ataeraj

@tombarrett Is anyone from NoTosh attending Edutech 2015?

— Jason Ataera (@ataeraj) December 12, 2014

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December 12, 2014 at 02:55PM

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ataeraj

Does anyone know when the Master class presenters are confirmed for 2015?

— Jason Ataera (@ataeraj) December 11, 2014

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December 12, 2014 at 11:08AM

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ataeraj

A lovely reminder that your depth of character is just as important as your accomplishments: http://t.co/r0JZFNH5TM

— TED Talks (@TEDTalks) December 7, 2014

from Twitter http://ift.tt/1seWIHS



December 08, 2014 at 06:47PM

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ataeraj

11 TED Talks to watch with kids: http://t.co/b2AAg2gNT1

— TED Talks (@TEDTalks) December 5, 2014

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December 06, 2014 at 06:37AM

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ataeraj

Have the courage to do your great idea justice. How to make sure your idea changes the world. http://t.co/S8i6orwet8

— Jason Ataera (@ataeraj) December 5, 2014

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December 05, 2014 at 09:39PM

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ataeraj

Proof of what we already know
White Paper: How classroom design affects student engagement https://t.co/ohyZJc5Lfh

— Jason Ataera (@ataeraj) December 5, 2014

from Twitter http://ift.tt/1seWIHS



December 05, 2014 at 07:42PM

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ataeraj

Flexible learning spaces are more than just "pull a wheel on it": an idea from Amsterdam: https://t.co/xASoBNbrsE #archdaily #edchat

— Ewan McIntosh (@ewanmcintosh) December 1, 2014

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December 02, 2014 at 07:38PM

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ataeraj

A difficult challenge. Take "the Other" to lunch http://t.co/EyUyww1WgL
Who thinks you are their other?

— Jason Ataera (@ataeraj) November 29, 2014

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November 29, 2014 at 09:35PM

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ataeraj

"Celebrate your own style. Don't draw the way you're being told to draw. Draw the way you're drawing and keep at it." http://t.co/bQ2snFSc5f

— TED Talks (@TEDTalks) November 25, 2014

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November 26, 2014 at 06:40PM

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ataeraj

"Dance has never had a better friend than technology." How @YouTube is changing the face of dance: http://t.co/YtyVYvBIYP

— TED Talks (@TEDTalks) November 25, 2014

from Twitter http://ift.tt/1seWIHS



November 26, 2014 at 06:36PM

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ataeraj

Book Groups still rolling >> Talk to @ewanmcintosh about his book > How to come up with great ideas ... #cenz14 #ce14 http://t.co/93kFSwkt8R

— KarenMelhuishSpencer (@virtuallykaren) November 3, 2014

from Twitter http://ift.tt/1seWIHS



November 04, 2014 at 06:50PM

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ataeraj

“@livcarville: Standfirst in Chicago Sun Times calls the @AllBlacks a "legendary Aussie team". #Epicfail http://ift.tt/1ty8T3I”

— Simon Lawler (@slawlertweets) November 3, 2014

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November 03, 2014 at 07:56PM

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ataeraj

My Teacher’s #iPad for 2015: http://t.co/iovgrkIIBV
#1to1ipadchat #iPadEd http://ift.tt/1n6RI2L

— iPadWells  Richard (@iPadWells) November 1, 2014

from Twitter http://ift.tt/1seWIHS



November 02, 2014 at 12:08PM

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ataeraj

Raroa Intermediate #professionaldevelopment http://ift.tt/1xMtvEx

— stepheneames (@stepheneames) October 31, 2014

from Twitter http://ift.tt/1seWIHS



November 02, 2014 at 12:06PM

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ataeraj

Laser cut notepad covers ready to be sold Raroa Intermediate's 'Market Day' coming to you in 2 weeks #designthinking http://ift.tt/1G1oz4v

— Chris Bailey (@misterchris2014) October 30, 2014

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October 31, 2014 at 09:02PM

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ataeraj

@mosborne01 time for an amazing app. How about Dragon? #ripmavisbeacon

— Jason Ataera (@ataeraj) October 24, 2014

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October 24, 2014 at 08:59PM

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ataeraj

#ulearn14 @ataeraj Upschooling presentation - Awesome! http://ift.tt/1oWT3tT

— stepheneames (@stepheneames) October 9, 2014

from Twitter http://ift.tt/1seWIHS



October 10, 2014 at 10:02PM

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ataeraj

@VanessaJC83 really appreciated your firm and honest input at #upschooling today. Have a great weekend.

