2021 Philippine Education Conference

Theme: Reimagining Schools and Learning Beyond COVID-19

Leadership Development and

Self Determined Learning
Ester B. Ogena

©Ester B. Ogena, PhD

December 2021
What is leadership in a time
of change?
How does a leader we organize
his/her thoughts to learn?
 Leadership

Transformational Situational

IPOO Bridging VUCA SWOT

(Honest Broker)

C on
text
s/ Situ
Adult Learning: How to Think on c e rns
atio e ms/C
n l
Adult Learning: How Think
People/Things/Ideas Prob
 Characteristics of Successful
University/School Leaders

üUnderstand the Importance of üCreate Collaborative, Inclusive

Building Community
üEmpower Teachers and Cultivate
Leadership Skills
üUtilize Data and Resources
üHave a Vision and a Plan
Learning Environments
üPassionate About Their Work
ü Encourage Risk-Taking
üLead by Example
üPersevere
üLifelong Learners

“LEADERSHIP AND LEARNING ARE INDISPENSABLE TO

EACH OTHER” —JOHN F. KENNEDY
Human Resource Development Process

HEIs
Knowledge
leaders Graduate
Studies
Human resources
Readiness for BS/ supply from
work Voc-Tec universities

Feeder System Basic Education

STEM
Problem
 Top View:
Human Resource Development Process

Basic Education
Competence/
BS/Voc-Tech Skills Utilization
Service and
Graduate Influence System
Studies

Nurturance/
Developmental
System
Internal and External Environments

External Factors

Internal Factors

Basic Education BS/Tech-Voc Graduate Studies

Internal and External Environment
General
Environment

Task
International Environment Technological
Dimension Competitors Dimension

Internal
Environment Customers
Regulators
Board
Faculty/Teachers
Staff
Culture Economic
Political-Legal Dimension
Dimension Strategic Suppliers
Partners

Socio-cultural
Dimension
Internal and External Environment
• PEOPLE
• THINGS
• IDEAS

Internal

External
VUCA Forces
The COVID-19
Pandemic and Rethinking for
Education schools and
universities

• PEOPLE University

• THINGS
• IDEAS
Picture: Roger Harris/Science
Photo Library
Challenges
Development Journey
LONG
TERM Sustainable
Smart/Desired
MEDIUM
Education
TERM
Towards
Smart
SHORT Learning
TERM
4 IR
School/ COVID-19
University Pandemic

VUCA
 The 21st
Century Skills

Source: Partnership
for 21st Century
Skills (P21)
Liquid
Workforce: ADAPTIVE WORKFORCES

emotional § Ideation
§ Large frame pattern
intelligence + recognition
adaptive and § Complex
communication
flexible minds
Source: The University of the Future (2018)
 Challenges to Learning
• Learning Loss
• Learning Delivery
University/
School • Learning Environment
• Summer break
• Interrupted formal
education
• Returning drop-outs
• Senior year
• School absence
• Ineffective teaching
• Course scheduling
 Learning Crisis vs. Chronic
CRISIS CHRONIC
Of an illness:
• A time of intense • Persisting for a
difficulty, trouble or longer time or
danger constantly recurring
• A time when an Of a problem:
Sec. Leonor M. Briones important decision • Long lasting and
Secretary, DepEd has to be made difficult to
(MAP Webinar, 12 October 2021)
eradicate

COVID 19 Pandemic => Learning Loss

On University Graduates
On the Filipino Learner
PISA 2018 TIMSS 2019 SEA-PLM 2019

The Filipino learner is lagging behind in terms of producing quality learners before the pandemic

Source: Business World; World Bank Report

Learning How to Learn

Lifelong Learning
 Findings in Early Childhood
With good Tend to be
nutrition better in STEM
Core
(Domain
field)
Children
General
Education
Electives

With problems
on nutrition Tend to be
better in
non-STEM
Early Higher
Childhood Education
 The 4 C’s
• Critical Thinking
• Working through problems in real work
settings and life
• Discovering truth in assertions and meaning
of data

