A Boss Manager vs A Lead Manager by Dr. Bradley H. Greene Senior Faculty Instructor
A Boss Manager

1. Judges others
2. Blames people for problems
3. Says, “I am not as bad as a lot of other people”
4. Controls
5. Takes himself and others for granted
6. Covers up mistakes
7. Says, “I only work here”
8. Demands
9. Builds walls
10. Drives his people
11. Depends on authority
12. Inspires fear
13. Says, “I”
14. Gets there on time
15. Fixes blame for the breakdown
16. Knows how it is done
17. Says, “Go”
18. Uses people
19. Sees today
20. Commands
21. Never has enough time
22. Is concerned with things
23. Treats the symptoms
24. Lets his people know where he stands
25. Does things right
26. Works hard to produce
27. Creates fear
28. Takes the credit
29. Seeks first to be understood
30. Has a win-lose approach to situations
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
A Lead Manager
1. Accepts others
2. Looks for solutions
3. Says, “I am good but not as good as I can be”
4. Admits mistakes
5. Appreciates himself and others
6. Admits mistakes
7. Does more than his job
8. Asks
9. Builds communication
10. Coaches his people
11. Depends on cooperation
12. Inspires enthusiasm
13. Says,“We”
14. Gets there ahead of time
15. Fixes the breakdown
16. Shows how it is done
17. Says, “Let’s Go”
18. Develops people
19. Looks at today and the future
20. Models
21. Makes time for things that count
22. Is concerned with people
23. Identifies and treats the causes
24. Lets his people know where they stand
25. Does the right thing
26. Works hard to get his people to produce
27. Creates confidence in others
28. Gives the credit to others
29. Seeks first to understand
30. Has a win-win approach to situations

Critical reflection

Critical Reflection on Higher Order Thinking

Higher order thinking is critical in teaching students, today’s digital natives require to be able to create as well as analyse their ideas, as shown in Bloom’s taxonomy, the student needs to be able to remember, understand, apply, analyse, evaluate and create, this has changed from the digital immigrants view of what a child needs to reach the higher order of thinking. In previous Bloom’s model, we see the absence of create, with the skill of synthesis added in, this suggests that through the use of digital media, students have changed in what they need for higher order thinking.
We are not all the same, people in the same age group differ when it comes to technology- i.e. same people in the same age group, some are v. good at using computers, and some are not.
1. Access is vital!
2. Diversity in the group

Expectations of Generation Y
Members of generation y expect their employers/teacher to:
Provide challenging work that really matters
Balance clearly delegated assignments with the freedom and flexibility.
Establish monitoring relationships
Create a comfortable low stress work environment
Balance the role of boss and team player
Allow flexible scheduling
Provide ongoing training and learning opportunities
Spend time getting to know staff members and their capabilities.

Bloom's Taxonomy

The one to the left is the old Bloom's Taxonomy, The one to the right is the new Bloom's Taxonomy... Notice the changes- The removal of synthesis, and the addition of Creativity.

This suggests the use of digital media has changed peoples learning methods.

Theory of cognitive development


Although there is no general theory of cognitive development, the most historically influential theory was developed by Jean Piaget, a Swiss Psychologist (1896-1980). His theory provided many central concepts in the field of developmental psychology and concerned the growth of intelligence, which for Piaget, meant the ability to more accurately represent the world, and perform logical operations on representations of concepts grounded in the world. The theory concerns the emergence and acquisition of schemata—schemes of how one perceives the world—in "developmental stages", times when children are acquiring new ways of mentally representing information. The theory is considered "constructivist", meaning that, unlike nativist theories (which describe cognitive development as the unfolding of innate knowledge and abilities) or empiricist theories (which describe cognitive development as the gradual acquisition of knowledge through experience), it asserts that we construct our cognitive abilities through self-motivated action in the world. For his development of the theory, Piaget was awarded the Erasmus Prize. Piaget divided schemes that children use to understand the world through four main stages, roughly correlated with and becoming increasingly sophisticated with age:
Sensorimotor stage (years 0-2)
Preoperational stage (years 2-7)
Concrete operational stage (years 7-11)
Formal operational stage (years 11-adulthood)

Vygotsky

• Perhaps Vygotsky's most important contribution concerns the inter-relationship of language development and thought. This concept, explored in Vygotsky's book Thinking and Speaking, establishes the explicit and profound connection between speech (both silent inner speech and oral language), and the development of mental concepts and cognitive awareness (metacognition).



• It should be noted that Vygotsky described inner speech as being qualitatively different than normal (external) speech. Although Vygotsky believed inner speech to develop from external speech via a gradual process of internalization, with younger children only really able to "think out loud", he claimed that in its mature form it would be unintelligible to anyone except the thinker and would not resemble spoken language as we know it (in particular, being greatly compressed).



• Hence, thought itself develops socially.
  The infant learns the meaning of signs through interaction with her mother. She learns that pointing can be a tool and that pointing can be accompanied by cries and gurgles to express what she wants. Through this activity with her caregivers she learns that sounds are signs with which to conduct social interaction and soon the child begins to ask for the names of objects.
  



