why don’t more teachers use technology? how can we help teachers overcome these obstacles? how do...
TRANSCRIPT
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Teaching Your Teachers About Technology
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Turning this…
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Into this…
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A lesson in four parts:
•Why don’t more teachers use technology?•How can we help teachers overcome these obstacles?•How do people learn?•What strategies can we use to help teachers learn?
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Fundamental Attribution Error, Mindset, Expertise, Reluctance to Change
Why Won’t My Teacher Use More Technology
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Fundamental Attribution Error
•When a problem with a person is really a problem with the situation.•We tend to attribute people’s behaviour to their core character rather than to their situation. • It's the Situation, Not the Person.
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Fundamental Attribution Error
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Issue One: Mindset
• Take the survey•Watch the video•What do you think?• The Talent Myth video
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Issue Two: Expertise
• 10 000 Hour Rule•Watch the video• You, driving a car for the first month = your teacher, using technology
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Cutting Edge Technology Eighties-Style
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Why Teachers Don’t Change
Need for certainty, control
and simplicity
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Why Teachers Don’t Change
Seek examples to confirm
current methods
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It worked for me so it will work for you
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Why Teachers Don’t Change
Some teachers do not seek evidence that demonstrates
what we do doesn’t work
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Why Teachers Don’t Change
Student is the problem when he/she doesn’t learn, teacher is the cause when the
student learns
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Why Teachers Don’t Change
Teachers build up an immunity to new or different ways of doing
things
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Changing Mindsets, Developing Expertise, Seeking Success
How You Can Help
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Helping Your Teachers Change Their Mindset
• Listen for times when they are listening to their fixed mindset• Talk to them with a growth mindset• Praise their effort not their ability
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To Become An Expert…
It takes considerable, specific and sustained efforts to do something
you can’t do well or at all.Progress is built on failure
Feedback – if you don’t know what you are doing wrong, how will you
know what you are doing right?
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Creating Change
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The Rider and the Elephant
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Direct the Rider
• FOLLOW THE BRIGHT SPOTS. Investigate what’s working and clone it. • SCRIPT THE CRITICAL MOVES. Don’t
think big picture, think in terms of specific behaviours • POINT TO THE DESTINATION. Change
is easier when you know where you’re going and why it’s worth it.
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Motivate the Elephant
• FIND THE FEELING. Knowing something isn’t enough to cause change. Make people feel something.• SHRINK THE CHANGE. Break down
the change until it no longer spooks the Elephant. • GROW YOUR PEOPLE. Cultivate a
sense of identity and instill the growth mindset.
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Shape the Path
• TWEAK THE ENVIRONMENT. When the situation changes, the behaviour changes. So change the situation. • BUILD HABITS. When behaviour is
habitual, it’s “free”—it doesn’t tax the Rider. Look for ways to encourage habits. • RALLY THE HERD. Behaviour is
contagious. Help it spread.
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Thought, Attention, Memory
How Do People Learn Best?
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People are naturally curious
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But we aren’t naturally good thinkers
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Thinking is slow, effortful and uncertain.
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Unless conditions are right, we will avoid thinking
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And rely on what we did before or what we remember
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However, successful thinking is pleasurable
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For
thinking
,
success
ful =
solvable
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For a problem to be solvable, we must have:
•Adequate information from the environment•Room in working memory•Required facts and procedures in long-term memory
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Background knowledge is necessary for cognitive skills
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Factual knowledge improves your memory
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Understanding is Remembering in Disguise
•We understand new things in the context of things we already know, and most of what we know is concrete
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Memory is the residual of thought…
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We remember what we pay attention to.
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So, how do you keep a learner’s attention?
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Keeping Attention
• Cover one concept in 10 minutes• 1st minute is the ‘gist’, no details• Next 9 minute used to provide a detailed description of a single general concept
• Chunking• No Multitasking• Brain processes meaning before detail
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Now that we have their attention, how do we help them remember what we taught?
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What we remember
•Emotions•Stories•Patterns •Meaning
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We
rememb
er
emotion
s…
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We remember stories
CausalityConflictComplicationsCharacter
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For things that don’t lend themselves to stories:
•Use mnemonics•First letter method (HOMES)•Songs and rhymes (30 days has September…)
•Mnemonics give you cues• Impose order on the material
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Direct Instruction, Problem Solving, Spaced Practice
Teaching Strategies that Work Best
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Direct Instruction• What are learning intentions?• Success criteria (how will I know I have taught the
material successfully)• Building commitment and engagement (use a
‘hook’)• Input, modeling, check for understanding • Guided practice• Closure• Independent practice
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Problem-Solving Teaching• Understand the problem• Obtain/create a plan of the solution• Carry out the plan• Examine the solution
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Spaced Practice
• Repeat to remember
• It is virtually impossible to become proficient at a mental task without extended practice
•What should you practice?• Processes that need to become automatic