Learner

This  is  where  Ar*ficial  Intelligence  has  already  reached  h5p://www.youtube.com/watch?v=-­‐QYchgv5dMM    

What  skills,  competencies  and  disposi*ons  will  

you  need  to  flourish  in  the  21st  century?  

The Evolving Story of Education...

Agrarian Age

-­‐  3Rs  

-­‐  No  formal  educa*on    

Industrial Age !"

-­‐  3Rs  +  Technical  skills  +  Basic  Cogni*ve  skills  

Information Age !"

-­‐  3Rs  +  Basic  Cogni*ve  skills  

-­‐  Knowledge  in  a  Domain  (college  degree)  

We are NOW in the midst of a Phase Change and do not know what the future will hold…

The  amount  of  knowledge  in  the  world  has  doubled  in  the  past  10  years  and  is  doubling  every  18  months  -­‐  ASTD  

Language  Writing  

Printing  Press  Internet  

While  in  the  midst  of  a  Phase  Change  it  is  very  difficult  to  predict  what  the  future  will  hold...  

From 99°c to 1°c we cannot anticipate what will happen at 0°c

From 1°c to 99°c we cannot anticipate what will happen at 100°c

Phase Change

Automation

Computers

Phase Change... I N T E R N E t

Complexity

Hyper-connectivity

We  are  currently  preparing  students  for  jobs  that  don’t  yet  exist...  using  technologies  that  haven’t  yet  been  invented...  in  order  to  solve  problems  we  don’t  even  know  are  problems  yet.  

-­‐  Richard  Riley,  Secretary  of  EducaCon    under  President  Clinton  

•  How  will  a  tradi*onal  profession  like  engineering  or  banking  transform  due  to  computerisa*on,  automa*on,  connec*vity…  

•  E.g.  Profession  of  Doctor  –  Self-­‐diagnos*cs  –  blood  pressure,  diabe*c  –  Automated  X-­‐ray  reading  (radiologists)  

–  Pace  maker  linked  through  internet  to  a  doctor  

Think...

Knowledge Age!"

-  Knowledge in a Domain"

-  Higher Order Cognitive skills "

-  Learning to Learn"

-  Learning to Think"

-  Learning to Tell"

-  Empathetic Collaboration"

-  Learning to Earn"

-  Learning to Be"

To survive and thrive in the 21st century…

Knowledge explosion

…learn to self-learn and keep reinventing yourself

Learn to Self-Learn

Learn  to  learn  and  become  an  excellent    SELF-­‐DIRECTED  LEARNER  

Learner Dispositions for the 21st Century

1.  Growth  Mindset  

2.  Grit  

3.  Emo*onal  Resilience  

4.  Intrinsic  Mo*va*on  

Intelligence  is  not  ?ixed,  it  grows  with  hard  work  

Dabbler  vs.  Dilettante  

Dealing  with  Inner  Con?licts  

Autonomy,  Mastery,  Purpose  

Learner Dispositions for the 21st Century

1.  Growth  Mindset  

2.  Grit  

3.  Emo*onal  Resilience  

4.  Intrinsic  Mo*va*on  

Intelligence  is  not  ?ixed,  it  grows  with  hard  work  

Dabbler  vs.  Dilettante  

Dealing  with  Inner  Con?licts  

Autonomy,  Mastery,  Purpose  

Your  friend,  Alisha,  who  is  generally  considered  a  good  vocalist,  was  going  to  the  inter-­‐school  music  compe**on.    

Although  she  was  a  li5le  anxious,  she  was  confident  that  she  would  be  among  the  top  three.  You  were  accompanying  her  for  support  and  encouragement.  

You are the Counselor

Based  on  Carol  Dweck’s  book  ‘Mindset’  http://mindsetonline.com    

There  were  four  events  and  the  person  with  the  highest  score  would  be  the  winner.  Alisha  performed  well  but  others  were  be5er.      By  the  *me  the  compe**on  was  over  Alisha  was  not  in  the  top  three.  In  fact,  she  did  not  even  get  a  special  men*on  from  the  judges.  

