Turning this Into this A lesson in four parts Why dont more teachers use technology How can we help teachers overcome these obstacles How do people learn What strategies can we use to help teachers learn ID: 397288
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Slide1
Teaching Your Teachers About TechnologySlide2
Turning this…Slide3
Into this…Slide4
A lesson in four parts:
Why don’t more teachers use technology?
How can we help teachers overcome these obstacles?
How do people learn?
What strategies can we use to help teachers learn?Slide5
Fundamental Attribution Error, Mindset, Expertise, Reluctance to Change
Why Won’t My Teacher Use More TechnologySlide6
Fundamental Attribution Error
When a problem with a person is really a problem with the situation.
We tend to attribute people’s behaviour to their core character rather than to their situation.
It's the Situation, Not the Person.Slide7
Fundamental Attribution ErrorSlide8
Issue One: Mindset
Take the survey
Watch the video
What do you think?
The Talent Myth videoSlide9Slide10
Issue Two: Expertise
10 000 Hour Rule
Watch the video
You, driving a car for the first month = your teacher, using technologySlide11
Cutting Edge Technology Eighties-StyleSlide12Slide13
Why Teachers Don’t Change
Need for certainty, control and simplicitySlide14Slide15
Why Teachers Don’t Change
Seek examples to confirm current methodsSlide16
It worked for me so it will work for youSlide17
Why Teachers Don’t Change
Some teachers do not seek evidence that demonstrates what we do doesn’t workSlide18Slide19
Why Teachers Don’t Change
Student is the problem when he/she doesn’t learn, teacher is the cause when the student learnsSlide20Slide21
Why Teachers Don’t Change
Teachers build up an immunity to new or different ways of doing thingsSlide22Slide23
Changing Mindsets, Developing Expertise, Seeking Success
How You Can HelpSlide24
Helping Your Teachers Change Their Mindset
Listen for times when they are listening to their fixed mindset
Talk to them with a growth mindset
Praise their
effort
not their
abilitySlide25
To Become An Expert…
It takes considerable, specific and sustained efforts to do something you can’t do well or at all.
Progress is built on failure
Feedback – if you don’t know what you are doing wrong, how will you know what you are doing right?Slide26Slide27
Creating ChangeSlide28
The Rider and the ElephantSlide29
Direct the Rider
FOLLOW THE BRIGHT SPOTS. Investigate what’s working and clone it.
SCRIPT THE CRITICAL MOVES. Don’t think big picture, think in terms of specific behaviours
POINT TO THE DESTINATION. Change is easier when you know where you’re going and why it’s worth it. Slide30
Motivate the Elephant
FIND THE FEELING. Knowing something isn’t enough to cause change. Make people feel something.
SHRINK THE CHANGE. Break down the change until it no longer spooks the Elephant.
GROW YOUR PEOPLE. Cultivate a sense of identity and instill the growth mindset.Slide31
Shape the Path
TWEAK THE ENVIRONMENT. When the situation changes, the behaviour changes. So change the situation.
BUILD HABITS. When behaviour is habitual, it’s “free”—it doesn’t tax the Rider. Look for ways to encourage habits.
RALLY THE HERD. Behaviour is contagious. Help it spread. Slide32
Thought, Attention, Memory
How Do People Learn Best?Slide33
People are naturally curiousSlide34
But we aren’t naturally good thinkersSlide35
Thinking is slow, effortful and uncertain.Slide36
Unless conditions are right, we will avoid thinkingSlide37
And
rely
on what we did before or what we rememberSlide38
However, successful thinking is pleasurableSlide39
For thinking, successful = solvableSlide40
For a problem to be solvable, we must have:
Adequate information from the environment
Room in working memory
Required facts and procedures in long-term memorySlide41
Background knowledge is necessary for cognitive skillsSlide42
Factual knowledge improves your memorySlide43
Understanding is Remembering in Disguise
We understand new things in the context of things we already know, and most of what we know is concrete Slide44
Memory is the residual of thought…Slide45
We remember what we pay attention to.Slide46
So, how do you keep
a learner’s attention
?Slide47
Keeping Attention
Cover
one concept in 10 minutes
1
st
minute is the ‘gist’, no details
Next 9 minute used to provide a detailed description of a single general concept
Chunking
No Multitasking
Brain processes meaning before detailSlide48
Now that we have their attention, how do we help them remember what we taught
?Slide49
What we remember
Emotions
Stories
Patterns
MeaningSlide50
We remember emotions…Slide51
We remember stories
Causality
Conflict
Complications
CharacterSlide52
Remember to repeat
We remember meaning and patterns Slide53
For things that don’t lend themselves to stories:
Use mnemonics
First letter method (HOMES)
Songs and rhymes (30 days has September…)
Mnemonics give you cues
Impose order on the materialSlide54
Direct Instruction, Problem Solving, Spaced Practice
Teaching Strategies that Work BestSlide55
Direct Instruction
What are learning intentions?
Success criteria (how will I know I have taught the material successfully)
Building commitment and engagement (use a ‘hook’)
Input, modeling, check for understanding
Guided practice
Closure
Independent practiceSlide56
Problem-Solving Teaching
Understand the problem
Obtain/create a plan of the solution
Carry out the plan
Examine the solutionSlide57
Spaced Practice
Repeat to remember
It is virtually impossible to become proficient at a mental task without extended practice
What should you practice?
Processes that need to become automatic