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how to be a mentor
 

how to be a mentor

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  • i agree with Deborah and also love the visual sense.

    thank you, Kirsten
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  • What a massive compilation of information/ideas/creativity! Thanks for sharing all your conversations/reading/personal experience in one organized presentation. There's enough here to be a semester long course! I'm full of hope that soon young human beings will enter into an educational system that honors their natural need to learn and find their own joyful place in society.
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    how to be a mentor how to be a mentor Presentation Transcript

    • usefully ignorant
      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.
    • need detox?
    • Most people are other people.
      Their thoughts are someone else's opinions, their lives a mimicry, their passions a quotation. - Oscar Wilde
    • click to play
    • In order to be open to
      creativity, one must have the
      The No. 1 Habit of Highly Creative People
      capacity for constructive use of solitude. One must overcome the fear of being alone.Rollo May
      Get
      in
      the
      alone
      zone.
      Interruption
      is not collaboration.
      -Rework
      more on be
    • - Ellen Langer
    • Are we taking time to notice what matters most?
      click to play
    • Are we
      taking
      time
      to
      unlock
      the
      genius
      in
      ourselves. ..
      in each one of us…?
      -Seth Godin’s Linchpin
      Great insight on Nurturing Student Genius from the brilliant Angela Maiers.
    • I have no talent. I am only passionately curious. -Albert Einstein
    • In the pursuit of knowing what to do when you don't know what to do,
      • understanding understanding
      • indwelling in tacit
      • playing offense
      (realizing that our pretense toward defense often keeps us from what we are seeking: understanding and and indwelling tacit knowledge - could unleash mounds)
      • understanding understanding
      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.
      —Frank J. Sulloway, Born to Rebel, 1996, p. 20
      • indwelling in tacit
      (
      Zen and the Art of Knowledge Management
      So caught up in something that there is no room
      for
      anything else, ….
      envy, anger, …
      click to play this poignant Soulbiography by Nic Askew
      • playing offense
      realizing that our pretense toward defense often keeps us from what we are seeking (understanding & indwelling tacit knowledge) - could unleash us
    • great offense: educating ourselves of the options we now have.
    • brilliant read….
      Also read his : the opportunity cost of class
    • What
      wakes
      you
      up?
      click to play
    • listen
      notice
      with whatever means you have…..
    • even respect for your own voice?
      voice via Ian Chia
    • Listen to/notice how kids learn..
      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.
      -Chad Sansing
      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.
      -Clay Shirky's Cognitive Surplus
      Are we intoxicated by memory? Too drunk to see what we're missing... what we're, often unintentionally, keeping from our kids?
      We should detox, and fast.
      The ocean is amazing.
    • Maybe asking them to "show" what they are doing is getting in the way of them being able to get lost in their learning.  
      two competing goals:  
       Letting individuals learn what and how they want in a safe, open environment.  
      Asking them to prove to you that they are doing something that matters .
      #2 compromises the trust vital to #1
      Via Clay Shirky’s Cognitive Surplus:
      Blanket freedom increases experimentation and so decreases quality.
      But it creates the stuff we will end up prizing.
    • from Buccaneer Scholar, James Bach
      Let learners appear to be lazy, as they freely find their own structure. Be next to them, doing your thing, on call.
    • http://kerismith.com/
      Chimamanda Adichie’s Ted
      there’s never a single story about anything
      Simon Sinek’s
      seek all version s of a story
      Seth Godin’s
      seek stories we often avoid
      Stanford’s peacedot
      seek the best stories
      notice
    • …in ed
      We think we have bang up lessons... but have we asked the kids? Do they carry ideas outside the class? past the tests?
      Do we hear global voices in our classrooms? Do we speak their language, are we too busy insisting that they speak ours?
      Are we too busy getting things done to notice.
      click to play mad world
      notice
      click to hear student voice on going where they are
    • We could be
      educating the
      world right now
      with tech,
      however, policy is getting in the way.
      -David Wiley
      Keep your policy overhead to a minimum.
      Check out #3: Zero Policies
      here.
    • simple rules/aup/agenda/etc
      taken from Will Richardson’s: be safe, be ethical, be efficient
    • simple mantra:
      -Keri Smith
    • Often, the lizard brain,
      and/or others,
      will reasonably and responsibly
      question
      things
      involving
      freedom
      and
      simplicity.
    • However, the low-quality material that comes with increased freedom
      accompanies the
      experimentation
      that creates
      the
      stuff
      we will end up prizing.
    • People asking
      Where do people find the time?
      aren’t usually looking for the answer;
      the question is rhetorical
      and indicates that the speaker thinks certain activities are stupid.
    • via Clay Shirky’s Cognitive Surplus
    • Less what do you want to be when you grow up, but what are you doing now.
      There can be no keener revelation of a society’s soul than the way it treats it’s children.
      -Nelson Mandela
      Brilliant and spot on.
      click to play
      Adora Svitak – wise beyond her years, better yet, heart of gold
    • It helps empower someone
      to think what they’ve not
      thought, to say what they’ve
      not said, to dream what
      they’ve not dreamt…
      Empower people to ask for
      what they want, and think
      about what they need…
      Everybody can be …
      whatever..
      If they believe it.
