How to maximize the potential of every individual? · Education 3.0 and the Pedagogy of Mobile...
Transcript of How to maximize the potential of every individual? · Education 3.0 and the Pedagogy of Mobile...
Less teaching, more learning through well-being
Eszterházy Károly University, Eger 29.9.2017
Jukka Sinnemäki
How to maximize the potential of every individual?
My story….
JUHO
• video clip
“To succeed in the future, we need to identify the personal TALENT in each young person and help them develop it. Every guy hanging around at the shopping centre doing nothing has huge potential in him.”
Aleksej Fedotov, Founder of the Muutosvoima coaching programme
Culture and values Master’s Coaches
TIP OF THE ICEBERGVisible and hidden part of a man or an organisation
10% visible
90% unseen
Mental models
Values and belief systems
Character
ActionBehaviour
Thinking
Talk
Experiences
CULTURE
VALUESEmotions
Lifestyle
•Equality must not be synonymous with giving the same thing to everyone. Education requires personalization and diversification. (diverzifikáció)
• Learners come from various backgrounds and nationalities. They have different interests. Instead of equality we should be talking about fairness. The education system must come more flexible in order to see learners as separate individuals rather than a single mass.
Learning is a holistic prosess which involves physical activity, recovery, sleep, nutrition, mental health, relationships etc. as well as motivating teaching, guidance
and home support. It is essential to realize all the factors which are involved
in learning process.”
-Jukka Sinnemäki
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Master’s CoachesLearning Theories
Role of the coach Master’s Coaches
THE CHANGING ROLE OF THE COACH/TEACHER
1. step 2. step 3. step 4. step
Neil Beyersdorf Master’s Coaches
HOW DO WE LEARN?Participate in the Activity 100%
Simulate the Activity 90%
Teach the activity 80%
Watch demonstration 50%
Watch moving pictures 40%
View pictures 30%
Hear words 20%
Read 10%
Action LearningVisual Learning
Verbal
LearningHo
w muc
h do w
e rem
embe
r?
“I see and I forget. I hear and I remember. I do and I understand.”
Confucius
Pass
ive
Activ
e
MCID Master’s Coaches
LEARNING ZONES
Low stress
Low challenge
Limited thinking
Limited learning
Low stress
High challenge
Thinking required
Effective learning
High stress
High challenge
Cognitive overload
Limited learning
Panic zone
Comfort zone
Dead zone
Learning zone
20% here 80% here Keep your team here
MCID Master’s Coaches
CREATE COMMON THINKING
Dialogue Creating Common
thinking
Conversation Creating Crystallisation
Expand (Diverge) Narrowing down (Converge)
Cutting Edge Moment
Team Ownership (everybody has a feeling: I’ve been heard
Challenge (Give enough time to Team, avoid quick solutions)
Challenge (How you create an environment for team to succeed?)
Our Questions Team’s Answer
Relationship
• Teacher: did you do your homework?
• Student: did you grade my test?
• Teacher: I have other students tests to grade.
• Student: I have other teachers homework to do.
We strive for knowledge in human high performance to help our students to live
the best possible lives they can. We believe that success is a by-product of
wellbeing
-Aki Hintsa
Education 3.0 and the Pedagogy of Mobile Learning, Jackie Gerstein Master’s Coaches
PEDAGOGY, ANDRAGOGY and HEUTAGOGY
Characteristics PedagogyTeacher-lead learning
Andragogy Self-directed learning
HeutegogySelf-determined learning
DependenceThe teacher determines what, how and
what, how and when learning takes place
Learners are independent problem solvers
Learners are interdependent problem-finders
Motivation for learning Learners trust the teacher to guide them through the content
Intrinsic motivation boosted by rising to challenges
Learners plan their own journeys in the knowledge that there is always more to
learn
Focus of learning Subject and curriculum centered Goal driven and task focused Enquiry driven, thriving in complexity
Role of the teacher Designing learning process and providing inputs
Setting learning outcomes and facilitating self-learning
Acting as a coach to enable opportunities for emergent learning
Teacher
Coach
Stressz
Stressz
Goals: 1. Short-term increases in activity throughout the day
2.The slowdown during the day 5-10min.
3. Sleep 9,5h-11h / night
4. Regular bedtime
5. Before bedtime at least 2 hours without (console, computer, tablets, phones etc.) 6. Avoid hard physical activity before bedtime. 7. No large meals just before bedtime. 8. Relax before bedtime eg. reading
Subjective monitoring
Subjective monitoring
Play or Science?
