Chris is constantly presenting to schools and parents, he presents annually at the Mind Lab International Conference for Cooperation in Education.
Some of his most recent assignments include;
The First Australian Positive Education Conference – Knox Grammar 5 April 2013
‘How can we make PERMA visible? Just where do we find inspiration and applicability for the general capabilities?’
This session will show why and how it is necessary, and possible, to provide space in the curriculum specially designed to develop transferable resources in our students. The globally researched methodology introduced by Mind Lab is based upon the use of strategy games in the classroom. The objective is to facilitate concrete, intense and authentic experiences that serve as the basis for the development of internal resources – meta-cognitive methods – which not only serve to enable better play, but can also be applied to curriculum subjects and other contexts. At Mind Lab we present and explore educational tools which support teachers’ pedagogical practices; we work in enabling partnerships with teachers and schools. Most importantly, Mind Lab gives teachers to make PERMA visible in a classroom. The particular strength of Mind Lab is that it enhances the cognitive, social, emotional and ethical development of young people who need the skills to flourish in a complex 21st century world.
16th International Conference on Thinking 2013 – Wellington, New Zealand.
Chris’ claim to fame with this presentation is that he was scheduled in the same time slot as Edward De Bono and….the room was packed out. Chris is humbled that educators chose his presentation in preference to such revered competition.
‘Play attention – developing higher order cognitive, social, emotional and ethical skills through strategy games.’
We are facing a reality of fast-moving, abrupt and unexpected transformations in our world. More than ever before it has become necessary to provide space and time especially designed to develop internal resources in our students, enabling them to establish the connections that emerge from the content of all curriculum components. Coping with the unexpected and the new is a pressing need. The future is unpredictable, but there is one certainty: it is necessary to prepare our children to face unknown conditions – they must learn how to learn.
Mind Lab is at the forefront of developing a generation of educators eager to transform the educational space toward human education, and the full development not only of students but ourselves, collaborating thus with the construction of a better and fairer world.
But how can this task be accomplished? How is it possible to develop the skills that children and adolescents would need to assimilate, to be able to adapt and use concepts and information creatively, autonomously and efficiently? How is it possible to prepare them to be authors of the new and much required knowledge to construct planet Earth in the next decades?
We define the Mind Lab Project methodology as “a curriculum-pedagogical proposal for the development of cognitive, social, emotional and ethical skills through reasoning games, with emphasis on meaningful learning and the role of the teacher-mediator.”
The Mind Lab Project is configured as space-time within the school curriculum with specific focus on the development of human skills that are mainstays of the most diverse type of learning, whether formal or informal. That is, its contents are cognitive, social, emotional and ethical skills.
The methodology of the Mind Lab Project is based upon the use of strategy games in the classroom with the objective of organising concrete and intense experiences that serve as bases for the construction of internal resources – strategies and meta-cognitive methods – which are not only used to play better but are also and mainly applied to other subjects, other contexts and areas of the human experience.
The meta-cognitive methods organise reasoning and action in a variety of everyday situations by being simulated through the structure of the game. They are appointed by metaphors that facilitate the transposition “beyond the here and now”. The learning built during the lessons is explored by the teacher-mediator intentionally, so students establish possible transcendence, i.e. taking learning beyond the immediate experience.
International Congress – Intelligence is Learned – Sao Paulo – August 2012
‘Mind Lab Methodology in Action – Quoridor’
Practical demonstration of the application of the Mind Lab methodology to a mixture of educators from International backgrounds and positions.
CEGSA State Conference July 2012
South Australia Teachers Conference 24 September 2012