Students (and Schools) Learn Best When…<br /><ul><li>Cameron Paterson
E: cpaterso@shore.nsw.edu.au
T: cpaterso</li></ul>(Dan Pink, A Whole New Mind)<br />
The Instructional Core<br />CONTENT<br />Task<br />STUDENT<br />TEACHER<br />
“The majority of the 20,000 tasks that make a school career are teacher specified, cognitively simple, and done either by ...
Schools are compliance-oriented, bureaucratic structures, based on adults’ fearsof children running out of control.<br />
What is something that you <br />understand really well?<br />
How did you develop <br />that understanding?<br />
Being able to resolve new problems<br />Working with a good mentor<br />Lots of hands-on practice<br />Asking questions<br...
“To understand is to invent” <br />Jean Piaget<br />
Social interaction and shared understanding<br />
“To be confused is good. Glorify confusion.” <br />Eleanor Duckworth<br />
Trust the content and trust the minds of the learners.<br />
Actively inquire into student thinking<br />
The key determinant of whether a student attends to a given type of knowledge is whether the student considers the knowled...
Ask them<br />
“Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand wh...
Enable students to educate themselves<br />
Where teachers listen and learners explain<br />
Classroom isolation leads teachers to fall back on the ‘apprenticeship of observation’ that they undertook as school stude...
Spray and pray<br />Schools persist in practices that do not work.<br />
“Conventional forms of professional development are virtually a waste of time.”<br />Vivian Troen & Kitty Boles<br />
“Teachers continue to work alone in cell-like classrooms, separated from other teachers, in physical structures that resem...
“Schools learn collectively in teamsand teachers get better by working in teams on teaching issues.”<br />Professor Richar...
“Watching most teams operate in schools is like watching Astroturf grow. “<br />Professor Richard Elmore<br />
Risk-taking<br />
Distributed leadership<br />
Common purpose<br />
A development culture, not a compliance-oriented culture. <br />
“Leadership is about building highly functional people into highly functional teams.”<br />Professor Richard Elmore<br />
“The job of a leader is to follow the work, not to dictate the work.”<br />Professor Richard Elmore<br />
Networks rather than hierarchies<br />
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GELS 2011

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My TED-style presentation for GELS 2011. Students (and Schools) Learn Best When...

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GELS 2011

  1. 1. Students (and Schools) Learn Best When…<br /><ul><li>Cameron Paterson
  2. 2. E: cpaterso@shore.nsw.edu.au
  3. 3. T: cpaterso</li></ul>(Dan Pink, A Whole New Mind)<br />
  4. 4.
  5. 5.
  6. 6.
  7. 7.
  8. 8. The Instructional Core<br />CONTENT<br />Task<br />STUDENT<br />TEACHER<br />
  9. 9. “The majority of the 20,000 tasks that make a school career are teacher specified, cognitively simple, and done either by oneself or involve listening to the monologue of an adult.”<br />Fisher & Hiebert<br />
  10. 10. Schools are compliance-oriented, bureaucratic structures, based on adults’ fearsof children running out of control.<br />
  11. 11. What is something that you <br />understand really well?<br />
  12. 12. How did you develop <br />that understanding?<br />
  13. 13. Being able to resolve new problems<br />Working with a good mentor<br />Lots of hands-on practice<br />Asking questions<br />Talking with others<br />Making mistakes<br />Teaching it to someone else<br />Spending lots of time<br />
  14. 14.
  15. 15.
  16. 16.
  17. 17. “To understand is to invent” <br />Jean Piaget<br />
  18. 18. Social interaction and shared understanding<br />
  19. 19. “To be confused is good. Glorify confusion.” <br />Eleanor Duckworth<br />
  20. 20. Trust the content and trust the minds of the learners.<br />
  21. 21. Actively inquire into student thinking<br />
  22. 22. The key determinant of whether a student attends to a given type of knowledge is whether the student considers the knowledge important.<br />
  23. 23. Ask them<br />
  24. 24. “Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and in the way he understands it.”<br />(SorenKierkegaard, 1854)<br />
  25. 25. Enable students to educate themselves<br />
  26. 26. Where teachers listen and learners explain<br />
  27. 27. Classroom isolation leads teachers to fall back on the ‘apprenticeship of observation’ that they undertook as school students. <br />
  28. 28. Spray and pray<br />Schools persist in practices that do not work.<br />
  29. 29. “Conventional forms of professional development are virtually a waste of time.”<br />Vivian Troen & Kitty Boles<br />
  30. 30. “Teachers continue to work alone in cell-like classrooms, separated from other teachers, in physical structures that resemble prisons and mental hospitals.”<br />Vivian Troen & Kitty Boles<br />
  31. 31. “Schools learn collectively in teamsand teachers get better by working in teams on teaching issues.”<br />Professor Richard Elmore<br />
  32. 32. “Watching most teams operate in schools is like watching Astroturf grow. “<br />Professor Richard Elmore<br />
  33. 33. Risk-taking<br />
  34. 34. Distributed leadership<br />
  35. 35. Common purpose<br />
  36. 36. A development culture, not a compliance-oriented culture. <br />
  37. 37. “Leadership is about building highly functional people into highly functional teams.”<br />Professor Richard Elmore<br />
  38. 38. “The job of a leader is to follow the work, not to dictate the work.”<br />Professor Richard Elmore<br />
  39. 39. Networks rather than hierarchies<br />
  40. 40. “Our future is not a future of fixed practices. Our future is a future of dramatic transformations. The more I know about learning, the more problematic I find this institution called school.” <br />Professor Richard Elmore<br />

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