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Love to Learn: James Henri - Creating A Learner's Paradise
The document discusses various aspects of education, emphasizing the importance of engaging learners, questioning traditional methods, and fostering intrinsic motivation through autonomy, mastery, and purpose. It critiques conventional schooling methods that prioritize grades over engagement and advocates for active, innovative learning strategies. The author explores the role of educators, the influence of community, and the necessity for a more learner-centered approach to achieve meaningful educational experiences.
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Love to Learn: James Henri - Creating A Learner's Paradise
- 1. James Henri Hong KongJune 2013
- 2. It ismy hope that when you leave you will have new questions in your mind that you want to pull apart And that you will share them with others
- 3. I wantto encourage you to put the learner back into and right at the centre of learning
- 4. Did youhave them? Were they too few? How has all the stuff you “learned” at school worked for you over the years? 1. 2 X 2 = 4 2. E=MC2 Did you ever question why you were taught some stuff and not other stuff?
- 5. Its notschool grades that matter but each student’s level of engagement. 1. Hot off the press study from Tasmania: balance: active, rather than passive learning styles that engage both the mind and body, and involve humour, music and sport 2. Scotch College Melbourne: What they didn’t like; Transition to university
- 6. Love learning? Love innovation? Fear the unknown and being scolded by parents? Engage with their principal….even debate Have time to know (really know) their students?
- 7. How doesthe principal know? How does s/he reward great teaching? How do peers know? How do students know? How do parents know?
- 9. How doesthe school you know best connect learners (teachers & pupils) to the broader community, to China, to the world?
- 10. Why dowe allow government to control education? Surely government has more say about our schools than about anything else? Would life be better if educators controlled it and government just funded it?
- 11. Photocopy learning Life (or learning) as contest Individual learning v community learning
- 12. Mum PrimaryTeachers Secondary Teachers University Teachers Our Boss Our Peer group(s)
- 13. So whoof these has been the most important in your life of learning? Why? Share your ideas with those sitting near you
- 14. New arrivals Maturing youngsters School aged warriors 1. Stage left imagination 2. Stage right rules and memory
- 15. Reward thewrong things and the wrong people Take away ownership Drip feed anything new and focus on repetition Disconnect everything Don’t share good stuff Make everything a competition Have lots of rules Let adults decide the what, how, and when Test everything to death
- 16. Show nointerest in learning yourself Never say “why?” Make everything about answers (and right answers) and ignore good questions Give meaningless home work that mum or dad can do
- 17. China libraryexample Krashen story Complacency
- 18.
- 19. Knowledge Information:product and process (becoming informed and informing) Learning (learning to learn)
- 20. What doyou see as enablers of learning? What do you see as inhibitors of learning?
- 21. How doparents know their youngster is learning?
- 22. What happensonce the child goes to school? What can be done to change that? Home work = talking about application of what is happening at school Saturate your home with evidence of learning from all members of the family Saturate your home with information that your child finds interesting Turn home work into home fun: Play together
- 23. Their child’shomework Tell schools how to educate their children other than to demand that they be taught how to learn every day in every way (When your child turns off learning you wont miss it!) And that the core learning happens at school (in school time) with only application and connection happening at home (examples)
- 24. Learning isa process of personal engagement that involves something new or disturbing, testing that against knowledge and reformulating understanding in light of that engagement. Humans often learn through recognition of patterns BUT sometimes knowledge of existing patterns can inhibit learning. Learning may build upon knowledge or reduce knowledge.
- 25. What doyou want the learners to know, do, understand, appreciate and value from the process? What would be the best evidence of this? How can you achieve that? And then develop something that works for you. Think of the above from the learner’s perspective…
- 26. Learn Apply Review Plan
- 27. Students are motivatedwhen their work makes a difference, they have a sense of ownership, and they leave a legacy because their work transforms the learning of others.
- 28. Complete thepattern
- 29. eight, five, four,nine, one, seven, six, three, two, zero Five Nine SEVEN Three zero
- 30. Destinations Journeys Companions
- 31. Photocopy learning Life (learning) as contest Individual v community
- 33. Duck walking resultsfrom dead information
- 36. A focuson destination often produces great stress (cemetery) Focus on the here and NOW….with a secondary attention to the future
- 37. Life is nevereasy for the change agent…. But a focus on the issue, and getting people ready for change, is a key part of the solution.
- 38. The relationshipbetween the teacher and the learner Master learner ----Learner The role of technology to enhance this change Assessing learning OR the application of learning?
- 39. Hefei example:Taiwan v Hong Kong
- 40. Pink argues thatthere are three key elements required for the development of intrinsic motivation autonomy, mastery, and purpose. Pink, Daniel H. Drive: The Surprising Truth About What Motivates Us (ISBN: 1594484805)
- 41. What isto be learned (and why) How it is to be connected When it is to be learned How it is to be learned With whom it is to be learned How is the learning to be celebrated
- 42. Autonomy means“acting with choice” (p. 90). In the area of reading and writing, it could mean having options of books to read, topics to write about, and partners to work with in class. It could also mean teachers having enough of a relationship with students to know their individual hopes and dreams, and then to help students see how lessons are relevant to achieving their goals. It’s a recognition by teachers that all of us—including students—are “meant to be players, not pawns. We’re meant to be autonomous individuals, not individual automatons” (p. 107).
