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ONE Community, 10 January 2013, APT Behaviour for Learning
Transcript of ONE Community, 10 January 2013, APT Behaviour for Learning
How to engage the disengaged students?
How to get the C/D borderline students to tip over into the C/B/A/A* zone?
How to get you and your colleagues fired up, inspired and highly focused?
How to get the behaviours that allow teachers to focus on teaching and learning rather than petty discipline and disruption?
How to ensure you really do tap into the potential of each and every student?
How to find excellent value, professional and dynamic CPD for all your team?
How to generate some passive income for the school?
How to make role modelling compelling and irresistible? Differentiation Intuitive, Unconscious, Learning and Thinking Empathy, Listening, Attention, Respect How does Role Modelling actually work? The message you communicate is the response you get Whatever you think you taught, you actually taught what they learnt... so if students learn to feel anxiety, boredom or resentment when you discuss maths, that's what you taught them...
if they learn that you want respect and attention but you don't give them respect and attention, then you taught them that you are a hypocrite If you have learnt to feel positive and excited by my willingness to acknowledge your professional integrity and credibility... if you have learnt to feel accounted for and listened to whenever you are with me... what you have learnt is to feel positive and excited, accounted for and listened to whenever you work with me... you have anchored these feelings to my presence... you will be engaged... it will happen AUTOMATICALLY... If I believe that you want me to pay personal attention to you for 50 or 100 minutes a week but that you are only going to give me 15 minutes personal attention, once a term then what might I infer from this? unconscious processes
innate capacity and willingness of all children to learn
the transferability of learning from one context to another
paying attention to signs of learning even when the student isn't aware 'Personality'
Beliefs and attributions
Beliefs about ability - your beliefs about their abilities
Current level of understanding
Conscious and Unconscious modes of processing information and ongoing experience
Preferred learning styles
Current most effective learning style
Current engagement and focus of attention
Personal preferences and interests
Successful strategies (or talents if you must)
Lots of other ways to differentiate... but notice I haven't mentioned 'actual' ability Belief and expectation are key factors... Rosenthal and Jacobson, Claxton Engagement The proposition:
Here's what I am demanding from you this evening:
Pay attention for 20 minutes
Listen to me 95% of the time
Think about what I want you to think about in a way that makes sense to me
Accept that I know things you don't so there is no point in me asking you lots of questions because you just need to sit still and listen and then you will understand.
Accept that you have no choice in the subject matter we are going to focus on
Accept that you have no choice about being here. You have to be here and you have to stay until I tell you that you can go.
Do things after you leave here according to my demands or I will make you come back and stay here longer and at a time that is inconvenient to you.
That you put aside anything you are currently interested in, curious about, excited or inspired by and focus on what I am (or at least, before I went into education, what I used to be curious, excited, and inspired about). EMPATHY Here's what I am inviting you to engage with this evening:
The idea that there are many different levels in which human beings can and do pay attention.
That over the course of 20 minutes you focus and levels of attention will vary significantly and that this is something that all teachers and trainers can use to their students' advantage.
The presupposition that the more I listen to you the more you will be engaged and consequently, the more you will learn.
That you think about what want you to think about in a way that makes sense to you.
That we accept that we all know many things and that we all experience many unique and interesting insights and that the more we share these the more we will all learn.
That you ask many questions in areas that interest you.
That you can come and go as you please so long as you are not disrupting anyone else's learning.
That we all follow up this evening with a concrete proposition for a way forwards. An Alternative Proposition What is generally true about the experience of being a human being?
What might be specifically true about being an individual human being right now in this room?
On how many different levels can you describe the subjective, unique ongoing experience of being an individual human being?
Besides my ongoing experience/perspective and your ongoing experience/perspective, what other ongoing experiences and perspectives could we take account of? PACING AND LEADING 1.You can change your beliefs
2.You get what you focus on
3.You can change your map of reality
4.What you focus on you amplify
5.You can choose what you focus on
6.You are creating your future now
7.You are a natural learner
8.You cannot NOT learn
9.If what you are doing is not working, do something else
10.You can choose your STATE of mind
11.If it works, it’s right (in the context of your own personal values)
12.You cannot NOT communicate
13.Your values are what you value through your actions upon the world
14.Your values are what you want to do
15.In the context of LEARNING there is no such thing as failure, only feedback The leap of faith... trusting in... Positive Presuppositions and Beliefs of NLP APT Behaviour for Learning
10 January 2013 16.Behind every behaviour there is a positive intention
17.The biggest RISK is not taking any RISKS
18.People are doing the best they can in any given moment
19.You can achieve anything by focusing on your goal/s and taking one step at a time
20.Your mind does not distinguish between what is really happening and what you imagine is happening
21.When you relax you make better decisions, enjoy life and achieve more
22.The message you communicate is the response you get
23.Your mind goes on processing experiences and making new connections even when you are asleep or daydreaming
24.The strongest state in the room wins
25.We can choose how we remember what we remember
26.Nothing means anything until you decide it does
27.Nothing is impossible
28.Between STIMULUS and RESPONSE you have a CHOICE
29.You already have all the personal resources you need
30.Freedom is knowing what you can and can’t control, and not ‘needing’ to be ‘in control’ Well formed Outcomes Positively Framed
Owned by you
Expressed in sensory rich terms Experiential... because I want you to feel the power of the processes involved and imagine how deeply this can engage students... and theoretical because I know you will want to know that there is a structure to all of this... that it is all 'learnable'.