Learning Together

7a54b2a619d2dbac98bbd7e345e55633?s=47 danielcoats
February 01, 2012

Learning Together

What could adults learn from young people if they listened more? How can we work together across generations to create great learning for all? This workshop explores possibilities for inter-generational communication and how this can be used effectively in schools and businesses. It provides an example of reciprocal mentoring and challenges leaders and teachers to try ideas for themselves.

This workshop is co-facilitated by two leading learners - Cheryl and Daniel. With an age difference of over 35 years they see many possibilities for moving learning forward and sharing learner strengths. This is an opportunity to explore learner voice, to question what is happening in your organisation, to consider new ideas from diverse thinkers and to help grow the leaders of the future.

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danielcoats

February 01, 2012
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Transcript

  1. Learning Together Opportunities for inter-generational mentoring and leadership growth By

    Cheryl Doig & Daniel Coats
  2. Cheryl Doig Otautahi

  3. ULEARN 2010 SPIRIT OF ADVENTURE MY WORKSPACE RUNNING WEB DESIGN

    <html> <head> <title>My Web Page</title> <meta name=“author” content=“Daniel Coats”> <style type=”css”> h1 { color: #ddd; font-weight: bold; } </head> <body> <div id=“header”> <h1><a href=“http:// danielcoats.net/”>Hi, I’m Daniel</a><h1> <div id=“tagline”> <p style=“tagline”>I enjoy writing, blogging and web design</p> </body> </html> READING DANIEL COATS
  4. None
  5. 
What
does
reciprocal
 mentoring
mean
and
 what
does
it
look
like?


  6. Reciprocal
Mentoring
 Is
some'mes
described
as…
 Features…
 • Mutual
mentoring
 • Reciprocal
mentoring
 • Co‐mentoring
 • Reverse
mentoring
 • It
can
be
global
through
the
 use
of
technology
 • Each
brings
a
valuable


    contribu@on
and
unique
 talents
 • Both
benefit
from
the
 rela@onships
 • Equal
partnership
 • Diversity
and
celebra@on
of
 gender,
culture,
worldview
 • Can
be
within
or
beyond
the
 organisa@on

  7. Reality
v
stereotypes


  8. Diversity…a
key
feature
of
 leadership
for
the
future…
 Individualism:
Individual
goals
 Status
of
liIle
difference
 Flexible
and
adaptable
 Coopera@ve
 Wants
success
now!
 Direct
communica@on
 Personal
&
work
ac@vi@es
connected
 Collec@vism:
Personal
rela@onships


    Authority
makes
decisions

 Structured
and
predictable
 Compe@@ve
 Happy
for
success
in
long
term
 Indirect
communica@on
/
harmony
 Clear
separa@on
of
personal
&
work
 Cultural
value
orienta@ons…

  9. Stephanie http://traintheteacher.wordpress.com/ is an example of an innovator

  10. Filter
Bubbles


  11. THE
LENS
OF
INTERPRETATION
 OUR FILTERED WORLD OUR INTERPRETED WORLD OUR SENSED WORLD

    OUR UNKNOWN WORLD Influenced by… Culture Beliefs Relationship s Religion Life Experiences A Assumptions Inferences Drawing conclusions Emotional response Values What was actually said? Evidence Other’s behaviour Description What happened? Observable data Stretch beyond the current sensed world to gather new ideas Adapted from the work of Holt, Atkin, Argyris & Schon © Cheryl Doig Think Beyond Ltd 2011 – not for reproduction Mental models
  12. Inquiry
Process


  13. The role of the teacher is changing THE ROLE OF

    THE TEACHER IS CHANGING
  14. Critical thinking Reasoning Future thinking Socratic method Nurturing strengths Careers

    paths Opportunities Meeting experts The role of the teacher as student mentor
  15. Ask questions Big questions

  16. Does the way I teacher offer students the greatest potential

    for success? Or is the prevailing status quo in fact a roadblock to realising this potential? ASK YOURSELF ASK YOURSELF
  17. Do you feel like you’re succeeding in this subject? What

    are the obstacles to your success? ASK YOUR STUDENTS ASK YOUR STUDENTS
  18. What are the positive aspects of my teaching? What parts

    of this topic are you enjoying most? ASK YOUR STUDENTS ASK YOUR STUDENTS
  19. Learning Questionnaire What was the most useful thing you learnt

    during today’s lesson? How could I teach differently to help you better understand the topic? Did the Powerpoint task improve your understanding? If not, what is an alternative? Any additional comments: Thank you,
  20. Influence
 http://www.dailymail.co.uk/news/article-2058319/Did-Harvard-economics-class-cause-financial-crisis-Students- walk-lecture.html#ixzz1df24nW9K amplification

  21. None
  22. Learner
Voice

 
Think
of
ques@ons
you
could
ask
and
jot
these
 down.
 
Which
one
would
dig
the
deepest
for
those
 students
whose
needs
are
not
being
met?
 In
what
ways
can
you
find
out
the
answer
to
 that
ques@on?


  23. What
engages
students?
 Ways
that
learner
voice
can
be
heard…


  24. None
  25. Check
out
these
sites
 •  hIp://steve‐wheeler.blogspot.com/2011/03/2020‐learners.html
 •  hIp://www.bbc.co.uk/news/world‐15391515hIp:// mindshi`.kqed.org/2011/03/21‐things‐that‐will‐be‐obsolete‐ by‐2020/
 •  hIp://learning21c.wordpress.com/2011/11/13/i‐need‐some‐ support‐mentoring‐in‐21st‐century‐schools/


    •  hIp://blog.globalnova@ons.com/index.php/diversity‐inclusion/ reverse‐mentoring/
 •  hIp://www.zdnet.com/blog/igenera@on/defining‐the‐igenera@on‐ not‐just‐a‐geeky‐bunch‐of‐kids/5336

  26. Contact
us 
 www.danielcoats.net
 hello@danielcoats.net
 www.thinkbeyond.co.nz
 www.alpineleadership.com 
 c.doig@thinkbeyond.co.nz