KIDS OUTDOORS 2030KIDS OUTDOORS 2030

How are you intelligent? Get outside and get smart!

Thinkit ThroughNorm Hunter

Kids Outdoors 2030 Conference26-28 June 2015

How intelligent are you?

Get outside and get smart!

Presenter: Norm Hunter

Intelligence

‘Things ain’t what they used to be.’

(Duke Ellington, 1942)

The left hemisphere analyses the details

The right hemisphere synthesises the big picture

Daniel Pink

The left hemisphere specialises in text

The right hemisphere specialises in context

Daniel Pink

They are actually two half-brains, designed to work together as a smooth, single, integrated whole, in one entire, complete brain. The left hemisphere knows how to handle logic and the right hemisphere knows about the world. Put the two together and one gets a powerful thinking machine. Use either on its own and the result can be bizarre or absurd.

Daniel Pink

THE FOUR AGES OF HUMAN HISTORY

Agricultural Age

(Farmers)

Industrial Age

(Factory Workers, Managers)

Information Age

(Knowledge Workers, Analysts, Managers)

Conceptual Age

(Creators, Empathisers, Meaning Makers, Leaders)

Daniel Pink 2005

The Conceptual Age

The first three Ages are left-hemisphere oriented (linear thinking, analysis, clinical)

The fourth is right-hemisphere oriented (holistic thinking, synthesis, creative, feelings)

The world of the 21st century is a world where a balance of left and right hemispheres of the brain will prevail, with the right hemisphere demanding greater recognition and importance.

Today, the defining skills of the previous era – the ‘left brain’ capabilities that powered the Information Age – are necessary but no longer sufficient. And the capabilities we once disdained or thought frivolous – the ‘right brain’ qualities of inventiveness, empathy, joyfulness, and meaning –increasingly will determine who flourishes and who flounders. For individuals, families, and organisations, professional success and personal fulfilment now require a whole new mind.

Daniel Pink 2005

The future belongs to a very different kind of person with a very different kind of mind – creators and empathisers, pattern recognisers and meaning makers. These people – artists, inventors, designers, story tellers, care givers, consolers, big-picture thinkers – will now reap society’s richest rewards and share its greatest joys.

Daniel Pink 2005

Intelligence

‘Things ain’t what they used to be.’

(Duke Ellington)

Multiple Intelligence Theory Howard Gardner 2006

How many of these come into play on a typical outdoor education excursion?

The Nine Multiple Intelligences

Logical/Mathematical Intelligence Linguistic/Word Intelligence Visual/Spatial Intelligence Musical/Rhythmic Intelligence Body/Kinaesthetic Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Spiritual Intelligence

How many of these are assessed in a NAPLAN, PISA or TIMMS test?

How intelligent are you?

or

How are you intelligent?

Ken Robinson 2009

Emotional Intelligence Framework

Self-awareness

Self-regulation

Motivation

Empathy

Social SkillsDaniel Goleman 1998

How many of these come into play on a typical outdoor education excursion?

Emotional Intelligence Framework

Self-awareness

Self-regulation

Motivation

Empathy

Social SkillsDaniel Goleman 1998

How many of these are assessed in a NAPLAN, PISA or TIMMS test?

Emotional Intelligence Framework

Self-awareness

Self-regulation

Motivation

Empathy

Social SkillsDaniel Goleman 1998

According to the latest research, IQ accounts for what portion of career success?

a. 50 to 60 percentb. 35 to 45 percentc. 23 to 29 percentd. 15 to 20 percent

Daniel Goleman 1998

The answer …

Between 4 and 10 per cent. (Confining oneself only to the answers presented is a symptom of excessive left hemisphere thinking.)

Daniel Pink

According to the same research, EQ accounts for what portion of career success?

a. 50 to 60 percentb. 35 to 45 percentc. 23 to 29 percentd. 15 to 20 percent

Daniel Goleman1998

The answer …

Between 90 per cent and 96 per cent. (Confining oneself only to the answers presented is a symptom of excessive left hemisphere thinking.)

How intelligent are you?

or

How are you intelligent?

Ken Robinson 2009

Spiritual Intelligence Webster’s Dictionary: ‘spirit: the animating or vital

principle; that which gives life to the physical organism in contrast to its material elements; the breath of life’.

