Thursday, November 18, 2010
Tuesday, November 16, 2010
From thrown in the deep end to finding my feet...
Well what a roller coaster of a year it has been! From starting the year as Team Leader of Year 1 and as a key member of the National Standards Implementation Team, things soon changed as the leaders of ICT moved onto to other journeys and I stepped in as co-leader of ICT. While I had a good practical and pedagogical knowledge base, there were so many other aspects of this role that I had never even had to consider. I have become proficient at fixing computers that just won't work, troubleshooting SmartBoard and ActivBoard issues, writing milestone reports/action plans/strategic plans and listening sympathetically to peoples ICT problems but my class has suffered as the immense workload has taken over and they have not coped very well with a variety of relievers and a tired, sometimes grumpy teacher!
Highlights - being able to inspire others in eLearning pedagogy; attending uLearn10; AHA moments; clever New Entrant/Year 1's making picturetrails, Toondoo cartoons, Kid Pix pictures, photostories, blog posts, flipcharts on the ActivBoard and many other amazing things (true digital natives); finding out how much I have learned and how quickly I can pick up new skills; having an ActivBoard in my classroom
Low points - lack of sleep; weekends spent writing milestone report; frustration (on so many levels!); not knowing what level of involvement I will have in ICT leadership next year; lack of computer access for students; constant pressure; my class did not cope well with me being out of the classroom randomly (one week they had 4 different teachers!!)
Highlights - being able to inspire others in eLearning pedagogy; attending uLearn10; AHA moments; clever New Entrant/Year 1's making picturetrails, Toondoo cartoons, Kid Pix pictures, photostories, blog posts, flipcharts on the ActivBoard and many other amazing things (true digital natives); finding out how much I have learned and how quickly I can pick up new skills; having an ActivBoard in my classroom
Low points - lack of sleep; weekends spent writing milestone report; frustration (on so many levels!); not knowing what level of involvement I will have in ICT leadership next year; lack of computer access for students; constant pressure; my class did not cope well with me being out of the classroom randomly (one week they had 4 different teachers!!)
Friday, October 8, 2010
uLearn10 - Breakout 6 - Trevor Bond - Inquiry Learning vs. Good Learning
Inquiry learning or good learning?
Inquiry learning. This phrase carries a lot of baggage and misconception with it. Perhaps it is time to just focus on learning, what good learning is and how we can support our students to be better learners. It is time to stop walking in circles with inquiry learning, its time to focus on what good learning is and revise our teaching practice to fit that picture. This will raise challenges for schools.What are the challenges and how can we address them.
Trying to define inquiry learning is like trying to grab a bar of soap in the bath!
It's the "thing" that everyone is "doing" but it's not just a matter of choosing a model and doing it.
A lot of schools are going in circles because their focus is inquiry when it should be learning. We should be equipping our students to be better learners.
Q1. What is good learning? (not what is good inquiry?) Need to define learning as a school then dfine good/effective learning.
Trevor Bond's definition: Learning is change to one or more of these things - knowledge - understanding - world view - beliefs - opinions (weaken or strengthen) - values - attitudes - behaviours - skills - that is retained, able to be applied and able to be transferred.
NZC page 37. Curriculum is designed and interpreted in a three-stage process: as the national curriculum, the school curriculum, and the classroom curriculum. The national curriculum provides the framework and common direction for schools, regardless of type, size, or location. It gives schools the scope, flexibility, and authority they need to design and shape their curriculum so that teaching and learning is meaningful and beneficial to their particular communities of students. In turn, the design of each school’s curriculum should allow teachers the scope to make interpretations in response to the particular needs, interests, and talents of individuals and groups of students in their classes.
Q2. What are our learning goals? What are you trying to achieve through inquiry? This goal is surely about developing skills and attitudes... to be better learners. What is your school "graduate profile"? How will you know you've done a good job when your Year 6's leave? Build the curriculum to make your graduate profile happen.
Need to be focusing on developing competencies, should be using progress in competencies to assess effectiveness of programmes.
Curriculum coverage statements have been removed from NZC and NAG's.
What are your primary skill goals that will enable your students as connected engaged learners? What are your attitudinal goalsthat will enable your students as connected engaged learners? Establish success criteria associated with these questions.
Cross competency focus = cross competency attitude, cross competency skill - focus on growing skills and attitudes in students.
