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忙碌，分心，睡眠不足，焦虑，压力大…不知所措。这些都耳熟吗？在过去的十几年里，我们已经从线性工作的工业时代转变到不断变化的脑力工作时代 --- 信息量和激励因素要比以前大得多。迷失感和压力感是脑力工作的特别之处，但是其中一种感受是可以被改变的。
在2008年，有人介绍我David Allen的书籍“搞定™：如何实现无压生产力，”然后我的生活有了正面的变化。我的生活变得稳定并且我能控制它，让我能处于当下，还提高了我想有创意的教学的欲望。
什么是GTD®搞定™?
GTD®搞定™一个系统化的方法来帮助你：
获得掌控权和稳定性
捕捉任何引起你注意的事
为生活中出现的事做决定
在信任的地方整理考虑好的事
随时随地做出有自信并且靠谱的决定
知道下一步做什么
随着我逐渐理解这种方法论的奥妙和复杂性，我意识到我需要将这一有转型能力的知识和技巧传达给我所教的小学生们。我相信GTD®搞定™能够将学生们的想象力转变成行动，帮助他们利用一些工具来变得更主动。我是正确的。根本上来说，GTD®搞定™给我了重塑我整个实践的灵感。
GTD®搞定™ 的5个战略
这里是5个考虑将GTD®搞定™带进课堂的方法。
1. 捕捉
基于GTD®搞定™的核心，捕捉你的想法和承诺。我不得不重新思考和重新设计传统学生的计划，这样做是为了区分日程，行动，需要跟踪的项目以及将来某一天列表来控制想法。学生们需要一个地方来捕捉遇到的实物，所以我将他们的“小房间”转型成“收件箱”，他们可以知道在这里找到的实物材料都需要动脑筋。考虑以下几点:
归功于MarkWallace
2. 理清
将已经捕捉好的东西理清，包括持续性的把它们转变成成果和行动。为了帮助学生思考成果和行动，我区分了“完成”和“正在做”的形象。考虑以下几点：
你要求你的学生做出什么行动？
什么是真正需要定义成果的项目？
你要怎么帮助你的学生区别成果和行动？
3. 整理
整理包括将想好的结果放进信任和触手可及的地方。学生们会有些参考材料– 也就是也许会需要行动，但不是现在（例如教科书）。为了管理材料和想法，我们改造了我们的柜子和教室里的箱子，把他们变成了参考储藏箱，我们的变成了价值空间来管理承诺和想法。借助于一些白板漆，我们的桌子变成了画板供头脑风暴和重整想法。考虑以下几点：
4. 回顾
每周回顾一次，GTD®搞定™最重要的实践包括处理收件箱；更新日程表，行动和项目表；并且有创造力的思考目标的高度能达到多少。为了帮助学员变得更明白，更处于当下和有创造力，我建立了一个周回顾 --- 一个清理柜子中的“残渣”（没有整理好的材料），背包和文件袋的时间；让策划者和作业变得处于当下；以及思考更富创造力 --- 这是学生考虑什么是他们想挖掘，设计和创造的地方。考虑以下几点：
你有计划让学生回顾的次数吗？
什么练习会帮助你的学生做他们最有创造力的工作？
一个周回顾是给你的帮助有多少？
5. 执行
执行不只是去做–它之所以做出可以信赖的决策，是因为它们基于已知的标准。执行是脑力工作的顶点。为了支持脑力工作的执行，我计划延长探索和工作的次数，避免直接教新材料或分配新工作。孩子们是依据以下几点开始工作的：
内容– 什么是我能或者必须在学校或在家做的？
时间– 什么是我能在当下有限时间里就能做完的？
精力– 考虑到一天的时间安排和周围的人，我想做什么？
优先级– 我需要做什么？什么是马上要交的？
考虑以下几点：
你期望孩子们能在一个高标准下做可执行的决定吗？
你有没有积极的给他们指导那些技能？
归功于MarkWallace
跟着工作流程走
除了改革我的实践，GTD®搞定™给了我在整个学区里切入工作流程策略的灵感。Edina公立学校学区处在装备全体员工开展工作流程的初期，学生和家庭利用工作流程策略来最大化他们的学习潜力。David Allen的GTD®搞定™工作框架是主要核心，我们信任它能让我们帮助学生成功的利用这个培训来做到他们想做的。
你有自己用过或者在课堂里用过GTD®搞定™吗？你用的如何，你学到了什么？我希望你听到你的故事。
Elementary School Children are Getting Things Done
English version
Busy, distracted, sleepless, anxious, stressed . . . overwhelmed.
