Presentation on theme: "Making learning Irresistible"— Presentation transcript:
1Making learning Irresistible Watch your thoughts,They become words,Watch your words,They become actions,Watch your actions,They become habits,Watch your habits,They become character,Watch your character,It becomes your destinyMaking learning IrresistibleTom Robson
2Something to keep in mind Follow Your CuriosityI have no special talent.I am only passionately curious.
3Perseverance is Priceless “It's not that I'm so smart;it's just that I stay with problems longer.”
4Make MistakesDiscover the power of making mistakes. I’ve said this before, and I’ll say it again, if you want to succeed, triple the amount of mistakes that you make.
5Knowledge Comes From Experience You can discuss a task, but discussion will only give you a philosophical understanding of it; you must experience the task first hand to “know it.”“Information is not knowledge. The only source of knowledge is experience.”
8Making learning Irresistible Watch your thoughts,They become words,Watch your words,They become actions,Watch your actions,They become habits,Watch your habits,They become character,Watch your character,It becomes your destinyMaking learning IrresistibleTom Robson
10Breath life into our learners The teachers we remember are the ones that leaves some of their breath inside us
11The blue print for learning ContentPrinciplesKnowledgeConceptsIdeasskillsPredisposition to learningLearning to love learningA love of learningRelationshipsHow we feelEmotional and spiritual space
12My teacher taught me maths but not to love maths
13Now imagine a learner that has the same feelings on most days. Fragile learningRemember when you last did something that was hard to grasp while others were doing well?Now imagine a learner that has the same feelings on most days.
14Think of something that you have achieved..... Now consider how you achieved it.....
15Occasional explanations How do your responses compare with these? Popular explanationsOccasional explanationsRareexplanationsEffort; support from others; perseverance; determination; risk-taking; having a go; enjoying the process; patience; coping with obstacles; practice; planning; persistence; encouragement; self-belief; trying a different approach; positive self-talk; advice; interest in it; thinking about times I have achieved difficult things before; imagining myself doing it; proving others wrong; constructive feedback; breaking it down into small steps; having a visionLuck; chance; faith; realismNatural ability; intelligence; aptitude; gift; talentHow do your responses compare with these?Taken from the work ofBarry Hymer 2009
16…something that has been done or gained by effort …the act or process of completing something successfully after working hard
19Where are we heading? Shallow Change Deep Change Profound Change Policies/Documents/ResourcesDeep ChangeSkills/Knowledge(thinking and learning; personal and emotional; social;literacy; numeracy; ict capability)Profound ChangeAttitudes and behaviours(self confidence; personal responsibility;desire to learn; concern for others)
21Time for bounceLook at the extracts you have been given and in your team summarise what the main points are across all the readingsWhat does this mean for you?What does it mean for yourlearners?
22An answer is what you have left on the road behind you A question points to a new an exciting destination
23Einstein's Mum used to say …. What questions have you asked today?
24Asking questions TEACHER “What is the flower called?” PUPIL “I think it is called Betty”
25Quick quiz compiled using research from Ted Wragg and Mike Hughes What percentage of teacher’s time is taken up asking questions?10%, 30%, 70%.What percentage of questions asked are closed questions?20%, 60%, 90%What percentage of our questions do we answer ourselves?18%, 38%, 88%What is the average wait time between teacher’s question and pupil’s answer or when the teacher moves on?0.7 seconds, 3.2 seconds, 5.1 seconds
26How many questions do teachers ask in a typical day? 500, 300, 100How many minutes into a ‘typical lesson’ does the first open question often appear?5, 25, 45 minutes in
27Problems with questions Used as punishmentPretend open questionsIgnoring leaqrners’ questionsToo many questionsDifficult questions too soonNot enough time to thinkOnly one type of questions
28Questions to ask Knowledge – find out Comprehension – understand Application – make use of what you know Analysis – take apart what you knowEvaluation – judge the outcome
29Be creativeUse all the information you have been given to produce a stand alone display that makes it clear why it is important to know:What the right question is to askWhy you are asking that questionWhen to ask the questionHow to ask the question
30Why are the leaves always green, Dad? Why are there thorns on a rose?Why do you want my neck clean, Dad?Why do hairs grow from your nose?Why can dogs hear what we can’t Dad?Why has the engine just stalled?Why are you rude about Aunt, Dad?Why are you going all bald?Why is Mum taller than you, Dad?Why can’t the dog stand the cat?Why’s Grandma got a moustache, Dad,Why are you growing more fat?Why don’t you answer my questions?You used to: you don’t any more.Why? Tell me why. Tell me why, DadDo you think I’m being a bore?