Ulearn 2020 - keynote #2 - Dr. Lucy Hone - what do we need to learn for lifelong success?

 

Dr. Lucy Hone  on 'What do we need to learn for lifelong success? Lessons from life science and living'.

Began with an overview and rationale for how she has become enmeshed into exploring the question ‘what does it mean to live a flourishing life?’. Resilience became a focus when she moved from the UK to the US of A  where the studies on resilience first began. Today’s presentation is on strategies usable in the classroom to help build resilience with students. Her PhD based on research undertaken after the Christchurch earthquakes to help schools, teachers and students cope with the stresses of natural disaster. Her personal story also included her daughter’s death in a car accident. She drew on her training on resilience so see a way through. Resilience can be learnt and is important to ‘flourishing life’ and coping with tough times.

Shared youth mental health report (2019) which has been done in 2001, 2007, 2012. Maori and Pacifica have higher incidences of mental unwellness and attempted suicide – 30% plus when compared to others at just over 20%. Perhaps due to the ‘mollycoddying’ of children, who have not had to deal with challenges – the ‘fragile thoroughbred’. NZ tertiary students’ survey review over 50% of students have anxiety about their studies, worry about getting a job, have financial stress and feel sad.

Covered ‘how can teachers help students learn to be – to succeed in ways that matter to them?’. We are not doing a good job on drawing out what actually matters to our young people. Shared recent research – Kia re Rangatira - ‘to stand like the chief I was born to be’: Living succeeding and thriving in education (Webber, 2018-2022). It’s a teacher’s role to recognise the mana students bring with them. Recommended drawing on Gardner’s multipleintelligences and to use appreciative inquiry (Cooperrider) to bring ‘well-being’ into school practices and strategies. Appreciative inquiry provides a pathway forward, building upon strengths, imagine what could be, and take small steps towards the goal. Detailed the processes of appreciative inquiry – appreciate, inquire, and act (Klein, 2005).

Five principles underpinning principles of appreciative inquiry – constructionist, simultaneity, poetic, anticipatory and positive were explained. Used the ‘how can we have mana increasing discussions with our students’ as the context to example each of the principles. These generally encourage valuing of strengths and the positives. Accentuating these help provide optimistic direction and help young people nurture positive emotions. Summarised the principles as – words make words, questions create change, focus on strengths, foster hope and value positive emotions. Challenged the audience to begin the journey with addressing one item at their school and with their students.