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Learner

This is where Ar*cial Intelligence has already reached


h5p://www.youtube.com/watch?v=-QYchgv5dMM

What skills, competencies and disposi*ons will you need to ourish in the 21st century?

The Evolving Story of Education...

Agrarian Age
- 3Rs - No formal educa*on

Industrial Age!
"

- 3Rs + Technical skills + Basic Cogni*ve skills

Information Age!
"

- 3Rs + Basic Cogni*ve skills - Knowledge in a Domain (college degree)

We are NOW in the midst of a Phase

Change and do not know what the future


will hold

Language Writing Printing Press Internet

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...

From 99c to 1c we cannot anticipate what will happen at 0c

From 1c to 99c we cannot anticipate what will happen at 100c

Phase Change...

I N T E ctivity ne r-con Hype R Computers N E Complexity on t to mat i

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

E.g. Profession of Doctor


Self-diagnos*cs blood pressure, diabe*c Automated X-ray reading (radiologists) Pace maker linked through internet to a doctor

Knowledge Age!
"

- Knowledge in a Domain" - Higher Order Cognitive skills "


- Learning to Learn" - Learning to Think" - Learning to Tell" - Empathetic Collaboration" - Learning to Earn" - Learning to Be"

To survive and thrive in the 21st century


Knowledge explosion Learn to Self-Learn

learn to self-learn and keep reinventing yourself

Learn to learn and become an excellent SELF-DIRECTED LEARNER

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

You are the Counselor


Your friend, Alisha, who is generally considered a good vocalist, was going to the inter-school music compe**on. Although she was a li5le anxious, she was condent that she would be among the top three. You were accompanying her for support and encouragement.
Based on Carol Dwecks book Mindset http://mindsetonline.com

You are the Counselor


There were four events and the person with the highest score would be the winner. Alisha performed well but others were be5er. By the *me the compe**on was over Alisha was not in the top three. In fact, she did not even get a special men*on from the judges.
Based on Carol Dwecks book Mindset http://mindsetonline.com

What would you tell Alisha and why?


1.Hey Alisha, I think you were the best. 2.You denitely deserved a spot in the top three. The judges were biased! 3.Reassure her that it was just a music compe**on and that is not very important. 4.You denitely have the ability and will surely win next *me. 5.You didnt really deserve to win.

Pause, Ponder, Discuss

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.

From Carol Dwecks book Mindset http://mindsetonline.com

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?

From Carol Dwecks book Mindset http://mindsetonline.com

The third (reassure her that music doesnt really ma5er) teaches her to devalue something if she doesnt do well in it right away.

From Carol Dwecks book Mindset http://mindsetonline.com

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?

From Carol Dwecks book Mindset http://mindsetonline.com

The last op*on (tell her she didnt deserve to win) seems hardhearted. But thats pre5y much what you should have told her.

From Carol Dwecks book Mindset http://mindsetonline.com

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

You can test your Mindset here


h5p://mindsetonline.com/testyourmindset/step1.php

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

Joachim de Posada: Don't eat the marshmallow!


h5p://www.ted.com/talks/joachim_de_posada_says_don_t_eat_the_marshmallow_yet.html

The Marshmallow Experiment


In a longitudinal study done in the 1960s at Stanford University, a group of four-years-olds were given one marshmallow and promised a second one on the condi*on that they wait for 20 minutes before ea*ng the rst marshmallow Children were able to wait for dierent periods of *me, some could not wait at all, some could wait for 4-5 minutes and others for a longer period of *me

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

How to Cultivate Grit Long-term Goals


10,000 hours to mastery

(Ericssons research and Outliers book by Malcolm Gladwell)

Angela Lee Duckworth on GRIT


h5p://www.youtube.com/watch?v=qaeFnxSfSC4

You can nd your Grit Score here (opens a PDF)


h5p://www.sas.upenn.edu/~duckwort/images/17-item%20Grit%20and%20Ambi*on.040709.pdf

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

Inner con(licts of a learner could be...


Trying is the first step towards failure
- Homer Simpson

Cynicism, Skepticism, Frustration, Failure Inertia to Act or lack of energy and enthusiasm

Fear of Failure or Ridicule


(what will others think of me)

Wrong Beliefs

Inner con(licts of a learner could be...


Lack of Self-Efficacy
Self-belief about lack of abilities, that in-turn leads to lesser effort being put into learning

Boredom & Anxiety

Ambiguity or Lack of Clarity

Focus on Problems not Solutions

Overcoming Inner Conicts!


The moment you nd yourself blaming something or

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

We realize we have a choice!

Changing your Perspective


Once upon a time there was a


boy who was heart-broken because he got F grade in Math and Science. He thought to himself he was no good at studies...

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)?"

" Deep interest and


condence?"

" "

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...

Your Mind or rational side is THE RIDER

Your Heart or emotional side is THE ELEPHANT

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!

Managing your Attention

A5en*on Management
A5en*on vs Distrac*on (wandering thoughts) Focus Mindless vs Mindful studying

Are you good at mul*tasking? Watch this carefully

h5p://www.youtube.com/watch?v=vJG698U2Mvo

How do we stay focused? To understand this lets look at

play, because while playing we are usually naturally a5en*ve


This happens because our mind

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

Thus, the more we deliberately engage with a task the more

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

What Facilitates Deep Understanding

Based on Howard Gardners work

The Learning Journey


1. Make predic*ons to ac*vate Prior Knowledge 2. Build curiosity and re up intrinsic mo*va*on to learn 3. Make learning contextually relevant 4. Secure cogni*ve commitment (for the learning adventure) 5. Ac*vely engage with the learning material 6. Make connec*ons (with prior knowledge / bigger picture) 7. Update Mental Model

KWL-Plus Learning Strategy


KWL-Plus is a self-ques*oning strategy for learning Know - making predic*ons, invoking prior knowledge Want to Know - genera*ng interest in the topic by posing ques*ons about expecta*ons from the text Learn - Plus - reec*ng upon the text through techniques like lis*ng, mapping and summarising

Learning Journal

Managing your Morale

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

udent ood st th - a g o rner! to be b lifelong lea u need Yo llent, n exce and a

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:

Factors that inuence Intrinsic Motivation!

Autonomy: the urge to direct our own lives


Mastery: the desire to get better and better on something that matters
Purpose: a yearning to do something larger than our self-interest

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

I am the master of my fate: I am the captain of my soul.

From the poem, Invictus

Questions, Comments, Suggestions?


Feel free to email me: Atul Pant Atul.Pant@TimelessLifeskills.co.uk atul.pant@gmail.com

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