How to maximize the potential of every individual? · Education 3.0 and the Pedagogy of Mobile Learning, Jackie Gerstein Master’s Coaches PEDAGOGY, ANDRAGOGY and HEUTAGOGY Characteristics

Less teaching, more learning through well-being

Eszterházy Károly University, Eger 29.9.2017

Jukka Sinnemäki

How to maximize the potential of every individual?

My story….

JUHO

• video clip

“To succeed in the future, we need to identify the personal TALENT in each young person and help them develop it. Every guy hanging around at the shopping centre doing nothing has huge potential in him.”

Aleksej Fedotov, Founder of the Muutosvoima coaching programme

Culture and values Master’s Coaches

TIP OF THE ICEBERGVisible and hidden part of a man or an organisation

10% visible

90% unseen

Mental models

Values and belief systems

Character

ActionBehaviour

Thinking

Talk

Experiences

CULTURE

VALUESEmotions

Lifestyle

•Equality must not be synonymous with giving the same thing to everyone. Education requires personalization and diversification. (diverzifikáció)

• Learners come from various backgrounds and nationalities. They have different interests. Instead of equality we should be talking about fairness. The education system must come more flexible in order to see learners as separate individuals rather than a single mass.

Learning is a holistic prosess which involves physical activity, recovery, sleep, nutrition, mental health, relationships etc. as well as motivating teaching, guidance

and home support. It is essential to realize all the factors which are involved

in learning process.”

-Jukka Sinnemäki

copyright Jukka Sinnemäki 2017

Master’s CoachesLearning Theories

Role of the coach Master’s Coaches

THE CHANGING ROLE OF THE COACH/TEACHER

1. step 2. step 3. step 4. step

Neil Beyersdorf Master’s Coaches

HOW DO WE LEARN?Participate in the Activity 100%

Simulate the Activity 90%

Teach the activity 80%

Watch demonstration 50%

Watch moving pictures 40%

View pictures 30%

Hear words 20%

Read 10%

Action LearningVisual Learning

Verbal

LearningHo

w muc

h do w

e rem

embe

r?

“I see and I forget. I hear and I remember. I do and I understand.”

Confucius

Pass

ive

Activ

e

MCID Master’s Coaches

LEARNING ZONES

Low stress

Low challenge

Limited thinking

Limited learning

Low stress

High challenge

Thinking required

Effective learning

High stress

High challenge

Cognitive overload

Limited learning

Panic zone

Comfort zone

Dead zone

Learning zone

20% here 80% here Keep your team here

MCID Master’s Coaches

CREATE COMMON THINKING

Dialogue Creating Common

thinking

Conversation Creating Crystallisation

Expand (Diverge) Narrowing down (Converge)

Cutting Edge Moment

Team Ownership (everybody has a feeling: I’ve been heard

Challenge (Give enough time to Team, avoid quick solutions)

Challenge (How you create an environment for team to succeed?)

Our Questions Team’s Answer

Relationship

• Teacher: did you do your homework?

• Student: did you grade my test?

• Teacher: I have other students tests to grade.

• Student: I have other teachers homework to do.

We strive for knowledge in human high performance to help our students to live

the best possible lives they can. We believe that success is a by-product of

wellbeing

-Aki Hintsa

Education 3.0 and the Pedagogy of Mobile Learning, Jackie Gerstein Master’s Coaches

PEDAGOGY, ANDRAGOGY and HEUTAGOGY

Characteristics PedagogyTeacher-lead learning

Andragogy Self-directed learning

HeutegogySelf-determined learning

DependenceThe teacher determines what, how and

what, how and when learning takes place

Learners are independent problem solvers

Learners are interdependent problem-finders

Motivation for learning Learners trust the teacher to guide them through the content

Intrinsic motivation boosted by rising to challenges

Learners plan their own journeys in the knowledge that there is always more to

learn

Focus of learning Subject and curriculum centered Goal driven and task focused Enquiry driven, thriving in complexity

Role of the teacher Designing learning process and providing inputs

Setting learning outcomes and facilitating self-learning

Acting as a coach to enable opportunities for emergent learning

Teacher

Coach

Stressz

Stressz

Goals: 1. Short-term increases in activity throughout the day

2.The slowdown during the day 5-10min.

3. Sleep 9,5h-11h / night

4. Regular bedtime

5. Before bedtime at least 2 hours without (console, computer, tablets, phones etc.) 6. Avoid hard physical activity before bedtime. 7. No large meals just before bedtime. 8. Relax before bedtime eg. reading

Subjective monitoring

Subjective monitoring

Play or Science?

