A Quote by Michael Fullan

Schools must inquire deeper into their own practices, explore new ways to motivate their learners, make use of learning styles, introduce multiple intelligences, integrate learning, and teach thinking, and in the process discover the passion and moral purpose that makes teaching exciting and effective.
Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.
Some learning and talent professionals, together with some organisations, are finding it a challenge to make changes from these age-old HR and learning practices. However, it is inevitable that they will need to adopt new ways of learning to support new ways of working sooner rather than later.
I believe that teaching is a creative art in which evidence based knowledge is applied toward meeting the learning goals of learners. I believe that effective teaching is often the spark that ignites the imagination, possibility, and promise for learners, including the teacher.
For me, learning is a continuous process and an all-inclusive one - reading a book, learning a musical instrument or learning the martial art called taekwondo. Teach myself something new - that's my prayer.
What we need in medical schools is not to teach empathy, as much as to preserve it - the process of learning huge volumes of information about disease, of learning a specialized language, can ironically make one lose sight of the patient one came to serve; empathy can be replaced by cynicism.
What we need in medical schools is not to teach empathy, as much as to preserve it. The process of learning huge volumes of information about disease, of learning a specialised language, can ironically make one lose sight of the patient one came to serve; empathy can be replaced by cynicism.
Life consists in learning to live on one's own, spontaneous, freewheeling: to do this one must recognize what is one's own-be familiar and at home with oneself. This means basically learning who one is, and learning what one has to offer to the contemporary world, and then learning how to make that offering valid.
Education is the process in which we discover that learning adds quality to our lives. Learning must be experienced.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
The pursuit of learning is not a piece of content that can be taught. It is a value that teachers model. Only teachers who are avid, internally motivated learners can truly teach their students the joy of learning.
At it's highest level, the purpose of teaching is not to teach—it is to inspire the desire for learning. Once a student's mind is set on fire, it will find a way to provide its own fuel.
I've been a cook all my life, but I am still learning to be a good chef. I'm always learning new techniques and improving beyond my own knowledge because there is always something new to learn and new horizons to discover.
If the process don't transfer, they cannot even be called thinking. They can be called learning, memory, or habit, but not thinking. The purpose of a course on thinking is to enhance student's abilities to face new challenges and to attack novel problems confidently, rationally and productively.
Real learning, attentive, real learning, deep learning, is playful and frustrating and joyful and discouraging and exciting and sociable and private all the time, which is what makes it great.
If you try to impose a rigid discipline while teaching a child or a chimp you are working against the boundless curiosity and need for relaxed play that make learning possible in the first place... learning cannot be controlled; it is out of control by design. Learning emerges spontaneously, it proceeds in an individualistic and unpredictable way, and it achieves its goal in its own good time. Once triggered, learning will not stop--unless it is hijacked by conditioning.
The best coaches I've been around, even older guys, are continually learning new ways to do things and new ways to teach.
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