Love to Learn: James Henri - Creating A Learner's Paradise
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Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
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Love to Learn: James Henri - Creating A Learner's Paradise
- 1. James Henri Hong Kong June 2013
- 2. It is my 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 want to encourage you to put the learner back into and right at the centre of learning
- 4. Did you have 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 not school 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 does the principal know? How does s/he reward great teaching? How do peers know? How do students know? How do parents know?
- 9. How does the school you know best connect learners (teachers & pupils) to the broader community, to China, to the world?
- 10. Why do we 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 Primary Teachers Secondary Teachers University Teachers Our Boss Our Peer group(s)
- 13. So who of 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 the wrong 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 no interest 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 library example Krashen story Complacency
- 19. Knowledge Information: product and process (becoming informed and informing) Learning (learning to learn)
- 20. What do you see as enablers of learning? What do you see as inhibitors of learning?
- 21. How do parents know their youngster is learning?
- 22. What happens once 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’s homework 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 is a 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 do you 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 motivated when 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 the pattern
- 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 results from dead information
- 36. A focus on destination often produces great stress (cemetery) Focus on the here and NOW….with a secondary attention to the future
- 37. Life is never easy 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 relationship between 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 that there 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 is to 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 learning count for something….having work published, using the work of one student the beginning for another
- 44. Mastery of skills 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 is Pink’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 these the same?
- 47. Relationship with educators Students are employees, 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 Reading and 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 Book to 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 a Small 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. The worm
- 52. Hong Kong my Home (first a story) 1. Purpose 2. Mastery 3. Autonomy Pollution 1 Connectedness 2 Global connection
- 53. Your chance to think about this
- 54. Agile and flexible 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 were designing a time table what would you do to kill motivation to learn?
- 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 competencies Cross-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 in the 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 great learning 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 follows is based on a mere 6 month period and 6 modules, each incorporating15- 18 hours of training
- 72. 门厅 展示区 浏览区
- 79. 曙光小学 望湖小学
- 80. 卫岗小学
- 81. 屯溪路小学本部
- 82. 太湖路小学
- 83. 青年路小学
- 84. 师范附小
- 86. 葛大店小学
- 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/
- 88. to...
- 90. One school changing the world in three years
- 104. 孩子们喜欢的地方
- 107. 走廊、过道 处处飘着书香的味道 公共空间
- 109. 以颜色分类的排架、书标
- 110. 指纹借阅 借书卡借阅 借------
- 111. 还------
- 115. 义工工作牌
- 116. 录入 贴牌 上架
- 117. 义工天使在整理新书和清扫馆内卫生
- 118. 小管理员整理走廊读吧
- 124. 杨建老师讲故事
- 125. 老师和学生一起自主阅读
- 128. 阅读管理------“阅读足迹”
- 141. 同学们平时把家里的旧报纸、废纸盒 积攒起来，统一带到学校来，废品回收所 得款项，全部用来购买班级图书。 同学们既懂得了废物利用的好处，又 有得到新书的快乐。 阅读活动------废纸换新 书
- 142. 比一比，哪个班的废纸多……
- 143. 还有我的加进去……
- 145. 一（1）班 《和甘伯伯去游河
- 146. 三（2）班《图书馆狮子》
- 147. 一（5）班 《 三只小猪 》
- 148. 二（4）班 《999个青蛙兄弟大搬家
- 150. “小桔灯”故事人进社区
- 152. 义工天使和孩子一起
- 153. 有的刷胶水、有的贴胶带……
- 154. 图书馆里的培训 教师学习、研讨
- 156. 全体教师参加学习
- 158. 快乐英语阅读------天使妈妈讲 故事
- 159. 轻松、快乐的阅读表情
- 169. 谢谢聆听 欢迎指导