Learner
This	  is	  where	  Ar*ficial	  Intelligence	  has	  already	  reached	           h5p://www.youtube.com/watch?v=-­‐QYchgv5d...
What	  skills,	  competencies	  and	  disposi*ons	  will	  you	  need	  to	  flourish	  in	  the	  21st	  century?	  
The EvolvingStory ofEducation...
Agrarian Age-­‐  3Rs	  -­‐  No	  formal	  educa*on	  	  
Industrial Age!"-­‐  3Rs	  +	  Technical	  skills	      +	  Basic	  Cogni*ve	  skills	  
Information Age!"-­‐  3Rs	  +	  Basic	  Cogni*ve	      skills	  -­‐  Knowledge	  in	  a	  Domain	      (college	  degree)	  
We are NOW in the midst of a Phase  Change and do not know what the future  will hold… Language	                          ...
Phase Change                            While	  in	  the	  midst	  of	  a	  Phase	  Change	  it	  is	  very	              ...
Phase Change...                I                                N                                T                        ...
We	  are	  currently	  preparing	  students	  for	  jobs	  that	  don’t	  yet	  exist...	  using	  technologies	  that	  h...
Think...•  How	  will	  a	  tradi*onal	  profession	  like	  engineering	     or	  banking	  transform	  due	  to	  comput...
Knowledge Age!"-  Knowledge in a Domain"-  Higher Order Cognitive    skills "     -  Learning to Learn"     -  Learning to...
To survive and thrive in the 21st century…                                                         Learn to     Knowledge ...
Learn	  to	  learn	  and	  become	  an	  excellent	  	            SELF-­‐DIRECTED	  LEARNER	  
Learner Dispositions                          for the 21st Century1.	  Growth	  Mindset	     Intelligence	  is	  not	  ?ix...
Learner Dispositions                          for the 21st Century1.	  Growth	  Mindset	     Intelligence	  is	  not	  ?ix...
You are the CounselorYour	  friend,	  Alisha,	  who	  is	  generally	  considered	  a	  good	  vocalist,	  was	  going	  t...
You are the CounselorThere	  were	  four	  events	  and	  the	  person	  with	  the	  highest	  score	  would	  be	  the	 ...
What would you tell Alisha and why? 1. Hey	  Alisha,	  I	  think	  you	  were	  the	  best.	   2. You	  definitely	  deserv...
The	  first	  (you	  thought	  she	  was	  the	  best)	  is	  basically	  insincere.	  She	  was	  not	  the	  best	  –	  y...
The	  second	  (judges	  were	  biased)	  places	  blame	  on	  others,	  when	  in	  fact	  the	  problem	  was	  mostly	...
The	  third	  (reassure	  her	  that	  music	  doesn’t	  really	  ma5er)	  teaches	  her	  to	  devalue	  something	  if	 ...
The	  fourth	  (she	  has	  the	  ability	  and	  will	  next	  *me)	  may	  be	  the	  most	  dangerous	  message	  of	  ...
The	  last	  op*on	  (tell	  her	  she	  didn’t	  deserve	  to	  win)	  seems	  hardhearted.	  But	  that’s	  pre5y	  much...
Carol	  Dweck’s	  work	  shows	  that	  people	  have	  one	  of	  two	  mindsets	  about	  intelligence	  and	  ability	 ...
Fixed Mindset!                  Growth Mindset!	                             	  •  Intelligence and talent      •  Intelli...
For	  people	  with	  fixed	  mindset,	  set-­‐backs	  are	  trauma*c	  because	  they	  destroy	  their	  self-­‐belief	  ...
People	  with	  growth	  mindset	  take	  failure	  in	  their	  stride	  because	  they	  believe	  performance	  can	  b...
You	  can	  test	  your	  Mindset	  here…	  h5p://mindsetonline.com/testyourmindset/step1.php	  	  
Learner Dispositions                          for the 21st Century1.	  Growth	  Mindset	     Intelligence	  is	  not	  ?ix...
Joachim	  de	  Posada:	  Dont	  eat	  the	  marshmallow!	  h5p://www.ted.com/talks/joachim_de_posada_says_don_t_eat_the_ma...
The	  Marshmallow	  Experiment	  In	  a	  longitudinal	  study	  done	  in	  the	  1960s	  at	  Stanford	  University,	  a...
The	  Stanford	  University	  researchers	  then	  followed	  the	  progress	  of	  each	  child	  into	  adolescence	  an...