‘We have a longing to see our lives in some larger meaning-giving context…’

‘Spiritual Intelligence (SQ) literally operates out of the brain’s centre – from the brain’s neurological unifying function – it integrates all our intelligences. Spiritual Intelligence makes us the fully intellectual, emotional, and spiritual creatures that we are.

‘SQ is the necessary foundation for the effective functioning of both IQ and EQ.’

Danah Zohar and Ian Marshall 2001

Spiritual Intelligence Webster’s Dictionary: ‘spirit: the animating or vital

principle; that which gives life to the physical organism in contrast to its material elements; the breath of life’.

‘We have a longing to see our lives in some larger meaning-giving context…’

‘Spiritual Intelligence (SQ) literally operates out of the brain’s centre – from the brain’s neurological unifying function – it integrates all our intelligences. Spiritual Intelligence makes us the fully intellectual, emotional, and spiritual creatures that we are.

‘SQ is the necessary foundation for the effective functioning of both IQ and EQ.’

Danah Zohar and Ian Marshall 2001

How much of this comes into play on a typical outdoor education excursion?

How much of this is assessed in a NAPLAN, PISA or TIMMS test?

How intelligent are you?

or

How are you intelligent?

Ken Robinson 2009

‘The Soul of Education’Geometry and History, English and Science – places and times for these subjects in the contemporary classroom are secure. But the soul? Doesn’t that belong in church? Aren’t questions of the soul private, spiritual matters that are best left at home?

If so, someone had better tell the children. While we adults continue to debate these questions, most students continue to bring their souls to school … Students of all ages come to school with their souls alive and seeking connection.

Rachael Kessler 2000

‘The Soul of Education’

1. Honouring young voices2. Deep connection3. Silence and stillness4. Meaning and purpose5. Joy6. Creativity7. Transcendence8. Initiation and Rites of Passage

Rachael Kessler 2000

The Power of Trust

Anthony Bryk, Barbara Schneider, Julie Kochanek, and the power of ‘relational trust’

Bryk & Schneider 2002, Kochanek 2005

Bryck & Schneider 2002

How much of this comes into play on a typical outdoor education excursion?

How much of this is assessed in a NAPLAN, PISA or TIMMS test?

ON LEADERSHIP

ABUNDANCE

VS

ZERO SUM

Stephen Covey 1992

ON LEADERSHIP

Distributed Leadership

Distributive Leadership

(John MacBeath 2002)

How much of this comes into play on a typical outdoor education excursion?

How much of this is assessed in a NAPLAN, PISA or TIMMS test?

Bringing it together …

Richard Louv: Last Child in the Woods (2005)

Nature-deficit disorder

‘Our children are the first generation to be raised without meaningful contact with the natural world’.

The Hybrid Mind

The more high tech we become, the more nature we need.

Richard Louv 2012

The natural world helps us perceive connections; it can also help us fine-tune knowledge.

Richard Louv 2012

The Conceptual Age

The first three Ages are left-hemisphere oriented (linear thinking, analysis, clinical)

The fourth is right-hemisphere oriented (holistic thinking, synthesis, creative, feelings)

The world of the 21st century is a world where a balance of left and right hemispheres of the brain will prevail, with the right hemisphere demanding greater recognition and importance.

Everyone agrees that this was the best day but it was also the one you can’t explain, because everyone’s experiences on that third day were different.It sounds stupid in theory. Sixteen hours alone isn’t exactly hard-core for most of us; but during those hours you start to think, and all of us thought something different.For myself, perched on my cliff overlooking the sea and sky, I found I was completely at peace, more so than I ever have been here in Brisbane. I found harmony, within myself and my surroundings. It was one of the best feelings of my life. (Blake, Year 10)

One of the saddest moments on the camp at Girraween was seeing the magpies, currawongs and kookaburras relying so heavily on humans for food. It is disheartening to see what impact we have had on a once beautiful and perfect ecosystem. (Tom, Year 9)

There were lots of places of natural beauty. Some were the sunsets, the creeks, rivers, and the natural beauty of the bush and wildflowers. I could hear bird calls from the trees, and the smell of the wind was fresh. (Amanda, Year 9)

Climbing the Pyramid was one of the best parts of camp. When we finally reached the summit and all sat in silence watching the sunset, it was a really beautiful moment. Getting in touch with nature and forgetting about the outside world was great. (Rachael, Year 9)

Q: What is the best way to help young people to build their resilience as they navigate their way from childhood to young adulthood?

