Weaving Threads of Learning Theories

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Presentation on the learning theories and principles that have led to the development of a unique holistic education model - VAHS - by John Stewart at Tudor House School for Boys, Australia.

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Weaving Threads of Learning Theories

  1. 1. Our History, Our Foundations, Our Future – three small steps
  2. 2. Our History <ul><li>Wilfred Inman’s beliefs: </li></ul><ul><li>“ In the choice of a foundation of a school it must always be realised that if there is to be fruition, the public’s reaction is of first importance” </li></ul><ul><li>“ My ideal of a headmaster is that he should supervise the whole of the work going on under his management. He should be in a position to know the individualities of each boy in his school, so as to direct his proper channels” </li></ul>
  3. 3. Our Foundations <ul><li>Sir John Medley wrote: </li></ul><ul><li>“ We welcome criticism. It is our job to educate boys entrusted to us on lines of which their parents approve, and when points crop up of which they do not approve, however small they may be, it is, we think, their job to tell us and not to confine themselves to discussion with other people. It has been said that without parents a schoolmaster’s life would be Paradise. We do not entirely subscribe to this doctrine, for we regard parents as our natural allies and not as our natural enemies, and we invite and welcome their whole-hearted co-operation in what we are trying to do at Tudor House” </li></ul>
  4. 4. Our Foundations <ul><li>Wilfred Inman’s focus: </li></ul><ul><li>“ Educating the whole boy” </li></ul><ul><li>Our Motto – In Domino Confido </li></ul><ul><li>Mission Statement </li></ul><ul><li>Tudor House is a unique preparatory school in the Anglican tradition that strives, with high expectations, to develop considerate and compassionate boys equipped with the attitudes, habits and skills for lifelong learning in the 21 st Century. </li></ul>
  5. 5. Has our society changed? <ul><li>Smaller Families </li></ul><ul><li>More wealth </li></ul><ul><li>Consumerism </li></ul><ul><li>Role of parents </li></ul><ul><li>Helicopter parenting </li></ul><ul><li>Nihilistic parenting </li></ul><ul><li>Safety paramount </li></ul><ul><li>Normal is now above-normal </li></ul>
  6. 6. The Tudor House Vision By caring, Tudor House will nurture in each boy the new 3Rs... R espect for self, others & the environment R esponsibility for thoughts, words & actions R elationships that support & last a lifetime ... developing in our boys a love of learning for life.
  7. 7. IQ – Intelligence Quotient <ul><li>Stanford -Binet 5 </li></ul><ul><li>a contemporary assessment with a rich tradition, which began in 1916 when Lewis Terman completed his American revision of the Binet-Simon Scales (1908). </li></ul><ul><li>Fluid Reasoning </li></ul><ul><li>Knowledge </li></ul><ul><li>Quantitative Processing </li></ul><ul><li>Visual-Spatial Processing </li></ul><ul><li>Working Memory </li></ul><ul><li>Wisc IV </li></ul><ul><li>The current version, the WISC-IV, was produced in 2003 followed by the UK version in 2004. Each successive version has re-normed the test to compensate for the Flynn effect . </li></ul><ul><li>Verbal IQ </li></ul><ul><li>Performance IQ </li></ul><ul><li>Full Scale IQ </li></ul><ul><li>Verbal Comprehension </li></ul><ul><li>Perceptual Organization </li></ul><ul><li>Freedom from Distractibility </li></ul><ul><li>Processing Speed </li></ul>
  8. 8. What is the formula for IQ? The &quot;quotient&quot; refers to Binet's definition of IQ as (Mental  Age) divided by (Chronological Age) or M.A./C.A.  This quotient is then multiplied by 100 to make it a whole number.  An 8 year old child with the mental ability of a 12 year old has a mental age which is 1.50 times his chronological age (12/8 = 1.5).  Multiplying this quotient by 100 gives the child's ratio IQ: 150.  Using this method, a child functioning at the average level for her age would obtain an IQ of 100.    Modern IQ tests use a &quot;deviation IQ&quot; rather than a ratio IQ.  With this method, test takers are referenced to other people of their own age.  The average IQ is still 100, but deviations from the average are assigned a number which corresponds to a percentile rank. http://www.psychologicaltesting.com/iqtest.htm accessed 19 May 2011
  9. 9. WiscIV Scale: descriptors = emotion IQ Archaic Description Description Score higher than: 10 Idiot Profound Mental Retardation Fewer than 1 out of 100,000 25 &quot; Severe Mental Retardation &quot; 40 Imbecile Moderate Mental Retardation 3 out of 100,000 55 Moron Mild Mental Retardation 13 out of 10,000 70 Borderline 2 out of 100 85 Dull Normal Low Average 16 out of 100 100 Average Half 115 High Average 84 out of 100 125 Superior 95 out of 100 130 Genius Very Superior/Gifted 98.5 out of 100 145 9,913 out of 10,000
