Lecture 2: Moral Purpose, Mindset and Hard Goals

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Foundations of Teaching for Learning: Planning for Teaching and Learning

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Commonwealth Education Trust

Foundations of Teaching for Learning: Planning for Teaching and Learning

87 個評分

The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. This course will help you consider how to develop appropriate learning goals for individual and groups of students. You will learn how to plan learning activities to engage your students in ways that will achieve these goals. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

從本節課中

Mindsets for Learning and Teaching

This is our first week together and we are pleased you have decided to participate in this course focused on planning for teaching and learning. This week we will discuss developing a growth mindset and setting goals as a planning professional. We will also explore the importance of working from a model of learning when planning for teaching. We encourage you to be curious in your approach to planning for teaching and learning.

Lecture 1: Introduction to mindsets for Teaching and Learning13:38

Lecture 2: Moral Purpose, Mindset and Hard Goals9:39

Lecture 3: Learning Models9:47

Lecture 4: Inquiry and Professional Learning Designs8:26

與講師見面

Dr Judy Halbert
Co-director of the Centre for Innovative Educational Leadership
Vancouver Island University, British Columbia, Canada
Dr Linda Kaser
Co-director of the Centre for Innovative Educational Leadership
Vancouver Island University, British Columbia, Canada
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

In this session, we're going to think about our intense moral purpose and

the role that our own personal goals make in our planning process.

And again, we're going to stay at a pretty

high level in thinking about these goals, and we're going

to explore some of the thinking that people around the

world have done about what they think matters the most.

So, we want you to be thinking about what drives

you as a teacher and an educator, and what matters

the most to you and we want to persuade

you, if we can, that hard goals, that is difficult ones,

play a really important part in our ethical development as educators.

And that that can really drive our careers in a way that really makes a difference,

both to equity, fairness for young people and equality,

equipping them with the outcomes and the

competencies that they really need for life.

So, let's explore this idea

with some thinking from the international community.

Some time ago, there was a publication, a number of

thinkers got together from across the world and they wrote

a report really, a position paper, that

said we need to develop the treasures within.

And at the time they wrote it, it was

quite dramatically different than what many countries were doing,

which was to have a curriculum that covered pretty much exclusively

a knowledge base as opposed to a richer set of ideas.

And, in that learning, The Treasures Within, the big ideas

were that we should work together as educators

to think about how we could develop young people

who knew who they were as individuals that had

a personal and social identity that mattered to them,

and they called that "Learning to Be". That we need critically - and

certainly in our country of Canada, this really matters because we're so

multicultural - that we need to learn how to live together in ways

that are peaceful and productive and to know how to work in

groups and in teams.

That, of course, we learned how to know things, and

that's one important dimension that may have a rich knowledge base.

We also have some experiences with hands on kinds of activities so

that we actually learn how to do things and how to accomplish things together.

And that richness of four ways of knowing, doing, being,

learning to live together, become a part of what we do in school.

And it's very interesting some years later, to look at

schools, and see if that's really what happens in schools.

We love to go into schools and see to what extent these ideas are in place,

and the ones where these four ideas are in place,

we find to be very healthy places for young people.

The fifth dimension really comes from indigenous people around the world,

and I think it's a very, very long oral tradition.

And that is, that we need to learn

to live in a respectful way with the natural world.

And we're seeing more and more evidence that

educators around the world are taking from this

aboriginal and indigenous world view - the idea, yes

indeed, if we re going to have a world

worth living in, that we need to add that to the dimensions that we consider.

So, when you think about your own practices and your own planning, thinking

about to what degree these five dimensions are a part of your planning - we think,

and we have found, with educators in our province and

in the Yukon Territory, that these are very, very important ideas.

A second idea

that we want to introduce to you in this session is

the notion of the difference between smart goals and hard goals.

In our North American context many, many, teachers have been in

developed or around the idea of tackling smart goals, and they are

often put in percentage terms - you know, try to improve your

readers, your young people who can read by 2% a year.

Try to improve this by 2% a year.

We don't know whether this is unique to our culture, but we

find that our educators are much more motivated by hard goals,

things that are really, actually, quite difficult and aren't 2% at a time.

And, hard goals are those goals in your

planning, in your life, that you are heartfelt about.

You really, really can embrace these goals.

You're animated about them, when you talk about them

you come to life and people can feel your passion for it.

They're required in the sense of there's an inner conviction that you as a group

of teachers, and you yourself believe that you must do this, and they are difficult.

So, they are challenging, they're not just small and incremental. For our educators

in our setting,

these things - this notion really works and recently we

were in a couple of other countries, and there seemed to

be a resonation with this, you know, idea that perhaps we've been

too cautious in our desire to transform.

Because we think we're in a place in the world, right

now, where we have to, as educators, be a part of system transformers.

We have to move from the idea, which is more

of a fixed idea, that our school system is just

sort some kids out into intellectual or academic careers and

just kind of do a leftover job with everybody else,

to that now we need a system that is

about learning for all people, young people that we serve

and to quite a high level. So, we're just going to, very quickly,

share with you three hard goals that we have in our setting, that our networks of

educators work on and just to see

whether it makes any sense to you.

Here's our first one.

We want to build classrooms, schools, learning centers where

every learner crosses the stage with dignity, purpose, and options.

For us, that means that they will graduate.

In some countries,

it may mean something else, but we think

it's passionately important that every learner gets a chance

to cross the stage, and that they have

options to move on successfully in life.

Here's another big goal that we find challenging.

We want every learner in our system to

leave our schools more curious than when they arrive.

This used to say, we want all learners

leaving our schools as curious.

However, as a teacher pointed out to us, that's not very ambitious.

Curiosity, and the drive to keep learning, we believe,

is a lifelong learning strategy that's very, very necessary.

And where we live, we have a rich tradition of aboriginal cultures.

And so, in our culture, it's very important to us

that all learners develop an understanding and respect for aboriginal perspectives.

We think when we acquire an additional world

view, that that's a very rich way of learning.

And our aboriginal cultures have deep listening and storytelling built into them,

and we believe that's incredibly useful for all people.

So, what we'd like you to think about,

over the next little while, is your setting and

we'd like you to embrace this idea of a hard goal, something that's difficult.

And what would that be for you?

One other example in our setting is we have decided,

and I know other countries around the world have done

this as well, that we want every young person by

the age of around ten to have powerful reading skills.

But, we've added an additional dimension which

we think, that we're really proud of -

and that is, we're trying to develop young

people as readers so that they choose to read outside of school.

So that they find some joy in the process.

So that emotional attachment to reading is something that's a lifelong ability

and competence and is built along with the skills at the same time.

So, over the next little period of time, we'd

like you to consider this notion of hard goals.

Think about your own setting, because we know the settings that you are in are

varied and different from ours, probably.

What is a hard goal that you can be passionate about and pursue over time?

And how could you find other colleagues to help you pursue them?

Because anything that we find in our

setting that's difficult really does require a team.

I think that you will find out a very

worthwhile thing to think about as part of your planning.

And I think that

next time you can look forward to

meeting my colleague, Judy Halbert, who's going to be

talking to you about the importance of

having learning models as part of your work.

[MUSIC]

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