- 43. Making learningcount for something….having work published, using the work of one student the beginning for another
- 44. Mastery ofskills that require higher-order thinking is defined by Pink as “the desire to get better and better at something that matters” (p.111), and it is promoted through engagement (coming from the French root word meaning “attract the attention of”), not compliance. Students need to see what reading and writing well can do for them now and in the future. We can support this appetite for mastery in reading and writing by setting up situations where students are likely to be successful; creating opportunities where students can visibly see how much they are improving; and by eliciting from students themselves the multiple situations in their present and future lives where those skills are and will be essential.
- 45. Purpose isPink’s final element for developing intrinsic motivation—the desire for some “greater objective . . . a cause greater than themselves” (p. 133). The one-sentence project, where students are asked to come up with a sentence about how they want their life described and remembered years from now, speaks to this point, and we can explore with students how reading and writing well might help them achieve their sentence.
- 46. Are thesethe same?
- 47. Relationship with educators Students areemployees, expected to obediently follow instructions. Learners are citizens with a vested interest in the learning society. Relationship with other “Students” Students are competitors Learners are collaborators Motivation Obligation: Students are culturally obliged to work for the teacher & for compensation (below) Responsibility: Learners are motivated by an understood and realized “value” in their work, especially when it is valuable to others. Compensation Institution-defined grades and gateways to another institution and a good job (another institution) A sense of ongoing accomplishment that is not delivered but earned, and not symbolic but tangible and valuable — an investment. Mode of Operation Compliant, group-disciplined, objective-oriented, and trainable Persevering, self-disciplined, group-, goal-and product-oriented, resourceful, and learning in order to produce and accomplish rather than simply achieving learning. Why? Compelled Curious Equipped ..with packaged knowledge and tools for recording packaged knowledge — prescribed and paced learning ..with tools for exploring a networked variety of content, experimenting with that content, and discovering, concluding, and constructing knowledge — self-invented learning Assessment Measuring what has been learned. Measuring what the learner can do with what has been learned. Students Learners
- 48. Free Voluntary Readingand Sustained Silent Reading In order for students to motivate themselves to read, multiple studies have shown that they need access to high-interest reading material, ideally in a well-stocked library and in the classroom. In addition to access, students need choice in what they will read. By providing access and choice, students gain a sense of power, and once students feel empowered they are more motivated to read. Of course, once students identify the books they want to read, there is the question of how best to support them reading in the classroom. Silent sustained reading and free voluntary reading, is designed to have students read for pleasure with minimal paperwork accountability, and there is substantial research showing that it enhances student motivation to read and increased academic gains. It is essential that the teacher model the practice.
- 49. Read a Bookto a Younger Child Having students read a book to a younger child can achieve two results—helping students develop a sense of purpose (discussed earlier in this chapter) connected to reading and strengthening prosody— rhythm, intonation, and fluency. Book Talks
- 50. Publishing on aSmall Scale Writing Frames Sometimes when students are faced with a blank page, they freeze. Giving students structures for writing can be motivational. However, when taken too far, or when taught as the only way to write, writing formulas can be detrimental to students’ growth as writers. When used correctly, formulas and strategies can help students to find their voices and motivate them to write.
- 51.
- 52. Hong Kongmy Home (first a story) 1. Purpose 2. Mastery 3. Autonomy Pollution 1 Connectedness 2 Global connection
- 53. Your chanceto think about this
- 54. Agile andflexible physical and virtual structures Spaces within spaces Cool things New things Colour Places covered with evidence of learning (teachers too) Integration of teachers with students in every way
- 55. If you weredesigning a time table what would you do to kill motivation to learn?
- 56.
- 58. Curriculum -bounded competencies Cross-curricular competencies http://publications.jrc.ec.europa.eu/repository/bitstr eam/111111111/979/1/learning%20to%20learn%20w hat%20is%20it%20and%20can%20it%20be%20measure d%20final.pdf
- 59. Curriculum- bounded competenciesCross-curricular competencies Ability to communicate with others, both orally and in writing: - oral and written mastery of the mother tongue - reading comprehension - mastery of at least one foreign language Metacognitive competencies - problem solving - developing learning strategies - critical judgement - divergent thinking Basic mathematics skills and numeracy Intrapersonal competencies - management of motivation and emotions - self-concept - developing personal autonomy Computer literacy and media competence Interpersonal competencies - capacity of joining and functioning democratically in groups - ability to relate well to other people - ability to play by the rules and to manage and resolve conflicts Capacity of situating in the world of the individual - knowledge of the natural and social world - development of civic attitudes Positional competencies - ability for coping with complexity - dealing with diversity and change
- 60. Getting inthe way of learning Forgetting to ask questions and most importantly forgetting to base learning on the children’s questions Using lesson plans as we know them Giving meaningless and untimely feedback Reading from a textbook Measuring growth in the individuals rather than the whole class Not using sampling techniques, peer assessment, self assessment Killing play
- 62. Model greatlearning Reward teacher learning, experimentation, action research, reflection Create a learning culture (How?) Create a teacher reading club Read to one student every day Push for the ungettable
- 63. What followsis based on a mere 6 month period and 6 modules, each incorporating15- 18 hours of training
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- 87. http://www.edudemic.com/wp- content/uploads/2013/06/newpadagogywhe el-3.0.png http://www.mtkeira-p.schools.nsw.edu.au/ http://21stcenturylrng.blogspot.hk/
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