attention to a variety of contextual, instructional, developmental, and interpersonal factors beyond the preoccupation with narrowly defined educational “outcomes.”

Student Agency
Martin (2004, p. 135) characterises agency as "the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives”.
Lindgren and McDaniel (2012, p.346) on the other hand underline that “giving students the sense that they have control and the power to affect their own learning is one of the great challenges of contemporary education”. Even if also the Piagetian (1967) notion of constructivism says that “the most transformative learning experiences will be those that are directed by the learner’s own endeavors and curiosities”.





The figure above from Nakata (2014) suggests that agency builds on self-regulation, but student agency is then the basis for autonomous learners. Further, teacher autonomy is a pre-condition for learner autonomy.

MULTICULTURAL PERSPECTIVE

School CultureAccording to the Ministry of Education (2016), a school's culture consists of the customs, rituals, and stories that are evident and valued throughout the whole school. An effective school culture is one in which the customs and values foster success for all; and where clear boundaries are set, known, and agreed to by everyone. In developing a positive culture, effective principals ensure that educational practices are inclusive. They make certain that students and their families do not feel alienated either from their own culture or from the culture of the school.
Hauora - Well-being
Hauora is a Māori philosophy of health unique to New Zealand (Ministry of Education, 1999). Could Hauora be one of the key concepts on defining a positive school culture? It encompasses the physical, mental and emotional, social, and spiritual dimensions of health. The concept is recognised by the World Health Organisation. Maybe that could be the key to personal, national or even global success?
Hauroa comprises the following types of well-being:
Taha tinana - Physical well-being - the physical body, its growth, development, and ability to move, and ways of caring for it
Taha hinengaro - Mental and emotional well-being - coherent thinking processes, acknowledging and expressing thoughts and feelings and responding constructively
Taha whanau - Social well-being - family relationships, friendships, and other interpersonal relationships; feelings of belonging, compassion, and caring; and social support
Taha wairua - Spiritual well-being - the values and beliefs that determine the way people live, the search for meaning and purpose in life, and personal identity and self-awareness (For some individuals and communities, spiritual well- being is linked to a particular religion; for others, it is not.)

Kura Culture
Te Aho Matua is the foundation document for Kura Kaupapa Māori. According to Tākao, Grennell, McKegg & Wehipeihana (2010), the six sections of Kura Kaupapa Māori are
Te Ira Tangata (the human essence)
Te Reo (the language)
Ngā Iwi (the people)
Te Ao (the world)
Āhuatanga Ako (circumstances of learning)

“our tamariki are able to go out into the world standing strong in who they are and where they are going and enjoying ongoing education along the way in whatever they choose. – Whānau, Te Ara Hou" (Tākao, Grennell, McKegg & Wehipeihana, 2010 p.3),

Week 8 - Leadership Leading Change

Leading change (Kotter)
“The simple insight that management is not leadership is better understood today, but not nearly as well as is needed. Management makes a system work. It helps you do what you know how to do. Leadership builds systems or transforms old ones.” (Kotter, 1996)
Kotter's 8 step process
Kotter (1996) suggests that there is an 8 step process for leading change.
Create a sense of urgency
Build a guiding team
Develop a vision and strategy
Communicate the vision
Enable action by removing barriers
Celebrate wins
Sustain change by building on gains
Embed the change in culture
There is a useful diagram that summarises Kotter's process on the Leading Change course blog

Coherence
Effective leadership, rather than focusing primarily on a specific aspect of change, focuses on creating the conditions in which everyone in the group is able to envision and enact cohesion:
“Coherence consists of the shared depth of understanding about the purpose and nature of the work” (Fullan & Quinn, 2016, p.1).
In challenging situations, people are motivated primarily by intrinsic factors: having a sense of purpose, solving difficult problems, and working with peers on issues that are of critical importance to the group (Fullan & Quinn, 2016, p.4).
Fullan & Quinn identify the elements contained in the diagram below (from Michael Fullen's website) as the ‘right drivers to bring about system change’ - as opposed to the ‘wrong drivers’ (such as rewarding individual teachers, national standards).

Why are these wrong drivers still being implemented? Here are some of their suggestions:Our wrong driver analysis showed how politicians were making matters worse by imposing solutions that were crude and demotivating for the very people who have to help lead the solution … You might ask why politicians endorse solutions that don’t work. The answer is not complicated: because they can legislate them; because they are in a hurry; because the remedies can be made to appeal superficially to the public; because (and unkindly on our part) some of them really don’t care about the public education system, preferring that education to be taken over by the private sector; and (more kindly) because they do not know what else to do (Fullan & Quinn, 2016, p. 3).

Simplexity means that you take a difficult problem and identify a small number of key factors (about four to six) – this is the simple part. And then you make these factors gel under the reality of action with its pressures, politics, and personalities in the situation – this is the complex part (Fullan & Quinn, 2016, p. 127).