You are the Counselor

Based  on  Carol  Dweck’s  book  ‘Mindset’  http://mindsetonline.com    

1. Hey  Alisha,  I  think  you  were  the  best.  

2. You  definitely  deserved  a  spot  in  the  top  three.  The  judges  were  biased!  

3. Reassure  her  that  it  was  just  a  music  compe**on  and  that  is  not  very  important.  

4. You  definitely  have  the  ability  and  will  surely  win  next  *me.  

5. You  didn’t  really  deserve  to  win.  

What would you tell Alisha and why?

Pause, Ponder, Discuss…

The  first  (you  thought  she  was  the  best)  is  basically  insincere.  She  was  not  the  best  –  you  know  it,  and  she  does  too.  This  offers  her  no  recipe  for  how  to  recover  or  how  to  improve.  

From  Carol  Dweck’s  book  ‘Mindset’  http://mindsetonline.com    

The  second  (judges  were  biased)  places  blame  on  others,  when  in  fact  the  problem  was  mostly  with  her  performance,  not  the  judges.  Do  you  want  her  to  grow  up  blaming  others  for  her  deficiencies?  

From  Carol  Dweck’s  book  ‘Mindset’  http://mindsetonline.com    

The  third  (reassure  her  that  music  doesn’t  really  

ma5er)  teaches  her  to  devalue  something  if  she  doesn’t  do  well  in  it  right  away.    

From  Carol  Dweck’s  book  ‘Mindset’  http://mindsetonline.com    

The  fourth  (she  has  the  ability  and  will  next  *me)  may  be  the  most  dangerous  message  of  all.  Does  ability  automa*cally  take  you  where  you  want  to  go?  If  Alisha  didn’t  win  this  meet,  why  should  she  win  the  next  one?  

From  Carol  Dweck’s  book  ‘Mindset’  http://mindsetonline.com    

The  last  op*on  (tell  her  she  didn’t  deserve  to  win)  seems  hardhearted.  But  that’s  pre5y  much  what  you  should  have  told  her.  

From  Carol  Dweck’s  book  ‘Mindset’  http://mindsetonline.com    

Carol  Dweck’s  work  shows  that  people  have  one  of  two  mindsets  about  intelligence  and  ability  (mindsets  are  beliefs  about  yourself)  

•  Either  they  believe  they  have  ‘fixed  intelligence’  i.e.  their  abili*es  are  innate  

•  Or  they  believe  intelligence  and  abili*es  can  grow  through  hard  work  

Fixed Mindset! •  Intelligence and talent

are fixed traits

•  Talent alone, without effort, creates success

•  Intelligence - if you have it you have it, if you don’t you don’t

•  You have to be flawless, right away

Growth Mindset!  •  Intelligence and talent can be

developed through dedication and hard work

•  Brains and talent are just starting points, love of learning and resilience matters more

•  Years of passionate practice and learning brings success

•  Stretching yourself and sticking to it, even when things are not going well

•  Much can be achieved through years of passion, toil and training

For  people  with  fixed  mindset,  set-­‐backs  are  trauma*c  because  they  destroy  their  self-­‐belief  that  they  were  innately  intelligent  and  talented  

They  do  not  admit  or  correct  their  deficiencies  

People  with  growth  mindset  take  failure  in  their  stride  because  they  believe  performance  can  be  improved  through  hard  work  

They  challenge  themselves  and  set  stretch  goals  and  hence  increase  their  abili*es,  even  if  they  fail  at  first  

You  can  test  your  Mindset  here…  

h5p://mindsetonline.com/testyourmindset/step1.php    

Learner Dispositions for the 21st Century

1.  Growth  Mindset  

2.  Grit  

3.  Emo*onal  Resilience  

4.  Intrinsic  Mo*va*on  

Intelligence  is  not  ?ixed,  it  grows  with  hard  work  

Dabbler  vs.  Dilettante  

Dealing  with  Inner  Con?licts  

Autonomy,  Mastery,  Purpose  

Joachim  de  Posada:  Don't  eat  the  marshmallow!  h5p://www.ted.com/talks/joachim_de_posada_says_don_t_eat_the_marshmallow_yet.html    

