• Why don’t more teachers use
technology?
• How can we help teachers overcome
these obstacles?
• How do people learn?
• What strategies can we use to help
teachers learn?
Fundamental Attribution Error, Mindset, Expertise, Reluctance to Change
• When a problem with a person is really a
problem with the situation.
• We tend to attribute people’s behaviour
to their core character rather than to their
situation.
• It's the Situation, Not the Person.
• Take the survey
• Watch the video
• What do you think?
• The Talent Myth video
• 10 000 Hour Rule
• Watch the video
• You, driving a car for the first month =
your teacher, using technology
Need for certainty,
control and simplicity
Seek examples to
confirm current
methods
Some teachers do not
seek evidence that
demonstrates what we
do doesn’t work
Student is the problem
when he/she doesn’t
learn, teacher is the cause
when the student learns
Teachers build up an
immunity to new or
different ways of
doing things
Changing Mindsets, Developing Expertise, Seeking Success
• Listen for times when they are listening
to their fixed mindset
• Talk to them with a growth mindset
• Praise their effort not their ability
It takes considerable, specific and sustained
efforts to do something you can’t do well or
at all.
Progress is built on failure
Feedback – if you don’t know what you are
doing wrong, how will you know what you
are doing right?
• FOLLOW THE BRIGHT SPOTS. Investigate
what’s working and clone it.
• SCRIPT THE CRITICAL MOVES. Don’t think big
picture, think in terms of specific behaviours
• POINT TO THE DESTINATION. Change is easier
when you know where you’re going and why it’s
worth it.
• FIND THE FEELING. Knowing something isn’t
enough to cause change. Make people feel
something.
• SHRINK THE CHANGE. Break down the change
until it no longer spooks the Elephant.
• GROW YOUR PEOPLE. Cultivate a sense of
identity and instill the growth mindset.
• TWEAK THE ENVIRONMENT. When the situation
changes, the behaviour changes. So change the
situation.
• BUILD HABITS. When behaviour is habitual, it’s
“free”—it doesn’t tax the Rider. Look for ways
to encourage habits.
• RALLY THE HERD. Behaviour is contagious. Help
it spread.
Thought, Attention, Memory
•Adequate information from the
environment
•Room in working memory
•Required facts and procedures in longterm memory
• We understand new things in the
context of things we already know,
and most of what we know is concrete
• Cover one concept in 10 minutes
• 1st minute is the ‘gist’, no details
• Next 9 minute used to provide a detailed description of a
single general concept
• Chunking
• No Multitasking
• Brain processes meaning before detail
•Emotions
•Stories
•Patterns
•Meaning
Causality
Conflict
Complications
Character
Remember to repeat
• Use mnemonics
• First letter method (HOMES)
• Songs and rhymes (30 days has
September…)
• Mnemonics give you cues
• Impose order on the material
Direct Instruction, Problem Solving, Spaced Practice
• What are learning intentions?
• Success criteria (how will I know I have taught the material
successfully)
• Building commitment and engagement (use a ‘hook’)
• Input, modeling, check for understanding
• Guided practice
• Closure
• Independent practice
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•
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Understand the problem
Obtain/create a plan of the solution
Carry out the plan
Examine the solution
• Repeat to remember
• It is virtually impossible to become
proficient at a mental task without
extended practice
• What should you practice?
• Processes that need to become automatic