Enlightened Parenthood

1. Learning Moments
Ideas to help parents create Learning
Moments outside of school

2. A parent can help children...
1. Imagine ‘what is possible’
2. Learn, Know, Understand, Perform - Framework
3. Appreciate their inner Conflicts
4. Help resolve their Conflicts
5. Build Self-Efficacy

3. 1. Help the learners imagine ‘what is possible’

4. es of thevour)
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learning

5. In his book ‘Social Intelligence’, author Daniel Goleman explains
the impact of emotions on learning and performance...

9. Stories can play a major role in creating such
’inspired moments of learning’

10. HOW: stories can fire-up the learners’ imagination
“Don’t Drink and Drive”
Stories can be instruments of information and transformation, taking the
audience from the familiar to the unfamiliar (Jackson 1995)
When one identifies with the character who has changed one can envision and
embrace the possibility of change in oneself (Clark 2001)

11. 2. Facilitate the Learners...
Learn, Know, Understand, Perform

12. a) Learn - build learners’ inner strength to learn
b) Know - help learners become better at acquiring knowledge of a subject matter
c) Understand - develop modes of thinking to look at the world from different
perspectives
d) Perform - how to attain mastery

13. 2a) Learn
Build learners’ inner learning strength by cultivating
dispositions like emotional resilience, grit, deep
engagement and meta-learning, i.e. develop learning-to-
learn skills

14. HOW: a few examples

15. 2b) Know
Facilitate the learners become better at acquiring
knowledge in a particular subject-matter by fostering good
study habits and explaining how to search for and
validate good knowledge sources on the web.

16. HOW: a few examples
Online Learning Journey

17. 2c) Understand
Help the learners acquire deep disciplinary knowledge and
modes of thinking for looking at the world through
different lenses, which leads to deeper understanding

18. HOW: a few examples

19. 2d) Perform
Help the learners’ achieve personal mastery and a state of
‘flow’ in their work

20. HOW: a few examples

21. 3. Help Learners Understand their Inner Conflicts

22. The learner is the ‘hero’ who has to undertake the
learning journey towards ‘what is possible’

23. In this learning journey, the ‘learner hero’ has to resolve
‘inner conflicts’

24. What is possible
Learner’s Inner
Journey
Conflicts
What is

25. Inner conflicts of a learner could be...

26. Inner conflicts of a learner could be...
Cynicism, Skepticism

27. Inner conflicts of a learner could be...
Trying is the first step
towards failure
- Homer Simpson
Cynicism, Skepticism
Fear of Failure or Ridicule
(what will other’s think of me)

28. Inner conflicts of a learner could be...
Trying is the first step
towards failure
- Homer Simpson
Cynicism, Skepticism
Fear of Failure or Ridicule
(what will other’s think of me)
Inertia to Act or lack of
energy and enthusiasm

29. Inner conflicts of a learner could be...
Trying is the first step
towards failure
- Homer Simpson
Cynicism, Skepticism
Fear of Failure or Ridicule
(what will other’s think of me)
Inertia to Act or lack of
energy and enthusiasm
Rigid Mindset
(habits die hard)

30. Inner conflicts 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

31. Inner conflicts 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

32. Inner conflicts 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

33. Inner conflicts 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

34. 4. Help Learners Resolve their Conflicts

35. - Benevolent, allow mistakes
- Freedom to fail, often
- Provide Motivation - recognition, reputation
- Connect learning with learners’ personal needs
- Build trust through integrity and competence
- Critique not criticize

36. HOW: a few examples
(Source: Peter Senge’s book
‘Fifth Discipline’)
(Source: Jim Collin’s book
‘Good to Great’)

37. In their book ‘Switch - how to change things when change is hard’
authors Chip and Dan Heath take a deeper look at inner conflicts...

38. They look at the inner conflict as a dilemma bet ween ‘HEART and
MIND’ and use the analogy given by psychologist, Jonathan Haidt...

39. Your Mind or rational side is THE
RIDER

40. Your Heart or emotional side is
THE ELEPHANT

41. THE RIDER (mind or rationality)
(+)
- is a visionary (thinks long-term)
- good at planning and direction
- accepts delayed gratification
(-)
- Over analyzes (analysis-paralysis)
- Limited strength (self-supervision is exhausting)

42. 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 or focus)

43. “What looks like Laziness is often Exhaustion“
What is What is possible
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THE RIDER
Changing habits is tiring (self-control is exhausting)
Prefer to maintain status quo
Sees only problems on the path of change
Too many choices (analysis paralysis)

44. “What looks like Resistance is often Lack of Clarity“
What is What is possible
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THE ELEPHANT Id
Why change? No emotional connect with change
The challenge is too big
I don’t have the ability (lack of self-efficacy)
How should I go about it - what steps?

45. To Resolve the Inner Conflict,
and bring about change (from ’what is’ to
’what is possible’), you need to appeal to
both the rider and the elephant

46. (Albert Bandura)
5. Help Learners Build their Self-Efficacy

47. Self-belief about lack of abilities,
that in-turn leads to lesser effort
being put-in
- Negative self-percept
- Get distracted from performing well
Result of building Self Efficacy

48. HOW: a few examples