usefully ignorant<br />What a waste to go into a room with an agenda, Kim Sheinberg(presumed abundance)Frustrated I had sq...
need detox?<br />
Most people are other people.<br />Their thoughts are someone else's opinions, their lives a mimicry, their passions a quo...
click to play<br />
In order to be open to <br />creativity, one must have the<br />The No. 1 Habit of Highly Creative People<br />capacity fo...
- Ellen Langer<br />
Are we taking time to notice what matters most?<br />click to play<br />
Are we <br />taking   <br />time <br />to <br />unlock <br />the <br />genius<br />in <br />ourselves. ..<br />in each one...
I have no talent. I am only passionately curious.    -Albert Einstein<br />
In the pursuit of knowing what to do when you don't know what to do, <br /><ul><li>understanding understanding
indwelling in tacit
playing offense  </li></ul>(realizing that our pretense toward defense often keeps us from what we are seeking: understand...
<ul><li>understanding understanding</li></ul>What differentiates revolutionary thinkers from non-revolutionary ones is alm...
<ul><li>indwelling in tacit </li></ul>(<br />Zen and the Art of Knowledge Management<br />So caught up in something that t...
<ul><li>playing offense  </li></ul>realizing that our pretense toward defense often keeps us from what we are seeking (und...
great  offense:   educating ourselves of the options we now have.<br />
brilliant read….<br />Also read his : the opportunity cost of class<br />
What <br />wakes <br />you <br />up?<br />click to play<br />
listen<br />notice<br />with whatever means you have…..<br />
even respect for your own voice?<br />voice via Ian Chia<br />
Listen to/notice how kids learn..<br />Our kids need an ocean of information into which they can dive and from which they ...
Maybe asking them to "show" what they are doing is getting in the way of them being able to get lost in their learning.  <...
from Buccaneer Scholar, James Bach<br />Let learners appear to be lazy, as they freely find their own structure. Be next t...
http://kerismith.com/<br />Chimamanda Adichie’s Ted<br />there’s never a single story about anything<br />Simon Sinek’s<br...
…in ed<br />We think we have bang up lessons... but have we asked the kids? Do they carry ideas outside the class? past th...
We could be <br />educating the <br />world right now <br />with tech, <br />however, policy is getting in the way.<br />-...
simple rules/aup/agenda/etc<br />taken from Will Richardson’s: be safe, be ethical, be efficient<br />
simple mantra:<br />-Keri Smith<br />
Often, the lizard brain, <br />and/or others, <br />will reasonably and responsibly <br />question <br />things <br />invo...
However, the low-quality material that comes with increased freedom <br />accompanies the<br />experimentation <br />that ...
People asking <br />Where do people find the time? <br />aren’t usually looking for the answer; <br />the question is rhet...
via Clay Shirky’s Cognitive Surplus<br />
Less what do you want to be when you grow up, but what are you doing now.<br />There can be no keener revelation of a soci...
It helps empower someone <br />to think what they’ve not <br />thought, to say what they’ve <br />not said, to dream what ...
Book, by Keri Smith<br />
click to view slideshare<br />
click to see slideshare on philosophy for connections<br />
Help learners connect to themselves, to others.. <br />Help them find, or you be, their expert individual tutors/mentors.<...
to self..<br />doc<br />
to others..<br />Kevin on building community<br />Ben on building his community (board)<br />
click to hear Ben Wilkoff<br />
click for more on expert individual tutors<br />
1-to-1<br />Not so much about laptops, rather, people. Learner to expert individual mentor/tutor.<br />interdependency<br />
Trust.<br />Trust the natural process of learning.<br />
click for more thinking <br />on a future connection/conversation/gathering<br />
Students are making career based decisions on too little information. <br />–Anya Kamenetz<br />share/find/create more opt...
click to view<br />R&R for sure.<br />Keep your  mind/body fit.<br />
then..<br />
mindset<br />
Every word and action can send a message.  It tells children, or students, or athletes – how to think about themselves.<br...
