Lane Clark has a well-earned reputation as an expert in powerful pedagogy and in the design and delivery of engaging curriculum. Her authentic, transdisciplinary approach to learning is founded on teaching students how to learn, how to think and how to use new technologies to enhance their learning. A culture of innovation and enterprise is promoted as the so wha stage of Lane's learning model drives learners to USE new learning to make a difference in their lives and the lives of other.
Lane has worked extensively with primary and secondary teachers, district level consultants, faculty of education professors and students, parent groups, school districts, and business groups. She has advised governments and curriculum writing teams and presented at dozens of national and global conferences. Most notably, she has been a keynote and featured presenter at the last five International Conferences on Thinking, alongside Edward deBono, Howard Gardner, David Perkins, Art Costaand other leading thinkers and educators. Her teaching tools and strategies are taught to student teachers in a selection of Australian, New Zealand and European Universities.
Those who have worked with Lane have found her seminars and workshops to be insightful, thought provoking, energizing and most important, practical and transferable to the classroom. Her reputation as a dynamic and inspiring presenter and facilitator is well earned. Lane's powerful and practical classroom strategies, frameworks and tools have been adopted by schools, teachers and students in the United Kingdom, Australia, New Zealand, Sweden, Spain, Dubai, The Netherlands, Singapore, Hong Kong, Malaysia, Canada and the United States.
Lane has authored two books on thinking, learning and assessment and developed an array of classroom strategies, resources and kits including the 'powerful thinkbox™ thinking framework; the think!nG real learningframework; and a suite of nine 'Processes for Learning' frameworks.
It's Bigger than Teaching Kids How to Think...it's about REAL LEARNING
Real learning, learning experienced outside of school, occurs through a process. It is driven by purpose, a reason, a challenge or a problem to solve – it involves the learner making decisions with regard to what he needs to find out and how. He must identify and clarify his own questions and design his own learning tasks; choose if and when he uses digital and/or non-digital tools; he must evaluate sources and information, plan timelines, sequence learning tasks, manage information and integrate new learning into prior understanding. At times he must work independently and at other times inter-dependently.
When a learner is responsible for his own learning, he must set his own goals, and often, generate his own criteria. He must critically examine his own work, his ideas and the work and ideas of others; decide for himself when or if he is confused; when or if he is lacking information or required skills. The learner must decide when to move forward and take the next learning step or when to move back. Knowledge construction, metacognition, self-evaluation, problem solving and decision-making are all natural realities when a learner owns and directs his learning.
Eventually, in real learning, a learner will USE the knowledge and skills he has acquired throughout his learning process. In the real world of learning, learners don't find out so they can tell or show others what they've learned...they find out so that they can make a difference in their life and in the lives of others™. If communication is necessary – and it may not be required in every circumstance - that communication is authentic. Learners communicate formally, but sometimes informally, to a real audience, for a real purpose. Finally, and critically, in a real learning experience, driven by purpose and the desire to make a difference, data are collected to determine whether in fact the intended difference was achieved. Lessons are learned and new learning goals and directions set.
Real Learning, learning experienced outside of school, infuses both critical and creative thinking naturally and seamlessly, within the context of a learning process.
In the real world of learning, learners must think in order to engage in authentic learning...What if learners knew how to learn?What if learners could identify their learning job at any point throughout a learning process that they themselves navigated?What if learners could identify the thinking required at any stage throughout their learning journey?What if learners could self-select specific thinking tools, strategies and processes that would deliberately and strategically direct their thinking, so that they engaged in deep thinking and therefore deep learning?
In this keynote session, Lane will explore what it means to teach learners HOW to learn. She will explore how critical and creative thinking are both natural and seamless when learners learnthrough process. Lane will offer a refreshing, necessary and practical approach to re-thinking and re-engineering how teachers teach and how learners learn.
Deep Thinking and Learning...It Doesn't Just Happen!
Don't misunderstand...kids think - from the moment they get up in the morning, until the moment they go to sleep – they're thinking...but that doesn't mean that they're thinking deeply or effectively!
When teachers want to aid a learner in writing, they provide tools – a pencil and eraser, a computer and software programme, a dictionary or thesaurus; when they want to assist a learner with his maths skill development, they provide a calculator, a multiplication or addition chart, a ruler or manipulatives. If teachers wish to effectively support their learners in their thinking development, they must also provide them with tools – thinking tools that will direct them, deliberately and strategically, to think deeply, broadly, critically and creatively.
Don't let the title turn you off...this is what every teacher needs to know!
Human Cognitive Architecture and Cognitive Load Theory deal with the cognitive structure of the brain and its relationship to effective learning. In understanding the relationship between our sensory register, working memory and long term memory, in conjunction with the cognitive processes that support learning, teachers will hit at the heart of learning challenges; and become more discerning with regard to instructional design.