thanks for the introduction Emil and you know it’s even a great continent so far
know it’s even a great continent so far
know it’s even a great continent so far I was struck in the beginning about by
I was struck in the beginning about by
I was struck in the beginning about by misko Moodle who was talking about
misko Moodle who was talking about
misko Moodle who was talking about doodling because that’s exactly what I
doodling because that’s exactly what I
doodling because that’s exactly what I was doing in history facet authorities
was doing in history facet authorities
was doing in history facet authorities back in my defense so that my
back in my defense so that my
back in my defense so that my imagination of the russo-japanese war
imagination of the russo-japanese war
imagination of the russo-japanese war was a lot more interesting than what was
was a lot more interesting than what was
was a lot more interesting than what was in the textbook but you know that
in the textbook but you know that
in the textbook but you know that thing’s me to my topic so I’d like to
thing’s me to my topic so I’d like to
thing’s me to my topic so I’d like to start by asking each of you a question
start by asking each of you a question
start by asking each of you a question particularly the high schools in the
particularly the high schools in the
particularly the high schools in the audience when was the last time you
audience when was the last time you
audience when was the last time you found what you were learning in class
found what you were learning in class
found what you were learning in class they instant very interesting very
they instant very interesting very
they instant very interesting very stimulating yesterday okay fine so
stimulating yesterday okay fine so
stimulating yesterday okay fine so thanks for the answers not I give you
thanks for the answers not I give you
thanks for the answers not I give you guys some time to think
guys some time to think
guys some time to think can i by a show of hands know how many
can i by a show of hands know how many
can i by a show of hands know how many people are the last time we found what
people are the last time we found what
people are the last time we found what they were learning in their high
they were learning in their high
they were learning in their high schoolers very interesting talk like a
schoolers very interesting talk like a
schoolers very interesting talk like a week but one month max more than a month
week but one month max more than a month
week but one month max more than a month anybody now I have to be me though okay
anybody now I have to be me though okay
anybody now I have to be me though okay so for those of hope for those of us
so for those of hope for those of us
so for those of hope for those of us from even the last time we found
from even the last time we found
from even the last time we found something interesting in class was more
something interesting in class was more
something interesting in class was more than a month back take a minute to stop
than a month back take a minute to stop
than a month back take a minute to stop and think about what that means it means
and think about what that means it means
and think about what that means it means that for a month we have been learning
that for a month we have been learning
that for a month we have been learning anything you sure we may be learning in
anything you sure we may be learning in
anything you sure we may be learning in the sense that we’re taking notes off
the sense that we’re taking notes off
the sense that we’re taking notes off the blackboard trying not to get caught
the blackboard trying not to get caught
the blackboard trying not to get caught talking to our best friend or we may be
talking to our best friend or we may be
talking to our best friend or we may be learning in the sense that we go home
learning in the sense that we go home
learning in the sense that we go home and stare at the textbook for an hour
and stare at the textbook for an hour
and stare at the textbook for an hour while giving up and
while giving up and
while giving up and what’s out but we’re not learning in the
what’s out but we’re not learning in the
what’s out but we’re not learning in the truest sense of what it means
truest sense of what it means
truest sense of what it means so what could some people I mean by the
so what could some people I mean by the
so what could some people I mean by the true sense of learning I’d like to give
true sense of learning I’d like to give
true sense of learning I’d like to give an example a couple of days back I
an example a couple of days back I
an example a couple of days back I always at a friend’s house and you were
always at a friend’s house and you were
always at a friend’s house and you were poring over a computer science textbooks
poring over a computer science textbooks
poring over a computer science textbooks but all of a sudden his little brother
but all of a sudden his little brother
but all of a sudden his little brother burst into the room he was visibly
burst into the room he was visibly
burst into the room he was visibly excited and he ran over to his mother’s
excited and he ran over to his mother’s
excited and he ran over to his mother’s feeling the poems of what I look at what
feeling the poems of what I look at what
feeling the poems of what I look at what I did in school today thankfully his mom
I did in school today thankfully his mom
I did in school today thankfully his mom was quite relieved that he didn’t burn
was quite relieved that he didn’t burn
was quite relieved that he didn’t burn down the school although I’m some I
down the school although I’m some I
down the school although I’m some I somehow feel that’s what she was
somehow feel that’s what she was
somehow feel that’s what she was expecting
expecting
expecting instead the child what he did that he
instead the child what he did that he
instead the child what he did that he went and showed his mom a video of them
went and showed his mom a video of them
went and showed his mom a video of them dissect a machine partly done in bio
dissect a machine partly done in bio
dissect a machine partly done in bio class today that day and you know there
