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Teaching Your Teachers About Technology

Teaching Your Teachers About Technology. Turning this…. Into this…. 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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Teaching Your Teachers About Technology

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  1. Teaching Your Teachers About Technology

  2. Turning this…

  3. Into this…

  4. 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?

  5. Why Won’t My Teacher Use More Technology Fundamental Attribution Error, Mindset, Expertise, Reluctance to Change

  6. 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.

  7. Fundamental Attribution Error

  8. Issue One: Mindset • Take the survey • Watch the video • What do you think? • The Talent Myth video

  9. Issue Two: Expertise • 10 000 Hour Rule • Watch the video • You, driving a car for the first month = your teacher, using technology

  10. Cutting Edge Technology Eighties-Style

  11. Why Teachers Don’t Change Need for certainty, control and simplicity

  12. Why Teachers Don’t Change Seek examples to confirm current methods

  13. It worked for me so it will work for you

  14. Why Teachers Don’t Change Some teachers do not seek evidence that demonstrates what we do doesn’t work

  15. Why Teachers Don’t Change Student is the problem when he/she doesn’t learn, teacher is the cause when the student learns

  16. Why Teachers Don’t Change Teachers build up an immunity to new or different ways of doing things

  17. How You Can Help Changing Mindsets, Developing Expertise, Seeking Success

  18. 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

  19. 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?

  20. Creating Change

  21. The Rider and the Elephant

  22. 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.

  23. 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.

  24. 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.

  25. How Do People Learn Best? Thought, Attention, Memory

  26. People are naturally curious

  27. But we aren’t naturally good thinkers

  28. Thinking is slow, effortful and uncertain.

  29. Unless conditions are right, we will avoid thinking

  30. And rely on what we did before or what we remember

  31. However, successful thinking is pleasurable

  32. For thinking, successful = solvable

  33. 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

  34. Background knowledge is necessary for cognitive skills

  35. Factual knowledge improves your memory

  36. 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

  37. Memory is the residual of thought…

  38. We remember what we pay attention to.

  39. So, how do you keep a learner’s attention?

  40. 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

  41. Now that we have their attention, how do we help them remember what we taught?

  42. What we remember • Emotions • Stories • Patterns • Meaning

  43. We remember emotions…

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