• Communication
• Conveying clear ideas in a timely manner

• Collaboration
• Working together to achieve a common goal
• Teamwork

• Creativity
• Thinking out of the box

The Learner
 Douglas Thomas and John Seeley Brown:

A New Culture of Learning

Collectives
Project-Based
Approaches
Collaborative
Learning
Personal

Mission
Oriented

Peer learning
Embracing Change Heutagogy:
Self determined learning
3 Concepts Shaping 21st C Learning

Self-defined
learning

Learning in
collaboration with
peers

Engaged learning
with cyber
technology

Source: http://goo.gl/MBwZfp
 Pedagogy, Andradogy and Heutagogy

Teacher oriented Adult learner oriented

Tighter course
structure Flexible course
Tighter instructor structure
PEDAGOGY ANDRADOGY
control Less instructor
(NURTURANCE) (INVOLVEMENT)
Less learner control
maturity More learner
Less autonomy maturity
HEUTAGOGY More autonomy
Self actualization ACHIEVING Applied learning to
of learning achieve purpose
Self-determined
learning

©Ester B. Ogena, PhD

Smart Learning
August 2021
 SELF-DETERMINED LEARNING

Guided by Blooms’ • Remembering

• Understanding
Taxonomy of Learning• Applying
• Analyzing
Cognitive Process • Evaluating
• Creating

Meta-cognitive Thinking about

§ Openness thinking (How you think and learn)
§ Willingness Process §
§
Purpose driven
Transformed learners
§ Motivation
• Plan and organize
• Self-reflection
• Monitor your own work
• Direct your own learning
• Visual (Spatial)
7 Styles of • Aural (Auditory)
Learning: • Verbal (Linguistic)
• Physical (Kinesthetic)
• Solitary (Intrapersonal)
• Social (Interpersonal)
• Logical (Mathematical)
©Ester B. Ogena, PhD
August 2021
 Peeragogy

• Learning together: “Personal” supports “peer”;

“Peer” supports “personal”
• Meta-cognition in peer learning
• Multiple roles in collaborative learning
• Personal Learning Networks and Peer Learning
Networks
Source: http://peeragogy.org
 Cybergogy
• Self-regulated learning
• Ownership of learning
• Generative learning
• Knowledge construction

Cognitive
Presence

Engaged
• Feeling
confident
Learning • Sharing
• Cohesiveness
• Feeling secure Emotional Social • Acceptance
• Feeling
comfortable Presence Presence • Collaborative
• Feeling curious learning

Online learning environment

Source: Minjuan Wang and Myunghee Kang. Engaged Learning with Emerging
Technologies (2006)
 The 7 Styles of Learning
VISUAL (SPATIAL) SOLITARY (INTRAPERSONAL)
• Use of pictures, images, • Working alone and
and spatial using self-study
understanding

SOCIAL (INTERPERSONAL)
AURAL (AUDITORY-MUSICAL) • Learning in groups
• Learning with the and with other
use of sound and people
music

LOGICAL (MATHEMATICAL)
VERBAL (LINGUISTIC)
• Use of logic,
• Use of words – both
reasoning and
in speech and writing
PHYSICAL (KINESTTHETIC) systems
• Use of body, hands
and sense of touch
Source: https://orl9.wordpress.com/single-and-double-loop-learning/
 Example: A 2ft x 2ft x 2ft box is on top of a table whose height is
double the height of the box. Can a boy with a height of 3.5ft put
safely 2 dozens of eggs from the floor to that box?

