HTA conference 2011

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My keynote presentation for the National History Teachers' conference 2011.

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HTA conference 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. “Customizationis the disruptive innovation...Customized learning is the innovation<br />that forces schooling to adapt.”<br />Professor Chris Dede<br />
  28. 28. “Create engaging , relevant, and personalized learning experiences for all learners” <br />US National Education Technology Plan <br />
  29. 29. Border crossers: http://www.youtube.com/watch?v=JuFsDN8dsJU<br />
  30. 30.
  31. 31. Headlines<br />If you were to write a headline for this presentation that captured the most important aspect, what would that headline be?<br />
  32. 32.
  33. 33. Classroom isolation leads teachers to fall back on the ‘apprenticeship of observation’ that they undertook as school students. <br />
  34. 34. Spray and pray<br />Schools persist in practices that do not work.<br />
  35. 35. “Conventional forms of professional development are virtually a waste of time.”<br />Vivian Troen & Kitty Boles<br />
  36. 36. “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 />
  37. 37. “Schools learn collectively in teamsand teachers get better by working in teams on teaching issues.”<br />Professor Richard Elmore<br />
  38. 38. “When a group is working well, we learn to listen to and respect diverse points of view, to share and exchange knowledge, and to clarify, modify, and extend our own thinking.” <br />Project Zero<br />
  39. 39. “Watching most teams operate in schools is like watching Astroturf grow. “<br />Professor Richard Elmore<br />
  40. 40. “Leadership is about building highly functional people into highly functional teams.”<br />Professor Richard Elmore<br />
  41. 41. Think of a group that you are (or were) part of that learned really well . . . what made it function so well? <br />
  42. 42. Marshmallow challenge: http://www.youtube.com/watch?v=H0_yKBitO8M<br />
  43. 43. Training group members to function as such prior to group engagement can improve interactions and increase productivity.<br />
  44. 44. The Race<br />400-600 miles, non-stop Primal Quest Adventure Race <br />Multi-disciplinary, expert teams <br />Unknown terrain, multiple routes<br />Challenges: mental and physical exhaustion, navigational errors, injury<br />75-95 teams each year<br />55% of teams do not finish<br />Avg age=37, Avgexp=5.5 yrs<br />$250,000 purse<br />
  45. 45. Map of Race<br />2004 Race Overview<br />Day 4-5<br />Day 1-2<br />
  46. 46. How do claims of knowing vary across teams? <br />70%<br />Conditional Claims <br />50%<br />Assertive Claims<br />30%<br />Low<br />Team<br />Performance<br />High<br />
  47. 47.
  48. 48. “we”<br />Team talk<br />“let’s”<br />
  49. 49. Conflict is normal, inherent, and essential to community practice and organisational learning.<br />
  50. 50. Risk-taking<br />
  51. 51. Distributed leadership<br />
  52. 52. Common purpose<br />
  53. 53. 80% of professional knowledge is built informally.<br />
  54. 54. A development culture, not a compliance-oriented culture. <br />
  55. 55. “The job of a leader is to follow the work, not to dictate the work.”<br />Professor Richard Elmore<br />
  56. 56. Networks rather than hierarchies<br />
  57. 57. “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 />
  58. 58. While it used to be adequate for people to do as they were told, today people are needed who “understand themselves and their world at a qualitatively higher level of mental complexity.”<br />
  59. 59. Try this Selective Attention Test: http://www.youtube.com/watch?v=Zz5yKiHHbs4<br />
  60. 60. “Our individual beliefs – along with the collective mindsets in our organizations – combine to create a natural but powerful immunity to change.”<br />
  61. 61. I used to think… Now I think…<br />A routine for reflecting on how and why our thinking has changed <br />

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