In  a  longitudinal  study  done  in  the  1960s  at  Stanford  University,  a  group  of  four-­‐years-­‐olds  were  given  one  marshmallow  and  promised  a  second  one  on  the  condi*on  that  they  wait  for  20  minutes  before  ea*ng  the  first  marshmallow  

Children  were  able  to  wait  for  different  periods  of  *me,  some  could  not  wait  at  all,  some  could  wait  for  4-­‐5  minutes  and  others  for  a  longer  period  of  *me  

The  Marshmallow  Experiment  

The  Stanford  University  researchers  then  followed  the  progress  of  each  child  into  adolescence  and  beyond  and  found  that  those  with  the  ability  to  wait  longer  were  be5er  off  (e.g.  be5er  SAT  scores,  be5er  jobs  and  be5er  rela*onships)      

The  experiment,  which  has  been  repeated  at  other  places  with  similar  results,  shows  that  the  ability  to  delay  gra*fica*on  in  exchange  for  long-­‐term  achievement  is  impera*ve  for  life  success  

The  experimenters  have  also  found  that  self-­‐control  to  delay  ea*ng  the  first  marshmallow  is  based  on  children’s  ability  to  formulate  strategies  for  self-­‐control    

E.g.  some  children  said  that  they  thought  to  themselves  that  the  marshmallow  was  just  a  pain*ng,  it  was  not  real  and  hence  could  resist  ea*ng  it  

•  Self-­‐control  or  ability  to  resist  tempta*on  is  good  for  standard  achievement,  like  maintaining  a  diet,  or  scoring  a  high  GPA  

•  But  for  really  high  achievement,  where  the  challenge  is  great,  like  solving  a  complex  social  problem,  or  

becoming  a  celebrity  rock  star,  you  need  GRIT  

•  Grit  =  tenacious,  dogged,  perseverance  to  pursue  a  long-­‐term,  almost  impossible  goal  (Westpoint  Military  Academy  and  Spelling  Bee  Contest)  

•  Grit  is  opposite  of  being  a  dile5ante  or  dabbler  

•  Grit  is  not  abandoning  a  pursuit  because  something  novel,  or  an  obstacle  comes  up  

•  Grit  is  sustained  passion  

•  You  can  think  of  grit  as  the  stamina  to  learn  

•  Learning  is  like  running  a  marathon,  you  need  stamina  

•  Despite  boredom  or  disappointment  you  need  to  stay  the  course  

•  Long-term Goals

•  10,000 hours to mastery

(Ericsson’s research

and ‘Outliers’ book by

Malcolm Gladwell)

How to Cultivate Grit

Angela  Lee  Duckworth  on  GRIT  h5p://www.youtube.com/watch?v=qaeFnxSfSC4    

You  can  find  your  Grit  Score  here…  (opens  a  PDF)  

h5p://www.sas.upenn.edu/~duckwort/images/17-­‐item%20Grit%20and%20Ambi*on.040709.pdf    

A  short  video  I  made  to  explain  ‘Time  Span  of  Discre*on’  (amount  of  

*me  one  is  capable  of  spending  on  a  task)  to  my  11-­‐year  old.  

Its  About  Time  -­‐  http://www.youtube.com/watch?v=BN9FkPz2-­‐LA    

Learner Dispositions for the 21st Century

1.  Growth  Mindset  

2.  Grit  

3.  Emo*onal  Resilience  

4.  Intrinsic  Mo*va*on  

Intelligence  is  not  ?ixed,  it  grows  with  hard  work  

Dabbler  vs.  Dilettante  

Dealing  with  Inner  Con?licts  

Autonomy,  Mastery,  Purpose  

Whenever  you  set  a  ‘stretch  goal’  for  yourself,  you  feel  the  pressure.  To  relieve  this  pressure  you  can  either  lower  your  goal  or  you  can  move  towards  your  goal.  