A: Through a creative mix of challenge and support that runs through the culture of the school.

Robert Kegan, Harvard University 1994

The new mission of schools is to prepare students to work at jobs that do not yet exist, creating ideas and solutions for products and problems that have not yet been identified, using technologies that have not yet been invented.

Linda Darling-Hammond 2010

‘Generation stressed being left behind’

Young adults are being increasingly left behind in the economic recovery, prompting fears of a growing disconnect between education and work.

ACCI chief executive Kate Carnell said: ‘Our members are telling us that increasingly the young people who are presenting are simply not work-ready. In other words they are without the skills needed to hold down a job.’

The situation is particularly bad for young women. Thirty per cent of young women are not fully engaged in work or study.

‘The Week-end Australian’, June 21-22, 2015

Industry: Australian Chambers of Commerce and Industry Employability Framework 2006

EMPLOYABILITY SKILLS FRAMEWORK

1. Communication 5. Planning & Organising

2. Teamwork 6. Applying Technology

3. Problem Solving 7. Learning

4. Self Management 8. Initiative & Enterprise

Australian Chambers of Commerce 2005

How much of this comes into play on a typical outdoor education excursion?

EMPLOYABILITY SKILLS FRAMEWORK

1. Communication 5. Planning & Organising

2. Teamwork 6. Applying Technology

3. Problem Solving 7. Learning

4. Self Management 8. Initiative & Enterprise

Australian Chambers of Commerce 2005

How much of this is assessed in a NAPLAN, PISA or TIMMS test?

‘Call for return to traditional classroom approach’

Australia’s education standards are sliding behind a number of countries, including Singapore, South Korea, Finland and Hong Kong …

Professor Wiltshire believes Asian countries are surging ahead of Australia because they have stuck to the Confucian method of schooling in which teachers hold the power and ‘stand up the front’ rather than ‘up the side’ of the classroom.

The Courier-Mail 20 June 2015

PISA ENVY

FinlandShanghaiHong KongSingaporeKorea (South)

Lessons from Finland

1. Teach less, learn more

2. Test less, learn more

3. More equity through growing diversity

Pasi Sahlberg 2012

Lessons that matter: What should we learn from Asia’s school systems?

(Yong Zhao 2015)

Shanghai, Hong Kong, Singapore and Korea (South) head the PISA and TIMMS international standardised testing scores. (Along with Finland). In 2015, what do those East Asian education systems have in common?

They are all undergoing drastic, significant and persistent reforms.

Shanghai, Hong Kong, Singapore, Korea: current reform agendas

De-emphasising academic testing Reducing traditionally mandated ‘core’

content and skills Expanding the definition of education

outcomes beyond academic performance in a narrow set of subjects

Improving equity in educational opportunities

Shanghai, Hong Kong etc(cont’d)

Moving towards student-centred education Transforming pedagogy from knowledge

transmission to inquiry-based and constructivist

Broadening the curriculum Loosening central control and expanding

local autonomy in curriculum, pedagogy and assessment

Yong Zhao 2015

The Conceptual Age

The first three Ages are left-hemisphere oriented (linear thinking, analysis, clinical)

The fourth is right-hemisphere oriented (holistic thinking, synthesis, creativity, emotional intelligence)

The world of the 21st century is a world where a balance of left and right hemispheres of the brain will prevail, with the right hemisphere demanding greater recognition and importance.

Today, the defining skills of the previous era – the ‘left brain’ capabilities that powered the Information Age – are necessary but no longer sufficient. And the capabilities we once disdained or thought frivolous – the ‘right brain’ qualities of inventiveness, empathy, joyfulness, and meaning –increasingly will determine who flourishes and who flounders. For individuals, families, and organisations, professional success and personal fulfilment now require a whole new mind.

Daniel Pink 2005

So …

‘If current efforts undertaken in Western education systems succeed, the outcome will be an obsolete version of Asian education, which the Asian systems themselves are eager to move away from.’

Yong Zhao 2015

So …

Not … How intelligent are you?

But …

How are you intelligent?

So …

Get outside, and get smart!

What are you going to take with you from this session?

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