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Drowning not Learning how to foster a love of learning and engaged students DANGER RISK OF EDUCATION Dan Haesler Teacher | Blogger| Speaker www.danhaesler.com
Transcript of Drowning not Learning - Positive Schools Haesler - Drowning no… · Drowning not Learning how to...
Drowning not Learning how to foster a love of learning and engaged students
DANGER RISK OF EDUCATION
Dan Haesler Teacher | Blogger| Speaker
www.danhaesler.com
“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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