Ulearn Keynote – Tony Ryan
Excuse spelling and grammar etc…live blogging this as I go….My notes…
Inspiring Classrooms
Saying exact words – for this stage of the conference you’re looking sensational
What is a “Keynote”?
SOngline – series of songs and chants from Aboriginal culture? What is our global songline in education?.. Pathway to be inspiring in classrooms.
“Exercise your Goosebumps” in terms of inspiring our classrooms
What will I implement from this conference?
What 3 main comcepts/processes/ideas are you most likely to take further?
Will they measurably enhance your students’ learning?
Will they support your present great practises?
Can you pay respect to your Self while implementing them?
How to I put it into practise?
What could you do?
what will you do?
How and when will you do this?
HOw will you maintain??
Other follow up options
De-brief by next Wednesday – go back to my blogs and write a reflection of the conference and what I have got from it.
Build the conference material into your professional dialogue
Find a life coach – find someone who can challenge me to be the best I can be!!!
How can I stay inspired throughout this ongoing learning
Systems and schools; Classrooms; YOU
What is inspriation/: Enthusiasm, passion, purpose, spirit
Systems and Schools
Practise ‘abandonment’ – drop things that aren’t working
Understand that you ARE the system – one teacher can change to whole school for the positive or negative – we all count
Develop sustainable practises -
Create Green Light environments – red light vs green light thinking – I can do environments
Classroom
Promote intellectual rigour
Encourage IBL
Be EXPLICIT – tick off the learning for the lesson with the kids
Help students to create solutions
Personally, locally and globally
Students Against Landmines, Schoolaid, global ideas bank
Own Inspiration
Second life, Third life, Fourth life
Who do you know who is truly inspiring?
Why is that person so inspiring?
What’s your score for ATTITUDE?
Maintain high energy levels
It’s not hard work
Fuel body so works as good as possible
Focus on the positive and meditative practises
Having depth, substance in life – give everything to life
Is it possible to be inspiring most (all) of the time?
Put a pen between your teeth and move your lips away from the pen so that they aren’t touching.
Young monk approaches the wise old monk…why do we have bto be celibate?,,,,two days later….It says celebrate……
Tell people the good things in life and education.
Be a mexican sky dancer…..
“Be the change you wish to see in the world”…Ghandi
Ulearn Breakout #6 – Tony Ryan
Web 2.0 Intelligence: How are strong relationships between family, whanau, communities and places of learning fostered?
Collaboration vs group work – Collaboration is coming through in the web 2.0 environment.
Clock face partners – 12, 3, 6 and 9′0clock – find partner for work during the session.
Making Connections
web 1.0 – one way – search engines, internet banking
web 2.0 – two way – second life, facebook (challenge to create a 2nd life avatar)
2nd life – Two countrues already have established an embassy
No one is overweight
no one has wrinkles
several unis have set up a campus on a 2nd life island – could schools do the same??
If you join IBm you must be in 2nd life as they do all their training.
OHMYNEWS.com go2web20.net
The Wisdom of 2.0 crowds – more than 1 is smarter than 1. group mind crucial. GEN Y life ethic involves learning with and from other people – no discrimination based on avatars – wouldn’t it be great if our world would be like this.
Deeper applications of technology
web 3.0 – Avatar synchronisation and Ubiquitous computing within the next 5 years
web 4.0 – around 2025 – download of entity; marrying robots – ethics???;
Neo-ludities – infecting tech companies when they are fired.
180 degree dialogues – into 2’s; one choose yes and one no; statement; defend your side. now change sides – Talking is Critical
Living in First Life
Two sets of meta skills – Goleman, Daniel – “Social Intelligence”
Personal – bounce back; need to feel good about self to collaborate; less resilient people focus on probs whereas more resilient people focus on solutions and able to cope with distressing situations better. Determined by your thinking – wake kids up to their own thinking “dumping crappy thoughts”.
Stress conditions -
Eustress – motivating stress – planning a party etc (Good Stress – for kids)
distress – situations out your control – indicators:loss of control, disturbed sleep, eating patterns, apathy, emotionally volatility
Hyperstress – burnout – overloaded with distress situations
Hypostress – unchallenged insufficient amounts of positive stress
Stress Busters -put them in place daily – exercise, meditation, listening to music, reading the newspaper, playing a game.
What do I do to destress – for rest of the year swim mon, wed, thurs and walk two days a week.
Social - Emotional intelligence
Mentoring across year levels – new kids buddied up with older kids; year 6s helping year 1s
Solution based projects within the curriculum – IBL, focus on solutions not the problems – personal, social and global lives.
Active citizenship opportunities – help kids help each other. Social Justice – helps centre kids in later life. Power of 100 – write letters because at least 100 people are thinking the same things. 6 degrees of separation rule, if we each know 37 people we are connected to everyone on the planet by less than 6 degrees.
Use collabortaive learning strategies
Generate supportive classroom – respect – respect- respect-
Help students to know more about each other
Fun activities – social venn diagrams, This is my life (one piece of paper, 4 things the’ve done in their lives, swap papers then people have to read it out and guess who it is), 2 truths and 1 outrageous lie;
Having a laugh as a group draws them together – humour not sarcasm – group collective
First 90 seconds of a lesson are critical – kids make up their mind about the lesson in this time
Teach the social skills -
1.Draw up a t-chart (looks like/soundslike) and writie the name of the skill at the top eg Top Listening
2.Role model the skill to the group
3.Clarify the specifics of the skill with the T-chart
4. Practise it immediately
Further WEb Options
tonyryan@headfirst.com.au (need to send a joke if I want anything)
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