My keynote presentation for the National History Teachers' conference 2011.

2. E: cpaterso@shore.nsw.edu.au

3. T: cpaterso(Dan Pink, A Whole New Mind)

8. The Instructional Core CONTENT Task STUDENT TEACHER

9. “The majority of the 20,000 tasks that make a school career are teacher specified, cognitively simple, and done either by oneself or involve listening to the monologue of an adult.” Fisher & Hiebert

10. Schools are compliance-oriented, bureaucratic structures, based on adults’ fearsof children running out of control.

11. What is something that you understand really well?

12. How did you develop that understanding?

13. Being able to resolve new problems Working with a good mentor Lots of hands-on practice Asking questions Talking with others Making mistakes Teaching it to someone else Spending lots of time

17. “To understand is to invent” Jean Piaget

18. Social interaction and shared understanding

19. “To be confused is good. Glorify confusion.” Eleanor Duckworth

20. Trust the content and trust the minds of the learners.

21. Actively inquire into student thinking

22. The key determinant of whether a student attends to a given type of knowledge is whether the student considers the knowledge important.

23. Ask them

24. “Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he understands and in the way he understands it.” (SorenKierkegaard, 1854)

25. Enable students to educate themselves

26. Where teachers listen and learners explain

27. “Customizationis the disruptive innovation...Customized learning is the innovation that forces schooling to adapt.” Professor Chris Dede

28. “Create engaging , relevant, and personalized learning experiences for all learners” US National Education Technology Plan

29. Border crossers: http://www.youtube.com/watch?v=JuFsDN8dsJU

31. Headlines If you were to write a headline for this presentation that captured the most important aspect, what would that headline be?

33. Classroom isolation leads teachers to fall back on the ‘apprenticeship of observation’ that they undertook as school students.

34. Spray and pray Schools persist in practices that do not work.

35. “Conventional forms of professional development are virtually a waste of time.” Vivian Troen & Kitty Boles

36. “Teachers continue to work alone in cell-like classrooms, separated from other teachers, in physical structures that resemble prisons and mental hospitals.” Vivian Troen & Kitty Boles

37. “Schools learn collectively in teamsand teachers get better by working in teams on teaching issues.” Professor Richard Elmore

38. “When a group is working well, we learn to listen to and respect diverse points of view, to share and exchange knowledge, and to clarify, modify, and extend our own thinking.” Project Zero

39. “Watching most teams operate in schools is like watching Astroturf grow. “ Professor Richard Elmore

40. “Leadership is about building highly functional people into highly functional teams.” Professor Richard Elmore

41. Think of a group that you are (or were) part of that learned really well . . . what made it function so well?

42. Marshmallow challenge: http://www.youtube.com/watch?v=H0_yKBitO8M

43. Training group members to function as such prior to group engagement can improve interactions and increase productivity.

44. The Race 400-600 miles, non-stop Primal Quest Adventure Race Multi-disciplinary, expert teams Unknown terrain, multiple routes Challenges: mental and physical exhaustion, navigational errors, injury 75-95 teams each year 55% of teams do not finish Avg age=37, Avgexp=5.5 yrs $250,000 purse

45. Map of Race 2004 Race Overview Day 4-5 Day 1-2

46. How do claims of knowing vary across teams? 70% Conditional Claims 50% Assertive Claims 30% Low Team Performance High

48. “we” Team talk “let’s”

49. Conflict is normal, inherent, and essential to community practice and organisational learning.

50. Risk-taking

51. Distributed leadership

52. Common purpose

53. 80% of professional knowledge is built informally.

54. A development culture, not a compliance-oriented culture.

55. “The job of a leader is to follow the work, not to dictate the work.” Professor Richard Elmore

56. Networks rather than hierarchies

57. “Our future is not a future of fixed practices. Our future is a future of dramatic transformations. The more I know about learning, the more problematic I find this institution called school.” Professor Richard Elmore

58. While it used to be adequate for people to do as they were told, today people are needed who “understand themselves and their world at a qualitatively higher level of mental complexity.”

59. Try this Selective Attention Test: http://www.youtube.com/watch?v=Zz5yKiHHbs4

60. “Our individual beliefs – along with the collective mindsets in our organizations – combine to create a natural but powerful immunity to change.”

61. I used to think… Now I think… A routine for reflecting on how and why our thinking has changed