class today that day and you know there
class today that day and you know there couple of reasons that I’d like to
couple of reasons that I’d like to
couple of reasons that I’d like to highlight this event but there are other
highlight this event but there are other
highlight this event but there are other reasons I shared the story
reasons I shared the story
reasons I shared the story one was the sheer level of what was
one was the sheer level of what was
one was the sheer level of what was going on
going on
going on the fact that you had eighth graders who
the fact that you had eighth graders who
the fact that you had eighth graders who were dissecting a sheet saw one when I
were dissecting a sheet saw one when I
were dissecting a sheet saw one when I believe it the most I’d ever dissect it
believe it the most I’d ever dissect it
believe it the most I’d ever dissect it wasn’t half of but more importantly the
wasn’t half of but more importantly the
wasn’t half of but more importantly the reason that I love to share the story is
reason that I love to share the story is
reason that I love to share the story is that it highlights what exactly I mean
that it highlights what exactly I mean
that it highlights what exactly I mean by learning in the truest sense it
by learning in the truest sense it
by learning in the truest sense it highlights what if not you I mean by
highlights what if not you I mean by
highlights what if not you I mean by loving in the truest sense that excited
loving in the truest sense that excited
loving in the truest sense that excited and that anticipation that look also
and that anticipation that look also
and that anticipation that look also that what I didn’t screw today that is
that what I didn’t screw today that is
that what I didn’t screw today that is what I believe learning in the true
what I believe learning in the true
what I believe learning in the true sense is and that is what I feel many
sense is and that is what I feel many
sense is and that is what I feel many high schoolers are
high schoolers are
high schoolers are today I study right Indiana University’s
today I study right Indiana University’s
today I study right Indiana University’s high school survey for student
high school survey for student
high school survey for student engagement shows that two-thirds of high
engagement shows that two-thirds of high
engagement shows that two-thirds of high school students fuel born class every
school students fuel born class every
school students fuel born class every single day and that is a problem
single day and that is a problem
single day and that is a problem because if we hold schools to be the
because if we hold schools to be the
because if we hold schools to be the centers of learning and the centers of
centers of learning and the centers of
centers of learning and the centers of engagement that we do then we need more
engagement that we do then we need more
engagement that we do then we need more engaged students we need students were
engaged students we need students were
engaged students we need students were more interested in what they’re learning
more interested in what they’re learning
more interested in what they’re learning now why is this the case why is it that
now why is this the case why is it that
now why is this the case why is it that two thirds of high school students
two thirds of high school students
two thirds of high school students aboard and lost every single day to
aboard and lost every single day to
aboard and lost every single day to learn about that to quite figure out
learn about that to quite figure out
learn about that to quite figure out what a potential answer would be I’d
what a potential answer would be I’d
what a potential answer would be I’d like to sort of take a trip to the past
like to sort of take a trip to the past
like to sort of take a trip to the past think about primary school if you can
think about primary school if you can
think about primary school if you can remember that you can remember anything
remember that you can remember anything
remember that you can remember anything about it
about it
about it remember how how I came to you to ask
remember how how I came to you to ask
remember how how I came to you to ask questions the most violent questions we
questions the most violent questions we
questions the most violent questions we used to ask anything from something as
used to ask anything from something as
used to ask anything from something as basic as quite of thoughts move to
basic as quite of thoughts move to
basic as quite of thoughts move to something advanced as what would it be
something advanced as what would it be
something advanced as what would it be like to die on a beam of light as
like to die on a beam of light as
like to die on a beam of light as children we were as children we were
children we were as children we were
children we were as children we were encouraged to study everything and
encouraged to study everything and
encouraged to study everything and anything and our curiosity never really
anything and our curiosity never really
anything and our curiosity never really died down then we moved on to middle
died down then we moved on to middle
died down then we moved on to middle school then we would not middle school
school then we would not middle school
school then we would not middle school when science fairs when class projects
when science fairs when class projects
when science fairs when class projects became more common and we sought our
became more common and we sought our
became more common and we sought our knowledge started becoming more deep
knowledge started becoming more deep
knowledge started becoming more deep science became physics chemistry and
science became physics chemistry and
science became physics chemistry and biology and Social Sciences became
biology and Social Sciences became
biology and Social Sciences became humanities humanities civics and
humanities humanities civics and
humanities humanities civics and economics but the fact of our class
economics but the fact of our class
economics but the fact of our class still remain interesting fastest cars
still remain interesting fastest cars
