Uploaded byPhil Stubbs
Make learning irresistible
The document discusses the concept of new pedagogies for deep learning emphasizing critical thinking, creativity, collaboration, and communication among students. It advocates for a shift in the learning paradigm where students take ownership of their education through innovative approaches like flipped classrooms and personalized learning pathways. The text highlights the importance of curiosity in fostering a deeper understanding and engagement in education.
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Make learning irresistible
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- 6. • Deep learninggoals • New pedagogies • Technology Integrating 3 elements
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- 9. Aaron & Jon “Thereis no ONE way to flip a class”
- 10. 50 shades offlip
- 11. Michael Fullan @michaelfullan1 New pedagogiesfor deep learning Change Leadership Alan November @globalearner Information Literacy & student ownership of learning Thought Leaders @flipyrthinking
- 12. A change increativity, critical thinking, and a fundamental shift in relationships… as students develop their capacity to question, discover, connect, collaborate and contribute... and where they are empowered by an increase in direction and management of their own learning” Alan November @flipyrthinking
- 13. “New pedagogies requirestudents not only to create new knowledge but also to connect it to the world”. Michael Fullan @flipyrthinking
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- 16. Instructional content viewedat home rather than delivered in class, via videos or podcasts (found online or created by the teacher) Students arrive pre-loaded Connect with students in the classroom Application and analysis Personal learning pathways Learning rather than teaching Increased student to teacher time Relationships: Student : teacher, Student : student Initiate Deep Understanding Flipped Learning: the beauty lies beneath ©Learnology 10% 90% @flipyrthinking
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- 23. Where’s the funin linear, sequential or prescribed learning pathways? Let kids loose on learning. Tech & content take over @flipyrthinking
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- 30. Spoon Feeding wont bring back aweand wonder @flipyrthinking
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- 33. The currency of the classroom shouldbe questions not answers
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- 40. “If dispositions areto be strengthened, then opportunities to manifest them must be available” Lilian Katz @flipyrthinking
- 41. Curiosity is the verybasis of education and if you tell me that Curiosity killed the Cat, I say only the cat died nobly Arnold Edinborough @flipyrthinking
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- 44. Curiosity + Inspiration Wonderful= @flipyrthinking
- 45. Carol S Dweck @mindsetworks Growthmindsets & effort over achievement John Hattie @visiblelearning Visible Teaching, Visible Learning Dylan Wiliam @dylanwiliam Formative assessment Thought Leaders
- 46. Activator Change Agent Reciprocal Teaching Feedback Teachingself-verbalization Metacognition strategies Direct Instruction Negotiated goals 0.74 0.72 0.67 0.59 0.59 0.56 @flipyrthinking
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- 48. Provocations: Activating deep thinking Deliberateand thoughtful challenges created by the teacher with the intention of initiating thinking, extending ideas and exposing original thinking and individual learning needs in order to inform practice. @flipyrthinking
- 49. Ramsey Musallam @ramusallam Teachers ascultivators of curiosity and Inquiry Derek Muller @veritasium Using student misconceptions to initiate learning JJ Abrams Knowingly withholding information A pinch of… @flipyrthinking
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- 51. Watch the videoand think about what is happening. RESPOND: What do you think the video teaches us about the properties of this shape? COMMENT: Read as many responses as you can before selecting three that you think you can help with. How could these ideas be tested mathematically in class? Explain what would need to be done to prove whether they are correct or not. Properties of shapes (Part 3)
- 54. Where am Igoing? FEED UP How am I doing? FEED BACK Where to next? FEED FORWARD Teacher Peer Student Clarifying, sharing, and understanding learning intentions (Ahead of the lesson) Eliciting authentic evidence of learning* Providing feedback that moves learners forward Activating students as learning resources for one another Ownership: Changing relationships between and amongst students and teachers 54 Flip: short cycle formative assessments
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- 56. Michael Gomez MatiasChavez Max Williams Siu Ming Lee Eliciting authentic evidence of learning*
- 57. Activating students aslearning resources for one another Providing feedback that moves learners forward
- 58. Using evidence and datato adapt what happens in classrooms to meet learner needs
- 59. Visual 1: Studentoutcomes and builds on evidence from Verso Julie Nguyen Thomas Pinto Michael Gomez Jennifer Gomez Matias Chavez Siu Ming Lee Maria Hernandez Max Williams Ownership: Changing relationships between and amongst students and teachers
- 60. The first thing westeal from children is their questions Dr. John Edwards @flipyrthinking
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- 64. If they build it theywill come
- 67. Toby Ng hascreated this superb series of posters and I want us to treat each idea as a dot to be connected as to taking each one in isolation fails to uncover the real issues facing society Consider each of the 18 images. Find two or three that appeal to your interests and try to connect the thinking. Design an inquiry question that seeks to connect one set of statistics with at least one other. E.g 1% of the world's population has HIV but the percentage is greater in areas where literacy levels are lower OR 1% of the world's population has HIV. Is that percentage higher in areas with access to greater wealth? RESPOND: Share your essential question along with your initial ideas about what think you might find. COMMENT: Select a few responses and see if they meet with our criteria. Can you add value or tighten up the question? Maybe you can share your thoughts in order to further activate each respondent's thinking Inquiry Question B: Connecting the Dots
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- 71. “The cure forboredom is curiosity. There is no cure for curiosity” Dorothy Parker @flipyrthinking
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Editor's Notes
- #3 Problem you’re trying to solve should influence your approach
- #4 NPDL is a research project established by Michael Fullan in partnership with schools from 10 participating countries responses to the current challenges.