The	  experimenters	  have	  also	  found	  that	  self-­‐control	  to	  delay	  ea*ng	  the	  first	  marshmallow	  is	  b...
•  Self-­‐control	  or	  ability	  to	  resist	  tempta*on	  is	  good	     for	  standard	  achievement,	  like	  maintai...
•  Grit	  =	  tenacious,	  dogged,	  perseverance	  to	  pursue	  a	  long-­‐   term,	  almost	  impossible	  goal	      (...
•  You	  can	  think	  of	  grit	  as	  the	  stamina	  to	  learn	  •  Learning	  is	  like	  running	  a	  marathon,	  y...
How to Cultivate Grit•  Long-term Goals	•  10,000 hours to   mastery	   (Ericsson’s research   and ‘Outliers’ book by   Ma...
Angela	  Lee	  Duckworth	  on	  GRIT	  h5p://www.youtube.com/watch?v=qaeFnxSfSC4	  	  
You	  can	  find	  your	  Grit	  Score	  here…	  (opens	  a	  PDF)	  h5p://www.sas.upenn.edu/~duckwort/images/17-­‐item%20G...
A	  short	  video	  I	  made	  to	  explain	  ‘Time	  Span	  of	  Discre*on’	  (amount	  of	  *me	  one	  is	  capable	  o...
Learner Dispositions                          for the 21st Century1.	  Growth	  Mindset	     Intelligence	  is	  not	  ?ix...
Whenever	  you	  set	  a	  ‘stretch	  goal’	  for	  yourself,	  you	  feel	  the	  pressure.	  To	  relieve	  this	  press...
But	  while	  moving	  towards	  your	  goal	  there	  are	  inner	  conflicts	  that	  hold	  you	  back.	  Typical	  nega...
Inner	  con(licts	  of	  a	  learner	  could	  be...	                                                         Trying is th...
Inner	  con(licts	  of	  a	  learner	  could	  be...	      Lack of Self-Efficacy    Self-belief about lack of abilities, t...
Overcoming Inner Conflicts!•  The	  moment	  you	  find	  yourself	  blaming	  something	  or	      somebody	  for	  your	  ...
Changing your Perspective	                               Once upon a time there was a                               boy wh...
Changing your 	   "     Instead of looking at the badPerspective	            grades he considered his ‘A’ grade           ...
In their book ‘SWITCH - How to ChangeThings When Change is Hard’ authorsChip and Dan Heath take a deeper look atprocess of...
They look at the impediment to change as adilemma between ‘HEART and MIND’and use the analogy given by psychologist,Jonath...
Your Mind or rationalside is THE RIDER
Your Heart or emotional side isTHE ELEPHANT
THE RIDER (mind or rationality)!(+)"  - is a visionary (thinks long-term)"  - good at planning and direction"  - accepts d...
THE ELEPHANT (heart or emotions)!(+)"  - can provide energy and enthusiasm"  - responds well to positive emotions" - love,...
To bring about change, youneed to appeal to both yourrider and your elephant!
Managing yourAttention
A5en*on	  Management	  •  A5en*on	  vs	  Distrac*on	  (wandering	  thoughts)	  •  Focus	  •  Mindless	  vs	  Mindful	  stu...
Are	  you	  good	  at	  mul*tasking?	  Watch	  this	  carefully…	  
h5p://www.youtube.com/watch?v=vJG698U2Mvo	  	  
•  How	  do	  we	  stay	  focused?	  •  To	  understand	  this	  let’s	  look	  at	      play,	  because	  while	  playing...
Ellen	  Langer,	  Harvard	  Professor	  of	  Psychology,	  conducted	  a	  study	  where	  she	  asked	  par*cipants,	  wh...
•  Langer	  calls	  this	  a	  ‘mindful’	  axtude	  to	      learning	  -­‐	  the	  opposite	  axtude	  is	  a	      ‘mind...
Good	  learners	  know	  how	  to	  make	  learning	  interes*ng	  by	  deliberately	  bringing	  in	  variety	  in	  what...
What FacilitatesDeep Understanding             Based	  on	  Howard	  Gardner’s	  work	  
The Learning Journey1.  Make	  predic*ons	  to	  ac*vate	  Prior	  Knowledge	  2.  Build	  curiosity	  and	  fire	  up	  in...
KWL-Plus Learning StrategyKWL-­‐Plus	  is	  a	  self-­‐ques*oning	  strategy	  for	  learning	  Know	       -­‐  making	  ...