still remain interesting fastest cars still remain fascinating but then we
still remain fascinating but then we
still remain fascinating but then we were hit with high school in high school
were hit with high school in high school
were hit with high school in high school we were flooded with reports and with
we were flooded with reports and with
we were flooded with reports and with about how these four years would be the
about how these four years would be the
about how these four years would be the most crucial of our lives how it’s
most crucial of our lives how it’s
most crucial of our lives how it’s another another do-or-die situation we
another another do-or-die situation we
another another do-or-die situation we stopped learning we stopped paying
stopped learning we stopped paying
stopped learning we stopped paying attention in class for the sake of it
attention in class for the sake of it
attention in class for the sake of it and we started doing it for marks
and we started doing it for marks
and we started doing it for marks assignments became less about exploring
assignments became less about exploring
assignments became less about exploring and more about keeping a GPA and that is
and more about keeping a GPA and that is
and more about keeping a GPA and that is why I believe we stopped we have stopped
why I believe we stopped we have stopped
why I believe we stopped we have stopped learning so what can we do to fix it
learning so what can we do to fix it
learning so what can we do to fix it what can we do to fix this situation
what can we do to fix this situation
what can we do to fix this situation this problem that we have now don’t get
this problem that we have now don’t get
this problem that we have now don’t get me wrong
me wrong
me wrong I’m not advocating for Less assignments
I’m not advocating for Less assignments
I’m not advocating for Less assignments or for easier home corpora easiest exams
or for easier home corpora easiest exams
or for easier home corpora easiest exams if we didn’t like that we basically
if we didn’t like that we basically
if we didn’t like that we basically having these false delusions of grandeur
having these false delusions of grandeur
having these false delusions of grandeur much like a certain presidential
much like a certain presidential
much like a certain presidential candidate but what I do believe is that
but so how can we get back to these
but so how can we get back to these glorious days about how can we integrate
glorious days about how can we integrate
glorious days about how can we integrate our system so that you know students are
our system so that you know students are
our system so that you know students are more engaged in a sense I believe that
more engaged in a sense I believe that
more engaged in a sense I believe that we need to reduce emphasis on tests and
we need to reduce emphasis on tests and
we need to reduce emphasis on tests and marks and we need to put emphasis on
marks and we need to put emphasis on
marks and we need to put emphasis on learning for learnings sake I believe
learning for learnings sake I believe
learning for learnings sake I believe that the best way to do this is through
that the best way to do this is through
that the best way to do this is through autonomy in learning now before you stop
autonomy in learning now before you stop
autonomy in learning now before you stop me from putting teenagers in charge of
me from putting teenagers in charge of
me from putting teenagers in charge of their own education I’d like to make one
their own education I’d like to make one
their own education I’d like to make one thing clear I do not need to say that
thing clear I do not need to say that
thing clear I do not need to say that school should be run by children
school should be run by children
school should be run by children when I say autonomy and learning I mean
when I say autonomy and learning I mean
when I say autonomy and learning I mean that students should be encouraged to
that students should be encouraged to
that students should be encouraged to explore their topics beyond the confines
explore their topics beyond the confines
explore their topics beyond the confines of the textbook for example instead of
of the textbook for example instead of
of the textbook for example instead of having spoon-fed fun concepts and
having spoon-fed fun concepts and
having spoon-fed fun concepts and definitions I believe that students
definitions I believe that students
definitions I believe that students could be encouraged to come up with
could be encouraged to come up with
could be encouraged to come up with their own examples in the classroom
their own examples in the classroom
their own examples in the classroom real-life examples of phenomenon they
real-life examples of phenomenon they
real-life examples of phenomenon they study about countless studies have shown
study about countless studies have shown
study about countless studies have shown a positive correlation between academic
a positive correlation between academic
a positive correlation between academic achievement and a level of student
achievement and a level of student
achievement and a level of student engagement and learning take a study by
engagement and learning take a study by
engagement and learning take a study by researchers at the Chinese University in
researchers at the Chinese University in
researchers at the Chinese University in Taiwan which examines the role of
Taiwan which examines the role of
Taiwan which examines the role of learner autonomy in language learning
learner autonomy in language learning
learner autonomy in language learning what happened is that their two English
what happened is that their two English
what happened is that their two English classes one control and one experiment
classes one control and one experiment
classes one control and one experiment the experimental group was allowed to
the experimental group was allowed to
the experimental group was allowed to try out various different styles of
try out various different styles of
try out various different styles of learning and learn autonomy while the
learning and learn autonomy while the