Teach (model how) to:<br /><ul><li>love challenges
be intrigued by mistakes
enjoy effort </li></ul>and  <br />                      keep on learning.<br />-Carol Dweck, Mindset<br />mindset<br />
Speed and perfection are the enemy of difficult learning:<br />If you think I’m smart when I’m fast and perfect, I’d bette...
The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning...
Are our reactions helping the child to feel a sense of control over her life -- or to constantly look to us for approval? ...
I don’t know <br />everything. <br />I can learn <br />all the time.<br />Most often <br />people believe <br />that the “...
in your head…tied to certain contexts…often quite new…<br />…great difficulty expressing to ourselves much less anyone els...
Help learners create ways to expose their <br />tacitknowledge<br />Perhaps a dimensionality in our conversations we've no...
I can’t articulate what I do.<br />When I talk, people notice things more.<br /><ul><li> Simon Tyler
prodding by the brilliant Nic Askew</li></ul>click to view<br />
Help them to reside in<br />passion and flow<br />knowledge<br />
of the explorer – a sustained commitment to exploring a particular domain and to achieving constantly increasing levels of...
ability to draw out optimal value from people, shaped by a deep understanding of existing performance capabilities – both ...
wisdom accepts and operates within existing performance limits <br />passion continually seeks to challenge and go beyond ...
Indulge, give your self permission, go back to your roots, your curiosities and connect to…<br />click to lose yourself in...
Erica McWilliams: beusefully igornant<br />Sugata Mitra’s success – provide resources and get out of the way for 3 months<...
usefully ignorant<br />http://kerismith.com/<br />click to hear Kathryn Schulz share her research: thinking about being wr...
What if it becomes as simple as..<br />   1)  what do you want to learn?... <br />Go to google or youtube, find out what y...
Create an environment that maximizes the likelihood that each child will discover their own passion and resources<br />and...
A free form curriculum..<br />click to learn more<br />
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how to be a mentor

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how to be a mentor

  1. 1.
  2. 2.
  3. 3.
  4. 4. usefully ignorant<br />What a waste to go into a room with an agenda, Kim Sheinberg(presumed abundance)Frustrated I had squandered my time talking about my idea instead of getting to know this man. <br />
  5. 5. need detox?<br />
  6. 6. Most people are other people.<br />Their thoughts are someone else's opinions, their lives a mimicry, their passions a quotation. - Oscar Wilde<br />
  7. 7. click to play<br />
  8. 8. In order to be open to <br />creativity, one must have the<br />The No. 1 Habit of Highly Creative People<br />capacity for constructive use of solitude. One must overcome the fear of being alone.Rollo May<br />Get <br />in <br />the <br />alone <br />zone. <br />Interruption <br />is not collaboration. <br />-Rework<br />more on be<br />
  9. 9.
  10. 10. - Ellen Langer<br />
  11. 11. Are we taking time to notice what matters most?<br />click to play<br />
  12. 12. Are we <br />taking <br />time <br />to <br />unlock <br />the <br />genius<br />in <br />ourselves. ..<br />in each one of us…?<br />-Seth Godin’s Linchpin<br />Great insight on Nurturing Student Genius from the brilliant Angela Maiers.<br />
  13. 13. I have no talent. I am only passionately curious. -Albert Einstein<br />
  14. 14. In the pursuit of knowing what to do when you don't know what to do, <br /><ul><li>understanding understanding
  15. 15. indwelling in tacit
  16. 16. playing offense </li></ul>(realizing that our pretense toward defense often keeps us from what we are seeking: understanding and and indwelling tacit knowledge - could unleash mounds)<br />
  17. 17. <ul><li>understanding understanding</li></ul>What differentiates revolutionary thinkers from non-revolutionary ones is almost never a greater knowledge of the facts. Darwin knew far less about the various species he collected on the Beagle voyage than did experts back in England who classified these organisms for him. Yet expert after expert missed the revolutionary significance of what Darwin had collected. Darwin, who knew less, somehow understood more.<br />—Frank J. Sulloway, Born to Rebel, 1996, p. 20<br />
