Learner, Know Thyself!

This
is
where
Ar*ﬁcial
Intelligence
has
already
reached

h5p://www.youtube.com/watch?v=-‐QYchgv5dMM

What
skills,
competencies
and
disposi*ons
will

you
need
to
ﬂourish
in
the
21st
century?

The Evolving
Story of
Education...

Agrarian Age
-‐  3Rs

-‐  No
formal
educa*on

Industrial Age!
"

-‐  3Rs
+
Technical
skills

+
Basic
Cogni*ve
skills

Information Age!
"

-‐  3Rs
+
Basic
Cogni*ve

skills

-‐  Knowledge
in
a
Domain

(college
degree)

We are NOW in the midst of a Phase
Change and do not know what the future
will hold…

Language

Writing

Printing
Press

Internet

The
amount
of
knowledge
in
the
world
has
doubled
in
the
past
10
years
and
is
doubling
every

18
months
-‐
ASTD

Phase Change
While
in
the
midst
of
a
Phase
Change
it
is
very

diﬃcult
to
predict
what
the
future
will
hold...

From 99°c to 1°c we cannot
anticipate what will happen at 0°c

From 1°c to 99°c we cannot anticipate
what will happen at 100°c

Phase Change...
I
N
T
E
ctivity
R
ne
Hype r-con

Computers N
Complexity E
to mat i
Au on t

We
are
currently
preparing

students
for
jobs
that
don’t
yet

exist...
using
technologies
that

haven’t
yet
been
invented...
in

order
to
solve
problems
we
don’t

even
know
are
problems
yet.

-‐  Richard
Riley,
Secretary
of
EducaCon

under
President
Clinton

Think...
•  How
will
a
tradi*onal
profession
like
engineering

or
banking
transform
due
to
computerisa*on,
automa*on,

connec*vity…

•  E.g.
Profession
of
Doctor

–  Self-‐diagnos*cs
–
blood
pressure,
diabe*c

–  Automated
X-‐ray
reading
(radiologists)

–  Pace
maker
linked
through
internet
to
a
doctor

Knowledge Age!
"

-  Knowledge in a Domain"

-  Higher Order Cognitive
skills "
-  Learning to Learn"

-  Learning to Think"

-  Learning to Tell"

-  Empathetic
Collaboration"

-  Learning to Earn"

-  Learning to Be"

To survive and thrive in the 21st century…

Learn to
Knowledge
explosion Self-Learn

…learn to self-learn and keep reinventing yourself

Learn
to
learn
and
become
an
excellent

SELF-‐DIRECTED
LEARNER

Learner Dispositions
for the 21st Century

1.
Growth
Mindset

Intelligence
is
not
?ixed,
it

grows
with
hard
work
2.
Grit

Dabbler
vs.
Dilettante

3.
Emo*onal
Resilience

Dealing
with
Inner
Con?licts

4.
Intrinsic
Mo*va*on

Autonomy,
Mastery,
Purpose

You are the Counselor
Your
friend,
Alisha,
who
is
generally
considered
a

good
vocalist,
was
going
to
the
inter-‐school
music

compe**on.

Although
she
was
a
li5le
anxious,
she
was

conﬁdent
that
she
would
be
among
the
top
three.

You
were
accompanying
her
for
support
and

encouragement.

Based
on
Carol
Dweck’s
book
‘Mindset’

http://mindsetonline.com

You are the Counselor
There
were
four
events
and
the
person
with
the

highest
score
would
be
the
winner.
Alisha

performed
well
but
others
were
be5er.

By
the
*me
the
compe**on
was
over
Alisha
was

not
in
the
top
three.
In
fact,
she
did
not
even
get
a

special
men*on
from
the
judges.

Based
on
Carol
Dweck’s
book
‘Mindset’


What would you tell Alisha and why?
1. Hey
Alisha,
I
think
you
were
the
best.

2. You
deﬁnitely
deserved
a
spot
in
the
top
three.

The
judges
were
biased!

3. Reassure
her
that
it
was
just
a
music

compe**on
and
that
is
not
very
important.

4. You
deﬁnitely
have
the
ability
and
will
surely

win
next
*me.

5. You
didn’t
really
deserve
to
win.

Pause, Ponder, Discuss…

The
ﬁrst
(you
thought
she
was
the
best)
is
basically

insincere.
She
was
not
the
best
–
you
know
it,

and
she
does
too.
This
oﬀers
her
no
recipe
for

how
to
recover
or
how
to
improve.

