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  • For titles and subtitles each word capitalized except articles and prepositions and conjunctions for four or fewer letters. Title and subtitle text appears black on clear/white backgrounds.


  • 1. Patrick F. Bassett, NAIS President [email_address] Strategy & Design (S&D) for Schools of the Future: Four Essential Questions
  • 2. Does School Fit Kids?
    • Kids love their parents; teachers hate their parents .
    • And, many kids hate school (well, class, that is):
    • “ It is a miracle that curiosity survives formal education.” – Albert Einstein
    • Intrinsic motivation declines starting in 4 th grade and tanks in high school. What happens to the boys?
    • Brain-research confirms what thoughtful adults know--adolescents primed for “action, stimulation, and relevance ,” too little of which is perceived to be happening in typical classes.
    • School & classroom designs are obsolete .
  • 3. Does School Fit Kids?
    • Clash with pace and culture and topics of school—teenagers asked to accept a long waiting period before given real adult problems to solve (Cf.: “Escaping the High School ‘Twilight Zone,’” by Joseph & Claudia Allen EdWeek 03/03/10)
    • Rethinking Student Motivation (Christensen, Horn & Johnson) : Research shows…
      • Schools—just like businesses that are trying to make critical connections with their customers—must seek to understand what “jobs” students are trying to accomplish in their lives.
      • Two core “jobs” students set out to do each day are “ feel successful ” and “have fun with friends,” but schools often fail at integrating these core jobs into their operations.
      • Schools can change to enable students to do these jobs through project-based learning, blended “high tech – high touch” learning, academic gaming and simulations, STEM projects; etc.
  • 4. A Framework for Discussions & Strategy on Big Shifts in Education
    • Four Essential Questions for Schools of the Future:
    • “ What should we teach?” (The content/ skills / canon/ curriculum /standards question)
    • “ How should we teach?” (The pedagogy question: teacher-centric or student-centric ?)
    • “ How should we assess?” (The performance / outcomes / demonstrations question).
    • How should we embed the vision? (The leadership question.)
  • 5. What Should We Teach? (The content /canon/curriculum/standards question)
        • From the Research: The Five Cs = Commonly agreed upon skills and values the 21 st C. will demand and reward. (See The Right-Brained Future PPT)
          • character (integrity & compassion/empathy & meaning )
          • critical thinking (research, problem-solving and project design )
          • creativity ( games , gaming , entrepreneurship and invention )
          • collaboration ( teaming & leadership )
          • communication (writing, public speaking , networking, technology).
          • --------------------------------------------------------------------------------
          • cosmopolitanism : the sixth C
        • The “core curriculum” : The question about “the canon ”: What’s the balance between the core knowledge/identity base vs. the inclusive menu?
        • The “new” curriculum maps: Tied to skills, not silo-ed disciplines.
  • 6. #2. How should we teach? (The pedagogy question)
        • Traditional instruction :  lecture and seminar approaches (e.g., Harkness Table; the academic disciplines & IB approach at middle school and secondary school). The charismatic teacher.
        • Differentiated instruction : customized IEP for each student; the strengths approach (Marcus Buckingham); Gardner’s “ expertise in one area ”; “just in time remediation” (the Finland model); use of adaptive technologies; etc. The coach : “identify, develop, leverage strengths.”
        • The Internet is the Future of Everything : Who holds the keys to the kingdom?  Disrupting Class .  The blended environment of place-based learning (teacher as role model and source of inspiration) with true 1:1 online learning (digital delivery of content via laptops, tablets, notebooks, iPads, smart phones and web-based instruction ( www.khanacademy.org ). BYOD to school. Flip teaching. Traditional skills for new landscape. The mapmaker.
        • Innovative instruction: experiential , immersion, inquiry-based experiences; simulations ; e-texts & real-world problem-solving . Traveling down the path from consumption of to engagement with to production of information & knowledge. The guide.
  • 7. #3. How should we assess? (The performance/outcomes question)
        • Student assessment via teacher testing vs. standardized normative testing (SATs & APs & IBs & “A-Levels”)
        • Student assessment via scholarship : "Student academic achievement has always been, and will always be, mainly dependent on diligent student academic work." “ Breakthrough ,” Will Fitzhugh, editor, The Concord Review.