LearningJournal
Managing yourMorale
What,	  in	  your	  opinion,	  is	  the	  difference	  between	  a	  student	  and	  a	  learner?	  Write	  down	  the	  tr...
STUDENT	                            THINK...	                ü  What	  mo*vates	  you	  to	  study	                    an...
STUDENT	                ✓  More	  exam	  focused	                ✓  More	  emphasis	  on	  knowing	  (because	  of	  	    ...
LEARNER	           ✓  Intrinsic	  mo*va*on	  to	  learn	  (e.g.	  when	  you	              learn	  a	  new	  video	  game)...
STUDENT	                             LEARNER	                ✓  Hard-­‐working	                ✓  Curious	  
STUDENT	                                                                                               LEARNER	   ✓    Mor...
Self-Determination Theory!THE	  MOTIVATIONAL	  SPECTRUM	          External	  RegulaCon	  >	  IntrojecCon	  >	  IdenCficaCon...
Factors thatIn his book Drive - The SurprisingTruth about What Motivates Us                                          influe...
Meta-LearningLearning	  about	  your	  Learning,	  inten*onally	  
Meta-CognitionSelf-­‐interroga*ng	  how	  learning	  and	  performance	  can	  be	  improved	  
•  There	  is	  no	  universal	  algorithm	  for	  learning	  •  You	  need	  to	  find	  out	  how	  you	  learn	  best	  ...
I am the master of my fate:I am the captain of my soul.                    From	  the	  poem,	  Invictus	  
Questions, Comments, Suggestions?	                Feel	  free	  to	  email	  me:	   	                          Atul	  Pant...
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Learner, Know Thyself!

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In the era of ubiquitous computerisation and cheap automation what skills and competencies will students need to really shine? What dispositions will lead to success? In a guided introspection workshop, which I conducted for students of Vasant Valley school and Ramjas school, R.K. Puram (both based in New Delhi), I looked at these issues.

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Learner, Know Thyself!

  1. 1. Learner
  2. 2. This  is  where  Ar*ficial  Intelligence  has  already  reached   h5p://www.youtube.com/watch?v=-­‐QYchgv5dMM    
  3. 3. What  skills,  competencies  and  disposi*ons  will  you  need  to  flourish  in  the  21st  century?  
  4. 4. The EvolvingStory ofEducation...
  5. 5. Agrarian Age-­‐  3Rs  -­‐  No  formal  educa*on    
  6. 6. Industrial Age!"-­‐  3Rs  +  Technical  skills   +  Basic  Cogni*ve  skills  
  7. 7. Information Age!"-­‐  3Rs  +  Basic  Cogni*ve   skills  -­‐  Knowledge  in  a  Domain   (college  degree)  
  8. 8. We are NOW in the midst of a Phase Change and do not know what the future will hold… Language   Writing   Printing  Press   Internet  The  amount  of  knowledge  in  the  world  has  doubled  in  the  past  10  years  and  is  doubling  every   18  months  -­‐  ASTD  
  9. 9. Phase Change While  in  the  midst  of  a  Phase  Change  it  is  very   difficult  to  predict  what  the  future  will  hold...  From 99°c to 1°c we cannotanticipate what will happen at 0°c From 1°c to 99°c we cannot anticipate what will happen at 100°c
  10. 10. Phase Change... I N T E ctivity R ne Hype r-con Computers NComplexity E to mat i Au on t
  11. 11. We  are  currently  preparing  students  for  jobs  that  don’t  yet  exist...  using  technologies  that  haven’t  yet  been  invented...  in  order  to  solve  problems  we  don’t  even  know  are  problems  yet.   -­‐  Richard  Riley,  Secretary  of  EducaCon     under  President  Clinton  
  12. 12. Think...•  How  will  a  tradi*onal  profession  like  engineering   or  banking  transform  due  to  computerisa*on,  automa*on,   connec*vity…  •  E.g.  Profession  of  Doctor   –  Self-­‐diagnos*cs  –  blood  pressure,  diabe*c   –  Automated  X-­‐ray  reading  (radiologists)   –  Pace  maker  linked  through  internet  to  a  doctor  
