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Fundamentals of Effective Education Fundamentals of Effective Education Education Industry Association, San Francisco July 2011 James Clawson Darden School.

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Presentation on theme: "Fundamentals of Effective Education Fundamentals of Effective Education Education Industry Association, San Francisco July 2011 James Clawson Darden School."— Presentation transcript:

1 Fundamentals of Effective Education Fundamentals of Effective Education Education Industry Association, San Francisco July 2011 James Clawson Darden School of Business University of Virginia

2 © James G. Clawson 2 Levels of Human Activity HABITUAL? 75% 85% 95+%

3 Aristotle We are what we repeatedly do. Excellence then, is not an act, but a habit. 3

4 non-habitual “GENIUS is the art of non-habitual thought.” William James 4 © JGSC/L3L llc

5 The Human Brain … Developed by James G. Clawson 5 Is growing at birth at the rate of 250,000 cells/min. Is growing at birth at the rate of 250,000 cells/min. Has an adult complement of some 100 billion cells. Has an adult complement of some 100 billion cells. Has neurons that can make about 10,000 connections. Has neurons that can make about 10,000 connections. … or One Quadrillion synapses. … or One Quadrillion synapses. Contains the pathways we use develop and mature. The pathways we don’t use atrophy and wither away.  speech, handedness etc. Contains the pathways we use develop and mature. The pathways we don’t use atrophy and wither away.  speech, handedness etc. Houses, over time, the physiological circuits/preferences in the way we think, speak, behave, and even emote. Houses, over time, the physiological circuits/preferences in the way we think, speak, behave, and even emote.

6 GENES ADD ADHD BPD OCD Etc. MEMEsVABEs The Formative Years … 6 TRANSCENDER? K, L, A Choice Theory Choice Theory (Glasser) 1.IKWRFY 2.IHARTTYWRFY 3.IHARTPYIYDDWRFY Key Questions 1.When I’m cold… 2.When I’m hungry… 3.When I’m wet… 4.When I’m alone and afraid… Newborn Two key legaciesGENEs ? ?

7 Learning Theory Learning Theory (Pedagogy and Andragogy) 7

8 Kolb’s Learning Cycle CONCRETE EXPERIENCE REFLECTIVE OBSERVATION ABSTRACT CONCEPTUALIZATION ABSTRACT CONCEPTUALIZATION ACTIVE EXPERIMENTATION 8

9 Kolb’s Learning ‘Styles’ CE RO AC AE ACCOMMODATORSDIVERGERS ASSIMILATORSCONVERGERS Scores computed by AE-RO and AC-CE 9

10 Kolb’s Learning Styles CE RO AC AE ACCOMMODATORSDIVERGERS ASSIMILATORSCONVERGERS Scores computed by AE-RO and AC-CE 10

11 Kolb’s Learning Styles CE RO AC AE ACCOMMODATORSDIVERGERS ASSIMILATORSCONVERGERS 11

12 Kolb’s Learning Styles CE RO AC AE ACCOMMODATORSDIVERGERS ASSIMILATORSCONVERGERS 12

13 Kinds of Learning Kinds of Learning Ken Bain Superficial: cocktail party facts and trivia Strategic: to get the result (grade/bonus) Deep: consider and refine world view 13 What the Best College Professors Do, Ken Bain

14 1.They try to answer questions or solve problems they find interesting, intriguing, important, or beautiful; 2.They can try, fail, receive feedback, and try again before anyone makes a judgment of their work; 3.They can work collaboratively with other learners struggling with the same problems; 4.They face repeated challenges to their existing fundamental paradigms; 5.They care that their existing paradigms do not work; 6.They can get support (emotional, physical, and intellectual) when they need it; 7. They feel in control of their own learning, not manipulated; 8. 8.They believe that their work will be considered fairly and honestly; 9. 9.They believe that their work will matter; They believe that intelligence and abilities are expandable, that if they work hard, they will get better at it; They believe other people have faith in their ability to learn; They believe that they can learn. Source: The Research Academy for University Learning at Montclair State University – Montclair, New Jersey 14 People learn best and most deeply when …

15 Kinds of “Thinking” KnowingFollow the rules UnderstandingFollow the values behind the rules ThinkingSolve problems using contingent programmed solutions LearningConstant gathering of data and constructive dissent to stay current 15 “Unlearning the Organization,” Michael McGill, John Slocum, Organizational Dynamics, Autumn 1993