  10. 10. Misconceptions <ul><li>There are concepts that we have ‘learnt’ that are wrong. </li></ul>
  11. 11. Howard Gardner’s Multiple Intelligences ‘ If students can’t learn the way we teach, we must teach the way they learn’ (Tomlinson)
  12. 12. Emotional Intelligence Goleman breaks down the top six qualities employers should look for when trying to hire stars in the making : 1. a singular drive to achieve 2. have an impact / influence 3. pattern recognition analysis 4. takes on challenges without being told 5. persistent in tackling problems 6. self confident RocheMartin Model – Dr Martyn Newman
  13. 13. Social Emotional Well-being PERFORMANCE Critical Factors : Emotional self-awareness Accurate self-assessment Self confidence Empathy Emotional self-control Influence SELF AWARENESS SOCIAL AWARENESS SELF MANAGEMENT RELATIONSHIP MANAGEMENT
  14. 14. Habits of Mind – Art Costa <ul><li>Persisting </li></ul><ul><li>Managing Impulsivity </li></ul><ul><li>Listening with Empathy and Understanding </li></ul><ul><li>Thinking Flexibly </li></ul><ul><li>Metacognition – thinking about thinking </li></ul><ul><li>Striving For Accuracy </li></ul><ul><li>Questioning and Posing Problems </li></ul><ul><li>Applying Past Knowledge to New Situations </li></ul><ul><li>Creating Imagining and Innovating </li></ul><ul><li>Finding Humour </li></ul><ul><li>Gathering Data Through All Senses </li></ul><ul><li>Remaining Open to Continuous Learning </li></ul><ul><li>Responding with Wonderment and Awe </li></ul><ul><li>Taking Responsible Risks </li></ul><ul><li>Thinking and Communicating with Clarity and Precision </li></ul><ul><li>Thinking Interdependently </li></ul>
  15. 15. You Can Do It!
  16. 16. Prof. Timothy Sharp – Dr Happy
  17. 17. Carol Dweck – Growth Mindset
  18. 18. The Parent Paradox <ul><li>Trying to create more confident kids is making parents more anxious – less confident!! </li></ul><ul><li>Trying to create safer places – is reducing our freedom of adventure </li></ul><ul><li>Trying to push our children to learn – is creating greater stress </li></ul>
  19. 19. Five Minds for the future
  20. 20. Respectful Mind <ul><li>Diversity as a fact of life, at home and abroad </li></ul><ul><li>Beyond mere tolerance </li></ul><ul><li>Need to understand others – perspectives, motivation – emotional and interpersonal intelligence </li></ul><ul><li>Inappropriateness of ‘corporate top-down model’ for schools and perhaps even for corporations. </li></ul><ul><li>Kiss up, Kick down </li></ul><ul><li>Bad jokes – laughing at jokes that are wrong </li></ul><ul><li>Mere tolerance is respect with too many conditions </li></ul><ul><li>Current global attitudes toward immigration </li></ul>Taking a respect measure is not difficult. From birth children can observe the message of respect or disrespect.
  21. 21. Ethical Mind <ul><li>One that can think abstractly about oneself. What are my rights and responsibilities? </li></ul><ul><li>Higher level of abstraction than respectful mind </li></ul><ul><li>Conceptualising oneself as a (good) worker </li></ul><ul><li>Conceptualising oneself as a (good) citizen – you are a citizen of your school, state, country and world </li></ul><ul><li>Acting appropriately in both roles </li></ul><ul><li>How this plays out in an educational or corporate community </li></ul>The evidence is not in the thoughts but how you act.
  22. 22. Learning Process <ul><li>Piaget outlined stages in development which has an impact on learning </li></ul>
  23. 23. Learning Styles – V.A.K. <ul><li>Visual (lookers) </li></ul><ul><li>Auditory (listeners) </li></ul><ul><li>Kinaesthetic (movers) </li></ul>
  24. 24. The major discipline challenges <ul><li>Individuation – no two people have exactly the same type of mind, values, upbringing, intelligence </li></ul><ul><li>Developmental stages – when does thinking rationalise? </li></ul><ul><li>Fairness vs Equality </li></ul><ul><li>Emotion – is E nergy in Motion </li></ul><ul><li>Emotion is a short term driver – need a fix! </li></ul><ul><li>Education is a long term proposition </li></ul>As we move into ‘discipline’ take with you a conscious consideration of ‘disciplines’. Disciplines are aspects of holistic (broad) learning.
  25. 25. Learning Styles <ul><li>Slow Learners </li></ul><ul><li>Lazy Learners </li></ul><ul><li>Selfish Learners </li></ul><ul><li>Perfectionists </li></ul><ul><li>Gifted Learners </li></ul><ul><li>Stressed Learners </li></ul>
  26. 26. Holistic Learning Framework impulsivity apathy ignorance narrow mindedness arrogance
  27. 27. What do our kids need? <ul><li>Students do not need to be labelled or measured by more than they are. They don't need more Federal funds, grants and gimmicks. What they need from us is common sense, dedication and bright, energetic teachers who believe that all children are achievers and who take personally the failure of any one child. </li></ul><ul><ul><ul><li>Marva Collins </li></ul></ul></ul>

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