The Four-Step Problem Solving Process

• If you fail, fail fast -> learn

 Critical Thinking
• identifying, analysing and
evaluating arguments • good information – reliable;
• argument = contention + evidence based
reason(s) and/or objection(s

• carefully examining information - to

understand, interpret and explain it
• weighing all information • Data, reasoning and evidence
available towards a final (looking beyond surface: assumptions,
conclusion gaps, connections)
• determining the correctness
of facts and arguments
towards judgment/decision
• a metacognitive process which
involves thinking about your
thinking.
• a form of analysis with a focus on you,
your thinking, behaviour and actions
• Process involved: description;
interpretation; outcome

Source: https://www.monash.edu/rlo/research-writing-
assignments/critical-thinking
 Metacognition

• Thinking about thinking

• Cognition about cognition
• Knowledge about cognition
and control of cognition
• Self monitoring/self
regulation processes
• Thinking about one’s process
skills and monitoring of
learning
• Thought construction: how to
regulate construction to
maximize learning

Source: https://www.queensu.ca/teachingandlearning/modules/students/24_metacognition.html
 Metacognition
1. Have I done something like this
Self Direction before?
2. Think about existing strengths +
BEFORE strategies
3. Set goals – what you want to
achieve

Self 1. Trial and error

Self 2. Reflection: Is the strategy
Starter Manager working for me?
DURING
3. Can I change anything?
4. Am I meeting my goals?

1. What worked well?

2. Is there anything I can improve
AFTER on or alter?
3. Embed into workflow
4. Apply to different tasks
 Metacognition
Self Direction
ASSESS THE TASK

Self Self REFLECT

EVALUATE STRENGTHS
Starter Manager METACOGNITION AND WEAKNESSES

CYCLE

APPLY
STRATEGIES PLAN THE
APPROACH
Types of Metacognition

• Evaluating one’s own

Content knowledge, task
Knowledge knowledge,
procedural knowledge
• Includes evaluating
difficulty of the task

• Determining how to
Strategic use information
Knowledge • Monitoring one’s
memory and control
• Self regulation
• Consciousness, self-
awareness
3 Components of Metacognition

• Metacognitive • Helps regulate

awareness -> Metacognitive learning
Metacognitive experiences; help
cognitive Knowledge Regulation
processors control the brain

Metacognitive
Experiences
• Helps control the processes of thinking on
learning situations/contexts; planning how
to appraise a learning task; monitoring
comprehension; and evaluating the
progress towards completion of a task
3 Types of Metacognitive Awareness
• Word knowledge
Declarative • What factors influence one’s
Knowledge performance

• Doing things
Procedural • How to perform tasks achieved
Knowledge through strategies

• Knowing when and why to use

Conditional declarative and procedural
knowledge
Knowledge (e.g. allocating resources when
using strategies)
What successful learners do differently?
Using Metacognitive Strategies

• Plan and • Check their

• Monitor
• Set goals
Organize • Preview/skim progress against Their Own
assignment to timeline
decide how to • Troubleshoot Work
approach them issues
• Create a time-table • Ask themselves if
to divide big tasks they are doing
to manageable their best work
chunks

• Self-assess about • Pay attention to

how the task went loss of focus
• Consider how • Create an optimal
effective the study/learning
strategies were environment • Direct Their
• Plan for the next Advocate for their
• Self- time - changes to be own needs Own
made
Reflect Learning

Source: https://study.com/academy/lesson/metacognitive-strategies-definition-examples-quiz.html
 Leader as
Learner
Needs metacognition
Metacognition
Effort to succeed
• Self-
understanding
To pursue
Learner Identity
PURPOSE • Reflection
Not to • Self-regulation
pursue
with Higher Order
SMART
Thinking Skills (HOTS)
Difficulty UNIV/SCHOOL
SMART LEADER

• Faculty/Teachers
• Researchers
• Administrative and
Finance Staff
 Leader as Learner

• PEOPLE Internal
Stimuli Motivation
• THINGS
External
• IDEAS
 Fogg Behavior Model

3. Triggers
(prompts)
1. Motivation
at the same
moment

2. Ability (simplicity)
Motivating
Behavior Fogg Behavior Model

Frustration
Facilitator
Trigger
at the same
moment

Ac Note: Desired action

tiv does not occur even if
at
io triggered
n
Th
re
sh
ol
d

Trigger
Spark
Annoyance
Boring
Behavior

Difficult Simple
Behavior Behavior
 The Top View
of Teaching and Learning
 Fr. Benigno P. Beltran
Convergence Theory of Learning