Based  on  Peter  Senge’s  book  –  The  Fifth  Discipline  

But  while  moving  towards  your  goal  there  are  inner  conflicts  that  hold  you  back.  Typical  nega*ve  inner  conflicts  are  –  you  think  you  are  either  powerless  and  incapable,  or  you  believe  you  are  unworthy  i.e.  you  do  not  deserve  what  you  desire.  

Based  on  Peter  Senge’s  book  –  The  Fifth  Discipline  

Inner  con(licts  of  a  learner  could  be...  

Wrong Beliefs

Trying is the first step towards failure

- Homer Simpson

Fear of Failure or Ridicule (what will other’s think of me)

Cynicism, Skepticism, Frustration, Failure

Inertia to Act or lack of energy and enthusiasm

Focus on Problems not Solutions

Inner  con(licts  of  a  learner  could  be...  

Lack of Self-Efficacy Self-belief about lack of abilities, that in-turn leads to lesser effort being put into learning

Boredom & Anxiety

Ambiguity or Lack of Clarity

•  The  moment  you  find  yourself  blaming  something  or  somebody  for  your  problems  you  need  to  immediately  pause  

•  Consider  if  it  is  not  some  inner  conflict  in  yourself  that  is  leading  you  to  blame  others  

•  Mental  structures  we  are  unaware  of  hold  us  prisoners  

•  Once  we  can  iden*fy  them  and  name  our  inner  conflict  (e.g.  I  think  I  will  not  be  able  to  achieve  my  goal  because  inside  me  I  believe  I  am  not  worthy  of  it)  their  hold  on  us  diminishes  

•  We  realize  we  have  a  choice!  

Overcoming Inner Conflicts!

Once upon a time there was a boy who was heart-broken because he got ‘F’ grade in Math and Science. He thought to himself he was no good at studies...

Changing your Perspective

"   Instead of looking at the bad grades he considered his ‘A’ grade in English"

"   How did I get an ‘A’ in English?""   Good study habits?""   Hard work?""   Multiple performance

opportunities (writing, debating)?"

"   Deep interest and confidence?"

"   He then applied the same learning approach to other subjects"

"   He got a ‘C’ in Math and Science and a ‘B’ in History!"

Changing your Perspective

In their book ‘SWITCH - How to Change

Things When Change is Hard’ authors

Chip and Dan Heath take a deeper look at

process of change..."

They look at the impediment to change as a

dilemma between ‘HEART and MIND’

and use the analogy given by psychologist,

Jonathan Haidt...

Your Mind or rational side is THE RIDER

Your Heart or emotional side is THE ELEPHANT

THE RIDER (mind or rationality)!(+)" - is a visionary (thinks long-term)" - good at planning and direction" - accepts delayed gratification "(-)" - Over analyzes (analysis-paralysis)" - Self-supervision is exhausting"

THE ELEPHANT (heart or emotions)!(+)" - can provide energy and enthusiasm" - responds well to positive emotions" - love, compassion, empathy, loyalty "(-)" - lazy and unpredictable" - desires instant gratification" - negative emotions (loss of energy/focus)"

To bring about change, you need to appeal to both your rider and your elephant!

Managing your �Attention

A5en*on  Management  

•  A5en*on  vs  Distrac*on  (wandering  thoughts)  •  Focus  •  Mindless  vs  Mindful  studying  

Are  you  good  at  mul*tasking?  

Watch  this  carefully…  

h5p://www.youtube.com/watch?v=vJG698U2Mvo    

•  How  do  we  stay  focused?  

•  To  understand  this  let’s  look  at  play,  because  while  playing  we  are  usually  naturally  a5en*ve  

•  This  happens  because  our  mind  is  wired  such  that  it  seeks  variety  and  in  play  the  s*mulus  is  constantly  changing  

Every  moment  of  a  tennis  match  is  different,  and  if  runs  are  not  being  scored  or  wickets  are  not  falling  then  even  cricket  becomes  boring  -­‐  we  stop  paying  a5en*on!  