  13. 13. Knowledge Age!"-  Knowledge in a Domain"-  Higher Order Cognitive skills " -  Learning to Learn" -  Learning to Think" -  Learning to Tell" -  Empathetic Collaboration" -  Learning to Earn" -  Learning to Be"
  14. 14. To survive and thrive in the 21st century… Learn to Knowledge explosion Self-Learn …learn to self-learn and keep reinventing yourself
  15. 15. Learn  to  learn  and  become  an  excellent     SELF-­‐DIRECTED  LEARNER  
  16. 16. Learner Dispositions for the 21st Century1.  Growth  Mindset   Intelligence  is  not  ?ixed,  it   grows  with  hard  work   2.  Grit   Dabbler  vs.  Dilettante   3.  Emo*onal  Resilience   Dealing  with  Inner  Con?licts   4.  Intrinsic  Mo*va*on   Autonomy,  Mastery,  Purpose  
  17. 17. Learner Dispositions for the 21st Century1.  Growth  Mindset   Intelligence  is  not  ?ixed,  it   grows  with  hard  work   2.  Grit   Dabbler  vs.  Dilettante   3.  Emo*onal  Resilience   Dealing  with  Inner  Con?licts   4.  Intrinsic  Mo*va*on   Autonomy,  Mastery,  Purpose  
  18. 18. You are the CounselorYour  friend,  Alisha,  who  is  generally  considered  a  good  vocalist,  was  going  to  the  inter-­‐school  music  compe**on.    Although  she  was  a  li5le  anxious,  she  was  confident  that  she  would  be  among  the  top  three.  You  were  accompanying  her  for  support  and  encouragement.   Based  on  Carol  Dweck’s  book  ‘Mindset’   http://mindsetonline.com    
  19. 19. You are the CounselorThere  were  four  events  and  the  person  with  the  highest  score  would  be  the  winner.  Alisha  performed  well  but  others  were  be5er.      By  the  *me  the  compe**on  was  over  Alisha  was  not  in  the  top  three.  In  fact,  she  did  not  even  get  a  special  men*on  from  the  judges.   Based  on  Carol  Dweck’s  book  ‘Mindset’   http://mindsetonline.com    
  20. 20. What would you tell Alisha and why? 1. Hey  Alisha,  I  think  you  were  the  best.   2. You  definitely  deserved  a  spot  in  the  top  three.   The  judges  were  biased!   3. Reassure  her  that  it  was  just  a  music   compe**on  and  that  is  not  very  important.   4. You  definitely  have  the  ability  and  will  surely   win  next  *me.   5. You  didn’t  really  deserve  to  win.   Pause, Ponder, Discuss…
  21. 21. The  first  (you  thought  she  was  the  best)  is  basically  insincere.  She  was  not  the  best  –  you  know  it,  and  she  does  too.  This  offers  her  no  recipe  for  how  to  recover  or  how  to  improve.   From  Carol  Dweck’s  book  ‘Mindset’   http://mindsetonline.com    
  22. 22. The  second  (judges  were  biased)  places  blame  on  others,  when  in  fact  the  problem  was  mostly  with  her  performance,  not  the  judges.  Do  you  want  her  to  grow  up  blaming  others  for  her  deficiencies?   From  Carol  Dweck’s  book  ‘Mindset’   http://mindsetonline.com    
  23. 23. The  third  (reassure  her  that  music  doesn’t  really  ma5er)  teaches  her  to  devalue  something  if  she  doesn’t  do  well  in  it  right  away.     From  Carol  Dweck’s  book  ‘Mindset’   http://mindsetonline.com    
  24. 24. The  fourth  (she  has  the  ability  and  will  next  *me)  may  be  the  most  dangerous  message  of  all.  Does  ability  automa*cally  take  you  where  you  want  to  go?  If  Alisha  didn’t  win  this  meet,  why  should  she  win  the  next  one?   From  Carol  Dweck’s  book  ‘Mindset’   http://mindsetonline.com    
  25. 25. The  last  op*on  (tell  her  she  didn’t  deserve  to  win)  seems  hardhearted.  But  that’s  pre5y  much  what  you  should  have  told  her.   From  Carol  Dweck’s  book  ‘Mindset’   http://mindsetonline.com    
  26. 26. Carol  Dweck’s  work  shows  that  people  have  one  of  two  mindsets  about  intelligence  and  ability  (mindsets  are  beliefs  about  yourself)   •  Either  they  believe  they  have  ‘fixed  intelligence’  i.e.  their   abili*es  are  innate   •  Or  they  believe  intelligence  and  abili*es  can  grow  through   hard  work  
