Dean Fink

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Slow forms of knowing • are tolerant of the faint, fleeting, marginal and ambiguous • like to dwell on details that do not fit or immediately make sense • are relaxed, leisurely and playful • are willing to explore without knowing what they are looking for • see ignorance and confusion as the ground from which understanding may spring • are receptive rather than proactive • are happy to relinquish the sense of control over the directions the mind spontaneously takes • treat seriously ideas that come ‘out of the blue’ Claxton, 1997
Does this policy, practice, custom, or decision contribute to ‘deep’, wide and slow learning for all students? Commitment
Page 1 and 2: Welcome to LEADERSHIP FOR MORTALS w
Page 3 and 4: Heroic leaders? Leadership in recen
Page 5 and 6: Leadership is Important Our conclus
Page 7 and 8: Leadership for Mortals Challenge
Page 9 and 10: What must change • Qualities •
Page 11 and 12: Leaders of learning are ordinary pe
Page 13 and 14: Commitment to what? • Test scores
Page 15 and 16: DEEP LEARNING
Page 17 and 18: Left Brain Thinking Any job that de
Page 19 and 20: Present education delivers • Pred
Page 21 and 22: What Matters ? •What does the foc
Page 23 and 24: Going deeper The greater hunger is
Page 25 and 26: Five pillars of learning • Learni
Page 27 and 28: Breadth- Queensland Old basics •
Page 29 and 30: Slow Knowing The unconscious realms
Page 34 and 35: Learnings
Page 36 and 37: Leadership for learning • What le
Page 38 and 39: Page 39 Leaders of learning are ord
Page 40 and 41: Page 39 Leaders must be passionatel
Page 42 and 43: Learning from Noah’s Ark 6 Build
Page 44 and 45: The woodpeckers may have to go
Page 46: CORWIN

Dean Fink

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