        • Student assessment via PS-Gr 12 e-portfolios and “ demonstrations of learning ” (Sternberg @Tufts: the anti-SAT; colleges –Bowdoin-- accepting videos as part of the college application ). Schools, too .
        • Faculty assessment via digital portfolios of teaching and student projects, evaluated by “peer observation,” “critical friends,” and “project tuning” groups.
        • Student assessment via globally normative and formative testing  (MAP, the new ERBs-CPAA; CW&RA; ). See Khan Academy Exercise as example of computer adaptive testing.
  • 8. #4. How should we embed the vision? (The leadership question)
    • Change Agency Leadership (See PPT online)
    • What will be obsolete ? What won’t?
    • The Big Shifts: (cf. MacArthur Foundation , 21 st . C. Learning)
      • Knowing……………. Doing
      • Teacher-centered…… Student-centered
      • The Individual………. The Team
      • Consumption of Info…Construction of Meaning
      • Schools………………..Networks (online peers & experts)
      • Single Sourcing……….. Crowd Sourcing
    • Case Studies
    • Small Group Discussions
  • 9. R&D Small Group Discussions
    • Is this assessment above on Schools of the Future on mark ? Is it comprehensive? Is it visionary? Is it achievable?  Is there evidence of schools already moving in each of these directions? Is it measurable? Scalable?
    • “ What’s missing ? What are alternative visions of the School of the Future?”
    • “ How do we more deeply embed a future-focused vision? How do we help leaders come to their own conclusions and develop their own visions and plans for moving forward?  How do we help them manage the change within their own faculty and culture?”
  • 10. Accreditation: outcomes & design criteria
    • Making the Case for Schools of the Future
    • Essential Capacities for the 21st Century
    • Model Projects, Programs, and
    • Schools with Unifying Themes
    • Guiding Questions
    • Sample Process for Implementing
    • Accreditation Implications, New Model
    • Core Standard, New Criterion
    • Bibliography
  • 11. Related Slides
    • The End!
    • (See related slides in the Appendix)
    PFB Tweet: “The sunset of education as we know it will be the dawn of learning as students need it.”
  • 12. Demonstrations of Learning : “What you do, not what you know, the ultimate test of education.” ~PFB Tweet
    • Conduct a fluent conversation in a foreign language about of piece of writing in that language. (Stanford University requirement)
    • Write a cogent and persuasive opinion piece on a matter of public importance .
    • Declaim with passion and from memory a passage that is meaningful, of one’s own or from the culture’s literature or history.
    • Demonstrate a commitment to creating a more sustainable and global future with means that are scalable
    • Invent a machine or program a robot capable of performing a difficult physical task.
  • 13. Demonstrations of Learning
    • Exercise leadership in arena which you have passion and expertise.
    • Using statistics , assess if a statement by a public figure is demonstrably true.
    • Assess media coverage of a global event from various cultural/national perspectives. (“Arab Spring” vs. 6 th grade US history unit on “causes of the revolution”)
    • Describe a breakthrough for a project-based team on which you participated in which you contributed to overcoming a human-created obstacle.
    • Produce or perform or stage or interpret a work of art.
    • The implied mission promise of a school with these outcomes?
  • 14. Demonstrations of Learning for 21 st . C. Schools
    • By these demonstrations, schools…
    • Reunite content and action.
    • Backward-design curriculum from desired outcomes.
    • Demonstrate student outcomes recorded in electronic portfolios.
    • Facilitate student-led teacher/parent conferences.
    • Conduct action research and lesson study to grow professionally.
  • 15. Return Return2
  • 16. Falmouth Academy’s Submersible Robot Creativity, Robotics, Teaming and STEM Return Return 2
  • 17. Expeditionary Leadership Training Upper School “Borders” Project – Watershed School, CO
    • NOLS-based Leadership Basics:
    • Taking Care of…
    • Yourself…
    • Your Stuff…
    • Your Responsibilities to the Team
    • In the context of real-world project-based learning and problem-solving
    • Measured by CWRA critical-thinking assessment.
