The world is volatile and uncertain so how do we foster adaptive learning in children and adults? . What is the difference between child and adult learning? A conference key note from Mantle leaders in leadership and learning
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1. Rebecca Robinson and Graham Hart
2. Overview Learning is largely a voluntary process 3.
leadership culture supports business success We each have a
different hypothesis on how the world is We are hardwired to cope
with changing lives! Our brain can work top down or bottom up The
future needs adaptive and flexible learners
3. The future needs adaptive and flexible learners
4. Its a VUCA world Volatile Complex Uncertain Ambiguous
5. Parents and Caregivers have busy and complicated lives Many
children's lives today are characterised by instability and
change
6. The Average Worker is interrupted every 11 minutes Research
by Gloria Mark (reported in The New York Times Magazine in October
2005: Meet the Life Hackers by Clive Thompson), It takes those same
workers about 25 minutes on average to return to the original
task
7. The future needs adaptive and flexible learners Open and
adaptable Personality One size does not fit all Nourish and
encourage thinking Goals and agendas Work with what's there
8. Perhaps the most critical foundation to learning? Imposed
Change Self esteem
9. Learning is largely a voluntary process
10. Building on previous knowledge Child learning theory
stresses that children learn best when: Involved in social
interaction and play Te Whriki- empowered and holistic approach
Intrinsically motivated Exactly the same with adults
11. To learn by thinking, Adult learners also need
opportunities to think, to understand, and to apply. To learn by
understanding,. To learn by applying They choose where to focus
their attention
12. Learning is a Voluntary Process Novelty and stimulation
Responsive curriculum Obtain engagement Forward thinking
Appropriate challenge Assessment Blended approaches
13. We each have a different hypothesis on how the world
is
14. More may have been learned about the brain and the mind in
the 1990s, than during the entire previous history of psychology
and neuroscience. Antonio R. Damasio, 2005 Recent insights about
the brain
15. Our miraculous brain creates meaning out Action
Potentials
16. And it is rather good at it
17. But it can be confused
18. hypothesis on how the world is Who am I? Experiences Schema
Dispositions Community Culture Family
19. Insights and Action Adaptable, flexible, responsive and
INTERESTED teachers. Listen to the childs language and questions
Clear identified priorities for childrens learning Meaningful
connections to Te Whriki Mori perspectives are considered
20. We are hardwired to cope with changing lives!
21. Brain in brief
22. The brain hardwires everything it can Decide, understand,
memorize, inhibit, recall Hardwiring Minimal effort, massive
capacity, hard to distract Versus Working memory
23. Perception is driven by hardwiring Every brain sees the
world differently, based on its hardwiring. We can override this
hardwiring and consciously influence our perceptions.
24. Changing old wiring is very difficult Its an attention
economy in the brain. The more focus we give any circuit, the more
we deepen that circuit in the brain. You cant change or get rid of
wiring by looking for why it exists.
25. Creating new wiring is easy We are constantly creating new
maps. We reconcile dilemmas by creating new maps. This occurs as a
moment of insight.
26. We are hardwired to cope with changing lives! Learning
through People, Places and Things. Real purposes, real experiences,
real tasks, real audiences, repetition. Attachment The importance
of developing true partnership with whnau/their aspirations/their
cultural and social priorities.
27. Our brain can work top down or bottom up
28. Our emotions play a critical role in our learning
29. Impulse - control is a limited resource
30. Insights and Action Children are all different Children
react differently Look to foster coping skills and resilience Start
working on emotional intelligence Provide choices/ teach children
to use language/promote and engage in play Provide consistency
Encourage childrens I can do attitude.
31. In Conclusion The wider the range of possibilities we offer
children/ (adults) , the more intense will be their motivations and
the richer their experiences. We must widen the range of topics and
goals, the types of situations we offer and their degree of
structure, the kinds and combinations of resources and materials,
and the possible interactions with things, peers, and adults
(others). Loris Malaguzzi http://www.mantle.co.nz/
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