- #5 Teachers and students being psychologically pushed out of school: Kids increasingly bored v Add to this the PULL. The lure of digital. Ss have never been more socially connected .outside school non-formal learning is social;, connected, relevant – interest based and on demand. Students learn what they want to know when they want to know it. Learning is fuelled by curiosity Together, the push and pull conspire to drive students away
- #6 The project was established to address a crisis in education. Students are checking out: as they progress through the years, students are becoming increasingly bored and disaffected. this data is from the US but research from around the world back this up where less than 40% of upper secondary students are intellectually engaged in class. This makes them, more difficult to teach leading to teacher satisfaction rates dropping from 65 to 38%
- #7 So I can see an alignment with flipped learning but can it meet the challenge of reengaging our students in learning?
- #8 Key Learning Dispositions Deep learning goals
- #9 BUT how do we do that Flipped learning could be a good starting point
- #11 workshop with colleagues the kind of opportunities you want for your students. Consider the relationships you want to develop between and amongst students and teachers and the relationship you want your students to develop with knowledge. Once this is done, create a version of flipped learning that is right for you and your students in the context of your subject, your school and your community.
- #12 What does that mean? What does it look like and more importantly how do I get started?
- #13 Creativity, critical thinking, capacity to connect, collaborate, contribute. Fundamental shift in relationships. Students develop THEIR capacity to question
- #14 Only the teacher can deliver
- #15 Jon and aaron have raised the debate , Like a great painting. If you don’t like it it still makes you question what art is
- #16 In practice, easy to do it badly. Myths that some pioneers try to extinguish, too often become the reality.
- #17 Effort required means difficult to scale. Which is why so few schools are doing it. Pedagogical and technical obstacles too great Videos go home and then what?
- #18 For the flip to move beyond the innovators Pedagogy, technology and change knowledge ,
- #19 so many communities online “Ive flipped now what do I do in class” If you think you can be replaced by video then maybe you should be
- #20 If you didn’t know before then you’re in trouble.
- #21 Didactic teaching and facilitator – both low effect sizes and if you’ve always been sage it’s a hard transition
- #22 IS ONLINE CONTENT DELIVERY INNOVATIVE? Done badly – these people are automating a 10 minute instruction and moving it out of class. Innovation is doing new things in new ways to do things better If you weren’t using class time effectively before flipping, you’re not going to start now. C19th factory model just got automated
- #23 Teacher centric Motivation? As long as we focus on content we are swimming against the tide Direct teaching : kids need to be taught how to learn. Passion and curiosity cement learning. Can you imagine the difference in motivation if you allowed a student to research a topic that truly piqued his or her interest? Motivation to climb over obstacles is far easier to muster when the student is allowed to choose what educational mountain to tackle first. Internal satisfaction: Independent learners are not born, they are made. Intrinsically motivated to learn..just as they are in the informal setting of the playground. They have mountains to climb but let them choose their mountains.
- #24 MAN CAVE Videos tend to be produced ahead of time because the focus is on the content , the technology, the videos (Schools that do this) Forces a linear sequential approach…. Focus on the content Industrial model on
- #25 Whether flipping or not, this is part of the problem Predictive and prescriptive Teachers know what to do in class…… they just need data to show how effective it is.. Constantly reflecting on practice… and this presents another problem…Feedback
- #26 Again, a mismatch between collaborative classroom and a self paced, keep going on your own competitive environment. It should be about developing depth and breadth of understanding, making connections-not running s fast as you can
- #27 Presented in one way What place critical thinking? Passion and curiosity cement learning. Can you imagine the difference in motivation if you allowed a student to research a topic that truly piqued his or her interest? Motivation to climb over obstacles is far easier to muster when the student is allowed to choose what educational mountain to tackle first. Internal satisfaction: Independent learners are not born, they are made. Intrinsically motivated to learn..just as they are in the informal setting of the playground. They have mountains to climb but let them choose their mountains.
