eia plenary talk 2011

8/12/2019 Eia Plenary Talk 2011

1/36

Fundamentals of Effective EducationEducation Industry Association, San Francisco July 2011

James Clawson

Darden School of Business

University of Virginia


2/36

James G. Clawson 2

Levels of Human Activity

1. VISIBLE BEHAVIOR

2. Conscious Thought

3. VABEs(Values, Assumptions, Beliefs, and Expectations about theway the world is or should be)

HABITUAL?


3/36

Aristotle

We are what werepeatedly do.

Excellence then, is notan act,

but a habit.

3


4/36

GENIUS

is the art

of

non-habitual

thought.

William James

4 JGSC/L3L llc


5/36

The Human Brain

Developed by James G. Clawson

5

Is growing at birth at the rate of 250,000 cells/min. Has an adult complement of some 100 billion cells.

Has neurons that can make about 10,000 connections.

or One Quadrillionsynapses.

Contains the pathways we use develop and mature. The

pathways we dont use atrophy and wither away. speech,

handedness etc.

Houses, over time, the physiologicalcircuits/preferences in

the way we think, speak, behave, and even emote.


6/36

GENESADD

ADHD

BPD

OCD

Etc.

MEMEs

VABEs

The Formative Years

6

TRANSCENDER?K, L, A

Choice Theory (Glasser)1. IKWRFY2. IHARTTYWRFY3. IHARTPYIYDDWRFY

Key Questions

1. When Im cold

2. When Im hungry

3. When Im wet

4. When Im alone and afraid

Newborn

Two key legacies

Generation toGeneration

GENEs

? ?


7/36

Learning Theory

(Pedagogy and Andragogy)

7


8/36

Kolbs Learning Cycle

CONCRETE

EXPERIENCE

REFLECTIVE

OBSERVATION

ABSTRACT

CONCEPTUALIZATION

ACTIVE

EXPERIMENTATION

8


9/36

Kolbs Learning Styles

CE

RO

AC

AE

ACCOMMODATORS DIVERGERS

ASSIMILATORSCONVERGERS

Scores computed by AE-RO and AC-CE 9


10/36


CE

RO

AC

AE



Scores computed by AE-RO and AC-CE 10


11/36


CE

RO

AC

AE



11


12/36


13/36

Kinds of Learning

Ken Bain

Superficial: cocktail party facts

and trivia

Strategic: to get the result(grade/bonus)

Deep: consider and refine world

view

13

What the Best College Professors Do, Ken Bain


14/36

1. They try to answer questions or solve

problems they find interesting, intriguing,

important, or beautiful;

2. They can try, fail, receive feedback, and

try again before anyone makes a

judgment of their work;

3. They can work collaboratively with other

learners struggling with the sameproblems;

4. They face repeated challenges to their

existing fundamental paradigms;

5. They care that their existing paradigms do

not work;

6. They can get support (emotional,

physical, and intellectual) when they need

it;

7. They feel in control of their own learning,

not manipulated;

8. They believe that their work will be

considered fairly and honestly;

9. They believe that their work will

matter;

10. They believe that intelligence and

abilities are expandable, that if they

work hard, they will get better at it;

11. They believe other people havefaith in their ability to learn;

12. They believe that they can learn.

Source: The Research Academy for UniversityLearning at Montclair State University

Montclair, New Jersey

14

People learn best and most deeply when


15/36

Kinds of Thinking

Knowing Follow the rules

Understanding Follow the values behind the rules

Thinking Solve problems using contingentprogrammed solutions

Learning Constant gathering of data andconstructive dissent to staycurrent

15

Unlearning the Organization, Michael McGill, John Slocum, Organizational Dynamics,

Autumn 1993


16/36

Kinds of Learning

Knowing Learning the rules learning toconform

Understanding Learning the values learning why weconform

Thinking Learning the links between problemsand solutions learning how to solveproblems

Learning Learning how to observe phenomenaand challenge tradition learning to

see and to adapt and to transcend

16Unlearning the Organization, Michael McGill, John Slocum, Organizational Dynamics,Autumn 1993


17/36


18/36

Does experience lead to wisdom?