From
Carol
Dweck’s
book
‘Mindset’


The
second
(judges
were
biased)
places
blame
on

others,
when
in
fact
the
problem
was
mostly
with

her
performance,
not
the
judges.
Do
you
want
her

to
grow
up
blaming
others
for
her
deﬁciencies?

From
Carol
Dweck’s
book
‘Mindset’


The
third
(reassure
her
that
music
doesn’t
really

ma5er)
teaches
her
to
devalue
something
if

she
doesn’t
do
well
in
it
right
away.

From
Carol
Dweck’s
book
‘Mindset’


The
fourth
(she
has
the
ability
and
will
next
*me)
may
be

the
most
dangerous
message
of
all.
Does
ability

automa*cally
take
you
where
you
want
to
go?
If

Alisha
didn’t
win
this
meet,
why
should
she
win

the
next
one?

From
Carol
Dweck’s
book
‘Mindset’


The
last
op*on
(tell
her
she
didn’t
deserve
to
win)
seems

hardhearted.
But
that’s
pre5y
much
what
you

should
have
told
her.

From
Carol
Dweck’s
book
‘Mindset’


Carol
Dweck’s
work
shows
that
people
have
one
of
two

mindsets
about
intelligence
and
ability
(mindsets
are
beliefs

about
yourself)

•  Either
they
believe
they
have
‘ﬁxed
intelligence’
i.e.
their

abili*es
are
innate

•  Or
they
believe
intelligence
and
abili*es
can
grow
through

hard
work

Fixed Mindset! Growth Mindset!

•  Intelligence and talent •  Intelligence and talent can be
are ﬁxed traits

developed through dedication
and hard work

•  Talent alone, without
effort, creates success

•  Brains and talent are just starting
points, love of learning and
•  Intelligence - if you have resilience matters more

it you have it, if you
•  Years of passionate practice and
don’t you don’t

learning brings success

•  You have to be ﬂawless, •  Stretching yourself and sticking
right away

to it, even when things are not
going well

•  Much can be achieved through
years of passion, toil and training

For
people
with
ﬁxed

mindset,
set-‐backs
are

trauma*c
because
they

destroy
their
self-‐belief

that
they
were
innately

intelligent
and
talented

They
do
not
admit
or

correct
their
deﬁciencies

People
with
growth
mindset
take
failure
in
their
stride
because

they
believe
performance
can
be
improved
through
hard
work

They
challenge
themselves
and
set
stretch
goals
and
hence

increase
their
abili*es,
even
if
they
fail
at
ﬁrst

You
can
test
your
Mindset
here…

h5p://mindsetonline.com/testyourmindset/step1.php

Joachim
de
Posada:
Don't
eat
the
marshmallow!

h5p://www.ted.com/talks/joachim_de_posada_says_don_t_eat_the_marshmallow_yet.html

The
Marshmallow
Experiment

In
a
longitudinal
study
done
in
the
1960s
at
Stanford

University,
a
group
of
four-‐years-‐olds
were
given
one

marshmallow
and
promised
a
second
one
on
the
condi*on
that

they
wait
for
20
minutes
before
ea*ng
the
ﬁrst
marshmallow

Children
were
able
to
wait
for
diﬀerent
periods
of
*me,
some

could
not
wait
at
all,
some
could
wait
for
4-‐5
minutes
and

others
for
a
longer
period
of
*me

The
Stanford
University
researchers
then
followed
the
progress

of
each
child
into
adolescence
and
beyond
and
found
that

those
with
the
ability
to
wait
longer
were
be5er
oﬀ
(e.g.
be5er

SAT
scores,
be5er
jobs
and
be5er
rela*onships)

The
experiment,
which
has
been
repeated
at
other
places
with

similar
results,
shows
that
the
ability
to
delay
gra*ﬁca*on
in

exchange
for
long-‐term
achievement
is
impera*ve
for
life

success

The
experimenters
have
also
found
that
self-‐control
to
delay

ea*ng
the
ﬁrst
marshmallow
is
based
on
children’s
ability
to

formulate
strategies
for
self-‐control

E.g.
some
children
said
that
they
thought
to
themselves
that

the
marshmallow
was
just
a
pain*ng,
it
was
not
real
and
hence

could
resist
ea*ng
it

•  Self-‐control
or
ability
to
resist
tempta*on
is
good

for
standard
achievement,
like
maintaining
a
diet,
or

scoring
a
high
GPA

•  But
for
really
high
achievement,
where
the

challenge
is
great,
like
solving
a
complex
social
problem,
or

becoming
a
celebrity
rock
star,
you
need
GRIT

•  Grit
=
tenacious,
dogged,
perseverance
to
pursue
a
long-‐
term,
almost
impossible
goal

