Thinking Caps
Glenn Capelli
"An imaginative, inspiring, nostalgic and humorous look at life."
A thinking (r)evolution: working smarter in a crazy world
Glenn started off by speaking about culture and environment - it must be safe, creative and innovative. Learners must feel safe to take risks and they must be safe to grow as a learner. He spoke of Margaret Mead's 'generation gap' and spoke of how this generation gap now occurs within 6 years verses our parents, grandparents and great grandparents who were born to fairly similar worlds.
He implored that our job is to help students fall in love with themselves as learners.
Glenn wasn't just focussed on our learners but had messages for us as educators too, primarily that we must find strategies to maintain health: to rest and sleep. A key message for me.
Glenn introduced us to an article 'Iron Rations for a Child of War' about a young boy in Sarajevo whose mother had created a survival backpack for him (crackers, life insurance policy etc). His question was what do the kids we are teaching need in their backpack and what do we as staff need in ours? We need to keep coming back to our backpack and revisiting what works and what doesn't. We also need to remember, as a teacher, the tools that worked in the past that we are no longer using now as it might be worth putting these back in our backpack.
Glenn Capelli
"An imaginative, inspiring, nostalgic and humorous look at life."
A thinking (r)evolution: working smarter in a crazy world
Glenn started off by speaking about culture and environment - it must be safe, creative and innovative. Learners must feel safe to take risks and they must be safe to grow as a learner. He spoke of Margaret Mead's 'generation gap' and spoke of how this generation gap now occurs within 6 years verses our parents, grandparents and great grandparents who were born to fairly similar worlds.
He implored that our job is to help students fall in love with themselves as learners.
Glenn wasn't just focussed on our learners but had messages for us as educators too, primarily that we must find strategies to maintain health: to rest and sleep. A key message for me.
Glenn introduced us to an article 'Iron Rations for a Child of War' about a young boy in Sarajevo whose mother had created a survival backpack for him (crackers, life insurance policy etc). His question was what do the kids we are teaching need in their backpack and what do we as staff need in ours? We need to keep coming back to our backpack and revisiting what works and what doesn't. We also need to remember, as a teacher, the tools that worked in the past that we are no longer using now as it might be worth putting these back in our backpack.
He introduced his catch phrase for idea generation: Scratching, Catching and Hatching
Scratching (for ideas): when do you scratch and where do you scratch?
Where do ideas come from? Glenn used the example of Paul McCartney speaking with a cab driver which resulted in the song 8 Days a Week.
Catching (the ideas): how do you catch the scratch ideas?
Hatching (your own ideas): Own, know, do. Find a different way to record.
Leon Segal from IDEO shared that Innovation begins with an eye (observation and vision). Keep an ever growing bug list (what annoys you [these things will bug others too]) and wear your Y fronts (ask 'why' and 'why not')! Glenn had the audience interacting with this quote and making it meaningful for us before even revealing it. There were 3 images on the board: an eye, a centipede and Y front underpants. We were to generate a number of ideas of what each image could be and construct a story linking three to explain the separate images. "Eye spy with my little eye" wailed the centipede from inside the teacup, "a disaster about to happen!"
Scratching (for ideas): when do you scratch and where do you scratch?
Where do ideas come from? Glenn used the example of Paul McCartney speaking with a cab driver which resulted in the song 8 Days a Week.
Catching (the ideas): how do you catch the scratch ideas?
Hatching (your own ideas): Own, know, do. Find a different way to record.
Leon Segal from IDEO shared that Innovation begins with an eye (observation and vision). Keep an ever growing bug list (what annoys you [these things will bug others too]) and wear your Y fronts (ask 'why' and 'why not')! Glenn had the audience interacting with this quote and making it meaningful for us before even revealing it. There were 3 images on the board: an eye, a centipede and Y front underpants. We were to generate a number of ideas of what each image could be and construct a story linking three to explain the separate images. "Eye spy with my little eye" wailed the centipede from inside the teacup, "a disaster about to happen!"
Glenn then spent some time discussing disc
V icinity
I nclusion
S ecret Sign
P rivate message
A djacent
S tudent
"A tiger is a student who will stretch you and have you think and teach in different ways." Learn to love the tigers. BUT...you don't want to get too close to a tiger just be hovering in the vicinity.
Geographical-Spacial Anchoring - choose a space for those teacher speeches and always say them in the same space so that you can leave the negative energy behind. Students will know what you are going to say as you approach the space and therefore you may not need to actually say the speech. Alternatively, you could teach your speech to the students and have them say it allowing them to take personal responsibility!
Rivering around the room
Adjacent student:
To CHUMBAWAMBA (verb):
Grow learning lunatics (Helen Keller and The Wright Brothers)
AIMHI: Achievement in Multicultural High Schools
My last breakout session of ulearn12 was a panel of senior leaders from a number of schools sharing their story from participating in the AIMHI (Achievement in Multicultural High Schools) project. Their work was based on John Hattie's Visible Learning and feedback reducing the gap between where the student 'is' and where they are meant to be (Sadler). A lot of work had gone into giving effective feedback, the use of e-asTTle as an ICT tool and a range of other areas like literacy skills, student target setting, academic mentoring and differentiated classroom programmes.
V icinity
I nclusion
S ecret Sign
P rivate message
A djacent
S tudent
"A tiger is a student who will stretch you and have you think and teach in different ways." Learn to love the tigers. BUT...you don't want to get too close to a tiger just be hovering in the vicinity.
Geographical-Spacial Anchoring - choose a space for those teacher speeches and always say them in the same space so that you can leave the negative energy behind. Students will know what you are going to say as you approach the space and therefore you may not need to actually say the speech. Alternatively, you could teach your speech to the students and have them say it allowing them to take personal responsibility!
Rivering around the room
Adjacent student:
- Drop the bombs to those around the student
- Bombs are coming
- No one sits with them
- They tune in
To CHUMBAWAMBA (verb):
- Mix ingredients
- Blend percentages
- Layer sequence and tiers
Grow learning lunatics (Helen Keller and The Wright Brothers)
AIMHI: Achievement in Multicultural High Schools
My last breakout session of ulearn12 was a panel of senior leaders from a number of schools sharing their story from participating in the AIMHI (Achievement in Multicultural High Schools) project. Their work was based on John Hattie's Visible Learning and feedback reducing the gap between where the student 'is' and where they are meant to be (Sadler). A lot of work had gone into giving effective feedback, the use of e-asTTle as an ICT tool and a range of other areas like literacy skills, student target setting, academic mentoring and differentiated classroom programmes.