Monday, February 11, 2013

uLearn reflection...

Notes, thoughts, ideas...words like what, how and why - were all bouncing around in my head from ulearn12 while preparing for an ERO (Education Review Office) visit in the first week of November which, now that we're through that, I thought that it was time to share some key points which I hope will provoke your own thinking... 

Jason Ohler

  • What can we do differently at school for our students? Kids should have 1 life - not 2 - they shouldn't go home to learn!  
  • A concern is just a negatively stated goal. 
  • Whatever you do - go tell your story!
 I loved the thinking of flipping the 'concern into a goal!'

  Pam Hook - Solo Taxonomy

  • To learn something, you have to disrupt something you know
  • 3 levels of understanding  
    • surface - knowing heaps of stuff 
    • deep - relating ideas 
    • conceptual - extending ideas
“Learning to learn” requires the learner to think about the strengths and weaknesses of their own thinking when they are learning and to make thoughtful decisions on what to do next. We are excited about this simple, yet powerful model of learning and the possibilities it has of further enriching our learning pathways!

  • in a spint paced world we need to sit & notice - 'scratch' time - where do you go scratching??
  • best place to go 'scratching' is with each other
  • Discipline is about disrupting the disruption so that learning can continue (Michael Grinder)
  • "A tiger is a student who will stretch you and have you to think and teach in different ways."
Funnily enough this idea of 'scratch time' was something I had just been reading. We all get so busy in our work that it is sometimes hard to find the time to go deep with your thinking about something. The time and space for reflection is precious!


Mike Scaddan - Brain Stems

  • Know what you do well!
  • What is your role if you want today to be a successful learning experience?
    • Passive?
    • Active?
  • Your footprints in the sand show not only where you have been but also where you are heading to.
  • How good are you at seeing your potential?? At seeing your students potential??
  • 2-3 people in your life who speak the 'positives' to you - who have you got in your personal life / professional life??
  • Many of these thoughts are non conscious. However, because of the negative to positive ratio, they can have significant effect on our conscious beliefs and performance.
  • Ongoing failure or successes and repeated practice creates 'permanent' performance and attitudinal beliefs. These beliefs become us.

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