(Westpoint
Military
Academy
and
Spelling
Bee
Contest)

•  Grit
is
opposite
of
being
a
dile5ante
or
dabbler

•  Grit
is
not
abandoning
a
pursuit
because
something
novel,

or
an
obstacle
comes
up

•  Grit
is
sustained
passion

•  You
can
think
of
grit
as
the
stamina
to
learn

•  Learning
is
like
running
a
marathon,
you
need
stamina

•  Despite
boredom
or
disappointment
you
need
to
stay

the
course

How to Cultivate Grit
•  Long-term Goals

•  10,000 hours to
mastery

(Ericsson’s research
and ‘Outliers’ book by
Malcolm Gladwell)

Angela
Lee
Duckworth
on
GRIT

h5p://www.youtube.com/watch?v=qaeFnxSfSC4

You
can
ﬁnd
your
Grit
Score
here…
(opens
a
PDF)

h5p://www.sas.upenn.edu/~duckwort/images/17-‐item%20Grit%20and%20Ambi*on.040709.pdf

A
short
video
I
made
to
explain
‘Time
Span
of
Discre*on’
(amount
of

*me
one
is
capable
of
spending
on
a
task)
to
my
11-‐year
old.

Its
About
Time
-‐
http://www.youtube.com/watch?v=BN9FkPz2-‐LA

Whenever
you
set
a
‘stretch
goal’
for
yourself,
you
feel
the

pressure.
To
relieve
this
pressure
you
can
either
lower
your
goal
or

you
can
move
towards
your
goal.

Based
on
Peter
Senge’s
book
–
The
Fifth
Discipline

But
while
moving
towards
your
goal
there
are
inner
conﬂicts
that

hold
you
back.
Typical
nega*ve
inner
conﬂicts
are
–
you
think
you

are
either
powerless
and
incapable,
or
you
believe
you
are

unworthy
i.e.
you
do
not
deserve
what
you
desire.

Based
on
Peter
Senge’s
book
–
The
Fifth
Discipline

Inner
con(licts
of
a
learner
could
be...

Trying is the first step
towards failure
- Homer Simpson

Cynicism, Skepticism,
Frustration, Failure Fear of Failure or Ridicule
(what will other’s think of me)

Inertia to Act or lack of
energy and enthusiasm

Wrong Beliefs

Inner
con(licts
of
a
learner
could
be...

Lack of Self-Efficacy
Self-belief about lack of abilities, that
in-turn leads to lesser effort being put
into learning

Boredom & Anxiety

Ambiguity or Lack of Clarity
Focus on Problems not Solutions

Overcoming Inner Conflicts!
•  The
moment
you
find
yourself
blaming
something
or

somebody
for
your
problems
you
need
to
immediately
pause

•  Consider
if
it
is
not
some
inner
conflict
in
yourself
that
is

leading
you
to
blame
others

•  Mental
structures
we
are
unaware
of
hold
us
prisoners

•  Once
we
can
iden*fy
them
and
name
our
inner
conflict
(e.g.
I

think
I
will
not
be
able
to
achieve
my
goal
because
inside
me
I
believe
I
am

not
worthy
of
it)
their
hold
on
us
diminishes

•  We
realize
we
have
a
choice!

Changing your Perspective

Once upon a time there was a
boy who was heart-broken
because he got ‘F’ grade in Math
and Science.

He thought to himself he was no
good at studies...

Changing your

"   Instead of looking at the bad
Perspective

grades he considered his ‘A’ grade
in English"

"   How did I get an ‘A’ in English?"
"   Good study habits?"
"   Hard work?"
"   Multiple performance
opportunities (writing,
debating)?"
"   Deep interest and
conﬁdence?"

"   He then applied the same learning
approach to other subjects"

"   He got a ‘C’ in Math and Science
and a ‘B’ in History!"

In their book ‘SWITCH - How to Change
Things When Change is Hard’ authors
Chip and Dan Heath take a deeper look at
process of change..."

They look at the impediment to change as a
dilemma between ‘HEART and MIND’
and use the analogy given by psychologist,
Jonathan Haidt...