• Language starts as a tool external to the child used for social interaction. As she grows into her second year, the child uses this tool to guide her own activities in a kind of self-talk or "thinking out loud". Initially, self-talk is still very much a tool of social interaction, tapering away to negligible levels when the child is alone or with deaf children that cannot hear her. Gradually, however, self-talk is used more as a tool for self-directed and self-regulating behavior.



• Around the time the child starts school, her self-talk is no longer present, not because it has disappeared but rather because speaking has been appropriated and internalized. Self-talk "develops along a rising not a declining, curve; it goes through an evolution, not an involution. In the end, it becomes inner speech” (Vygotsky, 1987). Inner speech develops through its differentiation from social speech.
  



• Speaking has thus developed along two lines, the line of social communication and the line of inner speech, by which the child mediates and regulates her activity through her thoughts which in turn are mediated by the semiotics (the meaningful signs) of inner speech. This is not to say that thinking cannot take place without language, but rather that it is mediated by it and thus develops to a much higher level of sophistication. Just as the birthday cake as a sign provides much deeper meaning than its physical properties allow, inner speech as signs provides much deeper meaning than the lower psychological functions would otherwise allow.
  



• Inner speech is not comparable in form to external speech. External speech is the process of turning thought into words. Inner speech is the opposite, it is the conversion of speech into inward thought. Inner speech for example contains predicates only. Subjects are superfluous. Words too are used much more economically. One word in inner speech may be so replete with sense to the individual that it would take many words to express it in external speech.
• Here we propose an innovative approach to children's learning, one that integrates the transmission, constructivism, and social constructivism models by having teachers present some of the fundamental concepts involved in astronomy education at the elementary level. On the surface the approach looks like this:
  transmission - teacher...
  tells a story with astronomy content
  constructivism - students...
  listen
  ask questions
  make meaning of the story
  conceptualize the astronomical content
  construct an understanding of the implications of the astronomy to the story
  learn the story
  
• social constructivism - students...
  retell the story
  Upon closer examination of this cyclical sequence, one can see that students become engaged in various cognitive processes. For a constructivist example, children integrate a story's plot with the implications of the astronomical events and with the presence of similar phenomena in their own world. They elaborate on the science in the story and on the story itself. And finally they differentiate the plot from the science.
  When a student is ready to tell the story, she must have not only learned the story but also all of its component parts-the characters, setting, plot, and the principles of astronomy that are integral to it. In educational circles, it is widely believed that the best way to test if someone really knows something is to have her teach it. The retelling of a story and preserving its internal structures is such a test.

http://www.astrosociety.org/education/publications/tnl/42/story2.html

Glasser.

Glasser played a key role in the identification of the choice theory, which relies on the his five basic needs, which are precursers to our behaviour.

Glasser's Five points are as follows:

1. Survival



2. Power



3. Belonging/need for love



4. Fun



5. Freedom

The term choice theory is the work of Dr. William Glasser, MD, author of the book so named, and is the culmination of some 50 years of theory and practice in psychology and counseling. Choice theory is also a discipline of analyzing the mathematical nature of the choice behavior of economic agents in microeconomics. For choice theory in economics, see rational choice theory.

Hattie- What motivates people most to learn???

(http://www.teacherstoolbox.co.uk/downloads/managers/GeoffonHattie.doc)

• Feedback Hattie has made clear that ‘feedback’ includes telling students what they have done well (positive reinforcement), and what they need to do to improve(corrective work, targets etc), but it also includes clarifying goals. This means that giving students assessment criteria for example would be included in ‘feedback’.



• As well as feedback on the task Hattie believes that students can get feedback on the processes they have used to complete the task, and on their ability to self-regulate their own learning. All these have the capacity to increase achievement. Feedback on the ‘self’ such as ‘well done you are good at this’ is not helplful. The feedback must be informative rather than evaluative.
  



• Students prior cognitive ability: This is IQ and similar measures
  



• Instructional quality: This is the students view of the teaching quality, the research was done mainly in HE institutions and colleges.
  



• Instructional quantity: How many hours the student is taught for.
  
  



• Direct instruction: Active learning in class, students work is marked in class and they may do corrective work. There are reviews after one hour, five hours, and 20 hours study. See the separate handout.
  
  



• Acceleration I think this is very bright students being put forward a year in schools
  
  



• Home factors Issues such as social class, help with home work, extent to which the learners education is thought important; etc
  
  



• Remediation/feedback Diagnosing what students find difficult, and getting students to fix it.
  
  



• Students disposition to learn student motivation
  
  



• Class environment the classroom needs to be a positive environment, where the student does not feel threatened
  
  



• Challenge of Goals students being given challenging but at least partially achievable goals
  
  
  



• Peer tutoring students teaching each other, peer-explaining, peer-checking, peer-assessing etc
  
  



• Mastery learning A system of tests and retests of easy material with a high pass mark, if a students does not pass they must do extra work and then take a retest on the material they were weak at. See Teaching Today by Geoffrey Petty.
  
  



• Teacher in-service education Staff development and staff training sessions You may be on one now!
  
  



• Parent involvement



• Homework
  
  



• Questioning Students being questioned. The most effective questions are high order ‘why’ ‘how’ and ‘which is best’ questions that really make students think. They need to be given time to think too, and can do better if they work in pairs than work alone.

Hattie believed the most important thing is AFFIRMATION!!!