4 attitudes of life long learners = curiosity, open-mindesness, persistence, empathy.
6 skills of life long learners = ability to:
identify need or problem
identify, understand and use contextual vocabulary appropriately
ability to create and use relevant questions to guide thinking and gain information
acquire, validate and apply relevant information
create and critique information, argument, belief or theory
make informed decisions with due consideration of possible options, consequences and the impact on others.
Focus should be on core elements of learning i.e. taking students and moving them on.
Q3. What are the elements of good learning?
Start point for learning - question, task or concept? so schools should have a concept based curriculum or a task based curriculum or a question based curriculum.
Track "exposure" to the strands.
Q4. What is a good inquiry model?
Q5. What is good inquiry? An approach that delivers your goals SO what is your goal?
Good learning is a process of developing independence (not independence in terms of working alone but independently engaging with others to develop understandings) SO good inquiry is a process of developing independence.
Understandings are developed in the spaces between people.
Good learning = where a student moves towards independence on a growing foundation of literacy - learning is literacy in action.
If kids are not engaged = educational malpractice - so kill it! Teachers must be engaged - if not kill it!
When students are in learning to read stage major resources should be image based not text based.
Reading to learn is inquiry (but must be engaged), exploring learning through reading.
Scaffolding allows children access to learning - provides safety for learners as they build their understanding of learning process and as they develop their learning skills.
Q6. What are the in school barriers? Tie appraisal to schoolcurriculum being implemented well. If model is not delivering what you want then review it - continual reflection. Model needs to become part of school induction process.
What is measured gets done - measure literacy, numeracy, skills/attitudes.
STOP talking about inquiry, START talking about learning. Learning model NOT inquiry model - should work in any context.
Trevor Bond's website
Trevor Bond's NZC wiki
Trevor Bond's questioning wiki
Inquiry learning. This phrase carries a lot of baggage and misconception with it. Perhaps it is time to just focus on learning, what good learning is and how we can support our students to be better learners. It is time to stop walking in circles with inquiry learning, its time to focus on what good learning is and revise our teaching practice to fit that picture. This will raise challenges for schools.What are the challenges and how can we address them.
Trying to define inquiry learning is like trying to grab a bar of soap in the bath!
It's the "thing" that everyone is "doing" but it's not just a matter of choosing a model and doing it.
A lot of schools are going in circles because their focus is inquiry when it should be learning. We should be equipping our students to be better learners.
Q1. What is good learning? (not what is good inquiry?) Need to define learning as a school then dfine good/effective learning.
Trevor Bond's definition: Learning is change to one or more of these things - knowledge - understanding - world view - beliefs - opinions (weaken or strengthen) - values - attitudes - behaviours - skills - that is retained, able to be applied and able to be transferred.
NZC page 37. Curriculum is designed and interpreted in a three-stage process: as the national curriculum, the school curriculum, and the classroom curriculum. The national curriculum provides the framework and common direction for schools, regardless of type, size, or location. It gives schools the scope, flexibility, and authority they need to design and shape their curriculum so that teaching and learning is meaningful and beneficial to their particular communities of students. In turn, the design of each school’s curriculum should allow teachers the scope to make interpretations in response to the particular needs, interests, and talents of individuals and groups of students in their classes.
Q2. What are our learning goals? What are you trying to achieve through inquiry? This goal is surely about developing skills and attitudes... to be better learners. What is your school "graduate profile"? How will you know you've done a good job when your Year 6's leave? Build the curriculum to make your graduate profile happen.
Need to be focusing on developing competencies, should be using progress in competencies to assess effectiveness of programmes.
Curriculum coverage statements have been removed from NZC and NAG's.
What are your primary skill goals that will enable your students as connected engaged learners? What are your attitudinal goalsthat will enable your students as connected engaged learners? Establish success criteria associated with these questions.
Cross competency focus = cross competency attitude, cross competency skill - focus on growing skills and attitudes in students.
4 attitudes of life long learners = curiosity, open-mindesness, persistence, empathy.
6 skills of life long learners = ability to:
identify need or problem
identify, understand and use contextual vocabulary appropriately
ability to create and use relevant questions to guide thinking and gain information
acquire, validate and apply relevant information
create and critique information, argument, belief or theory
make informed decisions with due consideration of possible options, consequences and the impact on others.
Focus should be on core elements of learning i.e. taking students and moving them on.
Q3. What are the elements of good learning?
