Relax (disconnect/unplug from the success/failure games). Curiosity is natural. Knowledge deemed as opportunity now binds us. The web allows access to anything. Self-construction is natural. Most need detox to get back to what matters. NCLB = absolutely Achievement gap = misnomer
David Kelley: It really is true that everything you need to know you learned in kindergarten—because that's when you had innate confidence in your own creative power. The problem? Figuring out how to get it back as an adult, tap into the power of that creative spirit, and harness it so you can innovate your way to personal and professional success.
click to play (9:08)
what:
What we're calling detox is simply a process of learning to
learn
, of
knowing what to do when you don't know what to do. (for more)
how:
We believe, to notice the unlikely, dream boldly, connect to people and info, and do what matters, is a pretty good representation of the natural learning.
(for more)
process
of
Focus on this process provides learners with ultimate
choices
in
what, where, when, how and with whom they learn. In order to facilitate interest/passion driven learning.
click a photo if you’d like to see/hear more…
…with
Father fluent in German
whom
Finding mentors
Each course a different flavor Permaculture begs the elements
Or facebook find
they learn.
Skyping w/NY
Other ways via uni grad
Planning/logging
Sonya on ipod use
Going to Uganda Google test tv talk (Tapscott) Traveling via Shout (TIG)
Working on real life By cell w/friends Hebrew/chess swap Uni prof/fellows Learn w/Uganda Kids swapping talents Bio diesel answers Learner picks group/pln Uni students via skype Espanol w/St. Unconventional methodsLouis emerge Stanford’s D-school designs
Valedictorian Travel w/project Global Inform
Freed to think mathematically Student voices
For more .. check the endless who‌ Kevin on building community Ben on building his community (board)
check out: your school design it check out:your pd design it
check out:
the lab
(and not just per learner, learners may have multiple approaches depending on topic/project/course)
APPROACH LIFE
There are multiple valid Learning & Life Approaches
Fixed Mindset vs Growth Mindset & everywhere in between -Carol Dweck
graphics by Craig
LEARNING Traditional TraditionalClassroom Classroom Teacher-centric Teacher-centric Lecture/Homework Lecture/Homework
APPROACH Blended BlendedClassroom Classroom Activity-centric Activity-centric Project ProjectBased BasedLearning Learning
Personalized PersonalizedLearning Learning Student-Centric Student-Centric Individual IndividualExpert ExpertMentors Mentors
APPROACH
The Goal is to Optimize Learning
LIFE
Life Approach
Learning Approach matched to Student
Fixed Mindset vs Growth Mindset & everywhere in between -Carol Dweck
Growth
growth ≈ area of rectangle Or actually volume of sphere as multiple dimensions of a learner w/in given context is taken into account
graphics by Craig
LEARNING Traditional TraditionalClassroom Classroom Teacher-centric Teacher-centric Lecture/Homework Lecture/Homework
APPROACH Blended BlendedClassroom Classroom Activity-centric Activity-centric Project ProjectBased BasedLearning Learning
Personalized PersonalizedLearning Learning Student-Centric Student-Centric Individual IndividualExpert ExpertMentors Mentors
APPROACH
Fixed Mindset vs Growth Mindset & everywhere in between -Carol Dweck
LIFE
A Learning Approach mis-Matched to the Learner can look like ...
(a small amount of Area)
graphics by Craig
LEARNING Traditional TraditionalClassroom Classroom Teacher-centric Teacher-centric Lecture/Homework Lecture/Homework
APPROACH Blended BlendedClassroom Classroom Activity-centric Activity-centric Project ProjectBased BasedLearning Learning
Personalized PersonalizedLearning Learning Student-Centric Student-Centric Individual IndividualExpert ExpertMentors Mentors
APPROACH
Fixed Mindset vs Growth Mindset & everywhere in between -Carol Dweck
LIFE
Maximize the Width by matching the best Learning Approach to the Learner
(student #1)
Learning (student #2)
LEARNING Traditional TraditionalClassroom Classroom Teacher-centric Teacher-centric Lecture/Homework Lecture/Homework
Learning (student #3)
graphics by Craig
Learning
Learning Approach matched to Student
Life Approach
Learning Approach matched to Student
Life Approach
Life Approach
Learning Approach matched to Student
APPROACH Blended BlendedClassroom Classroom Activity-centric Activity-centric Project ProjectBased BasedLearning Learning
Personalized PersonalizedLearning Learning Student-Centric Student-Centric Individual IndividualExpert ExpertMentors Mentors
Learning Approach matched to Student
APPROACH
... and maximize the Height (and thus the Area) by working on Life Approach
Fixed Mindset vs Growth Mindset & everywhere in between -Carol Dweck
Learning Approach matched to Student
Learning
Learning (student #2)
Learning (student #3)
graphics by Craig
(student #1)
Life Approach
Life Approach
Life Approach
LIFE
Learning Approach matched to Student
LEARNING Traditional TraditionalClassroom Classroom Teacher-centric Teacher-centric Lecture/Homework Lecture/Homework
APPROACH Blended BlendedClassroom Classroom Activity-centric Activity-centric Project ProjectBased BasedLearning Learning
Personalized PersonalizedLearning Learning Student-Centric Student-Centric Individual IndividualExpert ExpertMentors Mentors
look at all the info we
cover
now
Let’s assume we trust the capabilities of tech to help us differentiate like this for students. Most of us might buy into it as long as we’re still owning student learning. Because‌
‌some of the biggest things we tend to
are drifting, wandering, ‌
Learning is optimized when it is voluntary, per choice. A number one fear is that if given a choice, people will be lazy.
