iste2011+-+keynotes


 * Dr John Medina: author of 12 Brain Rules **
 * developmental molecular biologist; normal audience are psychiatrists
 * how does brain science affect the way we teach? Can't really say
 * there is so much we don't know about the way the brain works
 * most myths are just that
 * the little we do know suggests brain is optimised for survival in unstable outdoor environments
 * there are 12 things we do know (read the book!)
 * "every brain is wired differently and learns in ways unique to that wiring" (4th rule)
 * think of brain like US road system; all identical at country and state level, BUT learning occurs in the local street level
 * deep believer in memorisation **and** reexposure; ie a database and the opportunity to improvise from it; (chrystalised intelligence and fluid intelligence)
 * if a conceptual loss occurs during database construction, there will be a diminished capacity to grasp new information later (ie there is an edge of understanding)

Theory of mind
 * Premack principle: s tudents can be 'persuaded' to do something if they know they get a more desirable activity as a consequence
 * understand rewards and punishment systems in people's minds
 * what is obvious to you is obvious to you
 * active v passive empathy: 2 types of theory of mind

QandA
 * the human brain is not interested in learning
 * teaching to the test can be a survival mechanism, so may work
 * emotional stability of home is greatest predictor of success
 * emotional instability causes loss of executive function
 * can get great increase in executive function with aerobic function; ie do more exercise; walk to school; lots of exercise punctuated by islands of learning
 * is technology changing the way we learn? Yes, but we don't know long-term effects
 * cryptochrome is protein which controls sleep cycle; reacts to blue light, ie computer light


 * Stephen R Covey: author of 7 Habits of Highly Effective People and The Leader in Me **
 * main reason people choose teaching is to make a difference in young people's lives (Robert Marzano, What Works in Schools)
 * leadership is communicating people's worth and potential, so clearly that they are inspired to see it in themselves
 * to be successful, you need strong skill sets, tool sets and mind set; the first two lead to incremental change, the last to major
 * be proactive: best way to predict your future is to create it; believe in the possibilities; focus on what you can control
 * live life in crescendo; many confuse the means with the end; technology is meant to bless, not impress
 * technology may drive behaviour but principles drive the consequences of behaviour
 * to make lasting change, work on improving the mindset; get students to take responsibility for own actions; pursue win-win solutions
 * help students discover their unique talents; see their worth and potential; quote from Goethe: treat a person as he has the potential to become and you make him better than he is
 * never underestimate the effectiveness you can have as a leader
 * what does community want from a school: communication skills, honesty/integrity, teamwork skills, interpersonal skills, self-motivation,
 * must have a strong foundation in schools (similar to QT framework)
 * rigour only comes from relevance
 * transformation begins with a change of heart, not a program