Ellen  Langer,  Harvard  Professor  of  Psychology,  conducted  a  study  where  she  asked  par*cipants,  who  did  not  par*cularly  like  classical  music,  to  listen  to  classical  music  

•  One  set  of  par*cipants  was  asked  to  no*ce  three  to  six  novel  aspects  about  the  ac*vity,  like  no*ce  the  musical  instruments  they  could  iden*fy  

•  Another  set  was  not  given  any  instruc*ons  to  no*ce  differences  

•  The  Study  revealed  that  more  the  dis*nc*ons  drawn  by  careful  no*cing,  the  more  the  subjects  liked  the  ac*vity  

•  Thus,  the  more  we  deliberately  engage  with  a  task  the  more  interested  we  become  and  more  we  learn  

•  Langer  calls  this  a  ‘mindful’  axtude  to  learning  -­‐  the  opposite  axtude  is  a  ‘mindless  rote’  or  ‘autopilot’learning  

•  Connect  what  you  are  learning  with  your  life  and  make  it  more  meaningful  

•  Self-­‐reference  Effect  -­‐  informa*on  that  is  related  to  us  is  easier  to  learn  

•  While  studying  we  should  mentally  ask  ques*ons  about  the  topic,  look  at  the  informa*on  from  various  perspec*ves  and  relate  it  to  our  personal  life  or  of  someone  we  know  

•  By  making  informa*on  meaningful  we  remember  it  longer  

Good  learners  know  how  to  make  learning  interes*ng  by  deliberately  bringing  in  variety  in  what  they  are  studying  

For  example,  while  reading  a  book,  they  mentally  ask  ques*ons  and  try  to  answer  them,  look  at  the  book  from  various  perspec*ves  or  think  about  different  endings  to  a  story  

What Facilitates Deep Understanding

Based  on  Howard  Gardner’s  work  

1.  Make  predic*ons  to  ac*vate  Prior  Knowledge  

2.  Build  curiosity  and  fire  up  intrinsic  mo*va*on  to  learn  

3.  Make  learning  contextually  relevant    

4.  Secure  cogni*ve  commitment  (for  the  learning  adventure)  

5.  Ac*vely  engage  with  the  learning  material  

6.  Make  connec*ons  (with  prior  knowledge  /  bigger  picture)  

7.  Update  Mental  Model  

The Learning Journey

KWL-­‐Plus  is  a  self-­‐ques*oning  strategy  for  learning  

Know  -­‐  making  predic*ons,  invoking  prior  knowledge  

Want  to  Know  -­‐  genera*ng  interest  in  the  topic  by  posing  ques*ons  

about  expecta*ons  from  the  text  

Learn  -­‐  Plus  -­‐  reflec*ng  upon  the  text  through  techniques  like  

lis*ng,  mapping  and  summarising  

KWL-Plus Learning Strategy

Learning Journal

Managing your �Morale

What,  in  your  opinion,  is  the  difference  between  a  student  and  a  learner?  Write  down  the  traits  of  students  and  learners:  

STUDENT   LEARNER  

STUDENT  

LEARNER  

THINK...  

ü What  mo*vates  you  to  study  and  what  mo*vates  you  to  learn  a  new  video  game?  

ü  How  do  you  prepare  for  an  exam  and  how  do  you  learn  how  to  use  a  new  mobile  phone?  

ü What  is  level  of  joy  in  study  vs  play?  