- #28 And one video/ modality certainly doesn’t.
- #29 Wheres my feedback? I need feedback from Charlie to tell me how well im doing/ where I am going wrong or where I need to improve. If I don’t understand the 3rd time I can rewind all I like. It wont help
- #31 We are not going to bring back awe and wonder by spoon feeding.
- #32 We give kids answers rather than questions. What place critical thinking?
- #33 We deny students Eureka moments
- #34 Teacher talk
- #35 Who has watched To what extent have they engaged – passive? What questions do they have What do I need to do next? 5 min before lesson – does that count? What if they don’t watch – why should they?
- #36 80% as opposed to teacher perception Less teacher talk not more
- #37 Dad dancing is not sufficient motivator. We need to find ways of shifting motivation from extrinsic to intrinsic And if we’re focused on being in the video – what place sharing with colleagues. All making own…all inventing wheel?
- #38 How can we better meet the needs of our kids How can we take learning deeper How can we re-engage How can we avoid those myths becoming reality? How can we make this about the classroom?
- #39 BUT irresistible doesn’t go far enough . learning IS already irresistible…the pull factor tells us that….just not in school…. So how do we motivate / reengage? .
- #40 One Missing
- #41 ONE C missing
- #42 Move from extrinsic to intrinsic motivation
- #44 meets the students on their terms, it values their questions, their ideas, their challenges…the things that matter to them and help them to connect with the world All of our students are wonder-full. It is part of who they are but Kath Murdoch tells us that schools are not great places for wonder.
- #45 Curiosity has no lid – opens a door to the unknown. It’s inherently about the things that matter….. Curiosity is part of what makes us human its the reason to engage Inspiration is, the activator, the stimulus. The element that makes the student want to take risks,(lego) share their idea, collect multiple ideas and then use their curiosity to form relationships between ideas.. BUT it also motivates students to want to apply what they have learnt to new real world contexts…taking learning from the point of “I get it to I own it –
- #46 Flip as a short burst formative assessment cycle between lessons
- #47 Forget sage on stage and guide on side - distractions PROCESS v OUTCOME “When students and teachers partner with each other in more transparent and personal learning processes, where high expectations are mutually negotiated and achieved through challenging deep learning tasks. The focus becomes on ensuring that students master the process of learning. Helping students learn about themselves as learners and continuously assess and reflect on their own progress in essential to the process.
- #48 It’s not about the sage on the stage being rep[laced by the guide on the side. Its about finding ways to activate learning, cultivate curiosity, initiate deep thinking Hattie- high effect size
- #49 No more what do I do in class!
- #50 http://pamhook.com/solo-taxonomy/SOLO- Structure of observed learning outcomes- perfect for the design of questions and essential questions Make way for EXPERIENCE: Finding the balance between Nest practice and best practice
- #52 Creating simple provocations designed to activate learning..inspiration Those that know Verso will appreciate that when engaging – productive discomfort etc…
- #55 Cant personalise without data or involving students
- #60 No more what do I do in class.
- #61 We replace student questions with our own But research shows we are not very good at asking questions 80% of the questions we ask are surface – seeking to prove or disprove learning rather than unlocking new worlds.
- #62 80% surface questions focus on the quick and the decisive, the right and the wrong, over “if…”, “maybe…” and “I wonder…..”.
- #63 Skill usage
- #64 If kids arent engaged at school, why would they then engage at home? Does watching content 30 mins before the lesson count?
- #65 Flip classroom tries to do – BUT often ends up sage on stage at home – didactic And facilitating in class Owned by the teacher
- #66 Replace essential question with a QF
- #68 Creating simple provocations designed to
- #69 A provocation from Tony Ng designed to get children to ask big questions as part of an inquiry into food. Imagine the Qs this info graphic might generate Great thing is that once they submit their own they get to see and respond to each others
- #70 Another te4acher chose to add another so that kids could start to look at the distribution of the problem and issues such as equity. – Again, imagine the questions
- #71 And now to make it really interesting….to broaden the scope
- #72 Dorothy Parker –somebody who always had the last word
- #73 No man caves No dramas No dad dancing!