— Jason Ataera (@ataeraj) October 10, 2014

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October 10, 2014 at 10:01PM

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ataeraj

Legends of ULearn 9am breakout after the dinner. Where the hell are you? #ulearn14 #upschooling #raroaontour http://ift.tt/1tH353Q

— Jason Ataera (@ataeraj) October 9, 2014

from Twitter http://ift.tt/1seWIHS



October 10, 2014 at 09:50AM

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ataeraj

Thanks to everyone who attended my sessions at #ulearn14 lucky to have had the chance to work with you all!

— tombarrett (@tombarrett) October 8, 2014

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October 09, 2014 at 05:23PM

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ataeraj

You never lose an understanding, knowledge you forget. #bringbackYoramforkeynotenow #ulearn14 #raroaontour

— Jason Ataera (@ataeraj) October 9, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 03:06PM

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ataeraj

Original ideas stimulate resistance #bringbackYoramforkeynotenow #ulearn14 #raroaontour

— Jason Ataera (@ataeraj) October 9, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 03:02PM

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ataeraj

Makes my brain hurt so good! #bringbackYoramforkeynotenow #ulearn14 #raroaontour

— Jason Ataera (@ataeraj) October 8, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 12:46PM

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ataeraj

One hair on your head is not much, one hair in your soup is too much. #ulearn14 #raroaontour #bringbackYoramforkeynotenow

— Jason Ataera (@ataeraj) October 8, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 12:25PM

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ataeraj

You never lose an understanding, knowledge you forget.#ulearn14 #raroaontour

— Jason Ataera (@ataeraj) October 8, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 12:09PM

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ataeraj

#bringbackYoramforkeynotenow

— Jason Ataera (@ataeraj) October 8, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 12:03PM

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ataeraj

Thinking causes conflict, use an organisational tool to making our thinking work in parallel #ulearn14 #raroaontour

— Jason Ataera (@ataeraj) October 8, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 11:51AM

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ataeraj

Thinking is a social activity. Go Yoram #ulearn14 #raroaontour

— Jason Ataera (@ataeraj) October 8, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 11:49AM

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ataeraj

@tombarrett thanks for your presentations and time to chat, our whole staff have really enjoyed what you had to share.#raroaontour

— Jason Ataera (@ataeraj) October 8, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 10:10AM

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ataeraj

True learning involves all the aspects @katienovacudl #ulearn14 http://ift.tt/1oRKIaF

— Derek Wenmoth (@dwenmoth) October 8, 2014

from Twitter http://ift.tt/1seWIHS



October 09, 2014 at 09:36AM

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ataeraj

I call BS in breakout 1#raroaontour

— Jason Ataera (@ataeraj) October 7, 2014

from Twitter http://ift.tt/1seWIHS



October 08, 2014 at 12:16PM

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ataeraj

Who decides on what Utopia is? Utopia isn't static...#ulearn14

— Jason Ataera (@ataeraj) October 7, 2014

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October 08, 2014 at 10:14AM

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ataeraj

How will they scrub up this year? #raroaontour #ulearn14 http://ift.tt/1vLPOZP””

— Miss Morris (@MissMorris86) October 7, 2014

from Twitter http://ift.tt/1seWIHS



October 07, 2014 at 09:37PM

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ataeraj

How can we use technology to connect students with the things that really matter to them. #ulearn14

— stepheneames (@stepheneames) October 6, 2014

from Twitter http://ift.tt/1seWIHS



October 07, 2014 at 09:35PM

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ataeraj

Tom barrett: Tool set influences mindset #ulearn14

— Jason Ataera (@ataeraj) October 6, 2014

from Twitter http://ift.tt/1seWIHS



October 07, 2014 at 10:30AM

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ataeraj

How do we build student capacity to make decisions about tools for the job? How many choices have we made for them before they start?

— Jason Ataera (@ataeraj) October 6, 2014

from Twitter http://ift.tt/1seWIHS



October 07, 2014 at 10:00AM

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ataeraj

Why start inquiry with a question? How can we ask a great question about something we know little about?

— Jason Ataera (@ataeraj) October 6, 2014

from Twitter http://ift.tt/1seWIHS



October 07, 2014 at 09:55AM

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What is the hidden curriculum in our school?: http://t.co/cTD6RLYxQO What do our systems and structures teach people implicitly?

