Know Thyself Breakthrough Leadership What is this class

Know Thyself Breakthrough Leadership

What is this class about? What do you expect to get?

Breakthrough Leadership n n Breaks though old habits of thinking to uncover fresh solutions to perennial problems Breaks through the interpersonal barriers that we all erect against genuine human contact Breaks through cynicism and helps find meaning and purpose Breaks through limits imposed by doubts and fears to achieve more than we believed possible

Learning as a Way of Being By Peter Vaill

Permanent White Water n n n The complex, turbulent, changing environment in which we are all trying to operate Defines the difficult conditions under which people exercise their will and judgment within society’s macro-systems It is the nature of macro-systems to upset all attempts to get subparts to run smoothly

Permanent White Water Characteristics n n n Full of surprises Tends to produce novel problems Features events that are ‘messy’ & illstructured Costly Raise the problem of recurrence

Our Reactions n n n Life outside one’s comfort zone The meaning we attach to our experiences Have we lost meaning?

Learning n n Changes a person makes in him- or herself that increase the know-why and/or the know-what and or the know-how the person possesses with respect to a given subject. Hard to define: n A process, not a state n Occurs both as overt, observable behavior and as an inner condition of attitudes, ideas, and feelings.

Institutional Learning n n n Combine the criteria of efficiency, speed, and volume with the three philosophical principles of goal-directedness, learners’ responsibility for valuing goals, and learners’ lack of responsibility for originating goals Why is it dysfunctional for us? Isn’t goal-directedness good?

Self-Directed Learning n n n The learner has substantial control over the purposes, the content, the form, and the pace of learning The learner is the primary judge of when sufficient learning has occurred How can we know enough to direct our own learning process?

Creative Learning n It takes courage

Expressive Learning n n n Doing things and learning in the process Especially important in getting the ‘big picture’ stuff Resonates in the total person in an integrated flow of mind, body, and spirit, no matter how humble or mundane the activity

Feeling Learning n Need to develop self-acceptance of the feelings that arise during learning because these feelings are part of the learning

On-Line Learning n “The ultimate goal of the educational system is to shift to the individual the burden of pursuing his own education. This will not be a widely shared pursuit until we get over our odd conviction that education is what goes on in school buildings and nowhere else.

On-Line Learning n Not only does education continue when schooling ends, but it is not confined to what may be studied in adult education courses. The world is an incomparable classroom, and life is a memorable teacher for those who aren’t afraid of her. ”

Continual Learning n n n Entails the difficult psychological achievement of open-mindedness What are the characteristics of a reflexive beginner? Zen mind, beginner’s mind?

Reflexive Learning n n Human consciousness is naturally reflexive: it notices itself, and it notices itself noticing itself. It thinks about itself. Vaill said last week if he could redo this book, he would put this one first…. why?

Two Questions n 1. What has been the process of your learning, that is, what is the stream of ideas and experiences that your learning ahs been composed of that brings you to your present degree of understanding and ability?

Two Questions n 2. Why have you engaged in this learning process (both your original motives and the motives that have kept you going)

n n n A succession of relative unplanned experiences Feelings of continual discovery Pleasure and delight Autotelic (self-justifying) Empowered mood Ownership of the learning process

Characteristics n n n n n Freedom to question, to disagree Fun Reinforced Meet’s the individual’s needs Use their own experiences to learn Genuine concern for the learners Curiosity encouraged and rewarded No doctrine Nonjudgmental climate

Characteristics n n n n Tolerance for mistakes Acceptance Follow their inclinations Nurturing environment Tolerance of differences Noncompetitive Fosters creativity Interdisciplinary

Characteristics n n n n Concern for attaining desired outcomes Diversity among learners Variety of learning sources Time to reflect built in Opportunity to teach No one feels stupid Self-paced Stretched out of comfort zone

What does that mean for us?

Bloom’s Taxonomy Ways of Learning

What is it? n Bloom's Taxonomy divides the way people learn into three domains. One of these is the cognitive domain which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.

n Level 1: Knowledge - exhibits previously learned material by recalling facts, terms, basic concepts and answers.

n Level 2: Comprehension demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

n Level 3: Application - solving problems by applying acquired knowledge, facts, techniques and rules in a different way.

n Level 4: Analysis - examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.

n Level 5: Synthesis - compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

n Level 6: Evaluation - presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Kolb’s Experiential Learning