Two critical questions
What and how do we
need to teach??
Who do we need to be?
• What are you most grateful for in your life
• What has your most interesting learning
experience in the past three days?
• What are three of your best teaching skills?
Altered paradigms of life
• Lifespan is extending (for the white Western world) - 55
to 78 years in the past century
• The ‘Flat Earth’ is becoming dramatically more electronic
- just over one billion new mobiles in 2008
• Learning is now recognised as a signiﬁcant contributor to
personal and national wealth - Learning communities;
Learning cities; online Learning worlds; Learning nations
• A comprehensive ﬁnancial reframing will be enacted over
the next few years - with strong implications for all
future consumption patterns
• Transactional cf
• We will need innovative
people who think in a solution
• We will need people who can
manage self, and relate to
• We will need people who
participate and contribute on
a local and global scale
Levels of learning
• No Change (no learning; ignorance, denial, or
• Accommodation (ﬁrst order learning,
adaptation and maintenance)
• Reformation (second order learning, critically
• Transformation (third order learning. creative
• Sustainable Education, Stephen Sterling, 2002, Green Books)
• Signiﬁcant ongoing professional learning and
• Co-development of vibrant learning communities
• Understanding what effective pedagogy looks like.
(How do your students best learn?)
• Impetus for change arising from variable student
• Building of quality relationships with students
• Valuing of your professional expertise
• Signiﬁcant focus on contructivist and connectivist
• Personalised learning programs
• Single advisory teacher for entire schooling career
• Transdisciplinary approaches that focus on the Key
• Strong emphasis upon meaningful inquiry-based
• Deep integration of ICT into everyday learning
Key Competency questions
• Thinking: How will you advance your thinking and learning
• Using language, symbols and texts: What further texts /
symbols / language (especially online) will you explore?
• Managing Self: How will you maintain inspiration for your
• Relating to others: How will you enhance your capacity to
engage in professional dialogue?
• Participating and contributing: What will be your personal
contribution to local and global causes?
• It’s not hard work that
tires us out.
• It’s a us out. attitude that
Manage the • People make attitude
choices in their lives:
attitude • Energy creators
• Energy neutrals
• Energy consumers
(Brighouse and Woods; cited in
• Have a negative view of the world
• Resent change and practice blocking
• Use other people’s time excessively
• Don’t feel good about themselves
• Be able and unwilling to critically examine
their teaching practice
• Appear not to want to improve on their best
• Competent sound practitioners
• Willing to address the task
• Good at ‘maintenance’
• Sometimes uncomfortable accepting
examination of their practice by others
• Capable of improving on their previous
• Are enthusiastic and always positive
• Use critical thinking, creativity and
• Stimulate and spark others
• Practise leadership at all levels
• Are able and willing to scrutinise their
• Wish to improve on their previous best
Managing to ﬁnd
• Managing your Self in four dimensions - physical,
social / emotional, mental, spiritual
• How consciously do you get yourself inspired for
the start of the day?
• Teaching (and life) can be a mirror - your
attitude can be reﬂected back to you
• Regulate your self-talk to make inspired choices
(and show students how to do this)
Managing Self (with coaching
A. Choose one aspect of your life (physical /
social / ﬁnancial / professional / spiritual)
B. Respond to these questions:
1. What do you need to achieve?
2. What’s happening right now?
3. What could you put into action?
4. What will you put into action?
5. What will be the process for implementation?
6. How will you keep this going??
Adapted from ‘The Leadership Coaching Guide’
How will you advance your
thinking and learning this year?
research + lifelong
• Age‐related memory loss seems almost certainly reversible
with the right mental exercises
• In middle age, many people have a tendency to deceive
themselves into thinking that they are learning as they were
• To keep the mind alive requires learning something truly
NEW with intense focus
• Norman Doidge, The Brain That Changes Itself, 2008
• The rise and rise of creativity
• Artiﬁcial Intelligence + Intellectual Augmentation
• An Age Of
• Austerity / Ethics
• Andragogy (Adult Learning)
• New learning delivery mechanisms eg
• Virtual Learning Environments?
• I Tunes U + RateMyTeacher + Second Life?-
Your thinking and learning??
• When you have an ‘issue’ in your life, what thinking
processes do you use to resolve it?
• How do you best learn eg
• In a session such as this?
• When mastering a new piece of technology?
• What (entirely) new skill / experience have you
accomplished so far this year?
• What (entirely) new skill / experience do you intend to
accomplish during the rest of 2009?
Intellectual skills must transfer
into authentic contexts
We would like youngsters, and indeed
adults, to become alert and thoughtful when
they hear an unlikely rumour, face a tricky
problem of planning their time, have a
dispute with a friend, or encounter a
politician’s sweeping statement on television
1. Do your research
2. Work out the REAL problem / issue
3. Brainstorm solutions
4. Choose one (or some) of the
5. Put it (them) into action
Your own digital
• What’s your present digital learning
• What further do you need to learn?
• What else could you learn?
• What else will you learn this term?
Higher order thinking
1. Students are engaged only in lower-order
thinking; i.e., they either receive, or recite, or
participate in routine practice and in no activities
during the lesson do students go beyond simple
2. Students are primarily engaged in routine lower-
order thinking a good share of the lesson. There is
at least one significant question or activity in which
some students perform some higher-order
3. Almost all students, almost all of the time, are
engaged in higher-order thinking.
symbols and texts
What further texts / symbols / language
(especially online) will you explore?
• Strong focus on icons and visual stimuli
• Altered theories on learning.....
• 20th C - Behaviourist / Constructivist / Cognitivist?
• 21st C - Constructivist / meta-cognitivist /
• If you employ digital learning processes, they must
advance student learning. Otherwise, why bother?
• Many Y and Z Gens are highly visual learners
• Use every possible IWB, data projector, computer
screen and chart that you can ﬁnd
• Visual aids (eg graphic organisers) free up short-term
• Use your own visual collection to reinforce your
Relating To Others
How will you enhance your
capacity to engage in
• The quality of everyday teacher dialogue will
determine the level of professionalism in a school
• Two critical skills in dialogue: listening and
• Paraphrasing? Listen ﬁrst, then:
• Then begin with: “So, you’re saying that....”
What will be your
local and global
The 50:50 balance in life (Self:Others)
As well as your professional work, how do you intend
to offer support to others?
‘Helpers High’ is good for your health
The Ripple Effect: The influence of everyday actions
Everyone?? Every One !!
Hints for sustaining
• Revisit the notes twice:
• Within two days
• Within one week
• In your diary, add one special idea / action each day for the
next two weeks
• Embed new strategies / concepts in everyday planning and
units of work
• Specifically dialogue about the new strategies in team
• Extra material on ﬁle (or the
• Remember that you work in the
most important profession on
• Born 1870, died
• At age 40, she
• Become very
around the US
• Final performance in Carnegie Hall at the
age of 70
• Received ﬁve standing ovations
“Everyone said I couldn’t sing.
But no-one can say I didn’t