Data driven approach to Holistic understanding of

handle large volumes of a problem as a system
information with interrelationships
and changes

Human centered approach that

forces breakthrough
innovations
 The Top View

Solidarity End in
Integrity Mind
Creativity

Critical Systems
Thinking Thinking

Design
Thinking
 Fr. Benigno P. Beltran
Convergence Theory of Learning
ER R
A D STUDENT E
TEACHER
LE A RN
LE
PHASE I: EMERGENCE Where am I?
(20%) Who am I?
PHASE II: DIVERGENCE Where do I want to go?
(60%)

PHASE III: CONVERGENCE How do I get there?

(20%)
Divergence vs Convergence
• The meaning of
each part/set
from the whole
+ • What does
each set mean?
• What is the
lesson from
DECOMPOSE each set?
• How do you
simplify your
thinking?

+ • Your learning
• Your story
• The end in
mind
SYNTHESIS
How do we organize our thoughts
to learn?
INPUTS PROCESS OUTPUTS OUTCOMES
PHASE I: EMERGENCE
(20%)

PHASE II: DIVERGENCE

(60%)
• Systems Thinking
• Critical Thinking
• Creative Thinking

PHASE III: CONVERGENCE

(20%)
 Creative Thinking

PASSION PURPOSE
PLAY
 Design Thinking

Empathy Creativity Rationality

• Discovery • Ideation
• Evolution
• Interpretation • Experimentation

Problem Space Solutions Space Test and Scaling Phase

• Divergent Thinking Challenge/ Chosen Hypothesis:
• Convergent Thinking Problem Prototype for
Statement If x, then y. Experimentation
Data —> Inference —>
Hypothesis —>
Experimentation—> Theory
 Systems Thinking

REACT ANTICIPATE DESIGN TRANSFORM

Events Patterns/Trends Underlying Mental Models
Structures

New
Ideas
 Thinking “Tools” facilitate Learning

• Meta-cognition
• Scientific approach
• Problem solving approach in
Mathematics
Thinking
• Divergent and Convergent Learning
Thinking Tools/
Frameworks
• Input-Process-Outputs-Outcome
• 5Ws + 1 H (What, Why, Who,
When, Where, and How)
• Short-Term->Medium-Term-
>Long-Term
 ing
ink
l T h
ica
C rit

When things are assumed

automatically without having thought
through them carefully.

FAST and AGILE

Situations/Contexts
Project Based Approach
 PDP SDG

AGRI, FOR., SOCIAL

EDUCATION INDUSTRY SERVICES MANUFACTURING S&T ICT
FISH. SERVICES

TARGETS

Metro Manila
SRAT PLAN - REGIONAL
HEI PLAN
HEI

OPCR
CURRICULUM National and
R &D Regional
Extension
Development
IPCR
Meta-Learning: Learning about Learning

Source: Learning about

Learning by Chris Waltkins
(University of London , 2007)
 Question:

“Thinking “Learning
about = about
Thinking” Learning”
 5W’s + 1 H

H Y?
W T?
H A
W N?
H E
W O? HOW
WH RE? ?
H E
W
 Thinking Agility
Resilience: action oriented response to external threats

Past Present Future

Source: K. Ravic (2015)

 Final Note
§ Self-determined learning for leaders is ‘Smart Learning’
§ A leader should value and practice lifelong learning
§ Important to develop the 4IR learning competencies – especially 4Cs
§ Thinking tools/frameworks facilitate learning
§ Essential learning competencies are best developed problem-based or
project-based activities
§ Thinking slowly with meta-cognition allows for thinking fast in agile
situations/contexts
§ Failure is part of the learning process: but fail fast -> learn.
§ Meta-cognition: “Thinking about thinking” and “Learning about leaning”