9“The future is not some place we are going to, but one we are creating “The future is not some place we are going to, but one we are creating. The paths are not found, but made, and the activity of making them changes both the maker and the destination.” John Schaar
10I believe the future is not about the latest gadgets, it is about something more than gadgets, it’s about …LEARNING
12Systems are challenged today like never before Systems are challenged today like never before. The key challenge that we face is results.
13Broaden the definition of learning in your system to include adults. In an environment driven by results, the best strategy is to “DEVELOP YOUR PEOPLE.”Broaden the definition of learning in yoursystem to include adults.
14The focus must be on the way we work. Cooperation is what was valued in the past. It is about efficiency: “You do this and I will do that.”Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.
44The Fundamental Attribution Error When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.
45The Effects of Praise Fixed or Growth Can’t hand confidence to learners on a silver platter.
46Social SkillsWe are very good at content skills, rules, regulations, strategies. We are terrible at discussing and coaching on social skills.David Brooks, “The Social Animal”Policy makers are good at understanding social skills, but are void in recognizing their value when making policy.
64RelevanceTo determine a lessons level of Relevance you must ask the following questions…Is it application?Is it real world?Is it unpredictable?64
65Application Model 1 Knowledge of one discipline 2 Application within discipline3 Application across disciplines4 Application to real-world predictable situations5 Application to real-world unpredictable situations65
66Relevance of learning to life and work Action ContinuumAcquisitionof knowledgeApplicationof knowledgeRelevance of learning to life and work
68Example:Analyze how Abraham Lincoln in his “Second Inaugural Address” examines the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn among them.CCSS Match: 9-10.RI.3 and 9-10.RI.9Source: CCSS Appendix B: Text Exemplars and Sample Performance Tasks
69Knowledge in one discipline Apply knowledge in one discipline Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.ApplicationAAcquisitionComprehension 2AwarenessLow-level Knowledge1Knowledge in one discipline2Apply knowledge in one discipline
70A Quadrant Verbs Products definition worksheet list quiz test workbook namelabeldefineselectidentifylistmemorizerecitelocaterecorddefinitionworksheetlistquiztestworkbooktrue-falsereproductionrecitation
71Students use acquired knowledge to solve problems, design solutions, and complete work. ApplicationBApplicationComprehension 2AwarenessLow-level Application3Apply knowledge across disciplines5Apply to real-world unpredictable situation4Apply to real-world predictable situation
73Knowledge in one discipline Apply knowledge in one discipline Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.EvaluationCAssimilationSynthesisAnalysisHigh-level KnowledgeApplication1Knowledge in one discipline2Apply knowledge in one discipline
75Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.EvaluationDAdaptationSynthesisAnalysisHigh-level ApplicationApplication3Apply knowledge across disciplines4Apply to real-world predictable situation5Apply to real-world unpredictable situation
78Quadrant AAsk questions to recall facts, make observations or demonstrate understanding.What is/are__?How many__?How do/does__?What did you observe__ ?What else can you tell me__?What does it mean__?What can you recall__?Where did you find that__?Who is/was__?In what ways_?How would you define that in your own terms?What did/do you notice about this __?What did/do you feel/see/hear/smell __?What do you remember about _?What did you find out about __?
79Quadrant B Ask questions to apply or relate. How would you do that? Where will you use that knowledge?How does that relate to your experience?How can you demonstrate that?What observations relate__?Where would you locate that information?Calculate that for __?How would you illustrate that?How would you interpret?Who could you interview?How would you collect that data?How do you know it works?Can you show me?Can you apply what you know to this real world problem?How do you make sure it is done correctly?
80Quadrant C Ask questions to summarize, analyze, organize, or evaluate. How are these similar/different?How is this like___?What's another way we could say/explain/express that?What do you think are some reasons/causes that _____ ?Why did __ changes occur?How can you distinguish between__?What is a better solution to__?How would you defend your position about__?What changes to __ would you recommend?What evidence can you offer?How do you know?Which ones do you think belong together?What things/events lead up to __ ?What is the author’s purpose?
81Quadrant D Ask questions to predict, design, or create. How would you design a __ to __?How would you compose a song about__?How would you rewrite the ending of the story?What would be different today, if that event occurred differently?Can you see a possible solution to__?How could you teach that to others?If you had access to all resources how would you deal with__?How would you devise your own way to deal with__?What new and unusual uses would you create for__?Can you develop a proposal which would_?How would you have handled__?How would you do it differently?
83Why is it so hard to change? The more successful a system is, the more difficult it is to recognize when it must change. By example, market leaders are the last ones to transform.The American Education System, “The market leader during the industrial era!”83
84Market Leader Thinking Dominant logic: “That’s the way we do things here.”84
85Shown below is the Roman numeral seven Shown below is the Roman numeral seven. By adding only a single line, turn it into an eight.VII
86Shown below is a Roman numeral nine Shown below is a Roman numeral nine. By adding only a single line, turn it into a six.IX
89Mental LocksWe don’t need to be creative for most of what we do (driving, shopping, business of living). So staying on routine thought paths enables us to do many things without having to think about it.Our training in school has taught us that there is one right answer.89
91Five beautiful and well-dressed woman are standing in a tight group Five beautiful and well-dressed woman are standing in a tight group. One is crying and she has never been happier. The other four are smiling and they have never been more disappointed. Why?
92The Second Right Answer What is the answer?What are the answers?92
103BEING EXTRAORDINARY Committed to the truth Be committed to delaying gratificationBe someone who always has the chance of saying “yes”Live a life where you do not make others wrong103
104BEING EXTRAORDINARY Be committed to courage Be someone who produces results with absolutely no forceBe a person who is peaceful in chaos104
105BEING EXTRAORDINARY Be committed to courage Be someone who produces results with absolutely no forceBe a person who is peaceful in chaosBe committed to managing success, while being aware of its dangers (lottery winners and GM)105