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    be you book draft skinny be you book draft skinny Presentation Transcript

    • [a q u i e t r e v o l u t i on]
    • a collaboration from around the world. dedicated to you. [a q u i e t r e v o l u t i o n]
    • Our county is 6th in the nation in suicide rate. Every 9 days someone takes their life. The measure we are currently using towardsuccess, the actions we are currently using to fix problems, even todetermine which problems are problems, aren’t boding us well. 3
    • [a q u i e t r e v o l u t i on]
    • structure & design :A bit of insight into the book layout: This plan is encompassing and obscure by design. It can be difficult to take in. ItThomas, who introduced us to Ivan Illich, starts may appear too simple, or too complex.us off with a compelling forward. The goal of these printed words is to share a short, zoom out version. By doing so, we hope that it’s easier to seeAmanda focuses us on story. how each part is connected and vital. Pictures, videos, and links are added forOur table of contents was crying out to be non- further understanding. We tried to writelinear, so we let it. so that they are not needed, link into them only as your curiosity begs.We end each chapter with a short summary, a We don’t think any of this is new orperspective from youth, and one from parents. The five necessarily insightful, but perhaps thechapters represent five elements we believe could scale this combination is. Perhaps just doing it is.experiment across for anyone anywhere.Next, a glossary-type communication effort, hoping to We hope you find this as intriguingpaint a clearer picture of what we’re experimenting and invigorating as we have. Wewith. hope you believe, or begin to believe, with each concept that might seem ridiculous or risky,And then, the begin being provides a bit of backgroundof some of the players. We want to point out though, that this [a q u i e t r e v o l u t i o that the greater risk is an ever perpetuating assumption,is everyone, and happening everywhere. It’s not about us, it’s n] that we are playing it safe.about all of us.
    • forward: l life self-det ything. Whe e is atley n ermi We are seeking the n brilliance of the human nsic edom to mpose a M eg mind through freedom ofThis book is a catalyst for mutative the human spirit. We’re . - respectfully calling into to ichange in our educational system. question our currentTo this end, be you is a living The ossible (seemingly blind, deaf,artifact of sorts that represents the to al and mute) allegiance to freoral histories, deep narratives, our system of education imp based on publiclyresearch and ongoing movement of It is prescribed learning. intrireal humans; their hopes, dreams, This prescribed learningdisruptions and unshackled praxis. was not crafted with illBe you dares to look critically at intent, but has undoubtedlymodern education in form and sustained a cripplingfunction while also offering resilient dependency, an addiction, at a global level.working examples of resilient Social change can and willlearning ecologies. happen if we but question - Thomas Steele-Maley the existence of the prescription itself rather than continue our efforts to improve its deliverance.
    • attribution: I once read a response from some famous person, after sheIt’s so difficult to attribute people, was once again applauded forwhen so many influence you daily. her ideas.If you hear your words, as many of youwill, know we admire your art, your She wrote aboutvision, to set people free. Free to be, to how much morenotice, to dream, to connect, and to do it would mean to her if rather thanwhat matters most. thanking her and telling her how A book is unattributable. -Deleuz & Guattari great her ideas were, people would live out those ideas. I like that. We are living out your ideas.
    • A common complaint about schools reflected in the recent report of the Carnegie Commission: In school, registered students submit to certified teachers in order to obtain certificates of their own; both are frustrated and both blame insufficient resources - money, time, or building - for their mutual frustration.I believe that the contemporarycrisis of education demands thatwe review the very idea ofpubliclyprescribed possiblelearning translation: Rather than trying to motivate youth to learn ourrather than common core curriculum through shiny things, like gaming, or fancy technology, or the latestthe methods used tools, or project based learning, etc, let’s call into question our presumption that we must teachin its enforcement. certain things. Let’s allow for just in time learning. Imagine being blown away by what we Ivan Illich, then notice, dream about, and do. Imagine Deschooling Society, 1972 recapturing a soul peace from the connections afforded in these spaces of permission to be.
    • story: the beginning is setting the scene. familiarizing us with the old story. the roots of education. the listless classroom. (we want to move from here) Once upon a time there was a boy. The boy was very curious. The boy’s curiosity took him everywhere. The boyAmanda on the was happy. Then people decided to teach the boy how toimportance of story, be happier. The boy obliged. And obliged. And obliged.our story: Parts of the boy started to die. rhizome is what the hero brings to us. the middle is the awakening. the detoxing. passion connecting to passion. it is a way of (the heros challenge. what we overcome. our bravery. our strength.) learning that allows . The world was very noisy, and very busy, and very us to get out of our rows of chairs. stressed. The world couldn’t see that the boy was dying. One day, a man heard the boy crying and asked what was the beginning wrong. The boy told the man that he had lost himself, middle and end somewhere. The man leaned in. He hugged the boy. is our heros journey from the end is connecting. integrating. (bringing it from the singular to the disenchantment, we. the community as classroom. our inspiration. our why.) lost faith, to the seed of possibility Once connected by their embrace, the man noticed the that is sprouting. boy. This made the man weep. He longed to be the boy, himself, again. He wondered if he could. And the wondering, woke him up. He began being. He became himself. The man was very curious. Again. The man’s curiosity took him everywhere. And the man was happy.
