Drowning not Learning how to foster a love of learning and engaged students

DANGER RISK OF EDUCATION

Dan Haesler Teacher | Blogger| Speaker

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“After all these years… I’m so relieved it’s all over”

“It was six years of hell.” “It's a great relief. It's been a long time coming.”

Some quotes…

David Baine

David Hicks

Lee Rush

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“Students' relief as the HSC wait is over”

“I'm relieved that the HSC is over.”

“It's a relief to get the first exam over. “

“A RESOUNDING sigh of relief could be

heard from every Hills year 12 student on Thursday.” “THOUSANDS of HSC students across the region breathed a sigh of relief yesterday as they finished their first exam”

“…with the majority of students expressing

relief that the first exam had gone

without a hitch.”

“A COLLECTIVE sigh of relief echoed across the Hunter

yesterday as the Higher School Certificate came to an end”

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Pressure Pressure to succeed/participate from parents/teachers

Relief Relief at the completion of a task/school

Fear Fear of Failure

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School in the 21st Century

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School in the 19th Century

What is education for?

According to Edward de Bono

“The apparent purpose of education is:

to convince two thirds of the population that they really are stupid”

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What does a 21st Century Education do?

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An alternate 3 R’s

Relationships Reflection

Resilience

Develop critical and creative thinking Right Brain Thinking

Engage kids with their learning and their world

Life Long Learners

What is this?

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What is Engagement?

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True Engagement

Autonomy – the ability to “own”

your education

Mastery - Developed skills,

Strengths, knowledge and understanding

Purpose – a sense of contributing to

something bigger than the self

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Flow – Mihály Csíkszentmihályi

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Cultivate Growth Mindsets

Fixed v Growth

Performance Goals v Learning Goals

Reward Process rather than Product

Learn to Fail or Fail to Learn

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Motivation and Rewards

Day 1 Day 2 Day 3

Group 1 No Reward Reward No reward

Group 2 No Reward No reward No Reward

Day 1 Day 2 Day 3

Group 1 3½ - 4mins

Group 2 3½ - 4mins

“[The] careful consideration of reward effects reported in 128 experiments lead to the conclusion that tangible rewards tend to have a substantially negative effect on intrinsic motivation…” “When institutions – families, schools and businesses for example – focus on the short-term and opt for controlling people’s behaviour, they do considerable long term damage.”

Edward Deci et al. 1999

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3½ - 4mins 4 - 4½mins

>5mins <2½mins

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The Problem: You need to fix the candle to the wall so that the wax doesn’t drip on the table

On average the groups with $25 on the line took 3½ minutes longer to solve the problem than the group doing it for no reward.

Name: Josh Jones Grade: D Effort: Poor Josh has appeared disengaged in science this term He has lacked focus in class, and appears incapable of applying even the most basic knowledge in his written work. Josh needs to ensure that he attends every lesson ready and willing to learn. It is also noted he is yet to submit his Assessment Task on the absorbency of different brand of sponges.

He has until the end of Week 1 in Term 3 to submit it, or risk scoring zero.

End of Term 2 Report Year 8 Science

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First and foremost, students should learn about: themselves, their world, and their role in making it a better place.

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talk more…

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