Leaders build coherence when they combine the four components of our Coherence Framework to meet the varied needs of the complex organizations they lead. Coherence making is a forever job because people come and go, and the situational dynamics are always in flux …The main threat to coherence is turnover at the top with new leaders who come in with their own agenda. It is not turnover per se that is the problem, but rather discontinuity of direction (Fullan & Quinn, 2016, p.128).

Week 7 - Blended Learning

Blended Learning
The definition of blended learning is a formal education program in which a student learns: (1) at least in part through online learning, with some element of student control over time, place, path, and/or pace; (2) at least in part in a supervised brick-and-mortar location away from home; (3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

Blended Models (see http://tinyurl.com/tmlblended)
These blended learning models come from the Clayton Christensen Institute
Rotation model
Station Rotation
Lab Rotation
Flipped Classroom
Individual Rotation
Flex model
A La Carte model
Enriched Virtual model

Flipped Classroom
The idea of the flipped classroom as first developed in 2007 by Bergmann & Sams (2012), who describe their experience in their book "Flip Your Classroom: Reach Every Student in Every Class Every Day". The idea behind a flipped model of education is that much of the content is covered outside of the classroom through bite sized (under 10 minute) video clips, quizzes and collaborative discussions. Subsequently deeper learning can occur in the classroom through face to face discussion which can apply, evaluate and contextualise the content as well as enhancing collaborative activities, strengthening relationships, developing communication skills and other key competencies. The pedagogical approach has to be adapted and the mode of teaching must change to a more student orientated practice as the content (often teacher led) part of the session has already been covered. A flipped method fits in extremely well with many different learning areas but particularly links well and supports active learning experiences; more time for hands on learning and less time stuck in the classroom.

One interesting approach suggested by Schell (2013) is that it is best not to t tell students you are “flipping” or “experimenting” since they might be resistant to the idea. Instead, just go ahead and do it (stealth flip'). She also suggests that just flipping the classroom is not enough; you probably also need to rethink your assessment practice.

In-Class Flipping (See http://tinyurl.com/tmlflip)
Besides the fact that it avoids the home-related problems of a traditional flip, the In-Class Flip has other advantages as well:
The teacher can observe whether students are really watching.
The initial exposure to the video content has a better chance to sink in.
Hardware is (presumably) safer.
In-Class Flipping is not without its own challenges:
It doesn't make for tidy one-period lesson plans.
More preparation is required at the beginning. .
Technically, you don’t "gain" more class time.

Tools for Creating Content for Flipped or Blended LessonsEdPuzzle
A simple tool to add content to existing videos. Can use video content from multiple sources within the site, or upload your own video. It’s also easy to “crop” videos so you are only showing the section of the video you want students to watch instead of the whole thing. Insert questions anywhere in the video you want and have multiple choice questions automatically graded. Teacher view shows you which students have watched the video and how they fared on the questions. https://edpuzzle.com/

TED-Ed
TED-Ed is TED’s youth and education initiative. Using any video on TED-Ed, TED Talks or YouTube, teachers can create and customize lessons for their students. There are four elements, Watch, Think, (teachers can create multiple choice or short answer questions), Dig Deeper, (provide more information), and Discuss (prompts for online discussions). http://ed.ted.com/lessons

BlendSpace
Blendspace is an easy-to-use platform for creating multimedia lessons that can be accessed online. Using a drag-and-drop interface, can organize videos, text, links, images, and quizzes into cubes, then organize them to create lessons, or "canvases, " for your students to complete independently. https://www.tes.com/lessons

Week 7 - Leadership Online and distributed learning

Leading Online Discussions (MindEdge Learning Workshop, 2014). Set guidelines
Make connections
Challenge students to think critically
Encourage participation
Praise discussion posts
Guide conversations back to the question at hand
Use real world experiences
Hesitate before interjecting

Why Use Twitter Encourages brevity
Identifies the tweeter
Allows replies and hashtags
Integrates with other tools (e.g. Tagboard, Pocket, Buffer, feedly)
Supports weblinks
Mobile App available

Distributed LeadershipDistributed leadership acknowledges that the work of leading and managing schools involves multiple individuals – not just those with formally designated leadership and management positions but also individuals without such designations. It is primarily concerned with the practice of leadership rather than specific leadership roles or responsibilities. It equates with shared, collective and extended leadership practice that builds the capacity for change and improvement.

Distributed leadership means mobilising leadership in order to generate more opportunities for change and to build the capacity for improvement. It is ‘leadership by expertise’ rather than leadership by role or years of experience. Genuine distributed leadership requires high levels of trust, transparency and mutual respect.

Distributed leadership is about collective influence and is a contributor to school success and improved performance- it is not an accidental by-product of high performing organisations. Individuals are accountable and responsible for their leadership actions; collaborative teamwork is the modus operandi and inter-dependent working is a cultural norm. (Hargreaves, Boyle & Harris, 2014).
Expertise not position
Distributed accountability
Distribution is non permanent
Changing roles and responsibilities
Leadership as practice

A strong correlation has been found between the building of leadership capacity for learning and teaching through distributed leadership and the increased engagement in both learning and teaching.

