Voyager Session 2 July 2017

22.3.17

Recap:

• You need to take your strengths and engage with the environment and have success
• The journey is as important as the destination . . if you get flow you’re hooked the more flow you get the more satisfying it is. Subjective significance
• Self concept - who we believe we are . . . based on peers, significant others. . .

Today:

• Vuka world - the world is changing. We’re only experts in yesterday's world . . . as soon as it changes, we’re part of today's problem
• You need to learn to act and act to learn.
• The moment you stop questioning/enquiring, you start advocating - so always stay in questioning mode.
• Be aware of making statements disguised as questions
• Power of collective wisdom. . . superior to individual wisdom. . .given sufficient people, diversity always trumps homogeneity.

• Single loop - you work on a problem, keep at the same problem . . . double loop is looking at the bigger picture. Detecting and correcting error in relation to a given set of operating norms. It's all about doing ‘the thing right’
• Double loop learning is about cognitive rules or ‘reasoning for action’ / change your lens / look at your organisation /
• Multiple loop learning: stop, smell the coffee ‘perhaps I need to change my lens, get a different perspective’ -- revisit your big choices! - where your simple fix doesn’t work: Double loop is looking at your bigger choices.

Movie - Doubt - have you seen it? Good on double looping

• What is the Real problem - the initial problem is never your real problem .
• What's the problem with her principal / what has she done to cause this?

Action Sentences That Are “Consistently Inconsistent” in the way we act:

Problem - Threat - Discard reasoning - Warehousemaster programme

Paradox of Mental Model

 During Stress or Embarassment

Espoused Theory NOT  Theory in Use  (Theory in use is ‘protect yourself’)

People have thoughts going on in their heads - objective reality - what is happening in both brains is different.

Triple is about metacognition - you run through a ladder of misguided inference.

Session 2 - Module 4

Emotional Intelligence, Empathy & Resonant Leadership

‘Pain is a given, suffering is optional'

Humans are constantly negatively biased - its evolutionary, when we were facing life and death threats. The brain's mechanism is geared to acute threats that were real but those mechanisms are the same ones we use today.

What is the relationship between raw intelligence, IQ and EQ? There is no relationship between these two.

IQ serves a sorting function - to handle raw cognitive data. It tells what level of complexity a person can handle. . . but whether it helps you become a star is up to EQ because that detemines how good you’ll be at the job.

Distinguishing Competencies:

• Singular drive to achieve - EQ
• Impact of influence - EQ
• Conceptual Thinking - IQ
• Analysis - IQ
• Taking on challenges without being told to do so. EQ
• Being self confident. EQ

In evolution, emotions have a survival function . . .if we can detect/understand where others come from we’ll be able to predict what’s coming up.

Amygdala Hijack

An Amygdala Hijack is an immediate and overwhelming emotional response out of proportion to the stimulus because it has triggered a more significant emotional threat. The amygdala is the part of our brain that handles emotions. During an Amygdala Hijack, the amygdala "hijacks" or shuts down the neo-cortex. Amygdala hijack is a term coined by Daniel Goleman in his 1996 book Emotional Intelligence: Why It Can Matter More Than IQ.[1] Drawing on the work of Joseph E. LeDoux, Goleman uses the term to describe emotional responses from people which are immediate and overwhelming, and out of measure with the actual stimulus because it has triggered a

much more significant emotional threat (Wikipedia)

During this the brain is flashing. When the amygdala hijacks, our body acts like a dog to a cat . . . a body reacts the same way to symbolic threats as it does to actual threats.

‘Wake up signal’ send a huge signal to the brain, major organs and muscles to prepare for the fight or flight.

Self awareness helps you make good decisions. Emotions set up your priorities, big decisions in life get balance and weight from your sense of self awareness.

Self management: You can’t control the world but you can control how you view it.

Social Awareness: We are constantly paying attention to each other. Even though we aren’t aware of this about ourselves, other people are. The first law of empathy is we are constantly mirroring each other. People are contagious - their behaviour, emotion, tone of voice and sensations.

Empathy 1st law = covert modelling, 2nd law of empathy seeing an intentional act - begins with covert modelling. Sociopath and psychopaths (hypo emotionality) - no emotion felt. Its very hard to point of view project so we only tend to do it for our families, near and dear ones.

Resonance is contagious . . . so is dissonance - Leadership competencies DO matter.

EI matters alot. But this is not enough. Good leaders cannot take constant pressure.

“Chronic stress with periodic occasions of acute stress” - You need to track that.

A team = Sacrifice syndrome - responsibility, but ambiguous authority!

- Chronic stress is stress that you aren’t in a position to control.

• Defensive routine: not good or bad but allow you to cross the emotional swamp

• If we find ourselves in this position too often, these routines then begin to dictate our way of life

Mindfulness - aware, awake,  intune

Hope - A contagious experience. ‘Hope is the thing with feathers that perches in the soul and sings the tune - without the words - and never stops at all’ The stockdale paradox - Don’t lose hope!”