  18. 18. <ul><li>indwelling in tacit </li></ul>(<br />Zen and the Art of Knowledge Management<br />So caught up in something that there is no room <br />for <br />anything else, …. <br />envy, anger, … <br />click to play this poignant Soulbiography by Nic Askew<br />
  19. 19. <ul><li>playing offense </li></ul>realizing that our pretense toward defense often keeps us from what we are seeking (understanding & indwelling tacit knowledge) - could unleash us<br />
  20. 20. great offense: educating ourselves of the options we now have.<br />
  21. 21. brilliant read….<br />Also read his : the opportunity cost of class<br />
  22. 22. What <br />wakes <br />you <br />up?<br />click to play<br />
  23. 23. listen<br />notice<br />with whatever means you have…..<br />
  24. 24. even respect for your own voice?<br />voice via Ian Chia<br />
  25. 25. Listen to/notice how kids learn..<br />Our kids need an ocean of information into which they can dive and from which they can drink in huge, slurping gulps that look somehow vulgar or excessive to us. <br /> -Chad Sansing<br />During the protests in South Korea, though, media stopped being just a source of information and became a locus of coordination as well.The atomization of social life in the twentieth century left us so far removed from participatory culture that when it came back, we needed the phrase "participatory culture" to describe it. <br />-Clay Shirky's Cognitive Surplus<br />Are we intoxicated by memory? Too drunk to see what we're missing... what we're, often unintentionally, keeping from our kids?<br />We should detox, and fast.<br />The ocean is amazing.<br />
  26. 26. Maybe asking them to "show" what they are doing is getting in the way of them being able to get lost in their learning.  <br />two competing goals:  <br /> Letting individuals learn what and how they want in a safe, open environment.  <br />Asking them to prove to you that they are doing something that matters .<br />#2 compromises the trust vital to #1<br />Via Clay Shirky’s Cognitive Surplus:<br />Blanket freedom increases experimentation and so decreases quality.<br />But it creates the stuff we will end up prizing.<br />
  27. 27. from Buccaneer Scholar, James Bach<br />Let learners appear to be lazy, as they freely find their own structure. Be next to them, doing your thing, on call.<br />
  28. 28. http://kerismith.com/<br />Chimamanda Adichie’s Ted<br />there’s never a single story about anything<br />Simon Sinek’s<br />seek all version s of a story<br />Seth Godin’s<br />seek stories we often avoid<br />Stanford’s peacedot<br />seek the best stories<br />notice<br />
  29. 29. …in ed<br />We think we have bang up lessons... but have we asked the kids? Do they carry ideas outside the class? past the tests? <br />Do we hear global voices in our classrooms? Do we speak their language, are we too busy insisting that they speak ours? <br />Are we too busy getting things done to notice. <br />click to play mad world<br />notice<br />click to hear student voice on going where they are<br />
  30. 30.
  31. 31. We could be <br />educating the <br />world right now <br />with tech, <br />however, policy is getting in the way.<br />-David Wiley<br />Keep your policy overhead to a minimum.<br />Check out #3: Zero Policies <br />here.<br />
  32. 32. simple rules/aup/agenda/etc<br />taken from Will Richardson’s: be safe, be ethical, be efficient<br />
  33. 33. simple mantra:<br />-Keri Smith<br />
  34. 34. Often, the lizard brain, <br />and/or others, <br />will reasonably and responsibly <br />question <br />things <br />involving <br />freedom <br />and <br />simplicity.<br />
  35. 35. However, the low-quality material that comes with increased freedom <br />accompanies the<br />experimentation <br />that creates <br />the <br />stuff <br />we will end up prizing.<br />
  36. 36. People asking <br />Where do people find the time? <br />aren’t usually looking for the answer; <br />the question is rhetorical <br />and indicates that the speaker thinks certain activities are stupid.<br />
  37. 37. via Clay Shirky’s Cognitive Surplus<br />
  38. 38.