learning and learn autonomy while the control group was forced to studied with
control group was forced to studied with
control group was forced to studied with force to stick to my traditional methods
force to stick to my traditional methods
force to stick to my traditional methods it was found that after the study the
it was found that after the study the
it was found that after the study the experiment who had a higher score on a
experiment who had a higher score on a
experiment who had a higher score on a test given to both of them at the end of
test given to both of them at the end of
test given to both of them at the end of years
years
years as well as the experiment group reported
as well as the experiment group reported
as well as the experiment group reported a greater interest in language learning
a greater interest in language learning
a greater interest in language learning afterwards so what more could you want
afterwards so what more could you want
afterwards so what more could you want what more could make the perfect
what more could make the perfect
what more could make the perfect learning combination of learning
learning combination of learning
learning combination of learning interest and ability and achievement but
interest and ability and achievement but
interest and ability and achievement but if you don’t if you not like to place
if you don’t if you not like to place
if you don’t if you not like to place your faith on or on a low life on a low
your faith on or on a low life on a low
your faith on or on a low life on a low profile study conducted by a relatively
profile study conducted by a relatively
profile study conducted by a relatively unknown university let me cite one of
unknown university let me cite one of
unknown university let me cite one of the border lands greatest and most
the border lands greatest and most
the border lands greatest and most defining singers actors
defining singers actors
defining singers actors multi-instrumentalist and artists David
multi-instrumentalist and artists David
multi-instrumentalist and artists David Bowie curiously apart from occasional
Bowie curiously apart from occasional
Bowie curiously apart from occasional saxophone lessons in his teenage years
saxophone lessons in his teenage years
saxophone lessons in his teenage years David Bowie never took a single formal
David Bowie never took a single formal
David Bowie never took a single formal lesson in any of the disciplines he he’s
lesson in any of the disciplines he he’s
lesson in any of the disciplines he he’s follow that means no nerve-wracking
follow that means no nerve-wracking
follow that means no nerve-wracking piano recitals no Tantrums upon being
piano recitals no Tantrums upon being
piano recitals no Tantrums upon being forced to practice an instrument and no
forced to practice an instrument and no
forced to practice an instrument and no ignite had no expensive yet ineffective
ignite had no expensive yet ineffective
ignite had no expensive yet ineffective private music tutors for power you
private music tutors for power you
private music tutors for power you simply fashion and autonomous learning
simply fashion and autonomous learning
simply fashion and autonomous learning was more than enough for him to succeed
was more than enough for him to succeed
was more than enough for him to succeed and make it big and bow he is just one
and make it big and bow he is just one
and make it big and bow he is just one amongst hundreds of influential people
amongst hundreds of influential people
amongst hundreds of influential people who have taught themselves including
who have taught themselves including
who have taught themselves including Benjamin Franklin Michael Faraday and
Benjamin Franklin Michael Faraday and
Benjamin Franklin Michael Faraday and the Wright brothers that being said
the Wright brothers that being said
the Wright brothers that being said there are of course difficulties in
there are of course difficulties in
there are of course difficulties in implementing of fully autonomous
implementing of fully autonomous
implementing of fully autonomous education system but system has to be in
education system but system has to be in
education system but system has to be in place to ensure our students don’t focus
place to ensure our students don’t focus
place to ensure our students don’t focus on unnecessary details while sticking to
on unnecessary details while sticking to
on unnecessary details while sticking to the main words you also have to make
the main words you also have to make
the main words you also have to make sure lacks
sure lacks
sure lacks don’t go too far ahead while others are
don’t go too far ahead while others are
don’t go too far ahead while others are left too far behind but despite these
left too far behind but despite these
left too far behind but despite these small obstacles the logical of learner
small obstacles the logical of learner
small obstacles the logical of learner autonomy is certainly want to be is
autonomy is certainly want to be is
autonomy is certainly want to be is certainly one worth pursuing the goal to
certainly one worth pursuing the goal to
certainly one worth pursuing the goal to revolutionize the way we learn for the
revolutionize the way we learn for the
revolutionize the way we learn for the better and to create more spaces for
better and to create more spaces for
better and to create more spaces for student engagement and learning to
student engagement and learning to
student engagement and learning to happen it can improve task force without
happen it can improve task force without
happen it can improve task force without making them the main focus of Education
making them the main focus of Education
making them the main focus of Education and maybe just maybe it can reduce the
and maybe just maybe it can reduce the
and maybe just maybe it can reduce the number of hands from whom the last thing
number of hands from whom the last thing
number of hands from whom the last thing we learned was more than a month ago
we learned was more than a month ago
we learned was more than a month ago thank you
thank you
thank you [Applause]
”
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