In this keynote, Jamie demonstrates the perils and the promises of new technologies as they may promote and nurture desirable citizenship behaviors or do the very opposite, spawning a generation content with the glib, the superficial and the well-packaged. A former social studies teacher and school leader, Jamie warns against what he calls the onset of "mentalsoftness" characterized by a preference for platitudes, near truths, slogans, jingles, catch phrases and buzzwords as well as vulnerability to propaganda, demagoguery and mass movements based on appeals to emotions, fears and prejudice. He shows how mind-mapping, strong questioning and the pursuit of "difficult truths" are the antidotes to the cultural drift Across the land, English and Language Arts teachers are under increased pressure to meet challenging objectives set by state curriculum standards. To meet these thinking, problem-solving and communicating standards, it pays to involve students in seeing how these skills are practiced in the world of work outside of school. As much as possible, it makes sense to involve them in such work, either through internships, visits, interviews or simulations. By employing such learning strategies within a real world context, students sharpen their abilities while gaining an appetite for the work at hand. Because they are rooted in the here and now, young ones find the challenges invigorating and intriguing. Caring about the tasks, they invest to a greater degree and emerge with a firmer and deeper grasp of the key concepts. By employing such learning strategies within a real world context, students sharpen their abilities while gaining an appetite for the work at hand. Because they are rooted in the here and now, young ones find the challenges invigorating and intriguing. Caring about the tasks, they invest to a greater degree and emerge with a firmer and deeper grasp of the key concepts. If properly staged, historical simulations can also deliver passionate connections to provoke deep learning. Such is the promise of Fred Newmann's concept of "authentic teaching" that involves students in "authentic intellectual work" - often outside of school. Instead of busy work - repetitive tasks that require little thought and involve mere scooping, smushing, memorizing and regurgitating - Newmann's approach immerses students in challenges that demand imagination, resourcefulness, persistence and stamina. Based on Jamie's new book, Leading Questions, this keynote or half day workshop introduces the audience to the basic structure of Jamie's approach to building a questioning organization - one that values tough questions over boss pleasing. How can leaders of corporations, hospitals, schools, small businesses and government learn to handle the confounding surprises of this century when the unthinkable arrives with such frequency? Jamie presents a field guide to managing complexity and surprise with finely tuned questioning skills. Borrowing from a long and distinguished career in the public sector marked by foresight and innovation, he offers a practical approach to questioning that reduces the risk of folly, disarray and surprise. Many schools have underfunded professional development to support teachers as they consider the best ways to use new technologies with students. The PD they do offer is usually about driving the software and equipment rather than effective instruction. In this session, Jamie outlines many of the moves, tactics, tricks and strategies required to win attention and student success in laptop and iPad classrooms. He argues that pedagogy does matter and that PD should focus on how to manage such learning environments. A successful lesson results from mindful devotion to the following elements, each of which will be considered in this presentation:
McKenzie Speeches
Beyond Cut-and-Paste: Engaging Students in Making Good New Ideas
In this presentation Jamie outlines the prime strategies suggested in his new book by the same title. He begins with the need to replace topical research with inquiry that matters, challenges that require students to make answers instead of just finding them. He stresses the value of original thinking and proposes ways to grow the synthesis skills of students so they are capable of making up their own minds and inventing smart solutions to irksome issues and problems.
The Brave New Citizen
New technologies promise all kinds of great miracles like stronger thinking and better writing, but it turns out that many of those promises amount to Fool's Gold, according to Jamie McKenzie, unless good teachers and good schools combat much of the marketing and pressure to substitute templates, wizards and short-cuts for careful research, logic and questioning.
Index
Learning Authentically in the Language Arts Classroom
Such is the promise of Fred Newmann's concept of “authentic teaching” that involves students in “authentic intellectual work” outside school. Instead of busy work - repetitive tasks that require little thought and involve mere scooping, smushing, memorizing and regurgitating - Newmann's approach immerses students in challenges that demand imagination, resourcefulness, persistence and stamina.Index
Learning Authentically in the Social Studies Classroom
In many countries, social studies teachers are under increased pressure to meet challenging objectives set by state or provincial curriculum standards. To meet these thinking, problem-solving and communicating standards, it pays to involve students in seeing how these skills are practiced outside of school in a variety of organizations contending with social issues. As much as possible, it makes sense to involve them in such work, either through internships, visits, interviews or simulations. Alternatively, much of this work can also be staged as historical simulations calling for decision-making set in the past.
Leading Questions: Teaching your Team to Make Questioning Habitual
Managing the Laptop or iPad Classroom to Get Results
1. Lesson objectives, content and design
2. Classroom landscape
3. Classroom culture
4. Teaching moves, strategies, tactics and procedures
5. Equipment
6. Assessment procedures
An effective teacher knows how to orchestrate these elements to match the characteristics of the students, adapting to each group as the lesson proceeds.