  39. 39. Less what do you want to be when you grow up, but what are you doing now.<br />There can be no keener revelation of a society’s soul than the way it treats it’s children. <br /> -Nelson Mandela<br />Brilliant and spot on. <br />click to play<br />Adora Svitak – wise beyond her years, better yet, heart of gold<br />
  40. 40. It helps empower someone <br />to think what they’ve not <br />thought, to say what they’ve <br />not said, to dream what <br />they’ve not dreamt…<br />Empower people to ask for <br />what they want, and think <br />about what they need…<br />Everybody can be … <br />whatever.. <br />If they believe it.<br />click to play<br />
  41. 41. Book, by Keri Smith<br />
  42. 42. click to view slideshare<br />
  43. 43.
  44. 44. click to see slideshare on philosophy for connections<br />
  45. 45. Help learners connect to themselves, to others.. <br />Help them find, or you be, their expert individual tutors/mentors.<br />
  46. 46. to self..<br />doc<br />
  47. 47. to others..<br />Kevin on building community<br />Ben on building his community (board)<br />
  48. 48. click to hear Ben Wilkoff<br />
  49. 49. click for more on expert individual tutors<br />
  50. 50. 1-to-1<br />Not so much about laptops, rather, people. Learner to expert individual mentor/tutor.<br />interdependency<br />
  51. 51.
  52. 52. Trust.<br />Trust the natural process of learning.<br />
  53. 53. click for more thinking <br />on a future connection/conversation/gathering<br />
  54. 54. Students are making career based decisions on too little information. <br />–Anya Kamenetz<br />share/find/create more options…<br />
  55. 55.
  56. 56. click to view<br />R&R for sure.<br />Keep your mind/body fit.<br />
  57. 57. then..<br />
  58. 58. mindset<br />
  59. 59. Every word and action can send a message. It tells children, or students, or athletes – how to think about themselves.<br /> It can be a fixed-mindset message that says:<br />You have permanent traits and I’m judging them.<br />Or it can be a growth-mindset message that says:<br />You are a developing person and I am interested in your development.<br />-Carol Dweck, Mindset<br />mindset<br />
  60. 60. Teach (model how) to:<br /><ul><li>love challenges
  61. 61. be intrigued by mistakes
  62. 62. enjoy effort </li></ul>and <br /> keep on learning.<br />-Carol Dweck, Mindset<br />mindset<br />
  63. 63. Speed and perfection are the enemy of difficult learning:<br />If you think I’m smart when I’m fast and perfect, I’d better not take on anything challenging.<br />So what should we say when things are completed quickly and perfectly?<br />Whoops, I guess that was too easy. I apologize for wasting your time. Let’s do something you can really learn from.<br />Reassuring someone about their intelligence or talent before a performance often backfires. They’ll be more afraid to show a deficiency.<br />-Carol Dweck, Mindset<br />mindset<br />
  64. 64. The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning. <br />ie:<br />In contrast, Yura Lee’s mother always sat serenely during Yura’s lesson, without the tension and frantic note taking of some of the other parents. She smiled, she swayed to the music, she enjoyed herself. As a result, Yura did not develop the anxieties and insecurities that children with overinvested, judgmental parents do. Says Yura, “I’m always happy when I play.”<br />-Carol Dweck, Mindset<br />mindset<br />
  65. 65. Are our reactions helping the child to feel a sense of control over her life -- or to constantly look to us for approval? <br />Are they helping her to become more excited about what she’s doing in its own right – or turning it into something she just wants to get through in order to receive a pat on the head?<br /> - Alfie Kohn, Five Reasons to Stop Saying Good Job<br />mindset<br />
  66. 66. I don’t know <br />everything. <br />I can learn <br />all the time.<br />Most often <br />people believe <br />that the “gift“ <br />is the ability itself. <br />Yet what feeds it is that constant <br />curiosity<br />and <br />challenge seeking.<br />-Carol Dweck, Mindset<br />click to play<br />mindset<br />
  67. 67.
