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HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
HTA conference 2011
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HTA conference 2011

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My keynote presentation for the National History Teachers' conference 2011.

My keynote presentation for the National History Teachers' conference 2011.

Published in: Education, Technology
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Transcript

  • 1. Students (and Schools) Learn Best When…
    • Cameron Paterson
    • 2. E: cpaterso@shore.nsw.edu.au
    • 3. T: cpaterso
    (Dan Pink, A Whole New Mind)
  • 4.
  • 5.
  • 6.
  • 7.
  • 8. The Instructional Core
    CONTENT
    Task
    STUDENT
    TEACHER
  • 9. “The majority of the 20,000 tasks that make a school career are teacher specified, cognitively simple, and done either by oneself or involve listening to the monologue of an adult.”
    Fisher & Hiebert
  • 10. Schools are compliance-oriented, bureaucratic structures, based on adults’ fearsof children running out of control.
  • 11. What is something that you
    understand really well?
  • 12. How did you develop
    that understanding?
  • 13. Being able to resolve new problems
    Working with a good mentor
    Lots of hands-on practice
    Asking questions
    Talking with others
    Making mistakes
    Teaching it to someone else
    Spending lots of time
  • 14.
  • 15.
  • 16.
  • 17. “To understand is to invent”
    Jean Piaget
  • 18. Social interaction and shared understanding
  • 19. “To be confused is good. Glorify confusion.”
    Eleanor Duckworth
  • 20. Trust the content and trust the minds of the learners.
  • 21. Actively inquire into student thinking
  • 22. The key determinant of whether a student attends to a given type of knowledge is whether the student considers the knowledge important.
  • 23. Ask them
  • 24. “Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and in the way he understands it.”
    (SorenKierkegaard, 1854)
  • 25. Enable students to educate themselves
  • 26. Where teachers listen and learners explain
  • 27. “Customizationis the disruptive innovation...Customized learning is the innovation
    that forces schooling to adapt.”
    Professor Chris Dede
  • 28. “Create engaging , relevant, and personalized learning experiences for all learners”
    US National Education Technology Plan
  • 29. Border crossers: http://www.youtube.com/watch?v=JuFsDN8dsJU
  • 30.
  • 31. Headlines
    If you were to write a headline for this presentation that captured the most important aspect, what would that headline be?
  • 32.
  • 33. Classroom isolation leads teachers to fall back on the ‘apprenticeship of observation’ that they undertook as school students.
  • 34. Spray and pray
    Schools persist in practices that do not work.
  • 35. “Conventional forms of professional development are virtually a waste of time.”
    Vivian Troen & Kitty Boles
  • 36. “Teachers continue to work alone in cell-like classrooms, separated from other teachers, in physical structures that resemble prisons and mental hospitals.”
    Vivian Troen & Kitty Boles
  • 37. “Schools learn collectively in teamsand teachers get better by working in teams on teaching issues.”
    Professor Richard Elmore
  • 38. “When a group is working well, we learn to listen to and respect diverse points of view, to share and exchange knowledge, and to clarify, modify, and extend our own thinking.”
    Project Zero
  • 39. “Watching most teams operate in schools is like watching Astroturf grow. “
    Professor Richard Elmore
  • 40. “Leadership is about building highly functional people into highly functional teams.”
    Professor Richard Elmore
  • 41. Think of a group that you are (or were) part of that learned really well . . . what made it function so well?
  • 42. Marshmallow challenge: http://www.youtube.com/watch?v=H0_yKBitO8M
  • 43. Training group members to function as such prior to group engagement can improve interactions and increase productivity.
  • 44. The Race
    400-600 miles, non-stop Primal Quest Adventure Race
    Multi-disciplinary, expert teams
    Unknown terrain, multiple routes
    Challenges: mental and physical exhaustion, navigational errors, injury
    75-95 teams each year
    55% of teams do not finish
    Avg age=37, Avgexp=5.5 yrs
    $250,000 purse
  • 45. Map of Race
    2004 Race Overview
    Day 4-5
    Day 1-2
  • 46. How do claims of knowing vary across teams?
    70%
    Conditional Claims
    50%
    Assertive Claims
    30%
    Low
    Team
    Performance
    High
  • 47.
  • 48. “we”
    Team talk
    “let’s”
  • 49. Conflict is normal, inherent, and essential to community practice and organisational learning.
  • 50. Risk-taking
  • 51. Distributed leadership
  • 52. Common purpose
  • 53. 80% of professional knowledge is built informally.
  • 54. A development culture, not a compliance-oriented culture.
  • 55. “The job of a leader is to follow the work, not to dictate the work.”
    Professor Richard Elmore
  • 56. Networks rather than hierarchies
  • 57. “Our future is not a future of fixed practices. Our future is a future of dramatic transformations. The more I know about learning, the more problematic I find this institution called school.”
    Professor Richard Elmore
  • 58. While it used to be adequate for people to do as they were told, today people are needed who “understand themselves and their world at a qualitatively higher level of mental complexity.”
  • 59. Try this Selective Attention Test: http://www.youtube.com/watch?v=Zz5yKiHHbs4
  • 60. “Our individual beliefs – along with the collective mindsets in our organizations – combine to create a natural but powerful immunity to change.”
  • 61. I used to think… Now I think…
    A routine for reflecting on how and why our thinking has changed

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