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What skills, competencies and disposi*ons will you need to ourish in the 21st century?
Agrarian Age
- 3Rs
- No
formal
educa*on
Industrial Age!
"
Information Age!
"
The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months - ASTD
Phase Change
While
in
the
midst
of
a
Phase
Change
it
is
very
dicult
to
predict
what
the
future
will
hold...
Phase Change...
Au
We
are
currently
preparing
students
for
jobs
that
dont
yet
exist...
using
technologies
that
havent
yet
been
invented...
in
order
to
solve
problems
we
dont
even
know
are
problems
yet.
- Richard
Riley,
Secretary
of
EducaCon
under
President
Clinton
Think...
How
will
a
tradi*onal
profession
like
engineering
or
banking
transform
due
to
computerisa*on,
automa*on,
connec*vity
Knowledge Age!
"
Learner Dispositions
for the 21st Century
1.
Growth
Mindset
Intelligence
is
not
?ixed,
it
grows
with
hard
work
2.
Grit
Dabbler
vs.
Dilettante
3.
Emo*onal
Resilience
Dealing
with
Inner
Con?licts
4.
Intrinsic
Mo*va*on
Autonomy,
Mastery,
Purpose
Learner Dispositions
for the 21st Century
1.
Growth
Mindset
Intelligence
is
not
?ixed,
it
grows
with
hard
work
2.
Grit
Dabbler
vs.
Dilettante
3.
Emo*onal
Resilience
Dealing
with
Inner
Con?licts
4.
Intrinsic
Mo*va*on
Autonomy,
Mastery,
Purpose
The rst (you thought she was the best) is basically insincere. She was not the best you know it, and she does too. This oers her no recipe for how to recover or how to improve.
The second (judges were biased) places blame on others, when in fact the problem was mostly with her performance, not the judges. Do you want her to grow up blaming others for her deciencies?
The third (reassure her that music doesnt really ma5er) teaches her to devalue something if she doesnt do well in it right away.
The fourth (she has the ability and will next *me) may be the most dangerous message of all. Does ability automa*cally take you where you want to go? If Alisha didnt win this meet, why should she win the next one?
The last op*on (tell her she didnt deserve to win) seems hardhearted. But thats pre5y much what you should have told her.
Carol
Dwecks
work
shows
that
people
have
one
of
two
mindsets
about
intelligence
and
ability
(mindsets
are
beliefs
about
yourself)
Either
they
believe
they
have
xed
intelligence
i.e.
their
abili*es
are
innate
Or
they
believe
intelligence
and
abili*es
can
grow
through
hard
work
Fixed Mindset!
Growth Mindset!
Intelligence and talent are xed traits
Talent alone, without effort, creates success
Intelligence - if you have it you have it, if you dont you dont
You have to be awless, right away
Intelligence and talent can be developed through dedication and hard work
Brains and talent are just starting points, love of learning and resilience matters more
Years of passionate practice and learning brings success
Stretching yourself and sticking to it, even when things are not going well
Much can be achieved through years of passion, toil and training
For people with xed mindset, set-backs are trauma*c because they destroy their self-belief that they were innately intelligent and talented They do not admit or correct their deciencies
People with growth mindset take failure in their stride because they believe performance can be improved through hard work They challenge themselves and set stretch goals and hence increase their abili*es, even if they fail at rst
Learner Dispositions
for the 21st Century
1.
Growth
Mindset
Intelligence
is
not
?ixed,
it
grows
with
hard
work
2.
Grit
Dabbler
vs.
Dilettante
3.
Emo*onal
Resilience
Dealing
with
Inner
Con?licts
4.
