Dan Haesler: Okay, now what?

Nothing has promised so much yet returned so little.

Why is it so difficult to implement change? How can we take what we have learnt at this conference back to school?

Transtheoretical model of change Blissfully unaware, Thinking, Preparing, Acting, Maintaining.

We often ask people to change who haven’t even thought about changing. People at school are blissfully unaware of what is happening in the heads of people at conferences like this. Chessboard illusion. Throughout this journey of implementing change setbacks are inevitable. This is OK. Success is not a neat, linear progression. Achieving success is messy!

The thinking stage is important. It is where the analysis needs to take place and ideas need to be contextualised and evaluated.

Engagement What do we mean? Often, Dan explores, we mean compliant. Through discussing the continuum of engagement, Dan discusses differences between pupils in learning environments. Changing the language of engagement can be an important way to reframe what it means. Moving from ‘on task’ to ‘in task’ can change the definition.

We are educating our children into unemployment. Again, the issue of future employment and future jobs reappeared in conversation.

Why not continue to track pupils after they leave our schools? Do our pupils enjoy lifelong learning? Do they find success after school? Interesting questions raised with regards to how we judge ‘successful’ schools.

Purpose You must have a purpose driving changes you want to make. As Ewan McIntosh said yesterday, find the right problems. Ideas must be contextually specific. Dan used an example from work he carried out working with Australian aboriginal children.

Autonomy Let the children design solutions to problems themselves. Empower and enfranchise them to become part of the changes being made.

Mastery ‘Not Yet’ and the power of growth mindset. Don’t put limits on children and what they can achieve.

Why is it that children fail over and over again in computer games and return to it but fail once or twice in maths and give up? Poignantly, Dan explored how, ‘The context of a set back is the same regardless of context.’ It’s the rhetoric around failure in schools that impacts how children perceive failure in learning.

When are you or your colleagues most in task? When they have a clear defined purpose, when they have autonomy and when they are trusted.

‘We judge ourselves by our intentions, and others by their behaviour.’ Steven Covey.

Insistence leads to resistance.

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