Start point for learning - question, task or concept? so schools should have a concept based curriculum or a task based curriculum or a question based curriculum.
Track "exposure" to the strands.
Q4. What is a good inquiry model?
Q5. What is good inquiry? An approach that delivers your goals SO what is your goal?
Good learning is a process of developing independence (not independence in terms of working alone but independently engaging with others to develop understandings) SO good inquiry is a process of developing independence.
Understandings are developed in the spaces between people.
Good learning = where a student moves towards independence on a growing foundation of literacy - learning is literacy in action.
If kids are not engaged = educational malpractice - so kill it! Teachers must be engaged - if not kill it!
When students are in learning to read stage major resources should be image based not text based.
Reading to learn is inquiry (but must be engaged), exploring learning through reading.
Scaffolding allows children access to learning - provides safety for learners as they build their understanding of learning process and as they develop their learning skills.
Q6. What are the in school barriers? Tie appraisal to schoolcurriculum being implemented well. If model is not delivering what you want then review it - continual reflection. Model needs to become part of school induction process.
What is measured gets done - measure literacy, numeracy, skills/attitudes.
STOP talking about inquiry, START talking about learning. Learning model NOT inquiry model - should work in any context.
Key message: Focus on good learning not inquiry.
Trevor Bond's website
Trevor Bond's NZC wiki
Trevor Bond's questioning wiki
uLearn10 - Breakout 5A - helping to present - eek!
Helping a colleague present her action research via Skype from Scotland - hope it all goes well!! Notes to follow...
Workshop Abstract: Digikidz: Children as experts - gaining eLearning skills and self confidence, inspiring and supporting the same in others.
I believe in igniting interest, scaffolding and helping children gain skills for learning to learn. In the last 6 months I have been fortunate to pursue action research. My inquiry focused on Digikidz: children who are willing to and capable of supporting their peers and teachers. I targeted core programs and technologies to encourage the children to become confident to share their learning with others. Throughout the process I gathered evidence of the impact of the Digikidz in a variety of ways. This initiative could be adapted to suit individual classrooms, year levels or as a whole school approach.
Despite a few technical difficulties (even though we had a perfect high speed Skype line) this workshop went really well. A bit pushed for time in the end but a quick glance at the feedback sheets showed lots of enthusiasm for the concept of Digikidz and an appreciation of Victoria’s passion for the purposeful use of ICT. Big ups to the awesome technical support we received from Dave and his cool, calm and practical advice and support in the face of adversity!
You can check out Victoria's wiki about her action research here.
Workshop Abstract: Digikidz: Children as experts - gaining eLearning skills and self confidence, inspiring and supporting the same in others.
I believe in igniting interest, scaffolding and helping children gain skills for learning to learn. In the last 6 months I have been fortunate to pursue action research. My inquiry focused on Digikidz: children who are willing to and capable of supporting their peers and teachers. I targeted core programs and technologies to encourage the children to become confident to share their learning with others. Throughout the process I gathered evidence of the impact of the Digikidz in a variety of ways. This initiative could be adapted to suit individual classrooms, year levels or as a whole school approach.
Despite a few technical difficulties (even though we had a perfect high speed Skype line) this workshop went really well. A bit pushed for time in the end but a quick glance at the feedback sheets showed lots of enthusiasm for the concept of Digikidz and an appreciation of Victoria’s passion for the purposeful use of ICT. Big ups to the awesome technical support we received from Dave and his cool, calm and practical advice and support in the face of adversity!
You can check out Victoria's wiki about her action research here.
uLearn10 - Breakout 4 - Mark Treadwell – Concept Curriculum Scaffold for NZC
Last paradigm shift in education was in the 1400’s – paradigm shifts in education are very rare – moved from aural to text based system, now moving from text to internet/web based system = new paradigm shift.
3 learning processes
- rote learning – very weak process, only evolved in last 500 years due to the need to learn to read and write
- forming concepts – highly adaptable, concepts become automated e.g. sitting down in a chair (you don’t think about it), concepts allow you to predict what’s going to happen so you don’t need to think about it, brains can access endless astrocytes to create new concepts
- brainwaves – creativity
So which system should we base our A/O’s around? Concepts.
NZC – very content driven e.g. maths, must rote count to..., very inconsistent A/O’s, front section fantastic as allows self design BUT framework only – no scaffold! Impossible for schools to build a scaffold independently.