wander /drift
graphics by Craig
‌ procrastination, and non-production.
Our biggest question comes down to ‌
take a listen to goal displacement and success – James Bach visit
And who decides.
For scalable
efficiency perhaps the institution decides.
For indispensably thriving
learners perhaps the learner decides, along with their respective community/communities.
notice
click for live doc.
Technology brings expanding choices. Sociologist David Riesman, 1950, " the more advance the technology, on the whole, the more possible it is for a considerable number of human beings to imagine being somebody else.“
We expand technology to find out who we are and who we can be. To maximize our own contentment, we seek the minimum amount of technology in our lives. yet to maximize the contentment of others, we must maximize the amount of technology in the world. How can we personally minimize stuff close to us while trying to expand it globally. -Kevin Kelly, What Technology Wants
We believe many of us need time and space and
permission
detoxify habits we have formed to get at scalable efficiency into a natural state of scalable learning. (for more)
to
This may take time for some (including adults).
appearances This time period may be rough, steeped in
of
laziness procrastination waste.
parent voice on this
Any success will depend on our mindset, our outlook, our purpose and belief in learning.
“
“
click to hear student voices
Please note:
You’re good if you love what you are doing/teaching/learning.
This isn’t about changing public ed as much as it is about offering more
choices
within public ed. It’s about thinking about people and re-thinking the optional learning spaces. Many people in public ed won’t be changing much at all. Incredible students attend our schools. Incredible teachers prepare lessons and facilitate learning. We believe the change will be in the shifting around of.. who is learning what, when and how, and with whom. We believe this is more about putting all the stakeholders (that’s everyone) into a big sifter and patiently shaking, till everyone is where they want to be. Imagine that. Even if you don’t currently believe it. Imagine the 70% plus time we spend on classroom management. Gone.
DETOX - LEARNING PROCESS tinyurl.com/39wkxl4
getting back to the natural state of self-construction knowing what to do when you don’t know what to do more here
NOTICE • Mindful of your surroundings
DREAM • Imagine it done, or you doing it
CONNECT
DO
• Ecosytems • People (expert mentors) • Information
• Your action – design it • Jump in
• Tools
graphics by Craig
CONTEXT: N
D
C
K
D
1 2 N
D
C
D
3 4 N
D
C
D
5
•• Spaces Spacesto toexplore explorepassions/curiosities passions/curiosities •• Exposure to learning Exposure to learningthrough throughsuch suchrealms realmsas as gaming, programming and logic gaming, programming and logic more morehere herek-8 k-8slides slides50-57 50-57
6 N
D
C
D
7 8 graphics by Craig
9 10 11 12
NOTICE
DREAM
CONNECT
•• Student Studentchoices choicesfacilitated facilitated •• Learning approach Learning approach(lecture/blended/pbl/online…) (lecture/blended/pbl/online…) •• Life Lifeapproach approach(structured, (structured,self-directed…) self-directed…) more here 9-12 slides more here 9-12 slides58-64 58-64
DO
CONTEXT: N
D
C
K
D
1 2 N
D
C
D
3 4 N
D
C
D
•• Spaces Spacestotoexplore explorepassions/curiosities passions/curiosities •• Exposure to learning Exposure to learningthrough throughgaming, gaming, programming and logic programming and logic
say we are here ...
5 6
N
D
C
D
7 8 graphics by Craig
9 10 11 12
NOTICE
DREAM
•• Student Studentchoices choicesfacilitated facilitated •• Learning Learningapproach approach (lecture/blended/pbl/online…) (lecture/blended/pbl/online…) •• Life Lifeapproach approach(structured, (structured,self-directed…) self-directed…)
CONNECT
DO
look at all the info we cover now
This is a Huge Space !
The "figurative system of human knowledge", sometimes known as the tree of Diderot and d'Alembert, was a tree developed to represent the structure of knowledge itself, produced for the EncyclopĂŠdie by Jean le Rond d'Alembert and Denis Diderot.
