4. Why don’t more teachers use technology? How can we help teachers overcome these obstacles? How do people learn? What strategies can we use to help teachers learn?

5. Fundamental Attribution Error, Mindset, Expertise, Reluctance to Change

6. When a problem with a person is really a problem with the situation. We tend to attribute people’s behaviour to their core character rather than to their situation. It's the Situation, Not the Person.

8. Take the survey Watch the video What do you think? The Talent Myth video

10. 10 000 Hour Rule Watch the video You, driving a car for the first month = your teacher, using technology

13. Need for certainty, control and simplicity

15. Seek examples to confirm current methods

17. Some teachers do not seek evidence that demonstrates what we do doesn’t work

19. Student is the problem when he/she doesn’t learn, teacher is the cause when the student learns

21. Teachers build up an immunity to new or different ways of doing things

23. Changing Mindsets, Developing Expertise, Seeking Success

24. Listen for times when they are listening to their fixed mindset Talk to them with a growth mindset Praise their effort not their ability

25. It takes considerable, specific and sustained efforts to do something you can’t do well or at all. Progress is built on failure Feedback – if you don’t know what you are doing wrong, how will you know what you are doing right?

29. FOLLOW THE BRIGHT SPOTS. Investigate what’s working and clone it. SCRIPT THE CRITICAL MOVES. Don’t think big picture, think in terms of specific behaviours POINT TO THE DESTINATION. Change is easier when you know where you’re going and why it’s worth it.

30. FIND THE FEELING. Knowing something isn’t enough to cause change. Make people feel something. SHRINK THE CHANGE. Break down the change until it no longer spooks the Elephant. GROW YOUR PEOPLE. Cultivate a sense of identity and instill the growth mindset.

31. TWEAK THE ENVIRONMENT. When the situation changes, the behaviour changes. So change the situation. BUILD HABITS. When behaviour is habitual, it’s “free”—it doesn’t tax the Rider. Look for ways to encourage habits. RALLY THE HERD. Behaviour is contagious. Help it spread.

32. Thought, Attention, Memory

40. Adequate information from the environment Room in working memory Required facts and procedures in long- term memory

43. We understand new things in the context of things we already know, and most of what we know is concrete

47. Cover one concept in 10 minutesone concept in 10 minutes 1 st minute is the ‘gist’, no details Next 9 minute used to provide a detailed description of a single general concept Chunking No Multitasking Brain processes meaning before detail

49. Emotions Stories Patterns Meaning

51. Causality Conflict Complications Character

52. Remember to repeat

53. Use mnemonics First letter method (HOMES) Songs and rhymes (30 days has September…) Mnemonics give you cues Impose order on the material

54. Direct Instruction, Problem Solving, Spaced Practice

55. What are learning intentions? Success criteria (how will I know I have taught the material successfully) Building commitment and engagement (use a ‘hook’) Input, modeling, check for understanding Guided practice Closure Independent practice

56. Understand the problem Obtain/create a plan of the solution Carry out the plan Examine the solution

57. Repeat to remember It is virtually impossible to become proficient at a mental task without extended practice What should you practice? Processes that need to become automatic