Creating understanding needs a number of contexts to be explored.
Creativity can be used for good or ill – where character and principles come in (values, attitudes, ethics, personal qualities).
Learning today is based on oral language and visual language (Anne Tolley hasn’t got this!), multimedia is missing from English curriculum.
Junior teachers should be worrying about competencies and literacies. Competencies should be being explicitly taught.
Primary school world should be a world of wonderment and awe – AHA moments should be happening all the time.
What do students need to understand? Not... What do they need to learn?
Test a concept by giving them a different context to see if they can apply the concept.
Takes about 8 months in a primary school to build concept scaffold.
Inquiry should be inquiring why something happens.
Young children don’t ‘get’ the concept of editing their writing. Make 1 thing a focus for the next piece of writing following conferencing (e.g. capital letters at the start of sentences). Students hate having to rework/change a piece of existing writing which leads to them hating writing (really they hate having to edit!!) This way you are instead suggesting a review for next time.
Literacy Learning Progressions are spot on EXCEPT for editing.
3 learning processes
- rote learning – very weak process, only evolved in last 500 years due to the need to learn to read and write
- forming concepts – highly adaptable, concepts become automated e.g. sitting down in a chair (you don’t think about it), concepts allow you to predict what’s going to happen so you don’t need to think about it, brains can access endless astrocytes to create new concepts
- brainwaves – creativity
So which system should we base our A/O’s around? Concepts.
NZC – very content driven e.g. maths, must rote count to..., very inconsistent A/O’s, front section fantastic as allows self design BUT framework only – no scaffold! Impossible for schools to build a scaffold independently.
Creating understanding needs a number of contexts to be explored.
Creativity can be used for good or ill – where character and principles come in (values, attitudes, ethics, personal qualities).
Learning today is based on oral language and visual language (Anne Tolley hasn’t got this!), multimedia is missing from English curriculum.
Junior teachers should be worrying about competencies and literacies. Competencies should be being explicitly taught.
Primary school world should be a world of wonderment and awe – AHA moments should be happening all the time.
What do students need to understand? Not... What do they need to learn?
Test a concept by giving them a different context to see if they can apply the concept.
Takes about 8 months in a primary school to build concept scaffold.
Inquiry should be inquiring why something happens.
Young children don’t ‘get’ the concept of editing their writing. Make 1 thing a focus for the next piece of writing following conferencing (e.g. capital letters at the start of sentences). Students hate having to rework/change a piece of existing writing which leads to them hating writing (really they hate having to edit!!) This way you are instead suggesting a review for next time.
Literacy Learning Progressions are spot on EXCEPT for editing.
Key message: create understanding through the process of forming concepts (explored through different contexts).
uLearn10 - Breakout 3 - Nick Rate – ePortfolios discussion group
A portfolio is... what is produced when persons collect, select, reflectively interpret and/or present their own evidence to support their assertions about what they have learned, know and can or should do.
About pedagogy NOT technology.
Include goals and reflections.
Integral to process of learning. Not additional to class programme.
Purpose is development of independent learners.
So important to identify and establish the purpose.
3+ year process – moving towards embedded practice.
Ownership? – belongs to child.
Important to consider platform you are going to use.
Are your parents and teachers ready?
Teachers MUST have pedagogy embedded first – must be practicing goal setting and reflection “traditionally” in classroom. Must be able to see purpose and benefits.
ePortfolios... should contain reflection/self assessment and goals (next steps in learning)... should reflect/demonstrate the learning process and product... need contribution from all the stakeholders (3 way – teacher, pupil, parents)... must fit with school vision and philosophy... require access to fully functioning ICT tools.
Although I didn't attend Nick's pre-conference on eportfolios, the presentation contains the same messages in more detail. Some very powerful food for thought in here...
About pedagogy NOT technology.
Include goals and reflections.
Integral to process of learning. Not additional to class programme.
Purpose is development of independent learners.
So important to identify and establish the purpose.
3+ year process – moving towards embedded practice.
Ownership? – belongs to child.
Important to consider platform you are going to use.
Are your parents and teachers ready?
Teachers MUST have pedagogy embedded first – must be practicing goal setting and reflection “traditionally” in classroom. Must be able to see purpose and benefits.
ePortfolios... should contain reflection/self assessment and goals (next steps in learning)... should reflect/demonstrate the learning process and product... need contribution from all the stakeholders (3 way – teacher, pupil, parents)... must fit with school vision and philosophy... require access to fully functioning ICT tools.