What is the hidden curriculum in our school?: http://t.co/cTD6RLYxQO
What do our systems and structures teach people implicitly?

— Jason Ataera (@ataeraj) September 10, 2014

from Twitter http://ift.tt/1seWIHS



September 10, 2014 at 12:19PM

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Where are we going?

The journey so far:
Our school has an inquiry based curriculum, but it is too cumbersome and difficult to implement.  This lead us to the inevitable review.  We turned to the International Conference on Thinking, where we tried to find a theorist we could relate to, with what we were trying to achieve.  After two years of work with Lane Clark we arrived at the conclusion that a review was not going far enough.  We couldn't get past the premise that all teachers need an understanding of how the brain makes meaning and acquires new knowledge.
We are currently looking at a large number of theorists including Robert Marzano, Guy Claxton, Bruce Perry, Art Costa and more.  the more we research the further back we go.  Surely any curriculum must first be based upon what we know about the human brain, before we look at processes or content.

6 Core Strengths

Dr Bruce Perry

This needs to be considered even before we get onto learning in the context of school.  Any developmental needs in these six areas, will inhibit a person's ability to learn for the rest of their life.  We know synaptic pruning occurs at early puberty, so if we do not address this now they may never develop these skills in life.

How do we identify and then address these needs? 

3 Myths of Changing Behaviour

This has had a significant impact on how we consult with our community.  Our first impulse, as we had done previously was to ask open questions around targeted questions, to inform strategic planning.  We now intend to ask parents more closely around their values, putting forward what is currently in place first, within the question.  These values will be used to evaluate possible directions and actions, then proposals can be presented for input closer to the end product.  We will see how this changes as we implement.

3 Myths of Changing Behaviour

We are looking at how this applies to our review of behaviour management.

Jeni Cross explains why our common sense is our biggest barrier to changing behaviour.  What we think we know...but don't.







Myth 1: Education will change behaviour
There is a 20% behaviour change from education alone.  How you present this information is essential.
Step 1: Make it tangible to them.  Turn it into something they can see or touch.
Step 2: Personalise the information to each person
Step 3: Interaction was in person.  Socialisation is essential
With these 3 steps in use there has been a measured 60% behaviour change as a result
Identify what is lost, not gained by the situation
Change your message for each audience.  The more specifically you can target your audience, the more effective you will be.

How can we make behaviour tangible?  What is it each person loses with their negative behaviour?  How can we personalise this for each person and ensure personal interaction in delivery?  What are our audiences within our community and how will we reach them?

Myth 2: You need to change attitudes to change behaviours.  Attitudes follow behaviour, they do not predict it.  Set behavioural expectations.  Connect to values.  What are the audiences values, and how can we connect to these.  How can we shape our desired outcomes to each audiences values.

Behavioural expectations will be an outcome of our work.  It would seem the thrust of any focus groups or surveys would need to be to gather common values.  How can we shape our outcomes to reach each audience?

Myth 3: People know what motivates them to action.  They don't.  The answer to what motivates people is the perception that most other people are doing something except me.  Showing the negative, sends the message that this is the norm, and can therefore reinforce the negative behaviour.

How can we best show the different audiences examples of what we want other to ASPIRE to Achieve?

Motivation

This is an RSA animation for a shortened presentation of Dan Pink's, Science of Motivation: Autonomy, Mastery, Purpose.
His well research information is still referred to very rarely, even though this was first presented in 2009.
Extrinsic (prizes and rewards) and Intrinsic (personal enjoyment and satisfaction) motivation are task specific in terms of improving outcomes.
Extrinsic is the classic idea of the stick and carrot.  This type of reward has been used for decades and with good purpose.  Any task requiring mechanical repetition, simply do more of the same thing, extrinsic motivation improves outcomes.  However, this has been proven over repeated studies in multiple countries to have an inverse effect on outcomes if the task requires even rudimentary cognitive skills (creativity and problem solving).  The higher the incentive, the worse they perform.
For these tasks Intrinsic motivation has been proven to increase outcomes.

Intrinsic motivation requires three elements to be most effective.
1. Autonomy: work includes discretion to follow passions, within defined parameters.
2. Mastery: desire for self improvement.  Look for a challenge which may benefit others.
3. Purpose: shared values with employees who are animated by purpose not profit.