    • The unmet need of our story: People feeling free enough to be themselves, to practice and share their unique art/gift/genius.
    • imagine an ideal home situation.Quite possibly an unschooled home, where the parents trust thatlearning is natural and non-linear. The natural part implies that life isrich enough to suffice a curriculum. The non-linear part implies that noprescribed basics are needed. This frees them up to focus on knowingtheir child. This knowledge allows them to facilitate the unique curiosity(curriculum) from inside.This child has access to any resources needed, is known by someone,believes he has nothing to prove, and is free to be curious, to behimself. We’re thinking this is a more sane, equitable, and humanedefinition or rendering of no child left behind.
    • Our findings via prototyping of this story … be you. The first two years have been a true disruptive innovation, where we were working in the shadows, why in incubation, Setting people free, testing and prototyping and to be themselves. failing and learning. We experimented with spaces how where people could tap into their Creating (physical & own genius, their own art. mental) spaces of permission. Spaces free of proof, credentialing, measurement. We what were seeking ways to facilitate self-directed learning. Our Soul peace findings are not new. Practicing unleashes brilliant minds/art. them, however will require a change in mindset. start with why It will require a culture of trust, with (mental and physical) spaces of permission.
    • Our ongoing vision of this story playing out… The second (one) two years’ focus be us. will be more on community, how do we become us. This necessitates more visibility, a coming out phase. why Setting communities free, We are finding out what types of to share themselves. gathering spaces our community wants, needs, believes in, most. how Creating (physical & This phase will be heavy on the art mental) spaces of of conversation. How do we listen trusting/giving. to each other without an agenda on what an ongoing basis. Web access has shown us the value of connection World peace and ways to better connect with the allows for gatherings that matter, invisible, and the silent, globally. per choice. We plan to use that insight and techstart with why to better listen to each other, locally. We believe, for any type of thriving sustainability to happen within a community, we must create, be, together.
    • on why Setting people free, to be themselves. A turtle is protected by its shell. If someone took all the turtles’ shells away from them, that would be deadly. Perhaps some turtles would be strong enough to get their shells back. But for those not strong enough, returning their shells to them would mean returning them to their natural state. It would be a setting free of sorts. Free from the bondage the stolen shells created. When the turtle is back in its natural environment, the turtle is then ready to be. We see public education as stripping away a kids’ shell. It’s as if their culture, their natural state of curiosity, has been stolen. Setting free is simply restoring their shell to each person. We’re not telling them who to be or how to be or what to be. We’re just creating that free space. That space of permission, that many haven’t seen since they were five.[a q u i e t r e v o l u t i o n] We see this space of permission, this shell, as a new way to look at what it might mean when we say the words, no child left behind. If you are setting people free, you aren’t empowering them. You are doing the setting. You are doing the action. We believe empowered people is key. Please help us challenge all the thinking we are sharing.
