TACTICS  TO  RE-­‐INSPIRE    THE  DISENGAGED  LEARNER  

DISRUPTING TEACHING AND

LEARNING

AMBITIOUS TABLE OF CONTENTS

•  Disclaimer •  How to Best Prepare and Expectations •  Visual & Verbal Definitions of Disruption •  Intersecting Themes •  Four Teacherly Activities to Disrupt A.  Facilitating You B.  Facilitating the Design C.  Facilitating the Environment D.  Facilitating the Learner

•  Building a Disruptive Toolkit

DISCLAIMER

By reading this slideshow presentation and all of its contents, including original and unoriginal ideas, visualizations and

seemingly related drawings, you (herein known and acknowledged as ‘the human’), agree forever and in perpetuity to in no way hold

the questionable author responsible, liable or at fault, for provoking your curiosity and/or indifference and/or annoyance,

and for only disclosing a certain amount of content that will likely be presented and elaborated on with too many words and not

enough time in the plenary, and in a different order, and exercised in his workshops at ACLEA’s 51st Mid-Year Meeting in San Diego,

California, USA.

HOW TO BEST PREPARE FOR PLENARY

①  Read the content then forget about it. ②  Be prepared for the unexpected. ③  Come adequately caffeinated. ④  Anticipate that you may have already influenced

the direction and content of the plenary and workshops.

WHAT TO EXPECT

The Plenary and all workshops will provide you with a disruptive toolkit consisting of strategies and tools that aim to deepen

your understanding of teaching and learning patterns in your own context, as well as the opportunity to change them.

WHAT TO EXPECT

Continuing Legal

Education Practices

Disruptive Educational

Practice, Theory & Design

MY DEFINITION OF DISRUPTION V 8.2

“The conscious and persistent attempt to transform established patterns

of teaching and learning in order to re-invent, re-inspire and re-engage

both teacher, and learner.”

DEFINITION OF DISRUPTION SIMPLIFIED

Regular Rhythm Or Pattern

Of Learning

Break in the Pattern

Of Learning

INTERSECTING THEMES

Design  

Reflect   Engage  

INTERSECTING THEMES

“Reflection helps to surface a professional’s tacit knowledge and understanding so that

assumptions are noticed, and the question of whether a particular course of action is still

appropriate can be re-examined and subjected to scrutiny with peers.”

Leering Michelle. (2014), Journal of Law and Social Policy, V. 23, Article 5

Itera;ve  Prototyping   Reflexive  Teaching  

INTERSECTING THEMES

TEACHERLY ACTIVITIES TO ‘DISRUPT’

Facilitating You

Facilitating The Design

Facilitating Others

Facilitating Environment

1   2  

3   4  

Facilitating You

How informed are you of the Motivations and Choices

that inform what and how you teach?

What are you willing to change?

PERFORM A DISSECTION

Bias Theories

Epistemology Habits

Ontology Adaptability

YOU

Reflexive Tools

Journalling

5 Why's What If

Feedback Grid

Free Writing

Storyboard

REFLEXIVE ACTIVITIES

FEEDBACK CAPTURE GRID 1

Adapted from Stanford d.school, 2011

Facilitating The Design

Shared Knowledge in a Community

of Practice

My Body of Knowledge

THE CASE OF RELEVANCE

Implement Refine

RE-DESIGN YOUR MASTERPIECE…AGAIN

Design

ITERATIVE PROTOTYPING: AGILE

   

FACTORS INFLUENCING THE DESIGN

Design

The Groves Consultants, 1996

Facilitating Environment

NEVER TWICE THE SAME

Facilitating Others

RULES OF PLAY

OARRs

A simple visual tool to inspire the feeling of

a co-creative learning environment!

LEARNING ECOSYSTEM

Learner A

My Knowledge

Learner B

Others  

Others  

Learner C

Others  

THE DEBRIEF

FEEDBACK CAPTURE GRID 2

Adapted from Stanford d.school, 2011

BUILDING A DISRUPTIVE TOOLKIT

EASTER EGGS