    • Results: Outperformed 99% of college freshmen
  • 18. Grant Wood’s Victorian Survival Smithsonian Podcast interpretation by Katy Waldman , Holton Arms School Return
  • 19. What Some Parents (5%) Need that Schools CAN’T Provide cf. Time, 2/21/05 “Parents Behaving Badly”; Wendy Mogel’s The Blessings of a Skinned Knee ; Michael Thompson’s For the Sake of the Children: An NAIS Guide to Successful Family-School Relationships. 2005 MetLife Survey of The American Teacher: Public school teachers report very satisfied in working with students = 68%; in working with parents = 25% Return
  • 20. http://www.npr.org/templates/story/story.php?storyId=129914162
  • 21. Crowdsourcing Meets Gaming Return
  • 22. Expert & Free Delivery of Content http://www.cfr.org/publication/13129/crisis_guide.html - Darfur http://www.cfr.org/publication/19710/crisis_guide.html - Global Economy http://www.cfr.org/publication/18985/global_governance_monitor.html - Global Governance
  • 23. Content commoditized and free changes everything.
  • 24. Play Lesson Return Play Overview Play Brain-teaser Units on human rights, the French Revolution, genocide, the American Revolution & the Constitution; US Interests & the Mid East; the Age of Isolationism, etc. Return
  • 25. Change Agency: Motivators: Creating the Conditions for Success
    • First Followers : How do you cultivate them?
    • Dan Pink on the “ Science of Motivation .”: How do you tap into the motivators?
    • Dan & Chip Heath on orchestrating change - Switch: How To Change Things When Change Is Hard : How do you align the head and the heart?
    • Robert Kegan on Immunity to Change: What militates against best intentions?
    • Pat Bassett on Seven Stages of the Change Cycle: What to anticipate. How to change decision making. (See Leadership: Change Agency PPT )
    • Message to Parents: “We preparing children for their future, not your past.”
    • Desks The 21st century does not fit neatly into rows. Neither should your students. Allow the network-based concepts of flow, collaboration, and dynamism help you rearrange your room for authentic 21st century learning.
    • Language Labs Foreign language acquisition is only a smartphone away . Get rid of those clunky desktops and monitors and do something fun with that room.
    • Computers More precisely this one should read: “Our concept of what a computer is.” Because computing is going mobile and over the next decade we're going to see the full fury of individualized computing via handhelds come to the fore. Can't wait. iPads.
    • Homework The 21st century is a 24/7 environment. And the next decade is going to see the traditional temporal boundaries between home and school disappear . And despite whatever Secretary Duncan might say, we don't need kids to 'go to school' more; we need them to 'learn' more. And this will be done 24/7 and on the move (see #3).
    • The Role of Standardized Tests in College Admissions The AP Exam is on its last legs. The SAT isn't far behind. Over the next ten years, we will see Digital Portfolios replace test scores as the #1 factor in college admissions.
    • Differentiated Instruction as the Sign of a Distinguished Teacher The 21st century is customizable. In ten years, the teacher who hasn't yet figured out how to use tech to personalize learning will be the teacher out of a job. Differentiation won't make you 'distinguished'; it'll just be a natural part of your work.
    • Fear of Wikipedia Wikipedia is the greatest democratizing force in the world right now. If you are afraid of letting your students peruse it, it's time you get over yourself.
    • Paperbacks Books were nice. In ten years' time, all reading will be via digital means . And yes, I know, you like the 'feel' of paper. Well, in ten years' time you'll hardly tell the difference as 'paper' itself becomes digitized.
    • Attendance Offices Bio scans . 'Nuff said.
    • Lockers. A coat-check, maybe.
    • IT Departments IT Departments as we currently know them. Cloud computing and a decade's worth of increased Wi-Fi and satellite access will make some of the traditional roles of IT -- software, security, and connectivity -- a thing of the past. Look to tech departments to instigate real change in the function of schools over the next twenty years.
    • Centralized Institutions School buildings are going to become 'home bases' of learning , not the institutions where all learning happens. Buildings will get smaller and greener, student and teacher schedules will change to allow less people on campus at any one time, and more teachers and students will be going out into their communities to engage in experiential learning.
    • Organization of Educational Services by Grade Education over the next ten years will become more individualized, leaving the bulk of grade-based learning in the past . Students will form peer groups by interest and these interest groups will petition for specialized learning. The structure of K-12 will be fundamentally altered.
    • Education School Classes that Fail to Integrate Social Technology Education Schools have to realize that if they are to remain relevant, they are going to have to demand that 21st century tech integration be modeled by the very professors who are supposed to be preparing our teachers .