  27. 27. Fixed Mindset! Growth Mindset!  •  Intelligence and talent •  Intelligence and talent can be are fixed traits developed through dedication and hard work •  Talent alone, without effort, creates success •  Brains and talent are just starting points, love of learning and•  Intelligence - if you have resilience matters more it you have it, if you •  Years of passionate practice and don’t you don’t learning brings success •  You have to be flawless, •  Stretching yourself and sticking right away to it, even when things are not going well •  Much can be achieved through years of passion, toil and training
  28. 28. For  people  with  fixed  mindset,  set-­‐backs  are  trauma*c  because  they  destroy  their  self-­‐belief  that  they  were  innately  intelligent  and  talented  They  do  not  admit  or  correct  their  deficiencies  
  29. 29. People  with  growth  mindset  take  failure  in  their  stride  because  they  believe  performance  can  be  improved  through  hard  work  They  challenge  themselves  and  set  stretch  goals  and  hence  increase  their  abili*es,  even  if  they  fail  at  first  
  30. 30. You  can  test  your  Mindset  here…  h5p://mindsetonline.com/testyourmindset/step1.php    
  31. 31. Learner Dispositions for the 21st Century1.  Growth  Mindset   Intelligence  is  not  ?ixed,  it   grows  with  hard  work   2.  Grit   Dabbler  vs.  Dilettante   3.  Emo*onal  Resilience   Dealing  with  Inner  Con?licts   4.  Intrinsic  Mo*va*on   Autonomy,  Mastery,  Purpose  
  32. 32. Joachim  de  Posada:  Dont  eat  the  marshmallow!  h5p://www.ted.com/talks/joachim_de_posada_says_don_t_eat_the_marshmallow_yet.html    
  33. 33. The  Marshmallow  Experiment  In  a  longitudinal  study  done  in  the  1960s  at  Stanford  University,  a  group  of  four-­‐years-­‐olds  were  given  one  marshmallow  and  promised  a  second  one  on  the  condi*on  that  they  wait  for  20  minutes  before  ea*ng  the  first  marshmallow  Children  were  able  to  wait  for  different  periods  of  *me,  some  could  not  wait  at  all,  some  could  wait  for  4-­‐5  minutes  and  others  for  a  longer  period  of  *me  
  34. 34. The  Stanford  University  researchers  then  followed  the  progress  of  each  child  into  adolescence  and  beyond  and  found  that  those  with  the  ability  to  wait  longer  were  be5er  off  (e.g.  be5er  SAT  scores,  be5er  jobs  and  be5er  rela*onships)      The  experiment,  which  has  been  repeated  at  other  places  with  similar  results,  shows  that  the  ability  to  delay  gra*fica*on  in  exchange  for  long-­‐term  achievement  is  impera*ve  for  life  success  
  35. 35. The  experimenters  have  also  found  that  self-­‐control  to  delay  ea*ng  the  first  marshmallow  is  based  on  children’s  ability  to  formulate  strategies  for  self-­‐control    E.g.  some  children  said  that  they  thought  to  themselves  that  the  marshmallow  was  just  a  pain*ng,  it  was  not  real  and  hence  could  resist  ea*ng  it  
  36. 36. •  Self-­‐control  or  ability  to  resist  tempta*on  is  good   for  standard  achievement,  like  maintaining  a  diet,  or   scoring  a  high  GPA  •  But  for  really  high  achievement,  where  the   challenge  is  great,  like  solving  a  complex  social  problem,  or   becoming  a  celebrity  rock  star,  you  need  GRIT  
  37. 37. •  Grit  =  tenacious,  dogged,  perseverance  to  pursue  a  long-­‐ term,  almost  impossible  goal   (Westpoint  Military  Academy  and  Spelling  Bee  Contest)  •  Grit  is  opposite  of  being  a  dile5ante  or  dabbler  •  Grit  is  not  abandoning  a  pursuit  because  something  novel,   or  an  obstacle  comes  up  •  Grit  is  sustained  passion  
  38. 38. •  You  can  think  of  grit  as  the  stamina  to  learn  •  Learning  is  like  running  a  marathon,  you  need  stamina  •  Despite  boredom  or  disappointment  you  need  to  stay   the  course  
  39. 39. How to Cultivate Grit•  Long-term Goals •  10,000 hours to mastery (Ericsson’s research and ‘Outliers’ book by Malcolm Gladwell)
  40. 40. Angela  Lee  Duckworth  on  GRIT  h5p://www.youtube.com/watch?v=qaeFnxSfSC4    
