54
Cameron Paterson E: [email protected] T: cpaterso The Future of Learning Image: Dan Pink, A Whole New Mind
| Date post: | 18-Jul-2015 |
| Category: |
Education |
| Upload: | cameron-paterson |
| View: | 491 times |
| Download: | 5 times |
Cameron PatersonE: [email protected]: cpaterso
The Future of Learning
Image: Dan Pink, A Whole New Mind
Mindfulness is… “the power tool that all the other literacies depend upon”
(Howard Rheingold, Net Smart)
“After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding subtle, nuanced, and frightening activity that our species has ever invented…The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”
5 ways the education system is stunting innovation:
1. Individual achievement is the focus
2. Specialisation is celebrated and rewarded
3. Risk aversion is the norm
4. Learning is profoundly passive
5. Extrinsic incentives drive learning
Image: http://www.npr.org/blogs/health/2014/12/11/370116343/solving-football-s-concussion-problem-practice-without-helmets
Example of Unlearning - Football Players Drill Without Helmets To Curb Concussions
Interview with David Perkins, https://www.youtube.com/watch?v=A7UnupF-uJk
“When teachers embrace learning for the future, they nurture expert thinking, collaboration and entrepreneurship. They foster intercultural understanding, environmental stewardship and global citizenship. They invite students to understand complex problems, create quality work and express themselves through traditional and new media –ultimately preparing students to live ethical and reflective lives in rapidly changing environments.”
(Veronica Boix-Mansilla, The Future of Learning Institute, Project Zero)
Neuroscience
Image: http://www.uleth.ca/artsci/neuroscience/co-opinternship-graduate-studies-neuroscience-mscphd
Technology
Image: http://thebitcoinmovement.com/project/bitcoin-technology-will-fail/
Globalisation
Bonawitz et al, The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery
“In classroom contexts, advocates of discovery learning have suggested that direct instruction is passive and discourages engagement (Dean & Kuhn, 2006; Papert, 1980), whereas advocates of direct instruction have countered that self-guided exploration is inefficient and often ineffective (Vygotsky, 1978; Kirschner, Sweller, & Clark, 2006; Klahr & Nigam, 2004; Mayer, 2004; Rittle-Johnson, 2006). The current results suggest that instruction leads to inductive biases that create a genuine “double-edged” sword: teaching simultaneously confers advantages for learning instructed information and disadvantages for learning untaught information. Thus, the decision about how to balance direct instruction and discovery learning depends largely on the lesson to be learned. Inspired by Piaget, the challenge for educators may be how to foster learners “capable of doing new things” while simultaneously teaching “what other generations have done”.”
Bonawitz et al, The Double-Edged Sword of Pedagogy: Instruction Limits Spontaneous Exploration and Discovery
The Question Formulation Technique
1. Ask as many questions as you can.
2. Do not stop to discuss, judge, or answer any of the questions.
3. Write down every question exactly as it was stated.
4. Change any statements into questions.
Image: http://rightquestion.org/
Socratic Seminars
Image: http://secondarysolutionsblog.com/socratic-seminar/
Image: http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html
A key goal of maker-centred
education is to help young
people and adults feel
empowered to build and shape
their worlds.
Images: http://www.agencybydesign.org/
“’Project-Based Learning’ refers to students designing, planning, and carrying out an extended project that produces a publically-exhibited output such as a product, publication, or presentation.”
(Work That Matters: The teacher’s guide to project-based learning)
Image: http://www.innovationunit.org/
The Construction of Canberra: https://www.youtube.com/watch?v=TuBnADOeFkc&index=5&list=FLcUusQlWO67NvyBtb05jXkA
Where’s My Helmet?http://www.harryswar.info/wheresmyhelmet/
Austin’s butterfly: http://www.youtube.com/watch?v=hqh1MRWZjms
“The Board of Studies does not require a number to be used (in relation to assessment) until Year 12.”
“Grading is an end of course judgement.”
“School protocols squash the reality of what the Board requires out of sight.”
• Too much testing• Focus more on learning objectives and less on covering content
Image: http://www.boardofstudies.nsw.edu.au/
‘Spray and pray’
Undergraduate Professional Graduate Advice from
Courses Reading Courses Colleague
What Influences Teacher
Professional Practice?1
= “
No
t in
flu
en
tia
l” 4
= “
Ve
ry i
nfl
ue
nti
al”
1.8
2.3
2.6
3.6
0
1
2
3
4
Dr Douglas Reeves, The Leadership and Learning Center
Teachers get better by working in teams on teaching issues
Think of a group that you are (or were) part of that learned really well . . .
What made it function so well?
Amy Edmondson: https://www.youtube.com/watch?v=pV15JvPwOOE
Setting Agreements Activity
To avoid the troubles that arise when unspoken norms interfere with true collaboration and trust
• Share air time equitably• Accept non-closure• Be specific• Protect confidentiality• Be honest and open• Offer gentle reminders• Participate• Value differences• If you wonder, ask• Expect discomfort• Be willing to be disturbed• Respect one another• Enjoy creative friction• Focus on content• Have fun• Listen for understanding• Assume good intentions
• Take responsibility for your own learning
• Support each other’s learning
• Share responsibility for the group
• Speak only for yourself• Be open to reflective
silences• Begin and end on time• Practice being fully present• Discuss the
“undiscussable”• Speak to the group agenda
rather than pressing your own
• Question assumptions
Collaborative Assessment Conference Protocol
A systematic way to look at a piece of work in order to determine what the work reveals about the student
Dilemma Consultancy Protocol
A structured process to help see new possibilities
Tuning Protocol
To look at a piece of work in order to ‘fine-tune’ or improve it in some way
Image: http://www.schoolreforminitiative.org/
Networks rather than hierarchies
Two Blind Men Crossing a Log Bridge
A Zen ink painting from Hakuin Ekaku (1685-1768)
I BLEW IT!
I tried something new and innovativeand it didn’t work as well as I wanted
This coupon entitles me to be free ofcriticism for my efforts
I’ll continue to pursue ways to helpmy students be successful
Creative knowledge workers
I used to think…
Now I think…A routine for reflecting on how and why our thinking has changed