Intrinsic
Mo*va*on
Autonomy,
Mastery,
Purpose
The Stanford University researchers then followed the progress of each child into adolescence and beyond and found that those with the ability to wait longer were be5er o (e.g. be5er SAT scores, be5er jobs and be5er rela*onships) The experiment, which has been repeated at other places with similar results, shows that the ability to delay gra*ca*on in exchange for long-term achievement is impera*ve for life success
The experimenters have also found that self-control to delay ea*ng the rst marshmallow is based on childrens ability to formulate strategies for self-control E.g. some children said that they thought to themselves that the marshmallow was just a pain*ng, it was not real and hence could resist ea*ng it
Self-control
or
ability
to
resist
tempta*on
is
good
for
standard
achievement,
like
maintaining
a
diet,
or
scoring
a
high
GPA
But for really high achievement, where the challenge is great, like solving a complex social problem, or becoming a celebrity rock star, you need GRIT
Grit
=
tenacious,
dogged,
perseverance
to
pursue
a
long- term,
almost
impossible
goal
(Westpoint
Military
Academy
and
Spelling
Bee
Contest)
Grit is opposite of being a dile5ante or dabbler Grit is not abandoning a pursuit because something novel, or an obstacle comes up Grit is sustained passion
You can think of grit as the stamina to learn Learning is like running a marathon, you need stamina Despite boredom or disappointment you need to stay
the course
A
short
video
I
made
to
explain
Time
Span
of
Discre*on
(amount
of
*me
one
is
capable
of
spending
on
a
task)
to
my
11-year
old.
Its
About
Time
-
http://www.youtube.com/watch?v=BN9FkPz2-LA
Learner Dispositions
for the 21st Century
1.
Growth
Mindset
Intelligence
is
not
?ixed,
it
grows
with
hard
work
2.
Grit
Dabbler
vs.
Dilettante
3.
Emo*onal
Resilience
Dealing
with
Inner
Con?licts
4.
Intrinsic
Mo*va*on
Autonomy,
Mastery,
Purpose
Whenever
you
set
a
stretch
goal
for
yourself,
you
feel
the
pressure.
To
relieve
this
pressure
you
can
either
lower
your
goal
or
you
can
move
towards
your
goal.
Based
on
Peter
Senges
book
The
Fifth
Discipline
But
while
moving
towards
your
goal
there
are
inner
conicts
that
hold
you
back.
Typical
nega*ve
inner
conicts
are
you
think
you
are
either
powerless
and
incapable,
or
you
believe
you
are
unworthy
i.e.
you
do
not
deserve
what
you
desire.
Based
on
Peter
Senges
book
The
Fifth
Discipline
Cynicism, Skepticism, Frustration, Failure Inertia to Act or lack of energy and enthusiasm
Wrong Beliefs
somebody for your problems you need to immediately pause leading you to blame others
Consider
if
it
is
not
some
inner
conict
in
yourself
that
is
Mental
structures
we
are
unaware
of
hold
us
prisoners
Once
we
can
iden*fy
them
and
name
our
inner
conict
(e.g.
I
think
I
will
not
be
able
to
achieve
my
goal
because
inside
me
I
believe
I
am
not
worthy
of
it)
their
hold
on
us
diminishes
Changing your
Perspective
"
Instead of looking at the bad grades he considered his A grade in English" How did I get an A in English?"
"
" Good study habits?" " Hard work?" " Multiple performance
opportunities (writing, debating)?"
" "
He then applied the same learning approach to other subjects" He got a C in Math and Science and a B in History!"
In their book SWITCH - How to Change Things When Change is Hard authors Chip and Dan Heath take a deeper look at process of change..."
They look at the impediment to change as a dilemma between HEART and MIND and use the analogy given by psychologist, Jonathan Haidt...
THE RIDER (mind or rationality)! (+)" - is a visionary (thinks long-term)" - good at planning and direction" - accepts delayed gratication " (-)" - Over analyzes (analysis-paralysis)" - Self-supervision is exhausting"
THE ELEPHANT (heart or emotions)! (+)" - can provide energy and enthusiasm" - responds well to positive emotions" - love, compassion, empathy, loyalty " (-)" - lazy and unpredictable" - desires instant gratication" - negative emotions (loss of energy/
focus)"
To bring about change, you need to appeal to both your rider and your elephant!
A5en*on
Management
A5en*on
vs
Distrac*on
(wandering
thoughts)
Focus
Mindless
vs
Mindful
studying
h5p://www.youtube.com/watch?v=vJG698U2Mvo
is wired such that it seeks variety and in play the s*mulus is constantly changing Every moment of a tennis match is dierent, and if runs are not being scored or wickets are not falling then even cricket becomes boring - we stop paying a5en*on!