Your Mind or rational
side is THE RIDER

Your Heart or emotional side is
THE ELEPHANT

THE RIDER (mind or rationality)!
(+)"
- is a visionary (thinks long-term)"
- good at planning and direction"
- accepts delayed gratiﬁcation "
(-)"
- Over analyzes (analysis-paralysis)"
- Self-supervision is exhausting"

THE ELEPHANT (heart or emotions)!
(+)"
- can provide energy and enthusiasm"
- responds well to positive emotions"
- love, compassion, empathy, loyalty "
(-)"
- lazy and unpredictable"
- desires instant gratiﬁcation"
- negative emotions (loss of energy/
focus)"

To bring about change, you
need to appeal to both your
rider and your elephant!

A5en*on
Management

•  A5en*on
vs
Distrac*on
(wandering
thoughts)

•  Focus

•  Mindless
vs
Mindful
studying

Are
you
good
at
mul*tasking?

Watch
this
carefully…

h5p://www.youtube.com/watch?v=vJG698U2Mvo

•  How
do
we
stay
focused?

•  To
understand
this
let’s
look
at

play,
because
while
playing
we

are
usually
naturally
a5en*ve

•  This
happens
because
our
mind

is
wired
such
that
it
seeks
variety

and
in
play
the
s*mulus
is

constantly
changing

Every
moment
of
a
tennis
match
is

diﬀerent,
and
if
runs
are
not
being

scored
or
wickets
are
not
falling

then
even
cricket
becomes
boring
-‐

we
stop
paying
a5en*on!

Ellen
Langer,
Harvard
Professor
of
Psychology,
conducted
a
study

where
she
asked
par*cipants,
who
did
not
par*cularly
like

classical
music,
to
listen
to
classical
music

•  One
set
of
par*cipants
was
asked
to
no*ce
three
to
six
novel

aspects
about
the
ac*vity,
like
no*ce
the
musical
instruments

they
could
iden*fy

•  Another
set
was
not
given
any
instruc*ons
to
no*ce

diﬀerences

•  The
Study
revealed
that
more
the
dis*nc*ons
drawn
by

careful
no*cing,
the
more
the
subjects
liked
the
ac*vity

•  Thus,
the
more
we
deliberately
engage
with
a
task
the
more

interested
we
become
and
more
we
learn

•  Langer
calls
this
a
‘mindful’
axtude
to

learning
-‐
the
opposite
axtude
is
a

‘mindless
rote’
or
‘autopilot’learning

•  Connect
what
you
are
learning
with

your
life
and
make
it
more
meaningful

•  Self-‐reference
Eﬀect
-‐
informa*on
that

is
related
to
us
is
easier
to
learn

•  While
studying
we
should
mentally
ask

ques*ons
about
the
topic,
look
at
the

informa*on
from
various
perspec*ves

and
relate
it
to
our
personal
life
or
of

someone
we
know

•  By
making
informa*on
meaningful
we

remember
it
longer

Good
learners
know
how
to

make
learning
interes*ng
by

deliberately
bringing
in
variety

in
what
they
are
studying

For
example,
while
reading
a
book,
they

mentally
ask
ques*ons
and
try
to
answer

them,
look
at
the
book
from
various

perspec*ves
or
think
about
diﬀerent

endings
to
a
story

What Facilitates
Deep Understanding

Based
on
Howard
Gardner’s
work

The Learning Journey

1.  Make
predic*ons
to
ac*vate
Prior
Knowledge

2.  Build
curiosity
and
ﬁre
up
intrinsic
mo*va*on
to
learn

3.  Make
learning
contextually
relevant

4.  Secure
cogni*ve
commitment
(for
the
learning
adventure)

5.  Ac*vely
engage
with
the
learning
material

6.  Make
connec*ons
(with
prior
knowledge
/
bigger
picture)

7.  Update
Mental
Model

KWL-Plus Learning Strategy
KWL-‐Plus
is
a
self-‐ques*oning
strategy
for
learning

Know

-‐  making
predic*ons,
invoking
prior
knowledge

Want
to
Know

-‐  genera*ng
interest
in
the
topic
by
posing
ques*ons

about
expecta*ons
from
the
text

Learn
-‐
Plus

-‐  reﬂec*ng
upon
the
text
through
techniques
like

lis*ng,
mapping
and
summarising

What,
in
your
opinion,
is
the
diﬀerence
between
a
student
and

a
learner?
Write
down
the
traits
of
students
and
learners:

STUDENT
LEARNER

STUDENT
THINK...

ü  What
mo*vates
you
to
study

and
what
mo*vates
you
to

learn
a
new
video
game?