      click to play
    • Book, by Keri Smith
    • click to view slideshare
    • click to see slideshare on philosophy for connections
    • Help learners connect to themselves, to others..
      Help them find, or you be, their expert individual tutors/mentors.
    • to self..
      doc
    • to others..
      Kevin on building community
      Ben on building his community (board)
    • click to hear Ben Wilkoff
    • click for more on expert individual tutors
    • 1-to-1
      Not so much about laptops, rather, people. Learner to expert individual mentor/tutor.
      interdependency
    • Trust.
      Trust the natural process of learning.
    • click for more thinking
      on a future connection/conversation/gathering
    • Students are making career based decisions on too little information.
      –Anya Kamenetz
      share/find/create more options…
    • click to view
      R&R for sure.
      Keep your mind/body fit.
    • then..
    • mindset
    • Every word and action can send a message. It tells children, or students, or athletes – how to think about themselves.
      It can be a fixed-mindset message that says:
      You have permanent traits and I’m judging them.
      Or it can be a growth-mindset message that says:
      You are a developing person and I am interested in your development.
      -Carol Dweck, Mindset
      mindset
    • Teach (model how) to:
      • love challenges
      • be intrigued by mistakes
      • enjoy effort
      and
      keep on learning.
      -Carol Dweck, Mindset
      mindset
    • Speed and perfection are the enemy of difficult learning:
      If you think I’m smart when I’m fast and perfect, I’d better not take on anything challenging.
      So what should we say when things are completed quickly and perfectly?
      Whoops, I guess that was too easy. I apologize for wasting your time. Let’s do something you can really learn from.
      Reassuring someone about their intelligence or talent before a performance often backfires. They’ll be more afraid to show a deficiency.
      -Carol Dweck, Mindset
      mindset
    • The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning.
      ie:
      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.”
      -Carol Dweck, Mindset
      mindset
    • Are our reactions helping the child to feel a sense of control over her life -- or to constantly look to us for approval?
      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?
      - Alfie Kohn, Five Reasons to Stop Saying Good Job
      mindset
    • I don’t know
      everything.
      I can learn
      all the time.
      Most often
      people believe
      that the “gift“
      is the ability itself.
      Yet what feeds it is that constant
      curiosity
      and
      challenge seeking.
      -Carol Dweck, Mindset
      click to play
      mindset
    • in your head…tied to certain contexts…often quite new…
      …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.
      Most valuable knowledge but also most difficult to share
      -John Hagel & John Seely Brown
      tacitknowledge
    • Help learners create ways to expose their
      tacitknowledge
      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... )
      More of that convo here.
    • I can’t articulate what I do.
      When I talk, people notice things more.
      • Simon Tyler
      • prodding by the brilliant Nic Askew
      click to view
    • Help them to reside in
      passion and flow
      knowledge
    • 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..
      -John Hagel lll & John Seely Brown
      passion
      the neurobiology of passion
    • 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
      wisdom
      understanding understanding
    • wisdom accepts and operates within existing performance limits
      passion continually seeks to challenge and go beyond existing limits -John Hagel lll & John Seely Brown
      the neurobiology of passion
    • Indulge, give your self permission, go back to your roots, your curiosities and connect to…
      click to lose yourself in Feynman
      Learners need to experience expert learners experiencing /modeling this.
    • Erica McWilliams: beusefully igornant
      Sugata Mitra’s success – provide resources and get out of the way for 3 months
      we don’t need more resources - just need to be more resourceful Alan Webber(fast company)
      resources like… Sugata Mitra’s the Granny Cloud – unlikely places
      usefully ignorant
      http://kerismith.com/
    • usefully ignorant
      http://kerismith.com/
      click to hear Kathryn Schulz share her research: thinking about being wrong
      Richard Saul Wurman
      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
    • What if it becomes as simple as..
      1) what do you want to learn?...
      Go to google or youtube, find out what you can.
      Connect to like-minded people.
      Post a comment or a response video..
      till that community shows signs of or validates your growth…
      2) follow your fancy…
      Take a flip or your phone or and ipod touch or a journal
      and go on a walk.
      Be curious.
      Note your curiosities.
      While you’re out, or when you get back,
      explore the curiosities
      you’re having trouble forgetting…
    • Create an environment that maximizes the likelihood that each child will discover their own passion and resources
      and feel ownership of their own education.
      You are not a delivery system for "skills" although skill growth will happen.
      You're trying to be a good launch pad for healthy citizens,
      not a manufacturing center for citizens.
      It’s not skills but self possession that are key
      with self-possession,
      all other things become
      p o s s i b l e
      -James Bach
    • A free form curriculum..
      click to learn more
    • click to go to prezi
    • It’s more about a mindset than anything…
      click to see suggested book reads
    • need detox?
      be. bold.
    • Public education has
      been based on
      prep for the future.
      The game has
      changed
      dramatically
      in the last 10 years.
      This is now.
      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.
      If there’s a tribe, it’s because they decided they want to be in it.
      That decision is what artists do.
      That’s your opportunity, to say what you believe and see who follows.
      click to play