  41. 41. You  can  find  your  Grit  Score  here…  (opens  a  PDF)  h5p://www.sas.upenn.edu/~duckwort/images/17-­‐item%20Grit%20and%20Ambi*on.040709.pdf    
  42. 42. A  short  video  I  made  to  explain  ‘Time  Span  of  Discre*on’  (amount  of  *me  one  is  capable  of  spending  on  a  task)  to  my  11-­‐year  old.  Its  About  Time  -­‐  http://www.youtube.com/watch?v=BN9FkPz2-­‐LA    
  43. 43. Learner Dispositions for the 21st Century1.  Growth  Mindset   Intelligence  is  not  ?ixed,  it   grows  with  hard  work   2.  Grit   Dabbler  vs.  Dilettante   3.  Emo*onal  Resilience   Dealing  with  Inner  Con?licts   4.  Intrinsic  Mo*va*on   Autonomy,  Mastery,  Purpose  
  44. 44. Whenever  you  set  a  ‘stretch  goal’  for  yourself,  you  feel  the  pressure.  To  relieve  this  pressure  you  can  either  lower  your  goal  or  you  can  move  towards  your  goal.   Based  on  Peter  Senge’s  book  –  The  Fifth  Discipline  
  45. 45. But  while  moving  towards  your  goal  there  are  inner  conflicts  that  hold  you  back.  Typical  nega*ve  inner  conflicts  are  –  you  think  you  are  either  powerless  and  incapable,  or  you  believe  you  are  unworthy  i.e.  you  do  not  deserve  what  you  desire.   Based  on  Peter  Senge’s  book  –  The  Fifth  Discipline  
  46. 46. Inner  con(licts  of  a  learner  could  be...   Trying is the first step towards failure - Homer Simpson Cynicism, Skepticism, Frustration, Failure Fear of Failure or Ridicule (what will other’s think of me) Inertia to Act or lack of energy and enthusiasm Wrong Beliefs
  47. 47. Inner  con(licts  of  a  learner  could  be...   Lack of Self-Efficacy Self-belief about lack of abilities, that in-turn leads to lesser effort being put into learning Boredom & Anxiety Ambiguity or Lack of Clarity Focus on Problems not Solutions
  48. 48. Overcoming Inner Conflicts!•  The  moment  you  find  yourself  blaming  something  or   somebody  for  your  problems  you  need  to  immediately  pause  •  Consider  if  it  is  not  some  inner  conflict  in  yourself  that  is   leading  you  to  blame  others  •  Mental  structures  we  are  unaware  of  hold  us  prisoners  •  Once  we  can  iden*fy  them  and  name  our  inner  conflict  (e.g.  I   think  I  will  not  be  able  to  achieve  my  goal  because  inside  me  I  believe  I  am   not  worthy  of  it)  their  hold  on  us  diminishes  •  We  realize  we  have  a  choice!  
  49. 49. Changing your Perspective Once upon a time there was a boy who was heart-broken because he got ‘F’ grade in Math and Science. He thought to himself he was no good at studies...
  50. 50. Changing your "   Instead of looking at the badPerspective grades he considered his ‘A’ grade in English" "   How did I get an ‘A’ in English?" "   Good study habits?" "   Hard work?" "   Multiple performance opportunities (writing, debating)?" "   Deep interest and confidence?" "   He then applied the same learning approach to other subjects" "   He got a ‘C’ in Math and Science and a ‘B’ in History!"
  51. 51. In their book ‘SWITCH - How to ChangeThings When Change is Hard’ authorsChip and Dan Heath take a deeper look atprocess of change..."
  52. 52. They look at the impediment to change as adilemma between ‘HEART and MIND’and use the analogy given by psychologist,Jonathan Haidt...
  53. 53. Your Mind or rationalside is THE RIDER
  54. 54. Your Heart or emotional side isTHE ELEPHANT
  55. 55. THE RIDER (mind or rationality)!(+)" - is a visionary (thinks long-term)" - good at planning and direction" - accepts delayed gratification "(-)" - Over analyzes (analysis-paralysis)" - Self-supervision is exhausting"
  56. 56. THE ELEPHANT (heart or emotions)!(+)" - can provide energy and enthusiasm" - responds well to positive emotions" - love, compassion, empathy, loyalty "(-)" - lazy and unpredictable" - desires instant gratification" - negative emotions (loss of energy/focus)"
  57. 57. To bring about change, youneed to appeal to both yourrider and your elephant!