    • And now, five elements we’re seeing as critical to a quiet revolution. changing the conversation (self & community) in (physical & mental) spaces of permission
    • table of contents: [a q u i e t r e v o l u t i o n]
    • Strip the layers/toxins we tend to bury ourselves in. Detox. Get back to what matters, a natural state.. of curiosity. ch. 1 (rhizomatic learning) conversation self withImagine a mental space of permission, where no one is measuring or labeling you. A space to talk toyourself, question yourself, become yourself. Pause. Breathe. Swim in vulnerability. Practice the art of [a q u i e t r e v o l u t i oself-reflection -- am I doing what matters? Imagine, how we could change a space, a country, aperson, if we focused on self-assessment rather than any standardized assessment. n] Most people are other people. - Oscar Wilde
    • change the conversation? ? In our journey to redefine school, Simon Sinek’s TED talk about the importance of why, got under our skin. Why why first? How seemed awfully huge. As did what. The further we journeyed, however, the louder why became. The world has been quite obsessed with how school is done, as seen by years ofw h y study of pedagogy (method and practice of teaching.) Even our own research to redefine school, as it intensified 3 years ago, was focused on the answer to how because of our presupposed what (certain math, science, etc.) We found, as might be expected, that everyone learns differently. Nothing is for everyone in the how ie: lecture, hands on, book, video, drill. Most people accept that these days. In fact most money, energy, and resources go toward differentiation of the how. How we get those core standards (the what) into each student. ie: by gaming, tech, project based, blended, flipped, online, charter, homeschool, ib, ap, stem, steam, etc.. Well, imagine if we’re focusing on how to a wrong what. For a very long time now, not many have questioned the what of school. However, questioning the what, changes the game. It allows learning to be per choice, directed by internal curiosities. A person’s or community’s how can then emerge holistically and vulnerably in context. w h y There is no normal when the assessment is a self-assessment. We are individual thumbprints. Via Godin, we are all weird, abnormal, extraordinary. [a q u i e t r e v o l u t i o [for more on normality take a listen to: normal – why & what, or read Seth Godin’s We Are All Weird n]
    • Many of us aren’t living our potential because we’re too busy working on the how of an assumed what. We’re too busy being other people, comparing ourselves to otherself-reflect people, rather than simply being ourselves. We’re not taking time for vital internal conversations about our why. Imagine awakening indispensable people by simply listening. Deeply. To ourselves. We have been experimenting with a process of learning to learn, as a prompt to these self-conversations, these self-assessments. The words aren’t magic, people are modeling this everywhere. Either on purpose with some similar process, or naturally. Notice a 4-5 year old. Notice any truly self-directed learner. Detox, what we have penned this process, is a way to pause, reflect, and get back to that natural state of curiosity. We see it as a means to shed the toxins that might be suffocating us, as we have become dependent on a system that was simply trying to help us. It was trying to help us gain efficiency, by managing us. Perhaps this process, play acting a healthy mind, can redirect, facilitate, and heal the masses who have lost their impulse to be self-directed learners (who have lost their turtle shells). Perhaps this documentation we are gathering and sharing from experimenting with detox could help eradicate (get rid of by the roots) the standardization we perpetuate (become dependent on) in public education. Perhaps it can help prepare us for uncertainty. Via another of Mary Ann’s poignant posts, where she sites Vivian Gussin Paley’s A Child’s Work: We who value play must do more than complain of unwanted drills that steal away our time. We must find time for play & keep daily journals of what is said & done during play if we are to convince anyone of its importance.
    • choice Content (prescribed curriculum) has been assumed for so long, that many believe it’s basic or essential. One problem is, that list of essentials keeps getting longer and longer. ie: information was doubling every two years in 2006, every three days in 2010. The fact that we can’t keep up with this information flow is actually helping us. It’s helping us to see what matters most, choice. Our mandates and assumptions most often hold us back. They often keep us mindless as we follow the curricular directives, and do as we’re told. If learning is indeed non-linear, can’t we start anywhere? Can’t we start with curiosity, per choice? If we are tapping into an individual’s interest, the resulting deliberate or deep practice requires no external incentives. We learn to think. We end up knowing what to do when we don’t know what to do. We need to start grasping what the power of choice means. There’s no right or wrong in a decision, it’s about owning it. Owning is what makes things happen. What changes things. For good. people + why = James Paul Gee’s research shows kids who are, at age 7, masters at a card game called Yugioh. Gee says that the rules written for the game, are at a PHD level language. It works, he says, because every piece of it is married to a physical action in the game, and completely explicated in the movies, it’s lucidly functional, and it’s per choice. Gee suggests that for success, you have to have u i (passion plus persistence).o [a q grit e t r e v o l u t i He says, no one is putting in 10,000 hours of practice (what research says n] makes one an expert) to something, unless they have a passion, an intense internal drive toward it.
    • Brain research tells us that people learn when they choose to. Choice empowers and wakes us up. It causes us to act, to change.a l i v ep e o p l e Eric Mazur, Harvard professor, has done extensive research in what learners are truly taking in. Studies dealing with his physics students show that many who hadn’t taken high school AP classes, (one of our current signs of rigor), were doing better than those who had. Eric says that knowing how to learn can prove much more valuable than spending time collecting (or appearing to collect) specific content. Especially if the content isn’t coming from an internal drive. Tory calls this a wanted stress. It’s not that people are waking up every day hoping to find ways to be lazy, or to avoid stress. They are just craving choice. They want to work hard at something that matters to them. Live a full life, and call that our content. Frank K Sonneberg writes in Managing with a Conscience: The problem is that many managers don’t believe people should think for themselves. Robert Waterman, Jr, makes just that point in the Renewal Factor when he tells the story of a general motors executive who says that H. Ross Perot saw something that needed doing inside GM and told a GM manager to do it. The man replied that it was not part of his job description. You need a job description, fumed Perot, I’ll give you a job description, use your head. The bemused GM executivie said, can you imagine what chaos we’d have around here if everybody did that? Enlivened people crave creative ways to shareior expose their ideas, [a q u e t r e v o l u t io their code, their tacit knowledge, their art. This energy unleashes n] adjacent possibilities. As more are freed up to play, we become robust communities of practice (happy people).