Most people do notaccumulate a body ofexperience. Most people gothrough life under-going aseries of happeningswhichpass through their systemsundigested.

Happenings become experienceswhen they are

digested, when they are reflected on, related to

general patterns, and synthesized.

Saul Alinsky, Rules for Radicals, quoted by Henry Mintzberg in The Five Minds of a

Manager HBR 11/03 18


19/36

Level of Educational Focus

1. Visible Behavior?

2. Conscious Thought?3. VABEs?

19


20/36

The Number One Question in Life

Will you ever be anythingmore than a vessel

transmitting the GENEsand VABEs of previous

generations on to thenext?

When youre no longera defenseless child,will you become a

transcender? James G. Clawson 20


21/36

SEE SEE

One Big Problem is

21

SEE

SEE

OTHERS

SELF

PUBLIC PRIVATE

BLINDSPOTS

JGSC/L3L llc


22/36

In search of high performance

SubparPolar Bears

Extra-ordinary

Ordinary

Good Enough

1s 2s 3s 4s 5s

How do you shift this distribution?

22 James G. Clawson


23/36

Did poorly in school?

23


24/36

What happens when one crosses the

divide between choice and obligation?

CHOICE OBLIGATION

Energy?

Productivity?Creativity?Innovation

Engagement?Commitment?

Buy-In?

James G. Clawson

24 24


25/36

The obligatory commute to school

James G. Clawson 25


26/36

Levels of BUY-IN

James G. Clawson 26

1. Passion (What you ask is the #1 thing in my life.)2. Engagement (I wantto do what you ask.)

3. Agreement (I will do what you ask. Period.)

4. Compliance (Okay but where are the loopholes?)

5. Apathy (I just dont care.)

6. Passive Resistance (Oops!)

7. Active Resistance (No way in hell.)


27/36

Going to Learn

27


28/36

Mood and Energy Contagion

Mood is infectious.

Energy is infectious.

Helpful ideas (memes/VABEs) are infectious. Fun is infectious.

Success is infectious.

28


29/36

Are teachers willing to

Consider that they might be part of the

problem of under-motivated students?

Consider how their style is infecting students?

Re-examine their VABEs about learning and

learning facilitation?

Try new skills that fit the students?

29


30/36

Strategy Map Overlay

Business

Financial Results

Customer Value Proposition

Core Capabilities/ ValueChain

HC + SC + OC

Education

Learning (what kind?)

Student Engagement

Core Capabilities HC + SC + OC

Assets!

Tangible

become

AssetsIntangible

How

30

D h f l


31/36

Does how you feel

affect your performance?

How many times have you been asked bysupervision at work how you want to feel?

Do you KNOWhow do you WANTto feel?

The pervasive management assumption:

PWD WTHTD ROHTF

This is a formula for mediocrity.

James G. Clawson 31

F i F l t P f


32/36

Focusing on Feel to Perform

Dave Scott49, Six-time Ironman Hawaii Champion

During a race, I never

wear a wristwatch, and

my bike doesnt have aspeedometer. Theyre

distractions.

Outside, 9/03, p. 122

All I work on is finding a rhythm that feels

strong and sticking to it.

32 James G. Clawson


33/36

I stopped loving golf at exactly the

time I decided to turn pro.

- Tom Weiskopf , Golf, July 2004, p. 133

Whats the difference between

ajob and work?

People pay me a lot of money to go away

from my family, stay in cheap motels, ride onthe bus all night, and eat rubber chicken. But

when the curtain goes up and the light on

the camera goes on, THAT I do for free.- John Molo, Grammy winning musician

33 James G. Clawson


34/36

Implications for Educators

Consider all three levels of learning.

Respect the energy level of learners.

Repetition is critical to building circuitry.

Make learning fun, even the repetition. Make learning choiceful.

Re-examine your own style (habits) and energy.

Use multiple channels to engage learning

differences. Make learning opportunities relevant.

Clarify your student-value-proposition. SVP

34


35/36

Education is about

managing energy,firstin yourself,

and thenin those

around you.

James Clawson 35


36/36

36

eia plenary talk 2011

Documents