Learners gain space/time/expertise when they can
prune amp
what is not needed
and
what is.
A possible scenario.
Take a look here, arranged as spokes with increasing knowledge as you move outward History of Prophets Parable Drama
5
Ecclesiastical Civil History
4.5
4
Architecture
Literary History 3.5
3
Sculpture
Celestial History 2.5
2
Painting
Metaphysics
1.5
1
0.5
Music
Theology 0
Novel
Ethics
Poetry
Logic
Chemistry
Mathematics
Botany
Mechanics Zoology
Astronomy Meteorology
Optics
graphics by Craig
Suppose by 9th grade we’ve determined Carol’s Areas of Interest
History of Prophets Parable Drama
5
Ecclesiastical Civil History
4.5
4
Architecture
Literary History 3.5
3
Sculpture
Celestial History 2.5
2
Painting
Metaphysics
1.5
1
0.5
Music
Theology 0
Novel
Ethics
Poetry
Logic
Chemistry
Mathematics
Botany
Mechanics Zoology
Astronomy Meteorology
Optics
graphics by Craig
Carol’s
passion
is to design bridges.
This requires certain fixed-content learning, to: • get a BSME degree • pass her state’s Professional Engineering certification exam Other areas of learning will provide her life-long opportunities for growth
Carol’s Learning Spaces
Life-long Learning Career
History of Prophets Parable Drama
5
Ecclesiastical Civil History
4.5
4
Architecture
Literary History 3.5
3
Sculpture
Celestial History 2.5
2
Painting
Metaphysics
1.5
1
0.5
Music
Theology 0
Novel
Ethics
Poetry
Logic
Chemistry
Mathematics
Botany
Mechanics Zoology
Astronomy Meteorology
Optics
graphics by Craig
CAROL’S CAREER LEARNING (elements of a traditional approach, with strong mentor connections)
NOTICE
DREAM
CONNECT • MechEng prof @ local U
• Bridges can be useful and beautiful
• Topanga Canyon span • Millions of drivers trust it • Function complementing nature
• Local U chapter: Women in Engineering • Download design documents for a local bridge span • Architecture for Humanity
DO • HS AP Trig & Physics • Tutor math – if I teach it, I know it • Summer internship in state Dept of Transportation
graphics by Craig
CAROL’S ADDITIONAL LEARNING (passion-driven, exploration-based)
NOTICE • Beauty in the form of large objects
DREAM • My creativity on display ... Big artistic expressions !
CONNECT • Successful local sculptor • Pick (world-wide) a public art piece I admire – contact the artist, establish relationship
DO • Sculpture class at local art school • Learn CAD software, to create virtual sculptures
graphics by Craig
N
D
C
CAROL’S 5 YEAR PLAN
D
History of Prophets Parable
5
Drama
Life-long Learning Career
Ecclesiastical Civil History
4.5
Objective: Career creating bridge designs.
4
Architecture
Literary History 3.5
3
Sculpture
Celestial History 2.5
2
Painting
Metaphysics
1.5
1
0.5
Music
Theology 0
Novel
Ethics
Poetry
Logic
Chemistry
Mathematics
Botany
Mechanics Zoology
Astronomy Meteorology
Optics
N N
D
C
D
D
C
D
Tactics: Career: Standard curricula, augmented with expert mentors/internship experiences: 2010 – complete/tutor AP Trig & Physics Tap into Architecture for Humanity 2011 – DOT/AFH internship, apply eng colleges 2012 – establish mentor relationship w/MechE prof 2013-15 – additional internships, graduate Further Passions: establish relationship with artistic mentor whose work I admire, see where it goes: 2010 – survey large art, world-wide. Contact artist 2011 – possibly sculpture class at local art school 2012 – possibly learn AutoCAD software to create large virtual pieces
slide by Craig
Pete’s Areas of Interest (look familiar ?)