Brain Plasticity and Skill Development

Michael Merzenich discusses how the brain measurably changes with the development of new skills and how important the first year of life is.  Start from 11 minutes into the presentation if you need to save time.

Testing showed sensitivity grows for the area of the brain used to gather information to complete a task. As greater control was required to complete the task, the related portion of the brain was able to gather and process greater quantities of information.
Learning creates a measurable physical change in the brain.

Connie:
Do you think this applies to the development of thinking skills, not just physical skills?

In early brain development, too many inputs, limit our ability for refined development, eg learning speech in a noisy environment, we miss subtleties of speech, therefore create a defective schema.
If problems are resolved in early plasticity, then brains function the same as anyone else, and this will not have any significant later effects.
If not reparied, can take 30 times longer to grasp new knowledge.  Without repairing initial schema, they are destined to continue to learn at this slower rate, because the brain compares all new knowledge to the original defective schema.

Skills and Guy

Yeah, some pretty good reflections coming out of our talk yesterday and from Guy.

Language that Identifies individuals was about permenancy of labels as being destructive, not talking about sharing how they did in a piece of work or unit / test.  EG anything that may be construed as a statement about their forever after level of achievement.  If they see themselves as a Booster maths kid, then this might create the mental picture that they are no good at maths.  Therefore if I am no good at maths, why would I try.  The same could be stated for GATE, what mental model does this create and therefore effects of this?  Imagine being in GATE on year and then not the next... how destructive is that to self perception?

"No competition between test scores and key competences. Focus on competences increases achievement, and is not at the expense of achievement."

I thought this had a great message, but wasn't so sure about the robustness of the research.  Guy's research has shown that the time taken out of the day to explicitly include a thinking component has not been at the expense nationally standardised achievement levels.  He had some graphs of a number of schools pre, during and several years post implementation.  The argument used has been that the time spent on these skills will have a negative impact on achievement as we have less time on content, but his result show the opposite in most cases.  I guess, in regards to our conversation yesterday, the answer is added value in focus on skills is seen in existing assessment, therefore not needed to assess the skill themselves (that last bit is my interpretation, not his words).  So if we wanted to see an area improve in the curriculum, we might as a school, have a focus on associated skills which will add value to the existing content assessment?!?)

Yeah, BLP ones he gave us are his current incarnation, revised since his book. there is a reference at the top to the Expansive Education Network which is where his latest stuff is, and also hints and tips from schools using his approach.  Remember, this is taken from and English education context, so some of it is...well duh.

The last one was a nice catch phrase I thought.

Newlands have adopted this for the last 2 years, and are further along, so could be a good group to sit down and chat with.

Skills and Guy Claxton

I have read your notes from the Claxton presentation and have 'highlighted a few points/questions.thoughts below.  I enjoy our 'debates' - it is great to be challenged and feel passionate!!

Cheers

Connie

"Drop language that identifies ability level of individuals. There current level of performance is not a reliable measure for what they will ever be able to achieve." - Does this relate to what we discussed today?  Should we be assessing learning skills (the how we learn) and giving achievement labels as we do now with APE when each skill and the achievement of our students is going to look different in each contexts that it skills are used in?

"No competition between test scores and key competences. Focus on competences increases achievement, and is not at the expense of achievement."  - Are key competencies not skills?  The skills that we use to increase our achievement?  If teaching is structured appropriately and skills are planned for effectively and systematically then the skills will increase achievement.  What is Claxton suggesting achievement is here?

"These are the learning muscles in BLP. Some are refined since the book." - Also written about in Marzano's Dimensions of Learning from the 90's. Not all the same though.  Also relates to Habits of Mind (Art Costa)

"Busy happy children is necessary but not sufficient." - The way that inquiry has been delivered in the past lends itself to this statement.

Guy Claxton: Building Learning Power

Learning Agility (a Google term) how people approach a new problem, for which they don't know the answer, not just know more to start with. How are we building "Learning Agility?"... or are we just trying to cram in more knowledge?

Click here for more notes from Guy Claxton

Transitioning Pre Digital workplaces to the Digital World

Does the way we are using technology in our modern learning environments support a new collaborative approach to learning, or are we doing the same stuff in more expensive ways?
Do we have a flexible learning environment in our school community, which supports a sustainable workload, or does it increase our workload?  When do teachers and students get a break from being teachers and students?