16 Kinds of “Learning” Knowing Learning the rules  learning to conform Understanding Learning the values  learning why we conform Thinking Learning the links between problems and solutions  learning how to solve problems Learning Learning how to observe phenomena and challenge tradition  learning to “see” and to “adapt” and to “transcend” 16 “Unlearning the Organization,” Michael McGill, John Slocum, Organizational Dynamics, Autumn 1993

17 Fortune Cookie know If you know what you’re doing, you’re not learning anything. 17

18 Does experience lead to wisdom? happenings “Most people do not accumulate a body of experience. Most people go through life under-going a series of happenings which pass through their systems undigested. experiences Happenings become experiences when they are digested, when they are reflected on, related to general patterns, and synthesized.” Saul Alinsky, Rules for Radicals, quoted by Henry Mintzberg in “The Five Minds of a Manager” HBR 11/03 18

19 Level of Educational Focus 1.Visible Behavior? 2.Conscious Thought? 3.VABEs? WHERE do you begin? 19

20 The Number One Question in Life vessel Will you ever be anything more than a vessel transmitting the GENEs and VABEs of previous generations on to the next? When you’re no longer a defenseless child, transcender will you become a transcender? © James G. Clawson 20

21 SEE One Big Problem is … 21 SEE OTHERS SELF PUBLIC PRIVATE BLIND SPOTS © JGSC/L3L llc

22 In search of high performance Subpar Polar Bears Extra- ordinary Ordinary Good Enough 1’s 2’s 3’s 4’s 5’s How do you shift this distribution? 22 © James G. Clawson

23 Did poorly in school? 23

24 What happens when one crosses the divide between choice and obligation? CHOICE OBLIGATION Energy? Productivity? Creativity? Innovation Engagement? Commitment? Buy-In? © James G. Clawson 24 24

25 The obligatory commute to school … © James G. Clawson 25

26 Levels of BUY-IN © James G. Clawson 26 #1 thing 1.Passion (“What you ask is the #1 thing in my life.”) 2.Engagement (“I want to do what you ask.”) 3.Agreement (“I will do what you ask. Period.”) 4.Compliance (“Okay” but where are the loopholes?) 5.Apathy (“I just don’t care.”) 6.Passive Resistance (“Oops!”) 7.Active Resistance (“No way in hell.”)

27 Going to Learn 27

28 Mood and Energy Contagion Mood is infectious. Energy is infectious. Helpful ideas (memes/VABEs) are infectious. Fun is infectious. Success is infectious. 28

29 Are teachers willing to … Consider that they might be part of the problem of under-motivated students? Consider how their style is infecting students? Re-examine their VABEs about learning and learning facilitation? Try new skills that fit the students? 29

30 Strategy Map Overlay Business Financial Results Customer Value Proposition Core Capabilities/ Value Chain HC + SC + OC Education Learning (what kind?) Student Engagement Core Capabilities HC + SC + OC Assets!TangiblebecomeAssetsIntangibleHowAssets!TangiblebecomeAssetsIntangibleHow 30

31 feel Does how you feel affect your performance? How many times have you been asked by supervision at work how you want to feel? KNOW Do you KNOW how do you WANT to feel? The pervasive management assumption: PWD WTHTD ROHTF mediocrity This is a formula for mediocrity. © James G. Clawson 31

32 Focusing on Feel to Perform Focusing on Feel to Perform Dave Scott 49, Six-time Ironman Hawaii Champion “During a race, I never wear a wristwatch, and my bike doesn’t have a speedometer. They’re distractions. Outside, 9/03, p. 122 All I work on is finding a rhythm that feels strong and sticking to it.” 32 © James G. Clawson

33 “I stopped loving golf at exactly the time I decided to turn pro.” - Tom Weiskopf, Golf, July 2004, p. 133 What’s the difference between a“job” and “work?” People pay me a lot of money to go away from my family, stay in cheap motels, ride on the bus all night, and eat rubber chicken. But when the curtain goes up and the light on the camera goes on, THAT I do for free. - John Molo, Grammy winning musician 33 © James G. Clawson

34 Implications for Educators Consider all three levels of learning. Respect the energy level of learners. Repetition is critical to building circuitry. Make learning fun, even the repetition. Make learning choiceful. Re-examine your own style (habits) and energy. Use multiple channels to engage learning differences. Make learning opportunities relevant. Clarify your student-value-proposition. SVP 34

35 Education energy first then Education is about managing energy, first in yourself, and then in those around you. © James Clawson 35

36 36


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