Key message: pedagogy must be strongly embedded in school first.
Although I didn't attend Nick's pre-conference on eportfolios, the presentation contains the same messages in more detail. Some very powerful food for thought in here...
uLearn10 - Keynote 3 - Lane Clark – Learning to Learn – It’s bigger than Inquiry
"Many of our schools are now valuing the importance of teaching their students how to learn. Inquiry learning is no longer ‘new.’ It has become an instructional approach, advocated at the Department level, and realised in many classrooms, internationally. Recognising and celebrating this advance in pedagogy...inquiry is merely a part of a much bigger whole.
If it‘s our goal to see an increase in student levels of engagement; an increase in levels of high school retention; an improvement in student performance standards; and learners skilled and ready to contribute to their world, we need to re-think what we are doing, and how we are doing what we are doing, in schools. We need to teach our kids how to think and how to learn through a comprehensive learning process that mirrors the way in which learning occurs in the outside world. We need to ensure that intellectual rigor, depth of knowledge and understanding, authentic, relevant and purposeful curriculum, our priorities We need to change the way learning is planned, designed, implemented, assessed and evaluated.
What does it mean to learn?
Is there a difference between knowing and learning?
What is authentic learning?
What is integrated learning?
Is there a difference between theme and authentic integration?
What does real learning look like?
What are the similarities and differences between ‘real life’ learning and ‘in school learning’?" Lane Clark
Loved listening to Lane speaking - what a thought provoking educationalist. She made some very important points about real world learning. Definite theme emerging through all the keynote speakers. The question is how to marry this up with school policy, national standards, time constraints...
The ability to learn how to learn – everyone should be cultivating this, it’s not what you know but how you learn that’s important as what you know will soon be obsolete.
How we learn is more important than how much we learn.
So you know it – so what? Can you do something with what you have learned?
Inquiry is where thinking and learning meet.
What does it mean to learn? Is there a difference between knowing and learning? What is authentic learning? What is integrated learning? What does real world learning look like? How does it compare to ‘in school’ learning? Is there a difference between theme and authentic integration?
Teaching should be mirroring what kids will move in to with no teacher there e.g. how often do adults graph eye colour or do animal projects?! Not real world learning.
How can you have a question about something you don’t know? You don’t know what you don’t know! Inquiry is bigger than interest, it’s RELEVANCE.
Colour code questions students ask/form throughout inquiry e.g. week 1 red, week 2 blue, week 3 green. The questions will become more sophisticated as knowledge and new learning is added.
Purposeful and strategic questions come from a genuine need to know something.
A test is one way to learn (find out) what you know.
Inquiry stages
Immersion – immerse children in centres based around the learning/concept/idea, e.g. fairytales – video/TV centre, websites, books of lots of different types (soft cover, hard cover, stapled, bound, library, embellished...), audio tapes, drama centre – lots of diverse mediums to engage learners. Each centre has a taskcard (purpose) and each student has organisers (process). Purpose of centre is to access data, purpose of organiser is to process data. Organisers can be recorded on using words, drawings, sound (audio overlays), using ICT tools – kids don’t have to write to record. Come up with the ‘so what’ during the immersion stage. Important to deconstruct at this stage to generate new ideas later on in the process.
Brainstorm and Inquire – what do we need to know? E.g. fairytales – need to know how fairytales are written, characteristics, book writing process, different forms books can take, audience analysis...
Planning – decide on tools to be used, action planner – self directed learning (teacher modelled and driven moving towards student driven).
Investigation – made up of “petite” inquiries, teachers job to minimise inaccurate access to information.
Stop and Think – Now I Know... include a must do task (real world).
Ideate – putting ‘so what’ idea into action, e.g. want to make a poster, go and deconstruct and investigate posters.
Innovate and celebrate – finding out if you have really made a difference, showcasing.
Evaluation – evaluating learning process – students track their thinking, identify thinking tools used throughout the journey, need to identify tools used to consolidate and encourage future use; set goals in all areas – learning process, thinking tools, oral language skills...
Children need to own, understand and have control of their own thinking.
Achieve differentiation in smarts (multiple intelligences) through tools.
Teachers job is to ensure kids whole brain is engaged.
We should be using same processes in school that they are going to use in life.
