detox process -the what
DESCRIPTION
process (detox)TRANSCRIPT
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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 = absolutelyAchievement gap = misnomer
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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)
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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 process of
learning. (for more)
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Focus on this process provides learners with ultimate
choices in
what, where, when, how and with whom they learn.
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…with whom they learn.
Father fluent in German
Sonya on ipod use
Uni prof/fellows
Each course a different flavorSkyping w/NY
Working on real life
Going to Uganda Google test tv talk (Tapscott)
Learn w/UgandaKids swapping talents
Unconventional methods emerge
Stanford’s D-school designsValedictorian
Hebrew/chess swap
Freed to think mathematically
Permaculture begs the elements
Bio diesel answers
Student voices
Learner picks group/pln
Planning/logging
Traveling via Shout (TIG)
Travel w/project Global Inform
Finding mentors
Uni students via skype Espanol w/St. Louis
Or facebook find
Other ways via uni grad
By cell w/friends
clic
k a
phot
o if
you’
d lik
e to
see
/hea
r m
ore…
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For more .. check the endless who…
Kevin on building communityBen on building his community (board)
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These
choices
empower the learner to own their
learning.
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A process such as
detoxcan facilitate interest/passion driven learning.
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LEARNING APPROACH
LI
FE
AP
PR
OA
CH
Personalized LearningStudent-Centric
Individual Expert Mentors
Personalized LearningStudent-Centric
Individual Expert Mentors
Blended ClassroomActivity-centric
Project Based Learning
Blended ClassroomActivity-centric
Project Based Learning
Traditional ClassroomTeacher-centric
Lecture/Homework
Traditional ClassroomTeacher-centric
Lecture/Homework
Fixed Mindset vs Growth Mindset & everywhere in between -Carol Dweck
There are multiple validLearning & Life Approaches
(and not just per learner, learners may have multiple approaches depending on
topic/project/course)
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LEARNING APPROACH
LI
FE
AP
PR
OA
CH
Personalized LearningStudent-Centric
Individual Expert Mentors
Personalized LearningStudent-Centric
Individual Expert Mentors
Traditional ClassroomTeacher-centric
Lecture/Homework
Traditional ClassroomTeacher-centric
Lecture/Homework
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
Learning Approachmatched to Student
Life
App
roac
h
The Goal is toOptimize Learning
Blended ClassroomActivity-centric
Project Based Learning
Blended ClassroomActivity-centric
Project Based Learning
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LEARNING APPROACH
LI
FE
AP
PR
OA
CH
Personalized LearningStudent-Centric
Individual Expert Mentors
Personalized LearningStudent-Centric
Individual Expert Mentors
Traditional ClassroomTeacher-centric
Lecture/Homework
Traditional ClassroomTeacher-centric
Lecture/Homework
Fixed Mindset vs Growth Mindset & everywhere in between -Carol Dweck
A Learning Approachmis-Matched to the Learner can
look like ...
(a small amount of Area)
Blended ClassroomActivity-centric
Project Based Learning
Blended ClassroomActivity-centric
Project Based Learning
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LEARNING APPROACH
LI
FE
AP
PR
OA
CH
Personalized LearningStudent-Centric
Individual Expert Mentors
Personalized LearningStudent-Centric
Individual Expert Mentors
Traditional ClassroomTeacher-centric
Lecture/Homework
Traditional ClassroomTeacher-centric
Lecture/Homework
Fixed Mindset vs Growth Mindset & everywhere in between -Carol Dweck
Maximize the Widthby matching
the best Learning Approachto the Learner
Learning(student #1)
Learning Approachmatched to Student
Life
App
roac
h
Learning(student #2)
Learning Approachmatched to Student
Life
App
roac
h
Learning(student #3)
Learning Approachmatched to Student
Life
App
roac
h
Blended ClassroomActivity-centric
Project Based Learning
Blended ClassroomActivity-centric
Project Based Learning
gra
ph
ics
by
Cra
ig
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LEARNING APPROACH
LI
FE
AP
PR
OA
CH
Personalized LearningStudent-Centric
Individual Expert Mentors
Personalized LearningStudent-Centric
Individual Expert Mentors
Traditional ClassroomTeacher-centric
Lecture/Homework
Traditional ClassroomTeacher-centric
Lecture/Homework
Fixed Mindset vs Growth Mindset & everywhere in between -Carol Dweck... and maximize the Height
(and thus the Area)by working on Life Approach
Learning(student #3)
Learning Approachmatched to Student
Life
App
roac
h
Learning(student #2)
Learning Approachmatched to Student
Life
App
roac
hLearning
(student #1)
Learning Approachmatched to Student
Life
App
roac
h
Blended ClassroomActivity-centric
Project Based Learning
Blended ClassroomActivity-centric
Project Based Learning
gra
ph
ics
by
Cra
ig
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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…
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…some of the biggest things we tend to
are
drifting, wandering, …
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wander /drift
… procrastination, and non-production.graphics by Craig
Learning is optimized when it is voluntary, per choice. A number one fear is that if given a choice, people will be lazy.
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Our biggest question comes down to …
take a listen to goal displacement and success – James Bach visit
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For scalable efficiency perhaps the institution decides.
