Lecture 12 Why do I Need a Teacher When I have got Google b Prof. swadhin

1. Lecture – 12
WHY DO I NEED A TEACHER WHEN
I’VE GOT GOOGLE
Ian Gilbert
Swadhin Mishra
NIST, Berhampur

2. • Chapter 23
– What do you use when you don’t know what to
do?
• Chapter 24
– A short word on thinking about thinking
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3. Intelligence
How can we define intelligence?
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4. Intelligence is what you use when
you don’t know what to do
Intelligence
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5. Intelligence is what you use when
you don’t know what to do
Jean Piaget
Swish psychologist
Intelligence
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6. Intelligence is what you use when
you don’t know what to do
Intelligence
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7. Usual classroom practice:
• The way we are taught to teach is to introduce
a topic in such a way that everyone knows
exactly what to do.
• Check with them that they are clear about
what they are supposed to do.
• And ask some questions to them to prove that
they know what to do.
Intelligence
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8. Unspoken implications:
• The quickest one to finish is the cleverest.
• If they do get stuck, they are to put up their
hand.
• They suspend all effort until you are able to
come around and unstick them.
Intelligence
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9. Intelligence
Intelligence is what you use when
you don’t know what to do
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10. But in classroom
Intelligence
Intelligence is what you use when
you know exactly what to do
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11. Teacher as facilitator?
The idea of a teacher as a facilitator
goes counter to what is really needed
to create deep learning.
Brent Davis &
Dennis Sumara
Canadian Professor
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12. To support the development of great ability – of
which all humans, it seems, are capable – teaching
must challenge, push, provoke, stretch,
demand, make difficult.
Brent Davis &
Dennis Sumara
Canadian Professor
Teacher as facilitator?
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13. Suggested Approaches
• Sit them in a circle (Community of inquiry)
• Tell them that in this session they can’t be
wrong.
• Tell them that my target for the session is to
make their brains hurt.
• Warm up their brains with some Possibly
Impossible Questions.
• Start with a Thunk.
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14. Possibly Impossible Questions
• Creative thinking questions (there are no right
answers - you can’t be wrong)
– What color is Tuesday?
– Which is heavier, rich or poor?
– Which is more like a bird – a dog or a tree?
– What is there more in the world, light or dark?
Suggested Approaches
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15. Thunks
• Unusual questions to make you think.
– Is a broken down car parked?
– Is certainty the same as truth?
Suggested Approaches
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16. Thunks
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17. Thunks
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18. Thunks
Thunks
• You can’t be wrong
• Thoughts are either ‘right’ or ‘wrong’ – is
replaced with only ‘thoughts’
• Taking right or wrong out of picture is a lot
more effective than simply telling
“ Have to go, it doesn’t matter if
you get it wrong”
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19. Fast processors / Slow Processor
Quicker → Cleverer ?
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20. Fast processors / Slow Processor
• In a class some students are ‘fast processors’
and some are ‘slow processors’.
• Slow processor students are just as clever as
fast processor students but they are not just
as quick.
• But in a classroom situation : quick is equated
with clever.
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21. ‘He’s quicker than me, therefore he’s
cleverer than me, therefore I’m not
very clever, therefore I’m stupid’
Hit the
slippery slope
of self-esteem
road
Fast processors / Slow Processor
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22. Learned helplessness:
• Response to a new challenge is predicted by
their failures in previous challenges.
• ‘ a conditioned response to failure creates
cognitive, motivational, and emotional deficits
in our children’
Learned Helplessness and School Failure
Robort Gordon & Myrna Gordon
Fast processors / Slow Processor
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23. Learned helplessness:
• response to a new challenge is predicted by
their failures in previous challenges.
• ‘ a conditioned response to failure creates
cognitive, motivational, and emotional deficits
in our children’
• School failure, disaffection, mental illness such
as depression.
Fast processors / Slow Processor
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24. Learned helplessness
• Three-legged stool approach:
– Confronts the reason why the student has
developed such a response
– Seeks to understand the nature of the ‘root beliefs
and distorted perceptions’ that the student carries
– Give the student ‘the tools to change’
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25. Learned helplessness
• Four – B strategy
– Students should be asked to go through the four
B’s of, and in this order
Brain – Book – Buddy - Boss
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26. Hand up approach
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27. Hand up approach
• To encourage students(all) to think and for
themselves, we should move away from:
– ‘put your hand up if you are stuck’
– ‘put your hand up if you know the answer’
• Hand up question and answer – 80:20 Rule in
action
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28. A short word on thinking about thinking
• There are many ways to fail a test.
– Not good enough
• There are many ways to get ten out of ten.
– Well done
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29. A short word on thinking about thinking
• There are many ways to fail a test.
– Not good enough
• There are many ways to get ten out of ten.
– Well done
• Metacognition : “ How did you get what you
got?”
• Metacognition and intelligence
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30. Metacognition
• Effective metacognition can be broken down
into two important areas:
– Metacognitive knowledge
– Metacognitive strategies
John Flavell
Psychologist, Stanford
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31. Metacognition
• Metacognitive knowledge : students learn
about their preferences.
– ‘What will be the best way for me to approach
this challenge?’
– ‘What are the likely obstacles to me doing
well?’
– ‘How will I benefit from doing well in this task –
what’s in it for me?’
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32. Metacognition
• Metacognitive strategies : Also known as
metacognitive regulation.
• It becomes a question of helping the
student reflect on the thinking processes
that they may use to address the challenge.
– ‘What do I already know about this area?’
– ‘Have I faced challenges like this before?’
– ‘and if so what did I do to address them?’
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33. Metacognition
• Metacognitive strategies : Also known as
metacognitive regulation.
• Once the work is underway, metacognition
continues with questions like
– ‘Am I on target with this task?’
– ‘Do I understand what I am doing?’
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34. Can Google do all these??
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35. Thank you for patient listening
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