When Albert Einstein developed the theory of relativity, he reportedly started playing with the ridiculous idea : What if I could sit in the back of the light beam ?
learning by doing
What have happened in the evolution of Education?
LEARNER EDUCATOR RELATIONSHIP ORGANIZATION WELL-BEING
Passive recipient Authority One way
Teacher orientedCentralized, closed
system Demand of well behaving
Ability to memorize Teacher Depends on results Centralized, less
closed Demand of good results
Explore new results Expert Dialogue with
individualsDecentralized, open
systemFullfilling the physical and
educational minimum standards
Explore new ideas Facilitator, mentor Team dialogue Network Learner is seen as a person with
different skills and disabilities
Creating the Future
Coach of the classroom’s team
coaches
Open space (local&global) dialogue with diverge and
converge discussion
New educational/digital eco-system
Individuals well-being connected with the well-being of community (school, family) brings the results
of maximum output
1.0 Authority ->1970
2.0 Results ->1980
3.0 Learner ->1990
4.0 Innovation ->2000
5.0 Future school Co-creation model 2020?->
FOCUS +/- 10 years
copyright Jukka Sinnemäki 2017
The potential of every individual shoud be maximised
Key question to every educator: How we get this person from here to there?
Here
There
What is person’s here -the current state?
What is person’s there - the full potential?
Traditionally we try to solve the person’s problem with educational methods,
like additional teaching after the school
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Educational megashift from a structure to a process
Departments of the Education are building constantly heavy structures for schools all over the world, instead of finding ways to support
individual’s learning processes.
Structure Process
StructureProcess
We have to make a megashift from structure of a schoolsystem to a process of a learner.
Megashift
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Can less teaching be more learning?According to the scientific research well-being is connected to
motivation, happiness, concentration and learning results.
This is not new knowledge
The new thing is that we can create a strong learning process by making the pedagogical decisions through the measured
well-being results.
By doing that the teacher can reach into individuals every day life 24/7 and through that knowledge adjust students process either direction. Side product of the process is reaching the
person’s maximum learning potential.
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What I have found out?The picture of my schoolday is a result of my students 16 hour lifestyle outside the school.
It is possible to pass your thinking to an individual outside the school without you being there.
Three important words from Simon Sinek: Why, how and what.
Concentrating on the WHY-word in my teaching I have gained results with my students. After the why comes how and what. It all about process. Students get the evidence of their real life from the monitors that are measuring the body symptoms about stress, recovery and activity. By understanding your body you can discover your soul.
By reaching the heart of a student, you will reach the whole family and community.
copyright Jukka Sinnemäki 2017
Key process and numbers
Key points
-methods and measurements for holistic well-being at school go hand in hand -to individual approach promote the experience of the meaningful school work -> involves the family as well-well-being is to strengthen the student´s own identity and the ability to work and live with others-well-being creates the conditions for sustainable lifestyle - two weeks is enough to maintain the habit-less teaching is more learning-stress and bulling can be measured through monitors-better well-being is strongly connected to motivation, happiness, concentration and learning results-results…
CreatorGo-concept model Subjective
monitorObjective monitor
Combined well-being data according to weekly timetable
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Structure of National Curriculum in Mathmatics in 5th grade
Decimal numbers
Basic Calculations
Geometry
Optional themes Fractions
Statistics and Probability
Measurements
Revision and optional themes
Summer vacation 9 weeks
Each topics 6 weeks
The challenge for students with themes is that they are taught only ones in the year
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Christmas vacation 2-3 weeks
Process based cycle model of National Curriculum in Mathematics in the 5th grade
Decimal numbersBasic Calculations
Geometry
Optional themes
Fractions
Statistics and Probability
Measurements
Summer vacation 9 weeks
Each topics 2-3 weeks
1
1
1
1 2
2
2
2
3
3
3
7
4
4
4
6
5
5
5
6
6
7
7
4
3
Each theme is level based learning for each individuals and each theme is
repeated at least 2-3 times in the year
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an ordinary math lesson
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456789
10
STARTING LEVEL 3RD 6TH 9TH
4th Grade Math Averages
Interested?
Thank you for letting me to share a moment of my
life as an Finnish teacher / educator and
researcher
copyright Jukka Sinnemäki 2017
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