STUDENT  ✓  More  exam  focused  

✓  More  emphasis  on  knowing  (because  of    exam  system)  than  on  deep  understanding  

✓  Rote  learning  (memorize  and  regurgitate)  

✓  ‘Out  of  syllabus’  mindset  

✓  ‘Why  do  I  need  to  study  this’  mindset  

✓  Emphasis  on  learning  ‘what’  

✓  For  a  specific  goal,  like  exam  or  qualifica*on  

 

LEARNER  

✓  Intrinsic  mo*va*on  to  learn  (e.g.  when  you  learn  a  new  video  game)  

✓  More  emphasis  on  deep  understanding  (e.g.  how  can  I  make  the  most  of  my  new  smart-­‐phone)  

✓  Emphasis  on  learning  ‘how’  

✓  Real-­‐world  applica*on,  trial  and  error  approach  (benevolent  axtude  towards  mistakes)  

✓  Lifelong  enthusiasm  

 

LEARNER  

✓  Hard-­‐working  ✓  Curious  

STUDENT  

LEARNER  

✓  Hard-­‐working  

✓  Curious  

STUDENT  ✓  More  exam  focussed  

✓  More  emphasis  on  knowing  (because  of  exam  system)  than  on  deep  understanding  

✓  Rote  learning  (memorize  and  regurgitate)  

✓  ‘Out  of  syllabus’  mindset  

✓  ‘Why  do  I  need  to  study  this’  mindset  

✓  Emphasis  on  learning  ‘what’  

✓  For  a  specific  goal,  like  exam  or  qualifica*on  

 

✓  Intrinsic  mo*va*on  to  learn  (e.g.  when  you  learn  a  new  video  game)  

✓  More  emphasis  on  deep  understanding  (e.g.  how  can  I  make  the  most  of  my  new  smart-­‐phone)  

✓  Emphasis  on  learning  ‘how’  

✓  Real-­‐world  applica*on,  trial  and  error  approach  (benevolent  axtude  towards  mistakes)  

✓  Lifelong  enthusiasm  

 

You need to be both - a good student

and an excellent, lifelong learner!

Self-Determination Theory!

Amo7va7on   Extrinsic  Mo7va7on   Intrinsic  Mo7va7on  

Indifferent  to  a  task  

External  Regula7on:  you  don’t  want  to  do  something  but  do  it  because  someone  wants  you  to  do  to  it  

Introjec7on:  do  it  because  it  enhances  your  status  –  I  will  do  it  because  others  will  value  me  

Iden7fica7on:  I  don’t  really  enjoy  doing  it  but  I  will  do  it  because  I  see  value  in  doing  it.  E.g.  study  math  

Integra7on:  I  will  do  it  because  it  aligns  with  my  goals  (even  though  I  might  not  enjoy  doing  it).  E.g.  exercise    

Doing  something  for  the  love  of  it    Not  for  the  reward    E.g.  spending  *me  with  family,  listening  to  music  

THE  MOTIVATIONAL  SPECTRUM  External  RegulaCon  >  IntrojecCon  >  IdenCficaCon  >  IntegraCon  >  Intrinsic  

In his book ‘Drive - The Surprising Truth about What Motivates Us’ author Daniel Pink suggests that the new operating system for the 21st century, or Motivation 3.0, has three components:

–  Autonomy: the urge to direct our own lives

–  Mastery: the desire to get better and better on something that matters

–  Purpose: a yearning to do something larger than our self-interest

Factors that influence Intrinsic Motivation!

Meta-Learning Learning  about  your  Learning,  inten*onally  

Meta-Cognition

Self-­‐interroga*ng  how  learning  and  performance  can  be  improved  

•  There  is  no  universal  algorithm  for  learning  

•  You  need  to  find  out  how  you  learn  best  •  While  you  are  learning  experiment  with  different  ways  of  

learning  and  figure  out  what  works  best  for  you  

•  Apply  this  new  understanding  of  how  you  learn  be5er  and  keep  improving  

Source:  http://eprints.ioe.ac.uk/2803/1/Watkins2001Learning.pdf    

I am the master of my fate:

I am the captain of my soul.

From  the  poem,  Invictus  

Questions, Comments, Suggestions?  

Feel  free  to  email  me:    

Atul  Pant  

Atul.Pant@TimelessLifeskills.co.uk  

atul.pant@gmail.com