adaptive learning for the 21st century learner

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2014 Conference Learning in a Volatile and Chaotic World Rebecca Robinson and Graham Hart

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The world is volatile and uncertain so how do we foster adaptive learning in children and adults? . What is the difference between child and adult learning? A conference key note from Mantle leaders in leadership and learning

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  • 1. Rebecca Robinson and Graham Hart
  • 2. Overview Learning is largely a voluntary process 3. leadership culture supports business success We each have a different hypothesis on how the world is We are hardwired to cope with changing lives! Our brain can work top down or bottom up The future needs adaptive and flexible learners
  • 3. The future needs adaptive and flexible learners
  • 4. Its a VUCA world Volatile Complex Uncertain Ambiguous
  • 5. Parents and Caregivers have busy and complicated lives Many children's lives today are characterised by instability and change
  • 6. The Average Worker is interrupted every 11 minutes Research by Gloria Mark (reported in The New York Times Magazine in October 2005: Meet the Life Hackers by Clive Thompson), It takes those same workers about 25 minutes on average to return to the original task
  • 7. The future needs adaptive and flexible learners Open and adaptable Personality One size does not fit all Nourish and encourage thinking Goals and agendas Work with what's there
  • 8. Perhaps the most critical foundation to learning? Imposed Change Self esteem
  • 9. Learning is largely a voluntary process
  • 10. Building on previous knowledge Child learning theory stresses that children learn best when: Involved in social interaction and play Te Whriki- empowered and holistic approach Intrinsically motivated Exactly the same with adults
  • 11. To learn by thinking, Adult learners also need opportunities to think, to understand, and to apply. To learn by understanding,. To learn by applying They choose where to focus their attention
  • 12. Learning is a Voluntary Process Novelty and stimulation Responsive curriculum Obtain engagement Forward thinking Appropriate challenge Assessment Blended approaches
  • 13. We each have a different hypothesis on how the world is
  • 14. More may have been learned about the brain and the mind in the 1990s, than during the entire previous history of psychology and neuroscience. Antonio R. Damasio, 2005 Recent insights about the brain
  • 15. Our miraculous brain creates meaning out Action Potentials
  • 16. And it is rather good at it
  • 17. But it can be confused
  • 18. hypothesis on how the world is Who am I? Experiences Schema Dispositions Community Culture Family
  • 19. Insights and Action Adaptable, flexible, responsive and INTERESTED teachers. Listen to the childs language and questions Clear identified priorities for childrens learning Meaningful connections to Te Whriki Mori perspectives are considered
  • 20. We are hardwired to cope with changing lives!
  • 21. Brain in brief
  • 22. The brain hardwires everything it can Decide, understand, memorize, inhibit, recall Hardwiring Minimal effort, massive capacity, hard to distract Versus Working memory
  • 23. Perception is driven by hardwiring Every brain sees the world differently, based on its hardwiring. We can override this hardwiring and consciously influence our perceptions.
  • 24. Changing old wiring is very difficult Its an attention economy in the brain. The more focus we give any circuit, the more we deepen that circuit in the brain. You cant change or get rid of wiring by looking for why it exists.
  • 25. Creating new wiring is easy We are constantly creating new maps. We reconcile dilemmas by creating new maps. This occurs as a moment of insight.
  • 26. We are hardwired to cope with changing lives! Learning through People, Places and Things. Real purposes, real experiences, real tasks, real audiences, repetition. Attachment The importance of developing true partnership with whnau/their aspirations/their cultural and social priorities.
  • 27. Our brain can work top down or bottom up
  • 28. Our emotions play a critical role in our learning
  • 29. Impulse - control is a limited resource
  • 30. Insights and Action Children are all different Children react differently Look to foster coping skills and resilience Start working on emotional intelligence Provide choices/ teach children to use language/promote and engage in play Provide consistency Encourage childrens I can do attitude.
  • 31. In Conclusion The wider the range of possibilities we offer children/ (adults) , the more intense will be their motivations and the richer their experiences. We must widen the range of topics and goals, the types of situations we offer and their degree of structure, the kinds and combinations of resources and materials, and the possible interactions with things, peers, and adults (others). Loris Malaguzzi http://www.mantle.co.nz/
  • 32. " Sign up for our newsletter And get a free 3 video series plus free resources : Doubling Your Impact as a Leader http://www.mantle.co.nz Follow us on LINKED IN http://www.linkedin.com/company/mantle-leadership Twitter Graham@leadbydesign