Sound familiar? Over the past few decades, we have moved from the industrial
age of linear work to the dynamic multifaceted age of knowledge work -- with
more information and stimuli than ever before. Feeling lost and pressured is a
unique knowledge work phenomenon, but one that can be relieved.
In 2008, I was introduced to David Allen's book Getting Things Done: How to
achieve stress-free productivity, and found my life
changing for the positive -- increased stability and control, higher engagement
in the present, and an increased desire to take creative risks in my teaching
practices.
What is Getting Things Done (GTD)?
▍GTD is a systematic
approach to:
Obtaining control and stability
Capturing anything and everything that has our
attention
Making decisions about things in life as they show up
Organizing the results of valued thinking in trusted
places
Reviewing those trusted places to ensure that they
are current
Making confident and trusted decisions at any time and
in any context
Knowing what to do next
As I grew to understand the subtleties and
complexities of this methodology, I realized that I needed to pass along this
transformative knowledge and skill set to the elementary students with whom I
work. I believed, correctly, that GTD could help students translate imagination
into action, and help equip them with tools to become autonomous. Ultimately,
GTD inspired me to re-imagine my entire practice.
Credit: Mark Wallace
5 GTD Tactics
Here are five ways to consider bringing GTD into your
classroom practice.
1. Capturing
Capturing thoughts and commitments is at the core of GTD. I had to rethink and
redesign the traditional student planner to differentiate between
calendar dates, actions to take, projects to track, and someday/maybe lists for holding ideas. Students needed a
place to capture physical materials coming at them, so I transformed the
traditional student "cubbies" into "inboxes" where students
know that the materials found there require more thinking.
Consider the
following:
Where will your
students capture ideas, actions, projects and dates?
Where can students
count on capturing physical stuff in your classroom space? If you have a space
already, do kids use it as an inbox or a junk drawer?
Credit: Mark Wallace
2. Clarifying
Clarifying stuff you've captured involves continually
transforming it into outcomes and actions. To help students think about
outcomes and actions, I distinguish between what "done" looks like
and what "doing" looks like.
Consider the following:
· What actions are you
asking kids to take?
· Which items are
actually projects that need defined outcomes?
· How can you help
students differentiate between the two?
3. Organizing
Organizing involves placing the results of valued
thinking in trusted and accessible places. Students have quite a bit of
reference material -- things that may require action, but not at that moment
(think textbooks). To manage materials and ideas, we remade our lockers and
classroom bins into reference storage, and our planners into valued
spaces to manage commitments and ideas. With the help of some white
board paint, our tables became canvases for
brainstorming and refining ideas.
Consider the following:
· Where will students
keep their reference material?
· Have you clearly
defined the function of lockers, backpacks, folders, etc.? Or do students
perceive all of these spaces as places to stick stuff?
4. Reviewing
Reviewing weekly, the most critical GTD practices
involve processing inboxes; updating the calendar, actions and projects lists;
and thinking creatively about what might be on the horizon. To help learners
become clear, current, and creative, I established a weekly review -- a block
of time dedicated to clearing "residue" (unorganized materials) from
lockers, backpacks and folders; getting current on planners and assignments;
and thinking creatively -- where students consider what they want to explore,
design or create.
Consider the following:
Are you scheduling
times for students to purposefully reflect?
What practices will
help your students do their most creative work?
How might a weekly
review help your practice?
5. Doing
Doing is not just executing -- it is making decisions
that can be trusted because they are based on informed criteria. Doingis the culmination of knowledge work. To support this knowledge work in action,
I planned extended exploration and work times where I avoided directly teaching
new material or assigning new work. Kids began looking at their work in terms
of:
Context - What can or must I
do at school or at home?
Time - What can I accomplish given the current time constraints?
Energy - What do I feel like doing, given the time of day and people
around me?
Priority - What do I need to work on? What is coming due?
Consider the following:
Credit: Mark Wallace
Go with the Workflow
Besides revolutionizing my practice, GTD has inspired
me to bring workflow strategies to an entire district. The Edina Public School
District is in the early stages of launching the Workflow Institute for equipping all
staff, students and families with workflow strategies to maximize their learning
and potential. David Allen's GTD framework and processes are at its core, as is
the belief that we can help students succeed at what they do because of
their training in how to do it.
Have you integrated GTD in your practice or
classroom? What's worked well, and what have you learned? I look forward to
hearing from others.