    • Paid/Outsourced Professional Development No one knows your school as well as you. With the power of a PLN in their back pockets, teachers will rise up to replace peripatetic professional development gurus as the source of school-wide professional development programs. ISENnet.
    • Current Curricular Norms There is no reason why every student needs to take however many credits in the same course of study as every other student. The root of curricular change will be the shift in middle schools to a role as foundational content providers and high schools as places for specialized learning.
    • Parent-Teacher Conference Night Ongoing parent-teacher relations in virtual reality will make parent-teacher conference nights seem quaint. Over the next ten years, parents and teachers will become closer than ever as a result of virtual communication opportunities. And parents will drive schools to become ever more tech integrated.
    • Typical Cafeteria Food Nutrition information + handhelds + cost comparison = the end of $3.00 bowls of microwaved mac and cheese. At least, I so hope so.
    • Outsourced Graphic Design and Webmastering You need a website/brochure/promo/etc.? Well, for goodness sake just let your kids do it. By the end of the decade -- in the best of schools -- they will be.
    • High School Algebra I Within the decade, it will either become the norm to teach this course in middle school or we'll have finally awakened to the fact that there's no reason to give algebra weight over statistics and IT in high school for non-math majors (and they will have all taken it in middle school anyway).
    • Paper In ten years' time, schools will decrease their paper consumption by no less than 90%. And the printing industry and the copier industry and the paper industry itself will either adjust or perish.
  • 31. What’s your PS-12 Curriculum Map for Public Speaking? Return
  • 32. What’s your PS-12 curriculum map for critical thinking? Your problem-solving/project-based learning map? How do you document “demonstrations of learning”? How would your preschoolers tackle moving a 35-pound pumpkin from the parking lot into the pre-school classroom and up onto a table? Return The Film (1:40, 7:40, 9:40)
  • 33. U-MD Medical & Space Centers: Simulating Weightlessness & Emergency Care Hands on “learning by doing” (internships and apprenticeships and “city center immersions”) rooted in problem-solving that is real…
  • 34. Washington International School (DC) … problem-solving that is local, national and global that integrates the five C’s
  • 35. Direction of Higher Ed: Active Players not Passive Recipients of Knowledge Return
  • 36. The Case for the 5 C’s: critical thinking, communication (writing, speaking, technology) , collaboration (& leadership), creativity, & character (and a bonus 6 th C: “cosmopolitanism”)
  • 37.
    • Hiring criteria:
    • creative & entrepreneurial
    • high character
    • effective communicator
    • collaborator
    Google Silicon Valley Billboard Ad: Very difficult math problem to attract math wizards to apply for a job at Google
  • 38. Return
  • 39. Benno Schmidt on Avenues School Return New NYC Charters: Innovate Manhattan Charter School & School of One. Branded Virtual High Schools: George Washington University Online High School is targeting high-achieving, college-bound students. Tuition for GWUOHS is $9,995 per year.
  • 40. http://www.youtube.com/watch?v=mF_anaVcCXg Run Return
  • 41. High Tech High ~Rob Riordan, Founder
    • “ There are three axioms of public education in this country: separate students from each other based on perceived academic ability; separate minds from hands; and separate schools from the world beyond.
    • We seek to integrate students, integrate technical and academic disciplines, and connect students with the community.”
    • How? Organize the entire curriculum around project learning.
  • 42. Teacher-Designed vs. Normed Tests
  • 43. Teacher-Designed vs. Normed Tests
  • 44. Teacher-Designed vs. Normed Tests Return
  • 45. The Verdict on Homework Return
  • 46. The Big Shifts in Education Play Return
  • 47. www.CenterForInnovativeTeaching.org Return Real World Math video ; New Canaan CDS Middle School Math & Physics Project
  • 48. “ Feeling Successful” ( Inside Higher Ed , 1/11/11)
    • Students Crave Success Indicators Above All, Research Finds
    • A new study in the Journal of Personality finds that college students crave success indicators-- such as receiving praise or a good grade -- above all other activities. Students ranked such ego boosting as more pleasing than…
    • eating favorite foods
    • drinking alcohol
    • seeing a best friend
    • having sex.