Compassion - The journey from simple compassion to reciprocity has a few stations on the way. .  . It's on a continuum.

1. Am I my brothers keeper?
2. Yes I am my brothers keeper. structural change
3. No I am my brother - humility
4. ‘ I am my brother’ solidarity and reciprocity
5. 
   

‘Love, gratitude and respect - I’m here if I get it and gone if I don't.’

Lovely to again spend time at a Vikram Voyager session - all really good thought provoking material about our own strengths and how they relate to leadership - and the organisation we work in overall.

VIA Survey of Character Strengths

Here are your scores on the VIA Survey of Character Strengths.

For how to interpret and use your scores, see the book Authentic Happiness.

The ranking of the strengths reflects your overall ratings of yourself on the 24 strengths in the survey, how much of each strength you possess. Your top five are the ones to pay attention to and find ways to use more often.

Your Top Strength

Leadership - You excel at the tasks of leadership - encouraging a group to get things done and preserving harmony within the group by making everyone feel included. You do a good job organizing activities and seeing that they happen.

Your Second Strength

Fairness, equity, and justice - Treating all people fairly is one of your abiding principles. You do not let your personal feelings bias your decisions about other people. You give everyone a chance.

Strength #3

Bravery and valor - You are a courageous person who does not shrink from threat, challenge, difficulty, or pain. You speak up for what is right even if there is opposition. You act on your convictions.

Strength #4

Judgment, critical thinking, and open-mindedness - Thinking things through and examining them from all sides are important aspects of who you are. You do not jump to conclusions, and you rely only on solid evidence to make your decisions. You are able to change your mind.

Strength #5

Capacity to love and be loved - You value close relations with others, in particular those in which sharing and caring are reciprocated. The people to whom you feel most close are the same people who feel most close to you.


*A really detailed survey and highly accurate when talking to others who also did it - do I think this is accurate about me? probably yes.
Why is this important? Because we need to know about ourselves and our own strengths before we can lead and support others in theirs.

NPEW Levels of Peer Questioning

James Nottingham

Saturday 11th March 2017

So What?

-When we give students choice about the activity or who to work with, . . . choice the effect typically is to slow learning down dramatically. Whats going on? They pick the easy option . .

-We do so much based on - Habit, tradition, and ?

--How much curling teaching is going on? How many of us plan lessons/learning where there are no glitches

-Whats wrong with mistakes? - Growth mindset encourages and applauds mistakes.

-Which route do I take?  . . . Dont link challenge with making things difficult?

-Easy is boring, Challenging is interesting’ - It gives them opportunity to learn.

- Key Competencies - unpack with the kids . . .

Curling versus Foafoy - how do we gett that balance - we need to keep kids wobbling without them falling off, we need to keep kids wobbling and comforable wobbling

-We learn most when we are right on the edge of our comfort zone . . . but not so far that they are right out of comfort zone.

-We need to be right at the edge. We want a bit of excitement . . .

- ‘You’re finding this easy, lets make it more interesting . . .’

‘We set the culture in our school’    ‘We set the culture in our classroom’

-With primary children talk about the brain as if it is a muscle. . .we need to work out the body and the brain . .  .

How often do my children go home absolutely drained they’ve worked so hard. . . .

‘I’m going to give you Super super interesting challenges that I bet none of you will be able to do’

Momentary failure is ok, long term failure is not good

Plan desirable difficulties

-If the lesson is challenging the children will have more questions as they leave as opposed to when they came in.

-Playing with ideas . . . is the idea

Lego means play well in the danish language

-In your class . . .  there are no silly stupid questions - its playing with ideas’

Code ‘When CHALLENGE is working brilliantly . . . ‘ see slides sheet

SOLO

Pre - know nothing about it

Uni - know one or two things about it

Multi - know alot of things about it                            surface level learning

Relational -  Use the knowledge to understand how each aspect relates to each other -the links/crossover.

Ext Ab - I can apply and create -   (Relating and applying)     Real world application  in regard to the water cycle . . . where is the best place to build a house      

Robots can’t replace tchr questioning, connections, feedback . . .in your culture. . . Tchrs are good at moving kids from knowing to understanding    

Preview club - for kids who don’t have resources at home

Make homework preview instead of review - let parents know so at school we can get onto the relational and extended abstract level.

Let the kids know. . . about all this . . .  .those who have done the multilevel stuff, can go to the challenge table straight away - those of you who are at the unistructural level you’ll be at this table to get more information.         

0.01% - success of homework

Reading Champion of the day! Get the others to ask questions. . .    

Your homework is to come up with three really good questions about poems.       

Are you moving up the continuum? . . . its not a competition, its  all about ‘are you better than where you were’    

 

The Learning Pit    

-transformational learning  use it

-The topic should be a concept not a fact  - we start with what we know then unpack what we don’t know            ‘Should we always tell the truth’

-Let’s Play Well!

-We might be in the pit for a lesson, a week. The older the kids are the long we try to leave them in the pit. Every question doesn’t need to have an answer.