Because digital technology is multifaceted, it opens itself up to involvement from a variety of people and groups with different roles and responsibilities causing distributed leadership across time.

Collaboration in a digital technology setting is the purposeful joining of people in an online environment that enables relevant problems to be tested and validated through constructed knowledge.

Week 6 - Leadership Theories and Styles and connected learning

Connected learning
If “Connected learning is about much more than plugging youth into technology.” Then what is connected learning?

Due to the rapid change and technological advancement, the demands and opportunities placed on our students are greater than ever. Constantly changing networks (personal, social, and work) challenge students to process, learn, and respond to torrents of new information and new technologies. Learning is no longer framed by restrictions of time and place. Knowledge is now available everywhere, 24 hours a day so new models of education need to recognise learning as a constant with delivery modes and learning times as the variables.
New education models are needed to expand learning beyond the school through connected networks that bring education opportunities together into a seamless, integrated experience. In 2016 there is no reason why the abundance of resources and knowledge on the internet should be contained within a physical classroom, and there is little reason why a student should be confined to only taking courses offered by their school.
The notion of ensuring interchange and integration of learning networks and of the resources should underpin the construction of new education models. Connected learning and connectivism are two complementary views of the power of the network in 21st century learning

Leadership Theories
As time has progressed a number of leadership theories have emerged which deal with various styles and methodologies about leadership. These theories could be labelled in four broad headings; namely the Trait theories, Behavioral theories, Contingency theories and the Power and Influence theories. In 1922, Max Weber (see Weber, 1978) identified three kinds of leader/follower relations; traditional, bureaucratic and charismatic. He also noted that they occur in combination, and there may be gradual transitions between these types. Since then, much has been written about types of leadership. Some examples of leadership theories relevant to education include
Servant Leadership
Pedagogical Leadership
Transactional Leadership
Transformational Leadership
Maori Leadership

Burns (1978) outlined the original ideas for both transactional and transformational leadership. He stated that both are 'moral' forms of leadership, as opposed to 'amoral' power-wielding.

Bass & Riggio (2006) developed their transformational leadership theory based on Burns' original ideas. This has been the one many of our students have found interesting to reflect upon in their Leadership 1 assessments. According to this theory, transformational leadership can be defined based on the impact that it has on followers.

Providing a different perspective, Tū Rangatira: Māori Medium Educational Leadership (Ministry of Education, 2010) presents a model of leadership that reflects some of the key leadership roles and practices that contribute to high-quality educational outcomes for Māori learners. It focuses on leadership practices, providing insights into how effective professional development programmes can work towards strengthening leaders’ capabilities, growing capacity and sustaining exemplary leadership in the Māori medium education sector.

Leadership StylesDuring this week's lesson we'll also introduce some views on different leadership styles. Keep in mind that the styles are often drawn from the theories, so from your assessment point of view get your justifications from the theories and link them to the styles you used.

Complete the University of Kent online quiz about your typical leadership styles When you have finished record your results and thoughts for later use (Leadership 1 & 2 Assessments).

Based on a three-year study of over 3,000 executives, Goleman, Boyatzis & McKee (2013) identified six different leadership styles
Pace-setting leaders expect excellence and self-direction, and can be summed up as ‘Do as I do, now’. The Pace-setter very much leads by example, but this type of leadership only works with a highly-competent and well-motivated team.
Authoritative leaders move people towards a vision, so are often described as ‘Visionary’. This style is probably best summed up as ‘Come with me’. It is the most useful style when a new vision or clear direction is needed, and is most strongly positive.
An Affiliative leader values and creates emotional bonds and harmony, believing that ‘People come first’. Such leaders demonstrate empathy, and strong communication skills, and are very good at building relationships. This style is most useful when a team has been through a difficult experience, and needs to heal rifts, or develop motivation.
The democratic leader builds consensus through participation, constantly asking ‘What do you think?’, and showing high levels of collaboration, team leadership and strong communication skills. This style of leadership works well in developing ownership for a project, but it can make for slow progress towards goals, until a certain amount of momentum has built up.
A coaching leader will develop people, allowing them to try different approaches in an open way. The phrase that sums up this style is ‘Try it’, and this leader shows high levels of empathy, self-awareness and skills in developing others. A coaching style is especially useful when an organisation values long-term staff development
Coercive leaders demand immediate obedience. In a single phrase, this style is ‘Do what I tell you’. These leaders show initiative, self-control, and drive to succeed. There is, of course, a time and a place for such leadership: a battlefield is the classic example, but any crisis will need clear, calm, commanding leadership. 

Leadership Attributes
There are many personal characteristics that may be identified as aspects of leadership. However it may be helpful to explore some of the attributes identified within various categories that we have introduced on the course previously. These include:
Key Competencies (e.g. relating to others)
21st Century Skills (e.g. real-world problem-solving and innovation)
Growth Mindset (e.g. resilience)
Adaptive Competence (e.g cultural awareness)
Emotional intelligence (e.g. social skill)
World Economic Forum (2015) character qualities (e.g. initiative)