1 400,000 Words: A Lifelong Learner Arrives Back at the Beginning on the Way to the Teaching Mind Jeremy Szteiter April 27, 2009 Critical and Creative Thinking, UMass-Boston

2 A Small Request Find the Uncertainty

3 Introduction Focus on lifelong learning Claim: Lifelong learning as an active process Framework for lifelong learning: The Teaching Mind

4 The Teaching Mind Self-awareness of your potential to teach It is: state of mind It is explored: processes that develop dispositions, knowledge, skills of teaching

5 The Teaching Mind Why? Accessibility Four unique qualities: Inclusive Communal Expansive Familiar

6 REFLECT -> ENGAGE -> IMAGINE Activity Part 1 Interactive Arc, phase 1: REFLECT on memories and personal experience

7 Getting Started My CCT path: taking opportunities Emerging questions about lifelong learning Progress through CCT Teaching Social change Theater Supporting teachers

8 Research Encouraging direct involvement in lifelong learning The Teaching Mind main idea Find the community of like-minded lifelong learners

9 Research Goal: how to make benefit of the Teaching Mind more accessible?: Individuals, businesses, organizations, academic institutions, government, families, community groups The Angry Voice Making it easy to learn to teach, supporting the unique aspects: Inclusive, communal, expanding, familiar

10 Research Areas Processes of Formal Teacher Education Focus on Processes, not Content Processes of Teaching in Informal Education Processes of Facilitating Groups of Learners Processes of Drama Dialogue And Stories

11 Research Areas Pilot project with Timothy Smith Network: instructor dialogues Interviews Personal reflections Discussions about education

12 Activity Part 2 Interactive Arc, phase 2: ENGAGE with others to process reflections, uncover new insights, interpretations, questions, and possibilities REFLECT -> ENGAGE -> IMAGINE

13 Conclusions Practical model for group learning: Teaching Mind Exploration Group Administration Agenda for learning sessions Assessment and Evaluation Core Principles Logistics Organization

14 Conclusions Outreach Sponsors Constituents and Allies Learning from Lifelong Learners Creating Tools and Resources Developing the Message Utilizing Technology Pilots and demo experiences

15 Activity Part 3 Interactive Arc, phase 3: IMAGINE implications for future teaching and learning REFLECT -> ENGAGE -> IMAGINE

16 Next Steps Continue with Timothy Smith Network instructor dialogues Exploring informal education Applied improv CCT Network Finding more learning communities, Upcoming popular theater conference, Grad Appreciation week

17 Thoughts on CCT 400,000 words A thriving program The defining quality