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Learners will

explore what we know about mind/brain/education research, globalization and the digital revolution.
determine their influence on learning and education.
rethink the why, who, what, where, when and how people learn.
consider what might be done differently in practice as a result.
collaboratively design a plan for change within the context of our schools.

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Our Challenge

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Turn and Talk

How is your school or classroom meeting the 10 expectations?

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Source: www.youtube.com/watch?v=a036N5N5Hlk

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The Future - NOW

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Dreams: Things I wish would exist at my school

Gripes: Things that could be better at my school

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Mind Brain Education

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Pedagogy

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… the biggest effects on student learning occur when teachers become learners of their own teaching

and when students become their own teachers.

--John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia

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Neuroscience

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The brain is continually changing, as learning experiences shape its architecture; students’ abilities are always developing.

Plasticity

Pathways

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The brain is learning virtually all the time, in both formal and informal contexts.

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The brain changes that underlie learning occur when experiences are active, not passive.

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Learning and emotion work together in the brain.

Thinking = emotion + cognition

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Each student has a complex profile of strengths and limitations and learns best through experiences tailored to his or her needs and interests.

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Brain Myths

Neuro Myths: Separating Fact and Fiction in Brain-Based ...

New research on educational neuroscience tells us how kids learn -- and how you should teach.

Video

Myth Busting

Some of the biggest neuro myths, or misguided beliefs about neuroscience that have invaded the general psyche, include the following:

The brain is static, unchanging, and set before you start school. The most widely accepted conclusion of current research in neuroscience is that of neuroplasticity: Our brains grow, change, and adapt at all times in our lives. "Virtually everyone who studies the brain is astounded at how plastic it is," Fischer says.
Some people are left-brained and some are right-brained. "This is total nonsense," says Fischer, "unless you've had half of your brain removed." This may have emerged from a misunderstanding of the split-brain work of Nobel Prize winner Roger Sperry, who noticed differences in the brain when he studied people whose left and right brains had been surgically disconnected.
We use only 10 percent of our brains. This is also false, according to Wolfe, Fischer, and a slew of scientists across the globe. In fact, brain imaging has yet to produce evidence of any inactive areas in a healthy brain.
Male and female brains are radically different. Though there may be subtle differences between male and female brains, there is absolutely no significant evidence to suggest that the genders learn or should be taught differently. This myth might stem from a misinterpretation of books such as The Essential Difference: Men, Women, and the Extreme Male Brain, which focused largely on patients with autism.
The ages 0-3 are more important than any other age for learning. Even though the connections between neurons, called synapses, are greatest in number during this period, many of the published studies that have to do with teaching during these "critical" time periods involved rats and mazes, not human beings.

Understanding the Brain: the Birth of a Learning Science

7 Myths About The Brain You Thought Were True

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Psychology

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Fixed vs. Growth Mindset

Content: Carol Dweck

Graphic: Nigel Holmes, nigelholmes.com

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Trevor Ragan, Carol Dweck - A Study on Praise and Mindsets, youtu.be/NWv1VdDeoRY

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Digital Technology

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Enhanced Capabilities for Educating Learners

Just-in-Time Learning
Customization
Learner Control
Interaction
Scaffolding
Games and Simulation
Multimedia
Publication

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Schools	Digital Technology
Uniform learning	Customization
Teacher as expert	Diverse knowledge sources
Standardized high stakes assessment	Specialization
Owning knowledge	Mobilizing outside resources
Coverage	Knowledge explosion
Learning by assimilation	Learning by doing

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Application

See bit.ly/folresources

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Apply Your Learning

www.designthinkingforeducators.com/

Quick Start Guide

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bit.ly/folslidessat

bit.ly/folfeedbacksat

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Rethinking Knowledge Now That the Facts Aren't the Facts, Experts Are Everywhere, and the Smartest Person in the Room Is the Room

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Globalization

Three forces shaping lives on the planet:

the flattened global economy and changing demands of work;
unprecedented global migration and the changing nature of neighborhoods, identities, and citizenship;
and climate instability and the growing need for global environmental stewardship.

Published on 16 Jan 2014

Join me Thursday, November 8th, for a one-hour live and interactive FutureofEducation.com interview (and pre-event for the 2012 Global Education Conference) with Veronica Boix-Mansilla and Tony Jackson about their free PDF book, Educating for Global Competence: Preparing Our Youth to Engage the World.

http://youtu.be/6jhsPF1V1nw

Published on 2 Mar 2014

Veronica Boix Mansilla is a Principal Investigator at Project Zero, Harvard Graduate School of Education. Veronica and Anthony Jackson co-authored Educating for Global Competence: Preparing Our Youth to Engage the World.

http://youtu.be/mC21OAm1N0U

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Connect • Extend • Challenge

How are the ideas and information presented

CONNECTED to what you already knew?

What new ideas did you get that EXTENDED or pushed your thinking in new directions?

What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?