  68. 68. in your head…tied to certain contexts…often quite new…<br />…great difficulty expressing to ourselves much less anyone else …usually holistic …usually not reducible to abstract categories & isolated modules… does not flow very well… remarkably sticky. <br />Most valuable knowledge but also most difficult to share<br /> -John Hagel & John Seely Brown<br />tacitknowledge<br />
  69. 69. Help learners create ways to expose their <br />tacitknowledge<br />Perhaps a dimensionality in our conversations we've not yet experienced. one where we not only come together per passion, but also in grace and deep respect. one where more can be said, because in our new found security of intimate community, we spend less time with defense. (http://pds8.egloos.com/pds/200... ) so more can be understood. one where less needs to be said, because more is understood. (http://www.ascd.org/publicatio... )<br />More of that convo here.<br />
  70. 70. I can’t articulate what I do.<br />When I talk, people notice things more.<br /><ul><li> Simon Tyler
  71. 71. prodding by the brilliant Nic Askew</li></ul>click to view<br />
  72. 72. Help them to reside in<br />passion and flow<br />knowledge<br />
  73. 73. of the explorer – a sustained commitment to exploring a particular domain and to achieving constantly increasing levels of performance and impact in that domain over time.. <br /> -John Hagel lll & John Seely Brown<br />passion<br />the neurobiology of passion<br />
  74. 74. ability to draw out optimal value from people, shaped by a deep understanding of existing performance capabilities – both one’s own and those of others. -John Hagel lll & John Seely Brown<br />wisdom<br />understanding understanding<br />
  75. 75. wisdom accepts and operates within existing performance limits <br />passion continually seeks to challenge and go beyond existing limits -John Hagel lll & John Seely Brown<br />the neurobiology of passion<br />
  76. 76. Indulge, give your self permission, go back to your roots, your curiosities and connect to…<br />click to lose yourself in Feynman<br />Learners need to experience expert learners experiencing /modeling this.<br />
  77. 77. Erica McWilliams: beusefully igornant<br />Sugata Mitra’s success – provide resources and get out of the way for 3 months<br />we don’t need more resources - just need to be more resourceful Alan Webber(fast company)<br /> resources like… Sugata Mitra’s the Granny Cloud – unlikely places<br />usefully ignorant<br />http://kerismith.com/<br />
  78. 78. usefully ignorant<br />http://kerismith.com/<br />click to hear Kathryn Schulz share her research: thinking about being wrong<br />Richard Saul Wurman<br />embrace your stupidity ---read/seen that article? – uh huh.. we do that… how many kids do that….prestige in knowing things... ironically blocks learning about things that matter<br />
  79. 79. What if it becomes as simple as..<br /> 1) what do you want to learn?... <br />Go to google or youtube, find out what you can.<br />Connect to like-minded people.<br />Post a comment or a response video..<br />till that community shows signs of or validates your growth…<br /> 2) follow your fancy…<br /> Take a flip or your phone or and ipod touch or a journal<br />and go on a walk.<br />Be curious.<br />Note your curiosities.<br />While you’re out, or when you get back, <br />explore the curiosities <br />you’re having trouble forgetting…<br />
  80. 80.
  81. 81. Create an environment that maximizes the likelihood that each child will discover their own passion and resources<br />and feel ownership of their own education.<br />You are not a delivery system for "skills" although skill growth will happen.<br />You're trying to be a good launch pad for healthy citizens,<br />not a manufacturing center for citizens.<br />It’s not skills but self possession that are key<br />with self-possession, <br />all other things become <br /> p o s s i b l e<br /> -James Bach<br />
  82. 82. A free form curriculum..<br />click to learn more<br />
  83. 83. click to go to prezi<br />
  84. 84. It’s more about a mindset than anything…<br />click to see suggested book reads <br />
  85. 85. need detox?<br />be. bold.<br />
  86. 86. Public education has <br />been based on <br />prep for the future.<br />The game has <br />changed <br />dramatically <br />in the last 10 years.<br />This is now.<br />The race to the top is about being more innovative and generous and artistic and connected and leading. And none of those have to do with compliance. None of those have to do with telling people what to do all day.<br />If there’s a tribe, it’s because they decided they want to be in it.<br />That decision is what artists do. <br />That’s your opportunity, to say what you believe and see who follows.<br />click to play<br />

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