When Albert Einstein developed the theory of relativity, he reportedly started playing with the ridiculous idea : What if I could sit in the back of the light beam ?

learning by doing

What have happened in the evolution of Education?

LEARNER EDUCATOR RELATIONSHIP ORGANIZATION WELL-BEING

Passive recipient Authority One way

Teacher orientedCentralized, closed

system Demand of well behaving

Ability to memorize Teacher Depends on results Centralized, less

closed Demand of good results

Explore new results Expert Dialogue with

individualsDecentralized, open

systemFullfilling the physical and

educational minimum standards

Explore new ideas Facilitator, mentor Team dialogue Network Learner is seen as a person with

different skills and disabilities

Creating the Future

Coach of the classroom’s team

coaches

Open space (local&global) dialogue with diverge and

converge discussion

New educational/digital eco-system

Individuals well-being connected with the well-being of community (school, family) brings the results

of maximum output

1.0 Authority ->1970

2.0 Results ->1980

3.0 Learner ->1990

4.0 Innovation ->2000

5.0 Future school Co-creation model 2020?->

FOCUS +/- 10 years


The potential of every individual shoud be maximised

Key question to every educator: How we get this person from here to there?

Here

There

What is person’s here -the current state?

What is person’s there - the full potential?

Traditionally we try to solve the person’s problem with educational methods,

like additional teaching after the school


Educational megashift from a structure to a process

Departments of the Education are building constantly heavy structures for schools all over the world, instead of finding ways to support

individual’s learning processes.

Structure Process

StructureProcess

We have to make a megashift from structure of a schoolsystem to a process of a learner.

Megashift


Can less teaching be more learning?According to the scientific research well-being is connected to

motivation, happiness, concentration and learning results.

This is not new knowledge

The new thing is that we can create a strong learning process by making the pedagogical decisions through the measured

well-being results.

By doing that the teacher can reach into individuals every day life 24/7 and through that knowledge adjust students process either direction. Side product of the process is reaching the

person’s maximum learning potential.


What I have found out?The picture of my schoolday is a result of my students 16 hour lifestyle outside the school.

It is possible to pass your thinking to an individual outside the school without you being there.

Three important words from Simon Sinek: Why, how and what.

Concentrating on the WHY-word in my teaching I have gained results with my students. After the why comes how and what. It all about process. Students get the evidence of their real life from the monitors that are measuring the body symptoms about stress, recovery and activity. By understanding your body you can discover your soul.

By reaching the heart of a student, you will reach the whole family and community.


Key process and numbers

Key points

-methods and measurements for holistic well-being at school go hand in hand -to individual approach promote the experience of the meaningful school work -> involves the family as well-well-being is to strengthen the student´s own identity and the ability to work and live with others-well-being creates the conditions for sustainable lifestyle - two weeks is enough to maintain the habit-less teaching is more learning-stress and bulling can be measured through monitors-better well-being is strongly connected to motivation, happiness, concentration and learning results-results…

CreatorGo-concept model Subjective

monitorObjective monitor

Combined well-being data according to weekly timetable


Structure of National Curriculum in Mathmatics in 5th grade

Decimal numbers

Basic Calculations

Geometry

Optional themes Fractions

Statistics and Probability

Measurements

Revision and optional themes

Summer vacation 9 weeks

Each topics 6 weeks

The challenge for students with themes is that they are taught only ones in the year


Christmas vacation 2-3 weeks

Process based cycle model of National Curriculum in Mathematics in the 5th grade

Decimal numbersBasic Calculations

Geometry

Optional themes

Fractions

Statistics and Probability

Measurements

Summer vacation 9 weeks

Each topics 2-3 weeks

1

1

1

1 2

2

2

2

3

3

3

7

4

4

4

6

5

5

5

6

6

7

7

4

3

Each theme is level based learning for each individuals and each theme is

repeated at least 2-3 times in the year


an ordinary math lesson

• video clip

456789

10

STARTING LEVEL 3RD 6TH 9TH

4th Grade Math Averages

Interested?

Thank you for letting me to share a moment of my

life as an Finnish teacher / educator and

researcher


Köszönöm a figyelmüket

Documents

How to maximize the potential of every individual? · Education 3.0 and the Pedagogy of Mobile Learning, Jackie Gerstein Master’s Coaches PEDAGOGY, ANDRAGOGY and HEUTAGOGY Characteristics