ü  How
do
you
prepare
for
an
LEARNER

exam
and
how
do
you
learn

how
to
use
a
new
mobile

phone?

ü  What
is
level
of
joy
in
study
vs

play?

STUDENT

✓  More
exam
focused

✓  More
emphasis
on
knowing
(because
of

exam
system)
than
on
deep
understanding

✓  Rote
learning
(memorize
and
regurgitate)

✓  ‘Out
of
syllabus’
mindset

✓  ‘Why
do
I
need
to
study
this’
mindset

✓  Emphasis
on
learning
‘what’

✓  For
a
speciﬁc
goal,
like
exam
or

qualiﬁca*on

LEARNER

✓  Intrinsic
mo*va*on
to
learn
(e.g.
when
you

learn
a
new
video
game)

✓  More
emphasis
on
deep
understanding

(e.g.
how
can
I
make
the
most
of
my
new

smart-‐phone)

✓  Emphasis
on
learning
‘how’

✓  Real-‐world
applica*on,
trial
and
error

approach
(benevolent
axtude
towards

mistakes)

✓  Lifelong
enthusiasm

STUDENT
LEARNER

✓  Hard-‐working

✓  Curious

STUDENT
LEARNER

✓  More
exam
focussed
✓  Intrinsic
mo*va*on
to
learn
(e.g.
when

you
learn
a
new
video
game)

✓  More
emphasis
on
knowing
(because
of

exam
system)
than
on
deep
✓  More
emphasis
on
deep
understanding

understanding
(e.g.
how
can
I
make
the
most
of
my

new
smart-‐phone)

✓  Rote
learning
(memorize
and

✓  Hard-‐working

regurgitate)
✓  Emphasis
on
learning
‘how’

✓  Curious

✓  ‘Out
of
syllabus’
mindset
✓  Real-‐world
applica*on,
trial
and
error

approach
(benevolent
axtude
towards

✓  ‘Why
do
I
need
to
study
this’
mindset
mistakes)

✓  Emphasis
on
learning
‘what’
✓  Lifelong
enthusiasm

udent
✓  For
a
speciﬁc
goal,
like
exam
or

ood st
qualiﬁca*on

oth - a g rner!
to be b lifelong lea
Yo u need llent,
and a n exce

Self-Determination Theory!
THE
MOTIVATIONAL
SPECTRUM

External
RegulaCon
>
IntrojecCon
>
IdenCficaCon
>
IntegraCon
>
Intrinsic

Amo7va7on
Extrinsic
Mo7va7on
Intrinsic
Mo7va7on

Indifferent
to
External
Regula7on:
you
don’t
want
to
do
Doing
something
for

a
task
something
but
do
it
because
someone
wants
the
love
of
it

you
to
do
to
it

Not
for
the
reward

Introjec7on:
do
it
because
it
enhances
your

status
–
I
will
do
it
because
others
will
value
E.g.
spending
*me

me
with
family,
listening

Iden7fica7on:
I
don’t
really
enjoy
doing
it
but
to
music

I
will
do
it
because
I
see
value
in
doing
it.
E.g.

study
math

Integra7on:
I
will
do
it
because
it
aligns
with

my
goals
(even
though
I
might
not
enjoy

doing
it).
E.g.
exercise

Factors that
In his book Drive - The Surprising
Truth about What Motivates Us
inﬂuence Intrinsic
author Daniel Pink suggests that Motivation!
the new operating system for the
21st century, or Motivation 3.0,
has three components:

–  Autonomy: the urge to direct our
own lives

–  Mastery: the desire to get better
and better on something that
matters

–  Purpose: a yearning to do something
larger than our self-interest

Meta-Learning
Learning
about
your
Learning,
inten*onally

Meta-Cognition
Self-‐interroga*ng
how
learning
and
performance
can
be
improved

•  There
is
no
universal
algorithm
for
learning

•  You
need
to
find
out
how
you
learn
best

•  While
you
are
learning
experiment
with
different
ways
of

learning
and
figure
out
what
works
best
for
you

•  Apply
this
new
understanding
of
how
you
learn
be5er
and

keep
improving

Source:
http://eprints.ioe.ac.uk/2803/1/Watkins2001Learning.pdf

I am the master of my fate:
I am the captain of my soul.

From
the
poem,
Invictus

Questions, Comments, Suggestions?

Feel
free
to
email
me:

Atul
Pant

Atul.Pant@TimelessLifeskills.co.uk

atul.pant@gmail.com

Learner, Know Thyself!

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