For indispensably thriving learners perhaps the learner decides, along with their respective community/communities.
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This may take time for some (including adults).
This time period may be rough, steeped in
lazinessprocrastination
waste.
appearances of
parent voice on this
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Any success will depend on our mindset, our outlook, our purpose and belief in learning.
“ “click to hear student voices
Doing what has been considered standard doesn’t equate with success anymore.
We need to be freeing kids up to be themselves. Giving them space to fail. Showing them we trust learning. That it is that fascinating and alluring.
- James Bach
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-Kevin Kelly, What Technology Wants
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.
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We believe many of us need time and space
and permission to
detoxify habits we have formed to get at scalable efficiency into a natural state of scalable learning. (for more)
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Where/how could detox fit in my district right now?
click to go to live doc
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your school design it
your pd design it
check out:
check out:
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the labcheck out:
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click for live doc.
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Please note again because this is key: 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
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.
choices
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choicesSo… if you’re seeking more
read on..
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DETOX - LEARNING PROCESS
NOTICE
• Mindful of your surroundings
DREAM
• Imagine it done,or you doing it
CONNECT
• Ecosytems
• People (expert mentors)
• Information
• Tools
DO
• Your action – design it
• Jump in
tinyurl.com/39wkxl4
getting back to the natural state of self-constructionknowing what to do when you don’t know what to do
more here
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12
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• Spaces to explore passions/curiosities• Exposure to learning through such realms as gaming, programming and logic more here k-8 slides 50-57
• Spaces to explore passions/curiosities• Exposure to learning through such realms as gaming, programming and logic more here k-8 slides 50-57
N D C D
N D C D
N D C D
N D C D
• Student choices facilitated• Learning approach (lecture/blended/pbl/online…)• Life approach (structured, self-directed…) more here 9-12 slides 58-64
• Student choices facilitated• Learning approach (lecture/blended/pbl/online…)• Life approach (structured, self-directed…) more here 9-12 slides 58-64
CONTEXT:
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NOTICE DREAM CONNECT DO
12
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• Spaces to explore passions/curiosities• Exposure to learning through gaming, programming and logic
• Spaces to explore passions/curiosities• Exposure to learning through gaming, programming and logic
N D C D
N D C D
N D C D
N D C D
• Student choices facilitated• Learning approach
(lecture/blended/pbl/online…)• Life approach (structured, self-directed…)
• Student choices facilitated• Learning approach
(lecture/blended/pbl/online…)• Life approach (structured, self-directed…)
CONTEXT:
say we are here ...
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look at all the info we cover now
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More from George in his Knowing Knowledge
Knowledge
Learning
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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 Encyclopédie by Jean le Rond d'Alembert and Denis Diderot.
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Learners gain space/time/expertise when they can
prune what is not needed
and amp what is.
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A possible scenario.
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0
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History of Prophets
Ecclesiastical
Civil History
Literary History
Celestial History
Metaphysics
Theology
Ethics
Logic
Mathematics
Mechanics
Astronomy
OpticsMeteorology
Zoology
Botany
Chemistry
Poetry
Novel
Music
Painting
Sculpture
Architecture
Drama
Parable
Take a look here, arranged as spokeswith increasing knowledge as you move outward
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History of Prophets
Ecclesiastical
Civil History
Literary History
Celestial History
Metaphysics
Theology
Ethics
Logic
Mathematics
Mechanics
Astronomy
OpticsMeteorology
Zoology
Botany
Chemistry
Poetry
Novel
Music
Painting
Sculpture
Architecture
Drama
Parable
Suppose by 9th grade we’ve determined Carol’s Areas of Interest
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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 examOther areas of learning will provide her life-long
opportunities for growth
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History of Prophets
Ecclesiastical
Civil History
Literary History
Celestial History
Metaphysics
Theology
Ethics
Logic
Mathematics
Mechanics
Astronomy
OpticsMeteorology
Zoology
Botany
Chemistry
Poetry
Novel
Music
Painting
Sculpture
Architecture
Drama
Parable
Life-long Learning
Career
Carol’s Learning Spaces
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CAROL’S CAREER LEARNING(elements of a traditional approach, with strong mentor connections)
NOTICE
• Bridges can be useful and beautiful
DREAM
• Topanga Canyon span
• Millions of drivers trust it
• Function complementing nature
CONNECT
• MechEng prof @ local U
• 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
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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
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CAROL’S 5 YEAR PLAN
N D C D
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History of Prophets
Ecclesiastical
Civil History
Literary History
Celestial History
Metaphysics
Theology
Ethics
Logic
Mathematics
Mechanics
Astronomy
OpticsMeteorology
Zoology
Botany
Chemistry
Poetry
Novel
Music
Painting
Sculpture
Architecture
Drama
Parable
Life-long Learning
Career
Objective: Career creating bridge designs.
