5. Two critical questions
(at least):
What and how do we
need to teach??
Who do we need to be?
6. • What are you most grateful for in your life
right now??
• What has your most interesting learning
experience in the past three days?
• What are three of your best teaching skills?
7. Altered paradigms of life
and learning
• 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
8. Transformational
humanities
• Transactional cf
transformational humanities
• We will need innovative
people who think in a solution
paradigm
• We will need people who can
manage self, and relate to
others
• We will need people who
participate and contribute on
a local and global scale
9. Levels of learning
• No Change (no learning; ignorance, denial, or
tokenism)
• Accommodation (first order learning,
adaptation and maintenance)
• Reformation (second order learning, critically
reflective adaptation)
• Transformation (third order learning. creative
re-visioning)
• Sustainable Education, Stephen Sterling, 2002, Green Books)
11. For You
• Significant ongoing professional learning and
dialogue
• 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
engagement
• Building of quality relationships with students
• Valuing of your professional expertise
12. For students??
• Significant focus on contructivist and connectivist
learning disciplines
• Personalised learning programs
• Single advisory teacher for entire schooling career
• Transdisciplinary approaches that focus on the Key
Competencies
• Strong emphasis upon meaningful inquiry-based
assessment tasks
• Deep integration of ICT into everyday learning
13. Key Competency questions
for you
• Thinking: How will you advance your thinking and learning
this year?
• Using language, symbols and texts: What further texts /
symbols / language (especially online) will you explore?
• Managing Self: How will you maintain inspiration for your
work?
• 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?
14. Managing Self
How will
you
maintain
inspiration
for your
work?
15.
16. • It’s not hard work that
tires us out.
• It’s a us out. attitude that
negative
tires
Manage the • People make attitude
choices in their lives:
attitude • Energy creators
• Energy neutrals
• Energy consumers
(Brighouse and Woods; cited in
Fullan, 2005)
17. Energy consumers
• Have a negative view of the world
• Resent change and practice blocking
strategies
• 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
18. Energy neutrals
• 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
best
19. Energy Creators
• Are enthusiastic and always positive
• Use critical thinking, creativity and
imagination
• Stimulate and spark others
• Practise leadership at all levels
• Are able and willing to scrutinise their
practice
• Wish to improve on their previous best
20.
21. Managing to find
some inspiration??
• 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)
22. Managing Self (with coaching
from others)
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’
23. How will you advance your
thinking and learning this year?
24.
25. Neuroplasticity
research + lifelong
learning
• 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
before
• To keep the mind alive requires learning something truly
NEW with intense focus
• Norman Doidge, The Brain That Changes Itself, 2008
26. Near-future intellectual
directions??
• 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?-
27. 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?
28. 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
(Perkins, 2003)
29. Creative inquiry
process
1. Do your research
2. Work out the REAL problem / issue
3. Brainstorm solutions
4. Choose one (or some) of the
solutions
5. Put it (them) into action
30. Your own digital
learning??
• What’s your present digital learning
‘project’?
• What further do you need to learn?
• What else could you learn?
• What else will you learn this term?
31. 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
reproduction.
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
thinking.
3. Almost all students, almost all of the time, are
engaged in higher-order thinking.
32. Using language,
symbols and texts
What further texts / symbols / language
(especially online) will you explore?
33. Digital
literacies??
• Strong focus on icons and visual stimuli
• Altered theories on learning.....
• 20th C - Behaviourist / Constructivist / Cognitivist?
• 21st C - Constructivist / meta-cognitivist /
Connectivist?
• If you employ digital learning processes, they must
advance student learning. Otherwise, why bother?
34. Developing visual
literacies
• 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
working memory
• Use your own visual collection to reinforce your
lessons
45. Relating To Others
How will you enhance your
capacity to engage in
professional dialogue?
46. Connecting through
professional dialogue
• The quality of everyday teacher dialogue will
determine the level of professionalism in a school
• Two critical skills in dialogue: listening and
paraphrasing
• Paraphrasing? Listen first, then:
• Pause
• Then begin with: “So, you’re saying that....”
47. Participating
and
contributing
What will be your
personal
contribution to
local and global
causes?
48. Your contribution
this year??
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 !!
54. Hints for sustaining
tonight’s work
• 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
discussions
55. Final
Thoughts
• Extra material on file (or the
cluster wiki)
• tony@tonyryan.com.au
• Remember that you work in the
most important profession on
the planet
56. • Born 1870, died
1940
• Wealthy
unmarried
socialite
• At age 40, she
decided to
become an
opera singer
• Become very
well-known
around the US
57. • Final performance in Carnegie Hall at the
age of 70
• Received five standing ovations