Ellen
Langer,
Harvard
Professor
of
Psychology,
conducted
a
study
where
she
asked
par*cipants,
who
did
not
par*cularly
like
classical
music,
to
listen
to
classical
music
One
set
of
par*cipants
was
asked
to
no*ce
three
to
six
novel
aspects about the ac*vity, like no*ce the musical instruments they could iden*fy dierences
Another set was not given any instruc*ons to no*ce The Study revealed that more the dis*nc*ons drawn by
careful no*cing, the more the subjects liked the ac*vity interested we become and more we learn
Langer calls this a mindful axtude to learning - the opposite axtude is a mindless rote or autopilotlearning Connect what you are learning with your life and make it more meaningful Self-reference Eect - informa*on that is related to us is easier to learn While studying we should mentally ask ques*ons about the topic, look at the informa*on from various perspec*ves and relate it to our personal life or of someone we know By making informa*on meaningful we remember it longer
Good
learners
know
how
to
make
learning
interes*ng
by
deliberately
bringing
in
variety
in
what
they
are
studying
For
example,
while
reading
a
book,
they
mentally
ask
ques*ons
and
try
to
answer
them,
look
at
the
book
from
various
perspec*ves
or
think
about
dierent
endings
to
a
story
Learning Journal
What, in your opinion, is the dierence between a student and a learner? Write down the traits of students and learners:
STUDENT
LEARNER
STUDENT
THINK...
What
mo*vates
you
to
study
and
what
mo*vates
you
to
learn
a
new
video
game?
How
do
you
prepare
for
an
exam
and
how
do
you
learn
how
to
use
a
new
mobile
phone?
What
is
level
of
joy
in
study
vs
play?
LEARNER
STUDENT
More
exam
focused
More
emphasis
on
knowing
(because
of
exam
system)
than
on
deep
understanding
Rote
learning
(memorize
and
regurgitate)
Out
of
syllabus
mindset
Why
do
I
need
to
study
this
mindset
Emphasis
on
learning
what
For
a
specic
goal,
like
exam
or
qualica*on
LEARNER
Intrinsic
mo*va*on
to
learn
(e.g.
when
you
learn
a
new
video
game)
More
emphasis
on
deep
understanding
(e.g.
how
can
I
make
the
most
of
my
new
smart-phone)
Emphasis
on
learning
how
Real-world
applica*on,
trial
and
error
approach
(benevolent
axtude
towards
mistakes)
Lifelong
enthusiasm
STUDENT
LEARNER
Hard-working Curious
STUDENT
More
exam
focussed
More
emphasis
on
knowing
(because
of
exam
system)
than
on
deep
understanding
Rote
learning
(memorize
and
regurgitate)
Out
of
syllabus
mindset
Why
do
I
need
to
study
this
mindset
Emphasis
on
learning
what
For
a
specic
goal,
like
exam
or
qualica*on
Hard-working
Curious
LEARNER
Intrinsic
mo*va*on
to
learn
(e.g.
when
you
learn
a
new
video
game)
More
emphasis
on
deep
understanding
(e.g.
how
can
I
make
the
most
of
my
new
smart-phone)
Emphasis
on
learning
how
Real-world
applica*on,
trial
and
error
approach
(benevolent
axtude
towards
mistakes)
Lifelong
enthusiasm
Self-Determination Theory!
THE
MOTIVATIONAL
SPECTRUM
External
RegulaCon
>
IntrojecCon
>
IdenCcaCon
>
IntegraCon
>
Intrinsic
Amo7va7on
Extrinsic
Mo7va7on
Intrinsic
Mo7va7on
Indierent to External Regula7on: you dont want to do Doing something for a task something but do it because someone wants the love of it you to do to it Not for the reward Introjec7on: do it because it enhances your status I will do it because others will value E.g. spending *me me with family, listening Iden7ca7on: I dont really enjoy doing it but to music I will do it because I see value in doing it. E.g. study math Integra7on: I will do it because it aligns with my goals (even though I might not enjoy doing it). E.g. exercise
In his book Drive - The Surprising Truth about What Motivates Us author Daniel Pink suggests that the new operating system for the 21st century, or Motivation 3.0, has three components:
Meta-Learning
Learning
about
your
Learning,
inten*onally
Meta-Cognition
Self-interroga*ng
how
learning
and
performance
can
be
improved
There
is
no
universal
algorithm
for
learning
You
need
to
nd
out
how
you
learn
best
While
you
are
learning
experiment
with
dierent
ways
of
learning
and
gure
out
what
works
best
for
you
Apply
this
new
understanding
of
how
you
learn
be5er
and
keep
improving
Source:
http://eprints.ioe.ac.uk/2803/1/Watkins2001Learning.pdf