  • 49. Return
  • 50. Meaning “ I’ll go to college, although I think now the best thing for me would be to take a year out and work somewhere. I’ve never really worked--at something real, something that would make the slightest difference to somebody…. Okay, so I’ve done well, although I think anybody could do well at this place if they were half-way verbal. All the classes are small, and we don’t have that many exams, so all you have to do, like we always kid each other, is talk good. …So with all the studying and talking good, you know what I’d really like to do? Carpentry. I’d like to build a house, or fix someone’s stairs or porch. Something real.” ~ from David Elkin’s The Hurried Child Mathew Crawford’s Shop as Soulcraft Return
  • 51. Create a Game: Lyrics for Country: Which is the Fictional Title?
          • How Can I Miss You If You Won't Go Away?
          • I Should Have Learned to Run Before She Made Me Crawl.
          • I'd Rather Have a Bottle in Front of Me than a Frontal Lobotomy.
          • Your Shoes Are Worn Out from Walking All Over Me
          • I'm So Miserable Without You, It's Like Having You Here
          • Answer: #4 (The rest are real country music titles. PFB’s post-retirement business: lyrics4country.com)
  • 52. eResumes = ePortfolios Return
  • 53. PLCs & Crowdsourcing Lessons & Curriculum
  • 54. Othello – Orson Wells (1952) Othello – Laurence Olivier (1965) Othello – Laurence Fishbourne (1995) Othello – Cheers version (1983) Return
  • 55. 21 st C. Schools of the Future Case Studies
    • School of One (NYC)
    • Cristo Rey Schools
    • High Tech High (San Diego)
    • Hawken School (OH) Satellite Campus
    • Carpe Diem Charter School (Yuma, AZ) (see 21c monograph)
  • 56. Valerie’s Story Online Learning: Changing the K-12 Landscape
  • 57. Return
  • 58. Inventor’s Camp
  • 59. http://www.youtube.com/watch?v=0xL2PutgTRI Run Return -------------------------
  • 60. Run Return
  • 61. CoA’s Schools of the Future Study See online PDF and Interactive versions. Return
  • 62. Creativity Crisis
    • A recent IBM poll of 1,500 CEOs identified creativity as the No. 1 “leadership competency” of the future.
    • For first time student “CQ” scores down 10 points.
    • Chinese Prof: ‘You’re racing toward our old model (standardization). But we’re racing toward your model, as fast as we can.’ ” (problem-based learning – focus on creativity) Return
    Singapore's Minister of Education Tharman Shanmugaratnam: Although Singapore students excel on such math and science tests, American students do better in the real world. "We both have meritocracies," he explained. "Yours is a talent meritocracy, ours is an exam meritocracy. There are some parts of the intellect that we are not able to test well - like creativity, curiosity, a sense of adventure, ambition." http://bit.ly/lzGl1F
  • 63.
    • Experiential Ed:
    • 21 st C. Skills & Values
    • Demonstrations of Learning- The 5 C’s.
  • 64. Green School Buildings as Texts Return
  • 65. Taking the Classroom Outdoors
  • 66. Little Red Riding Hood – Grimm 1882 Cf. Bruno Bettelheim's The Uses of Enchantment Return Should we cavalierly abandon or distort the stories and traditions our culture derived from over centuries? (That’s what the colleges have done.) ….But.. In a global and connected world, shouldn’t we be immersed in the stories and their meanings of “the other”?
  • 67. Cosmopolitanism: the Sixth “C” (Article version) 1) Global cosmopolitans see change as normal. 2) As outsiders to fixed cultural rules, they rely on creative thinking. 3) They reinvent themselves and experiment with new identities. 4) They are experts at the subtle and emotional aspects of transition. 5) They easily learn and use new ways of thinking. PFB: High IQ + EQ (one’s own culture & others: e.g. Learn “to see” non-verbal cues ) Return Approach different cultural practices & assumptions with curiosity, not judgment.
