Insights on Learning, Innovation, and Growth in Modern Organizations
Threats, opportunities and us..
With Nick Winterbotham
31 October 2013
1
2
The rise and rise of…..
H
e
w
h
o
m
u
s
t
n
o
t
b
e
n
a
m
e
d
3
Lists vs skills?
4
The filling of a bucket?
5
The ignition of dreams?
..and anyway what happens to gallery-
based
knowledge
?
F
A
C
T
S
6
.. AND SO, we move to the affective
domain (feelings)
W
h
e
r
e
w
e
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7
“
N
o
n
e
o
f
u
s
i
s
a
s
s
m
a
r
t
a
s
a
l
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o
f
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s
”
Satchell Paige, baseball legend
8
Nick Winterbee
You cannot
run
a
learning
organisation
without
being
a
learning
organisation
9
ILfA = Inspiring Learning for All:
Generic Social Outcomes &
Generic Learning Outcomes
GSO
10
Learning preferences - Gardner
1.
Logical-mathematical
2.
Spatial
3.
Linguistic
4.
Bodily-kinesthetic
5.
Musical
6.
Interpersonal
7.
Intrapersonal
8.
Naturalistic
9.
Existential
11
The new ideas cycle - Rogers
•
Early adopters
•
Pragmatists
•
Conservatives
•
Laggards
12
Learning processes - Kolb
•
Feeling
•
Watching
•
Thinking
•
Doing
13
The LEAN manufacturing cycle
Enhancing value by
cutting out waste
14
Eric Hoffer
Training
Qualifications
Apprenticeships
Staff Briefings
Research projects
Lectures
Seminars
Teaching
observation
Fact-finding trips
Secret shoppers
Learning celebrations
Learning cohorts
Trustee briefings
Teacher training
Conferences
Charettes
Challenge
days
15
Why it’s important
I
f
y
o
u
t
h
i
n
k
l
e
a
r
n
i
n
g
i
s
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x
p
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n
s
i
v
e
,
t
r
y
i
g
n
o
r
a
n
c
e
16
W
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p
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k
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.
T
S
E
l
i
o
t
L
i
t
t
l
e
G
i
d
d
i
n
g
The journey we all make
17
Only
learning organisations
can truly
promote learning
Does yours truly learn?
18
The GEM Manifesto
1. Our heritage is not about things - it is
about people and how they relate to things
2. Heritage encompasses all sciences,
technologies, environments and the arts
3. Heritage is essential as the cradle of
everyone’s tomorrow
4. The multiple narratives of heritage
deserve respect
5. Everyone, regardless of age, ability,
creed, gender, ethnicity or orientation, has a
right to know about and be at ease with
heritage
6. All interaction with our heritage
involves learning
7. We stand for all realms of learning
whether experienced in cognition, attitudes,
behaviours, skills, styles, values or
preferences
8. Our development of heritage learning
skills and techniques is and must be a
perpetual excellence.
19
Have spoken to teachers who have said
they are either not sure or don’t know
how things will impact, may not be able
to come to us next year because they
are having to "study early
history"….etc….
Sue Pope, Worcester
Threats
•
Secondary – the change to GCSE
•
Primary – perceptions of the Curriculum
•
The cuts
•
The damage to school funds and morale
•
Parent poverty
20
Opportunities
•
The revised National Curriculum
•
http://www.education.gov.uk/schools/teachingan
dlearning/curriculum/nationalcurriculum2014/
•
The probable conversation
•
The reliable teacher and why they visit
•
The perpetual need
•
The weakness of classroom opportunities
•
Inter-school competition
21
The task ahead
•
Coping with different governances
•
Getting famous
•
Creating circles of excellence
•
Seducing cohorts
•
Meeting new AND established needs
•
Being perpetually enthusiastic
•
Crystal balls vs Rear-view mirrors
22
Past futures
•
NCs come and go
•
So do recessions
•
Resilience comes from within
•
Teachers always need pretexts & excuses
•
It helps to provide these
•
The customer is always right…
but may need a nudge!
23
Thank you
Dr Nick Winterbotham
Chair, GEM
07775774539
Nickwinterbotham@aol.com
24
GEM & NWFED - Liverpool 2013
Explore a visual journey through various topics such as threats, opportunities, affective domain, learning preferences, new ideas cycle, and more. Discover key insights shared by experts like Nick Winterbotham and delve into the world of inspiring learning for all. Gain knowledge on learning processes, lean manufacturing, and the importance of being a learning organization in today's dynamic landscape.
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Presentation Transcript
Threats, opportunities and us.. With Nick Winterbotham 31 October 2013 1
The rise and rise of.. He who must not be named 2
..and anyway what happens to gallery- based knowledge? FACTS 6
.. AND SO, we move to the affective domain (feelings) Where we ll always remember the first time we met Mona Lisa And we might even remember how we felt about her at the time 7
None of us is as smart as all of us Satchell Paige, baseball legend 8
Nick Winterbee You cannot run a learning organisation without being a learning organisation 9
ILfA = Inspiring Learning for All: Generic Social Outcomes & Generic Learning Outcomes GSO 10
Learning preferences - Gardner 1. Logical-mathematical 2. Spatial 3. Linguistic 4. Bodily-kinesthetic 5. Musical 6. Interpersonal 7. Intrapersonal 8. Naturalistic 9. Existential 11
The new ideas cycle - Rogers Early adopters Pragmatists Conservatives Laggards 12
Learning processes - Kolb Feeling Watching Thinking Doing 13
The LEAN manufacturing cycle Enhancing value by cutting out waste 14
Challenge days Charettes Teaching observation Training Learning cohorts Research projects Qualifications Fact-finding trips Trustee briefings Conferences Learning celebrations Staff Briefings Lectures Apprenticeships Seminars Eric Hoffer Secret shoppers Teacher training 15
Why its important If you think learning is expensive, try ignorance 16
The journey we all make We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time. T S Eliot Little Gidding 17
The GEM Manifesto Only learning organisations can truly promote learning about people and how they relate to things 2. Heritage encompasses all sciences, technologies, environments and the arts 3. Heritage is essential as the cradle of everyone s tomorrow 4. The multiple narratives of heritage deserve respect 5. Everyone, regardless of age, ability, creed, gender, ethnicity or orientation, has a right to know about and be at ease with heritage 1. Our heritage is not about things - it is Does yours truly learn? 18
Have spoken to teachers who have said they are either not sure or don t know how things will impact, may not be able to come to us next year because they are having to "study early history" .etc . Sue Pope, Worcester 19
Threats Secondary the change to GCSE Primary perceptions of the Curriculum The cuts The damage to school funds and morale Parent poverty 20
Opportunities The revised National Curriculum http://www.education.gov.uk/schools/teachingan dlearning/curriculum/nationalcurriculum2014/ The probable conversation The reliable teacher and why they visit The perpetual need The weakness of classroom opportunities Inter-school competition 21
The task ahead Coping with different governances Getting famous Creating circles of excellence Seducing cohorts Meeting new AND established needs Being perpetually enthusiastic Crystal balls vs Rear-view mirrors 22
Past futures NCs come and go So do recessions Resilience comes from within Teachers always need pretexts & excuses It helps to provide these The customer is always right but may need a nudge! 23
Thank you Dr Nick Winterbotham Chair, GEM 07775774539 Nickwinterbotham@aol.com 24
