gels 2011
DESCRIPTION
My TED-style presentation for GELS 2011. Students (and Schools) Learn Best When...TRANSCRIPT
(Dan Pink, A Whole New Mind)
Students (and Schools) Learn Best When…
• Cameron Paterson• E: [email protected]
• T: cpaterso
TEACHER STUDENT
CONTENT
The Instructional Core
Task
“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.”
Fisher & Hiebert
Schools are compliance-oriented, bureaucratic structures, based on adults’ fears of children running out of control.
What is something that you understand really well?
How did you develop that understanding?
Teaching it to someone else
Spending lots of time
Being able to resolve new problems
Working with a good mentorLots of hands-on practice
Asking questions
Talking with others
Making mistakes
“To understand is to invent”
Jean Piaget
Social interaction and shared understanding
“To be confused is good. Glorify confusion.”
Eleanor Duckworth
Trust the content and trust the minds of the learners.
Actively inquire into student thinking
The key determinant of whether a student attends to a given type of knowledge is whether the student considers the knowledge important.
Ask them
“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.”
(Soren Kierkegaard, 1854)
Enable students to educate themselves
Where teachers listen and learners explain
Classroom isolation leads teachers to fall back on the ‘apprenticeship of observation’ that they undertook as school students.
Spray and pray
Schools persist in practices that do not work.
“Conventional forms of professional development are virtually a waste of time.”
Vivian Troen & Kitty Boles
“Teachers continue to work alone in cell-like classrooms, separated from other teachers, in physical structures that resemble prisons and mental hospitals.”
Vivian Troen & Kitty Boles
“Schools learn collectively in teams and teachers get better by working in teams on teaching issues.”
Professor Richard Elmore
“Watching most teams operate in schools is like watching Astroturf grow. “
Professor Richard Elmore
Risk-taking
Distributed leadership
Common purpose
A development culture, not a compliance-oriented culture.
“Leadership is about building highly functional people into highly functional teams.”
Professor Richard Elmore
“The job of a leader is to follow the work, not to dictate the work.”
Professor Richard Elmore
Networks rather than hierarchies
“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.”
Professor Richard Elmore