History of Prophets Parable Drama
5
Ecclesiastical Civil History
4.5
4
Architecture
Literary History 3.5
3
Sculpture
Celestial History 2.5
2
Painting
Metaphysics
1.5
1
0.5
Music
Theology 0
Novel
Ethics
Poetry
Logic
Chemistry
Mathematics
Botany
Mechanics Zoology
Astronomy Meteorology
Optics
graphics by Craig
passion
Pete decides his is to sculpt. This requires an expert mentor-guided exploratory learning process to: • stretch his artistic muscles beyond his current comfort areas • gain experience across a broad set of sculpting media Other areas of learning will provide him life-long opportunities for growth
Pete’s Learning Spaces
Life-long Learning Career
History of Prophets Parable Drama
5
Ecclesiastical Civil History
4.5
4
Architecture
Literary History 3.5
3
Sculpture
Celestial History 2.5
2
Painting
Metaphysics
1.5
1
0.5
Music
Theology 0
Novel
Ethics
Poetry
Logic
Chemistry
Mathematics
Botany
Mechanics Zoology
Astronomy Meteorology
Optics
graphics by Craig
PETE’S CAREER LEARNING (expert mentor-guided exploratory learning process )
NOTICE • Sculpture adds beauty to our surroundings
DREAM
CONNECT
• My expressions
• Art prof @ local U
• in the large
• Music prof @ local U
• that make you smile
DO • HS Drawing, Painting, Photography, AP Music Theory • On-line Art History class • Summer internship at sculpture studio
graphics by Craig
PETE’S ADDITIONAL LEARNING (passion-driven, exploration-based)
NOTICE • Large artwork has mechanical elements – structure, strength of materials
DREAM • My artistic creations defie structural intuition
CONNECT • Successful local sculptor • MechEng prof @ local U
DO • Build toothpick models & test strength • Learn CAD software, to model strength of sculptures
graphics by Craig
N
D
C
PETE’S 5 YEAR PLAN
D Life-long Learning Career
History of Prophets Parable
5
Drama
Ecclesiastical Civil History
4.5
4
Architecture
Literary History 3.5
3
Sculpture
Celestial History 2.5
2
Painting
Metaphysics
1.5
1
0.5
Music
Theology 0
Novel
Ethics
Poetry
Logic
Chemistry
Mathematics
Botany
Mechanics Zoology
Astronomy Meteorology
Optics
N N
D
C
D
D
Objective: Career as a sculptor. Tactics: Career: Some standard curricula, augmented with expert mentor-guided exploratory learning process: 2010 – complete HS Art and Music courses C D establish mentor relationships with Art prof & Music prof @ local U, see where it goes 2011 – Summer internship at sculpture studio, complete on-line Art History class, apply art colleges 2012-15 - additional internships, graduate Further Passions: structural aspects of sculpture: 2010 – establish mentor relationship with successful local sculptor, MechEng prof @ local U 2011 – prototype – ie: build toothpick models & measure it’s strength 2012 – possibly learn CAD software, to model strength of sculptures slide by Craig
click for more
a real example in the making click to see
Lucas’s 2 yr plan
click to see Lucas explaining it to school board member
click to see Lucas talking through literature possibilities
here
and here
click to see Eportfolios - InnovationLab more on portfolios the new workplace (ideo)
Imagining a whole new way to validate. Check out Shareski and Godin.
This is live. Publish then edit. Join us. Help us. Transparency is the new currency & we want to be rich. Our strategy: offense. click to see Our belief: we'relive different - but we all want to do good.
documentation..
click here to see more on spaces from Ewan McIntosh
•the new workplace •fluid spaces •disruptive spaces 24/7 spaces •Google: ecosystem •Mimo Ito: Youmedia Chicago; •The Digital Media Project -MacArthur Foundation •ISTE - New Spaces for Learning;
click to play
What matters most, how do you define success? Personalizing in public education allows the learner to own their learning. Focus on learning process, iterated no matter what the content, streamlines a standard curriculum, so to speak, to one skill. Something incredibly messy and complex, differentiating for each learner, now becomes very simple and focused. This simplicity and focus allows for a pruning out of unneeded content/busywork, as well as an intense, deep practice of the goal at hand. Iterations of the same process soon become second nature. And the learner has the skill set to do anything they previously didn't know how to do.
Jim on learning.. and noticing. Jim’s blog. His definition of Edgility. Jim on activity systems mapping to enhance growth. Explaining the mapping to parents‌with q&a: 1 2 3 4 5 6 Authenticating the research and usage of ideas. Find Jim on twitter @jimfolk.
Myelin sheath grows best through deep practice. Deep practice happens through passion.
progress
In monitoring : how do you practice how thick is your myelin compare activity systems (n,d,c,d) of expert learner and learner Jim explaining this to parents Scientific Journal’s Ontology Explorer
on documenting‌.
Jim explains mapping as parent
click Gus on usefulness of logging
demos: notice/dream/connect/do
Jim explains mapping to parents Scientific Journals ontology model click to see/use student log google form
So …. learning returns to a
natural state… what do you want to be what do you value how do you like to learn…
And we facilitate learner choices through a process, (for more) until the process becomes
2 nature‌ nd
‌.so that the learner knows
what to do when they don’t know what to do.
They are ready for life.. and remain
hungry for learning.
I have no special talent. I am only passionately curious. -Albert Einstein click to play Curiosity isn’t about money or education. It’s about desire. It’s easy to underestimate how difficult it is to be curious.
on unpacking detox in a district‌
click to see slideshare
excellent reads for detox:
Clark Aldrich’s, Unschooling Rules, (rethinking school means not thinking school)
James Bach’s, Secrets of a Buccaneer-Scholar, (self-directed learning)