  • 68. E-Texts EdWeek 7.25.11 Return The history of Rome
  • 69. Obsolete Schools & Classroom Design 21 st C. School & Classroom Design Principles: (1) personalized; (2) safe and secure; (3) inquiry-based; (4) student-directed; (5) collaborative; (6) interdisciplinary; (7) rigorous and hands-on; (8) embodying a culture of excellence and high expectations; (9) environmentally conscious; (10) offering strong connections to the local community and business; (11) globally networked; and (12) setting the stage for lifelong learning. Bertshi School, WA Bertschi School, WA Return
  • 70. Gaming X-box & iPad Apps
  • 71. Gaming + STEM + Social Entrepreneurship Sage Hill School Service Learning Project: Profits to African Schools Return
  • 72. Kids Imagine… Letters to God
    • Dear God: I want to be just like my Daddy when I get big but not with so much hair all over ~Sam
    • Dear God: Did you mean for the giraffe to look like that or was it an accident? ~Norma
    • Dear God: Instead of letting people die and having to make new ones, why don't you just keep the ones you have now? ~Jane
    • Dear God: You don't have to worry about me. I always look both ways. ~Dean
    • Dear God: I think the stapler is one of your greatest inventions. ~Ruth
  • 73. Kids Imagine… Letters to God
    • Dear God: Please put in another holiday between Christmas and Easter. There is nothing good in there now. ~Ginny.
    • Dear God: I bet it is very hard for you to love everybody in the world. There are 4 people in my family, and I can't do it. ~Nan.
    • Dear God: If you let the dinosaurs not be extinct, we would not have a country. You did the right thing. ~Jonathan
    • Dear God: Maybe Cain and Abel would not have killed each other if they had their own rooms. It works with my little brother. ~Larry
  • 74. Design Giant White Horses of My Dream ~ Photo by George Paine Title for the Photo of Power Station? Return
  • 75. Rio Grande School (NM) Return
  • 76. Run Clip Lamplighter School (TX) Egg Business Return
  • 77. NAIS’s Challenge 20/20: High Noon
    • Sharing our planet: Issues involving the “global common”
    • Global warming
    • Biodiversity and ecosystem losses
    • Fisheries depletion
    • Deforestation
    • Water deficits
    • Maritime safety and pollution
    • Sharing our humanity: Issues requiring a global commitment & covenant
    • Massive step-up in the fight against poverty
    • Peacekeeping, conflict prevention, combating terrorism
    • Education for all
    • Global Infectious Diseases
    • Digital divide
    • Natural disaster prevention and mitigation
    • Sharing our rulebook: Issues needing a global regulatory approach
    • Reinventing taxation for the 21st century
    • Biotechnology rules
    • Global financial architecture
    • Illegal drugs
    • Trade, investment, and competition rules
    • Intellectual property rights
    • E-commerce rules
    • International labor and migration rules.
  • 78. 20/20 Fay School Entrepreneurship: Global Problem: Water Deficits Global Solution: WaterWalker Fay School (MA) 8 th graders
  • 79. Challenge 20/20: Montessori School of Denver Return
  • 80. Real-World Project-Based Learning Measuring Water Flow for the Middle School Water in the West Project ~Watershed School, Boulder, CO Return
  • 81. http://magnoliaproject.clevelandhistory.org/audio-portraits/ad/ Hawken’s Magnolia House Project: middle school students doing oral histories with the mentally ill.
  • 82. http://www.youtube.com/watch?v=8czhIrPSlio Run Return
  • 83. Video Clip 1 Clip 2 = Andover’s 2010 clip Return
  • 84. http://www.ted.com/talks/dan_pink_on_motivation.html See 11:00 – 13:07 Play
  • 85. Julius Caesar Project (Erik Christensen, Lakeside School, WA)
    • SITUATION: You are chosen as director to stage Julius Caesar
    • Decide on a specific contemporary political overlay for Julius Caesar , decide what this would do to change the visual and dramatic aspect of the play, and choose ONE specific scene to demonstrate your vision.
    • Sketches of your costume design for two main characters and the set design for one scene. Label each sketch as necessary to clarify your intentions.
    • Diagram of blocking instructions for this scene
    • An exchange of emails in which you and a fictional friend discuss, back and forth, your collective thinking and strategizing for making your vision a reality in this play. Think of ways in which you and your friend can agree and disagree about different issues; for example your friend might needle you for more details, ask you follow-up questions about your concepts, ask how you intend to depict your idea in different parts of the play, ask about lighting and sound effects, and so on. These emails can be of any length, but please provide a few back and forth exchanges to create an engaging dynamic.
    • Write the very short “director’s statement” in the form of a blurb that would go on the cover of your full report to the board .
    • HAVE FUN! Forsooth!
  • 86. Internet Skills: Discrimination Return