Mindful Habits of Teaching and Learning…Lessons I’ve learned: Mindful Habits of Teaching and Learning… Lessons I’ve learned Presented to the Riverside School Board teachers 02-08-26 Ainsley B. Rose


Slide2: We the unwilling Led by the unknowing Have done so much With so little We are now qualified To do anything With nothing Mindset


An Optimist’s Creed: An Optimist’s Creed I started out with nothing and still have most of it. Funny, I don’t remember being absent –minded It is easier to grow older than to get wiser. Its hard to make a comeback when you haven’t been anywhere


Outcomes: Outcomes Habits Paradigms (Mindshift) Lessons I‘ve learned


Personal Observation: Personal Observation “ I am convinced that at no time in our careers will we have a greater opportunity to have such an effective and profound personal impact on educational change in this province.” Ainsley B. Rose - August 1999


I Touch the World I teach!!!: I Touch the World I teach!!! What inspired you to choose this profession? What keeps you in this profession?


Change Story: Change Story Implementing change is like two elephants mating: It’s done on a high level It’s accomplished with a great deal of roaring and thrashing It takes two years to achieve any results


Slide9: How students learn will effect how we teach! Learning, like play, is natural activity


Developing Habits: Developing Habits Knowledge (What & why) Desire (Want to) Skill (How to) Habits It takes twenty - one days to form a new habit, which means you are only three weeks from being an organized person


16 Habits of Mind*: 16 Habits of Mind* Persisting Managing impulsivity Listening with understanding Thinking with understanding and empathy Thinking about thinking Striving for accuracy Costa,Art&Kallick,Bena “Discovering and Exploring Habit s of Mind” ASCD 2000


16 Habits of Mind*: 16 Habits of Mind* Questioning and posing questions Applying past knowledge Thinking and communicating with clarity and precision Gathering data through all senses Creating, imagining, innovating Costa,Art&Kallick,Bena “Discovering and Exploring Habit s of Mind” ASCD 2000


16 Habits of Mind*: 16 Habits of Mind* Responding with wonderment and awe Taking responsible risks Finding humour Thinking interdependently Remaining open to continuous learning Costa,Art&Kallick,Bena “Discovering and Exploring Habit s of Mind” ASCD 2000


Definition of Paradigm(Mindshift): Definition of Paradigm (Mindshift) “The way an individual perceives, understands, and interprets the surrounding world; a mental map.” Stephen Covey, Seven Habits of Highly Effective People, Franklin Covey


Activity: Activity Think of a time or event when you experienced a paradigm shift!


“Paradigm Shift”: “Paradigm Shift”


Activity: Activity What skills, abilities, and attitudes do you want the students to have when they graduate from high school?


(Mindshift) Paradigm: (Mindshift) Paradigm Objectives of the program – to competencies of the students Organization by grade – to organization by cycle Disciplines – to Domains


(Mindshift) Paradigm: (Mindshift) Paradigm Isolation in the teaching profession – to collaboration with others From congenial school teams to collegial school teams


Alfie Kohn: Alfie Kohn “ When kids are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.” Kohn, Alfie The Schools Our Children Deserve, 1999. p.35


(Mindshift) Paradigm: (Mindshift) Paradigm From integrated special needs students to included students From individualized instruction to differentiated instruction


(Mindshift) Paradigm: (Mindshift) Paradigm Sage on the stage to guide on the side From following directions to choice (answering open–ended questions on big ideas or critical issues) From structured curriculum to one of variety for students.


(Mindshift) Paradigm: (Mindshift) Paradigm From classroom teacher to school teacher Focus on summative evaluation - to focus on formative evaluation (authentic assessment)


Slide25: STUDENTS New learning is shaped by the learner’s prior knowledge Much learning occurs through social interaction Successful learning involves the use of numerous strategies Learning is tied to particular situations Four Principles of Learning


Metacognition: Metacognition Means knowing about knowing – “Some people are unaware of their own thinking processes while they are thinking” E.g. what is ½ of 2+2 = ? How are you solving that problem? A.L.Costa “What human beings do when they behave intelligently” February 2000


Stages of Learning: Stages of Learning Unconscious Incompetence Conscious Incompetence Conscious Competence Unconscious Competence


How we communicate: How we communicate 7% - words we use 38% - how we say words, sounds we make 55% - non-verbal – body language


Slide29: The Retention Inversion adapted from David and Roger Johnson


John Holt: John Holt “The true test of character is not how much we know how to do, but how we behave when we don’t know what to do.”


Corollary: Corollary How kids behave when they don’t know the answer is more important then how they behave when they do!


Alfie Kohn: Alfie Kohn Reasons why think kids think they got the results they did: Effort Ability Luck Difficulty


What is our present system Paradigm?: What is our present system Paradigm? Reproduction? Reconstruction? Regurgitation? Describe the differences? Instruct vs. Construct


10 Lessons I’ve learned: 10 Lessons I’ve learned People are more important than things Leadership is more important than management People work harder and more effectively on their own ideas than on other people’s ideas.


10 Lessons I’ve learned: 10 Lessons I’ve learned Values are more important than knowledge The individual is more important than the group Feelings are more important than facts


10 Lessons I’ve learned: 10 Lessons I’ve learned Listening is more important than talking Giving is more important than receiving Developing people’s strengths is more important than correcting their weaknesses The walk is more important than the talk


Slide38: When you look out from your memory you focus on your past When you look out from your imagination you focus on the future


Perspective: Perspective The only difference between a rut and a grave is the depth


Slide40: Don’t miss the boat Don’t forget we’re all in the same boat Plan ahead. It wasn’t raining when Noah built the ark Stay fit. When you’re 600 years old someone might task you to do something really big Don’t listen to critics; just get on with what has to be done For safety’s sake, travel in pairs (teams) Noah’s Lessons


Noah’s Lessons: Noah’s Lessons Build your future on high ground Speed isn’t always an advantage; after all the snails were on the same ark with the cheetahs When you’re stressed, float awhile Remember the ark was built by amateurs; the Titanic was built by professionals Remember the woodpeckers inside are a larger threat than the storm outside


Raining indoors: Raining indoors


William Arthur Ward: William Arthur Ward The Mediocre teacher tells; The Good teacher explains; The Superior teacher demonstrates; The Exceptional teacher inspires.


Evaluation: Evaluation “ If you can’t be kind at least be vague” “The Future of Learning”, Leadership conference, Victoria B.C. February 2000