  58. 58. Managing yourAttention
  59. 59. A5en*on  Management  •  A5en*on  vs  Distrac*on  (wandering  thoughts)  •  Focus  •  Mindless  vs  Mindful  studying  
  60. 60. Are  you  good  at  mul*tasking?  Watch  this  carefully…  
  61. 61. h5p://www.youtube.com/watch?v=vJG698U2Mvo    
  62. 62. •  How  do  we  stay  focused?  •  To  understand  this  let’s  look  at   play,  because  while  playing  we   are  usually  naturally  a5en*ve  •  This  happens  because  our  mind   is  wired  such  that  it  seeks  variety   and  in  play  the  s*mulus  is   constantly  changing  Every  moment  of  a  tennis  match  is  different,  and  if  runs  are  not  being  scored  or  wickets  are  not  falling  then  even  cricket  becomes  boring  -­‐  we  stop  paying  a5en*on!  
  63. 63. Ellen  Langer,  Harvard  Professor  of  Psychology,  conducted  a  study  where  she  asked  par*cipants,  who  did  not  par*cularly  like  classical  music,  to  listen  to  classical  music  •  One  set  of  par*cipants  was  asked  to  no*ce  three  to  six  novel   aspects  about  the  ac*vity,  like  no*ce  the  musical  instruments   they  could  iden*fy  •  Another  set  was  not  given  any  instruc*ons  to  no*ce   differences  •  The  Study  revealed  that  more  the  dis*nc*ons  drawn  by   careful  no*cing,  the  more  the  subjects  liked  the  ac*vity  •  Thus,  the  more  we  deliberately  engage  with  a  task  the  more   interested  we  become  and  more  we  learn  
  64. 64. •  Langer  calls  this  a  ‘mindful’  axtude  to   learning  -­‐  the  opposite  axtude  is  a   ‘mindless  rote’  or  ‘autopilot’learning  •  Connect  what  you  are  learning  with   your  life  and  make  it  more  meaningful  •  Self-­‐reference  Effect  -­‐  informa*on  that   is  related  to  us  is  easier  to  learn  •  While  studying  we  should  mentally  ask   ques*ons  about  the  topic,  look  at  the   informa*on  from  various  perspec*ves   and  relate  it  to  our  personal  life  or  of   someone  we  know  •  By  making  informa*on  meaningful  we   remember  it  longer  
  65. 65. Good  learners  know  how  to  make  learning  interes*ng  by  deliberately  bringing  in  variety  in  what  they  are  studying  For  example,  while  reading  a  book,  they  mentally  ask  ques*ons  and  try  to  answer  them,  look  at  the  book  from  various  perspec*ves  or  think  about  different  endings  to  a  story  
  66. 66. What FacilitatesDeep Understanding Based  on  Howard  Gardner’s  work  
  67. 67. The Learning Journey1.  Make  predic*ons  to  ac*vate  Prior  Knowledge  2.  Build  curiosity  and  fire  up  intrinsic  mo*va*on  to  learn  3.  Make  learning  contextually  relevant    4.  Secure  cogni*ve  commitment  (for  the  learning  adventure)  5.  Ac*vely  engage  with  the  learning  material  6.  Make  connec*ons  (with  prior  knowledge  /  bigger  picture)  7.  Update  Mental  Model  
  68. 68. KWL-Plus Learning StrategyKWL-­‐Plus  is  a  self-­‐ques*oning  strategy  for  learning  Know   -­‐  making  predic*ons,  invoking  prior  knowledge  Want  to  Know   -­‐  genera*ng  interest  in  the  topic  by  posing  ques*ons   about  expecta*ons  from  the  text  Learn  -­‐  Plus   -­‐  reflec*ng  upon  the  text  through  techniques  like   lis*ng,  mapping  and  summarising  
  69. 69. LearningJournal
  70. 70. Managing yourMorale
  71. 71. What,  in  your  opinion,  is  the  difference  between  a  student  and  a  learner?  Write  down  the  traits  of  students  and  learners:   STUDENT   LEARNER  
  72. 72. STUDENT   THINK...   ü  What  mo*vates  you  to  study   and  what  mo*vates  you  to   learn  a  new  video  game?   ü  How  do  you  prepare  for  an   LEARNER   exam  and  how  do  you  learn   how  to  use  a  new  mobile   phone?   ü  What  is  level  of  joy  in  study  vs   play?  