Tactics:Career: Standard curricula, augmented with expert
mentors/internship experiences:2010 – complete/tutor AP Trig & Physics Tap into Architecture for Humanity2011 – DOT/AFH internship, apply eng colleges2012 – establish mentor relationship w/MechE prof2013-15 – 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 artist2011 – possibly sculpture class at local art school2012 – possibly learn AutoCAD software to create
large virtual pieces
N D C D
N D C D
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History of Prophets
Ecclesiastical
Civil History
Literary History
Celestial History
Metaphysics
Theology
Ethics
Logic
Mathematics
Mechanics
Astronomy
OpticsMeteorology
Zoology
Botany
Chemistry
Poetry
Novel
Music
Painting
Sculpture
Architecture
Drama
Parable
Pete’s Areas of Interest(look familiar ?)
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Pete decides his passion 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
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0
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History of Prophets
Ecclesiastical
Civil History
Literary History
Celestial History
Metaphysics
Theology
Ethics
Logic
Mathematics
Mechanics
Astronomy
OpticsMeteorology
Zoology
Botany
Chemistry
Poetry
Novel
Music
Painting
Sculpture
Architecture
Drama
Parable
Life-long Learning
Career
Pete’s Learning Spaces
graphics by Craig
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PETE’S CAREER LEARNING(expert mentor-guided exploratory learning process )
NOTICE
• Sculpture adds beauty to our surroundings
DREAM
• My expressions
• in the large
• that make you smile
CONNECT
• Art prof @ local U
• Music prof @ local U
DO
• HS Drawing, Painting, Photography, AP Music Theory
• On-line Art History class
• Summer internship at sculpture studio
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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
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0
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1.5
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2.5
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3.5
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4.5
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History of Prophets
Ecclesiastical
Civil History
Literary History
Celestial History
Metaphysics
Theology
Ethics
Logic
Mathematics
Mechanics
Astronomy
OpticsMeteorology
Zoology
Botany
Chemistry
Poetry
Novel
Music
Painting
Sculpture
Architecture
Drama
ParableLife-long Learning
Career
PETE’S 5 YEAR PLAN
N D C 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 coursesestablish 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, graduateFurther 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
N D C D
N D C D
slide by Craig
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We believe learning is a natural process for anyone in a non-oppressive environment with exposure/access to resources. Many of us have become intoxicated with standardization, unable to self-direct our own learning. Detox jump starts learning of anything.The why: nothing is for everyone
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. This process is a means to facilitate interest/passion driven learning.The what: awakening indispensable people
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 process of learning. We’re currently experimenting with youtube (and hopefully soon wikipedia) as a means to document/share.The how: to a person, be you - to a people, help clear spaces to be
To truly do this on your own, we suggest you be. A jump into be is here, and if you'd like a little nudge beyond that, go here.
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click to see
Lucas’s 2 yr
planclick to see Lucas explaining it to school board member
click to see Lucas talking through literature possibilities
here and here
a real example in the making
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click to see Eportfolios - InnovationLab
Imagining a whole new way to validate. Check out Shareski and Godin.
more on portfoliosthe new workplace (ideo)
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This is live. Publish then edit. Join us. Help us. Transparency is the new currency & we want to be rich.Our strategy: offense. Our belief: we're different - but we all want to do good.
click to see live documentation..
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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 see our city vision
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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.
What matters most, how do you define success?
click to play
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Jim on learning.. and noticing.Jim’s blog. His definition of Edgility.Jim on activity systems mapping to enhance growth.Explaining the mapping to parents…with q&a: 1 2 3 4 5 6 Authenticating the research and usage of ideas.Find Jim on twitter @jimfolk.
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Myelin sheath grows best through deep practice.Deep practice happens through passion.
In monitoring progress:
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 parentsScientific Journal’s Ontology Explorer
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on
do
cum
enti
ng
….
Jim explains mapping to parentsScientific Journals ontology model
demos: notice/dream/connect/do
click to see/use student log google form
Jim explains mapping as parent
click Gus on usefulness of logging
How we started documenting….
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So …. learning returns to a
natural state…
what do you want to be what do you value how do you like to learn…
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And we facilitate learner choices through a process, until the process becomes
2nd nature…
(for more)
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….so thatthe learner knows
what to do when
they don’t know what to do.
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They are ready for life.. and remain
hungry for learning.
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click to play
I have no special talent.
I am only passionately curious.
-Albert Einstein
Curiosity isn’t about money or education. It’s about desire.It’s easy to underestimate how difficult it is to be curious.
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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)
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previously slides are one story deck of the narrative deck:
The entire narrative deck can be accessed here.. Or you can go to the next slide to access another story deck…
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4-39: mindset - the skinny40-79: redefining success: school as a business … community as a school
43-40: the dandelion effect50-53: is respect for every voice a part of your soul54:63: we don’t need more resources, we just need to be more resourceful
: on health & wealth64-72: joi ito & wikipedia as exemplars – nothing is for everyone73-79: declaration of interdependence – as glue
80-80: findings in failings: history (deliberately not teach, homeless analogy): detox (process/what, unpacking/why, doing/how)
90-95: city as floorplan96-97: connected adjacency
98: suggested book reads99: faq100-111: mindset
Suggestion per parents, if you were only going to look at 2 things: slide 25 and detox.
as story
just out: awakening indispensable people via videoswarning – poor quality – ie slidedeck with voice
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