- Get kids in the pit and questioning . . . very relevant

-What should we do about global warming? -what do we say to people who are grieving? -Leave kids in the pit but realise sometimes there is no answer! Although its great when kids come out of the pit and have a eureka moment! Eureka means ‘I found it’

-Who’s in the pit? - Who thinks they are now out of the pit? Those groups get together - group out of the pit drag the others out . . . those kids in the pit, drag those out of it back in. Use the pit to pair kids up.

-Replace tests - unless you give them a pretest.  The only score to praise is the progress score NOT achievement.

We value and celebrate progress not acheivement

- Art work: the process and feedback from a mate!

-Ground rules in the pit: respect, collaboration, contributing, cooperation. Be critical of all ideas.

Achievement / Progress

• Self efficacy: I am in charge of my life. Girls have lower self-efficacy than boys.
• Boys get 8x as much criticism as girls.

• Praise not the child but the action, and follow it up with a process message - good work for . . . collaborating.

• Brilliant swimming, reading, . . . not swimmer, reader. . .

P4C

When Challenge is working brilliantly

  N - nailed it C - close L - long way off

Ethos	There is an atmosphere of exuberant discovery	Impact	Challenge stimulates curiosity and leads to students asking high quality questions
Student Attitudes	Students talk positively about challenge (e.g. mistakes are part of challenge; easy is boring etc) and look forward to/ expect to be challenged	Impact	It is noticeable that challenge is helping students to reach or exceed their goals
Staff role model	Staff are positive role models, showing that they also enjoy and learn from challenge	Impact	Challenge moves students onto their next stage of learning (as described by the SOLO taxonomy)
School Systems	Systems are in place to facilitate high quality challenge (e.g. breakthrough sessions, teaching target models etc)	Meta-cognition	Students can identify an example of being challenged. In recent lessons and the positive outcome it led to
Pedagogy	Staff make good use of questioning and individualising techniques to support and challenge all pupils	Meta-cognition	The language of challenge is used and shared by all (e.g. “I’m in the pit” or “I’m wobbling”

What do we know already - Preview - e.g.show them the Water Cycle so they can see it

Make connections - help children to move from knowing to understanding contextually

How much of our time is spent teaching knowledge.

Effect size of homework - 0.01

Make homework Preview not Review - once a week.

They can make progress with this - spending a few moments with those you know may struggle, to give them the heads up so they can be successful. Those who get it correct, can go to the challenge table first.

How can we make this work?

Preview - whole lesson is going to be based around what they have learnt.

Preview - making progress on our learning continuum - it is not who knows more, preparing not cheating.

Create a culture of: Why wouldn’t you go and do that? Give yourself a leg up.

Starting at the surface - ending higher than where you started

“I’m in the pit” It means leave me alone I’m working through it

How are they moving around questioning them?

Lots of learning stations around the room, not rows, desks, clusters, rows.

Wellington is the capital of NZ - fact

What is a capital city? - concept - needs unpacking

What is food? - concept

The Learning Pit - use it so that they use their thinking skills

1. Concept - generating the ideas
2. Conflict - two ideas that are in conflict with each other - bottom of the pit, may be here for a while. It may be 10 minutes, it may be a lesson, it may be all week.Questioning - what is right? Every question does not have an answer? It may be different for everyone. Sometimes you never get a resolution and that is okay.
3. Construct - coming out of the pit - Eureka moment! It means I found it! Not someone else, teacher!! You won’t get that Eureka moment if you haven’t struggled to get there. It makes the challenge worthwhile.

www.jamesnottingham.co.uk/learning-pit

Link to graphics

Thinking Skills required:

Ability grouping - in the top groups and bottom groups they ask less questions - top think if they ask they might not seem as good, lowest group - people might think they are even dumber

Mixed ability - creates questioning between the group. Create a culture of asking questions.

10/10 - great if he worked hard to get their. Getting it done.

Get rid of tests and replace them with…

Don’t give a test to a child unless you give them the pretest - give them practice, then show them the right answers, so that they can mark it themselves and know how many they know and what they need to learn. This is so you can ramp up the challenge for the children, otherwise what is the point.

Find out what they know to begin with.

Growth Mindset - praise is focussed on progress

Art - let’s put up twice as much, the starting point and photos of progress and the finishing point side by side. It shows we value progress.

Picture - feedback from peer - finished product

Celebrate progress

Ground Rules

How to put your views across persuasively

Multiple Intelligences - many different ways to learn

• They need to make progress in all of these areas, not just their preferred learning styles

We are not all the same

Fixed Mindset - That’s how I was born

Growth Mindset - That’s what I have developed

What matters is that they are making progress

The culture in our class has to emphasise progress.

Achievement and Progress Impact

Do we know where our kids are?

Put them in the quadrant. So what? Where do the children sit in this quadrant.

Growth Mindset

• The story behind the talents
• Learning/ feedback/ effort
• Mindset is not about genetics

Carol Dweck

Notes taken at the conference - some excellent ideas and an enjoyable day spent considering and learning about new ideas.