“Tell me what your learning job is this second” – kids should be able to answer without hesitation.
Change comes from looking at your weaknesses – they become your opportunities.
Questions to think about:
What are you doing in education?
What do you want to create for kids?
Where are you in your journey?
Where do you want to be?
Blog post by Susie Vesper on Lane's keynote
Link to Lane's PDF handout
If it‘s our goal to see an increase in student levels of engagement; an increase in levels of high school retention; an improvement in student performance standards; and learners skilled and ready to contribute to their world, we need to re-think what we are doing, and how we are doing what we are doing, in schools. We need to teach our kids how to think and how to learn through a comprehensive learning process that mirrors the way in which learning occurs in the outside world. We need to ensure that intellectual rigor, depth of knowledge and understanding, authentic, relevant and purposeful curriculum, our priorities We need to change the way learning is planned, designed, implemented, assessed and evaluated.
What does it mean to learn?
Is there a difference between knowing and learning?
What is authentic learning?
What is integrated learning?
Is there a difference between theme and authentic integration?
What does real learning look like?
What are the similarities and differences between ‘real life’ learning and ‘in school learning’?" Lane Clark
Loved listening to Lane speaking - what a thought provoking educationalist. She made some very important points about real world learning. Definite theme emerging through all the keynote speakers. The question is how to marry this up with school policy, national standards, time constraints...
The ability to learn how to learn – everyone should be cultivating this, it’s not what you know but how you learn that’s important as what you know will soon be obsolete.
How we learn is more important than how much we learn.
So you know it – so what? Can you do something with what you have learned?
Inquiry is where thinking and learning meet.
What does it mean to learn? Is there a difference between knowing and learning? What is authentic learning? What is integrated learning? What does real world learning look like? How does it compare to ‘in school’ learning? Is there a difference between theme and authentic integration?
Teaching should be mirroring what kids will move in to with no teacher there e.g. how often do adults graph eye colour or do animal projects?! Not real world learning.
How can you have a question about something you don’t know? You don’t know what you don’t know! Inquiry is bigger than interest, it’s RELEVANCE.
Colour code questions students ask/form throughout inquiry e.g. week 1 red, week 2 blue, week 3 green. The questions will become more sophisticated as knowledge and new learning is added.
Purposeful and strategic questions come from a genuine need to know something.
A test is one way to learn (find out) what you know.
Inquiry stages
Immersion – immerse children in centres based around the learning/concept/idea, e.g. fairytales – video/TV centre, websites, books of lots of different types (soft cover, hard cover, stapled, bound, library, embellished...), audio tapes, drama centre – lots of diverse mediums to engage learners. Each centre has a taskcard (purpose) and each student has organisers (process). Purpose of centre is to access data, purpose of organiser is to process data. Organisers can be recorded on using words, drawings, sound (audio overlays), using ICT tools – kids don’t have to write to record. Come up with the ‘so what’ during the immersion stage. Important to deconstruct at this stage to generate new ideas later on in the process.
Brainstorm and Inquire – what do we need to know? E.g. fairytales – need to know how fairytales are written, characteristics, book writing process, different forms books can take, audience analysis...
Planning – decide on tools to be used, action planner – self directed learning (teacher modelled and driven moving towards student driven).
Investigation – made up of “petite” inquiries, teachers job to minimise inaccurate access to information.
Stop and Think – Now I Know... include a must do task (real world).
Ideate – putting ‘so what’ idea into action, e.g. want to make a poster, go and deconstruct and investigate posters.
Innovate and celebrate – finding out if you have really made a difference, showcasing.
Evaluation – evaluating learning process – students track their thinking, identify thinking tools used throughout the journey, need to identify tools used to consolidate and encourage future use; set goals in all areas – learning process, thinking tools, oral language skills...
Children need to own, understand and have control of their own thinking.
Achieve differentiation in smarts (multiple intelligences) through tools.
Teachers job is to ensure kids whole brain is engaged.
We should be using same processes in school that they are going to use in life.
“Tell me what your learning job is this second” – kids should be able to answer without hesitation.
Change comes from looking at your weaknesses – they become your opportunities.
Questions to think about:
What are you doing in education?
What do you want to create for kids?
Where are you in your journey?
Where do you want to be?
Key message: Focus should be on learning how to learn.
Blog post by Susie Vesper on Lane's keynote
Link to Lane's PDF handout
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