  73. 73. STUDENT   ✓  More  exam  focused   ✓  More  emphasis  on  knowing  (because  of     exam  system)  than  on  deep  understanding   ✓  Rote  learning  (memorize  and  regurgitate)   ✓  ‘Out  of  syllabus’  mindset   ✓  ‘Why  do  I  need  to  study  this’  mindset   ✓  Emphasis  on  learning  ‘what’   ✓  For  a  specific  goal,  like  exam  or   qualifica*on    
  74. 74. LEARNER   ✓  Intrinsic  mo*va*on  to  learn  (e.g.  when  you   learn  a  new  video  game)   ✓  More  emphasis  on  deep  understanding   (e.g.  how  can  I  make  the  most  of  my  new   smart-­‐phone)   ✓  Emphasis  on  learning  ‘how’   ✓  Real-­‐world  applica*on,  trial  and  error   approach  (benevolent  axtude  towards   mistakes)   ✓  Lifelong  enthusiasm    
  75. 75. STUDENT   LEARNER   ✓  Hard-­‐working   ✓  Curious  
  76. 76. STUDENT   LEARNER   ✓  More  exam  focussed   ✓  Intrinsic  mo*va*on  to  learn  (e.g.  when   you  learn  a  new  video  game)   ✓  More  emphasis  on  knowing  (because  of   exam  system)  than  on  deep   ✓  More  emphasis  on  deep  understanding   understanding   (e.g.  how  can  I  make  the  most  of  my   new  smart-­‐phone)   ✓  Rote  learning  (memorize  and   ✓  Hard-­‐working   regurgitate)   ✓  Emphasis  on  learning  ‘how’   ✓  Curious   ✓  ‘Out  of  syllabus’  mindset   ✓  Real-­‐world  applica*on,  trial  and  error   approach  (benevolent  axtude  towards   ✓  ‘Why  do  I  need  to  study  this’  mindset   mistakes)   ✓  Emphasis  on  learning  ‘what’   ✓  Lifelong  enthusiasm     udent ✓  For  a  specific  goal,  like  exam  or   ood st qualifica*on     oth - a g rner! to be b lifelong leaYo u need llent,and a n exce
  77. 77. Self-Determination Theory!THE  MOTIVATIONAL  SPECTRUM   External  RegulaCon  >  IntrojecCon  >  IdenCficaCon  >  IntegraCon  >  Intrinsic   Amo7va7on   Extrinsic  Mo7va7on   Intrinsic  Mo7va7on  Indifferent  to   External  Regula7on:  you  don’t  want  to  do   Doing  something  for  a  task   something  but  do  it  because  someone  wants   the  love  of  it   you  to  do  to  it     Not  for  the  reward   Introjec7on:  do  it  because  it  enhances  your     status  –  I  will  do  it  because  others  will  value   E.g.  spending  *me   me   with  family,  listening   Iden7fica7on:  I  don’t  really  enjoy  doing  it  but   to  music   I  will  do  it  because  I  see  value  in  doing  it.  E.g.   study  math   Integra7on:  I  will  do  it  because  it  aligns  with   my  goals  (even  though  I  might  not  enjoy   doing  it).  E.g.  exercise    
  78. 78. Factors thatIn his book Drive - The SurprisingTruth about What Motivates Us influence Intrinsicauthor Daniel Pink suggests that Motivation!the new operating system for the21st century, or Motivation 3.0,has three components: –  Autonomy: the urge to direct our own lives –  Mastery: the desire to get better and better on something that matters –  Purpose: a yearning to do something larger than our self-interest
  79. 79. Meta-LearningLearning  about  your  Learning,  inten*onally  
  80. 80. Meta-CognitionSelf-­‐interroga*ng  how  learning  and  performance  can  be  improved  
  81. 81. •  There  is  no  universal  algorithm  for  learning  •  You  need  to  find  out  how  you  learn  best  •  While  you  are  learning  experiment  with  different  ways  of   learning  and  figure  out  what  works  best  for  you  •  Apply  this  new  understanding  of  how  you  learn  be5er  and   keep  improving   Source:  http://eprints.ioe.ac.uk/2803/1/Watkins2001Learning.pdf    
  82. 82. I am the master of my fate:I am the captain of my soul. From  the  poem,  Invictus  
  83. 83. Questions, Comments, Suggestions?   Feel  free  to  email  me:     Atul  Pant   Atul.Pant@TimelessLifeskills.co.uk   atul.pant@gmail.com  

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