    • speed read do we change the conversation? This year, we experimented a little more with the art of talking to yourself. We’ve been calling it detox. We’ve designed a physical space (the be you house), and are encouraging more people, even those not in need of much detox, to help log and reflect on their experiences with it. We’ve got a detox booth, where People can self-reflect into a laptop: their being, what they’re noticing, what they’re dreaming or imagining, who, what, how and where they’re connecting, and what they’re doing. We’re interested to see what transpires as a person experiences spaces of permission, calling for a new conversation. We’re wondering about some sort of activity systems mapping or video speed reading similar to Deb Roy’s worm mappings in his TED, The Birth of a Word. Royv i d e o was able to track latitudinal and longitudinal linguistic patterns as to when and where his son was learning. We’re interested in patterns people undergo while learning, and while learning to learn. We’re also interested in Roy’s vantage point in our next phase, not just observing an individual’s change over time, because of self-conversations, but observing a city’s change over time, because of community- conversations. People will suddenly find obvious what is now evident to only a few: that the [a q u i e t r e v o l u t i o organization of the entire economy toward the “better” life has become the major enemy of the good life. Like other widely shared insights, this one will n] have the potential of turning public imagination inside out. - Illich
    • We’re imagining as well, developing an app for detox similar to what seeclickfix does. Imagine texting what you noticed, what you’re dreaming about, or what you connected, and within the day, you receive 5 text #’s of people in your community, or virtually, that were curiously pursuing the same thinking/things. Imagine creating local and virtual gatherings that matter, because they are per choice.For many years, people like Ivan Illich have written and talked about the importance ofnon-prescriptive learning. They were yearning for the day that learning would be ownedby the learner. Today, there are pockets of this happening everywhere, but often stillpartially prescribed, and access to these pockets is not equitable. [Equity not equality.]Equity will come with more spaces of permission, spaces per choice. Scaling acrossthrives, grows exponentially, when people are free to create.. it.Our dream is to unleash people, to change how we spend the 7 hours a day we currentlycall school. To focus on conduits/channels to communities of practice (gatherings withyour people), where the only standard is self-reflection. Making this change is a multi-player game, bigger than any of us. But today, this can turn on a dime. [a q u i e t r e v o l u t i o n]
    • People are quite capable of a new conversation. Many people know the power oftalking to themselves, of daily questioning, and then doing what matters to them. Many people currently, just don’t have/take the time, or the agency to create/ p hack it. Freeing people up, and then trusting them to carry it out, a simple plan. u We’re thinking of detox, as a temporary model or tool. Once we free ourselves (our minds) to explore self-directed learning, the very natural abilities of a 5 year old, willfree people not be held back, but encouraged and facilitated. Many of you, especially those unschooled, probably will see no reason for detox. For the rest of us, we’ve taken extra space to explain and encourage it. for more info/insight on the what of detox, take a listen: Affecting the research [a q u i e t revolutio n] The Human Speechome Project MIT Media Lab
    • conversation might matter to everyone? … the one going on in their head.Again, the words are not magical: be, notice, dream, connect, do, but they havebeen diligently sought after in order to capture a natural process of learning whena learner is provided mental and physical spaces of permission to be. Wrappingthat process in user-friendly verbiage, we hope to create as much of an authenticmeans to practice and possibly document how people experience, and experimentwith, this process. Documentation and mapping, but especially practicing thisprocess could provide: 1) insight from reflection for the learner in order for him/her to become a more self-directed, life-long learner, creating legit, ongoing, and internal feedback loops and reflection. 2) pay it forward sharing - an insight repository for others seeking to be self-directed learners, or as a means to create serendipitous gatherings that matter. 3) perhaps, a means to monitor growth in public education, so we can offer an alternative to standardized testing of a very restricted, and today, very prohibiting and limiting, content. A growth in comparison to self rather than to others, or to other countries, ….or to some standard…? [a q u i e t r e v o l u t i o n]
    • A brief description of each of the five words of detox:be.notice.dream.connect.do. 26
    • be.Rid your mind of chatter that has previouslydetermined who you are. For some, for most even,this element of detox could take quite a while.We have become so used to pleasing others, to listening to other voices.We need to listen to ourselves, to our gut, daily. We change daily.While it’s difficult for some to be alone, many need space to listen from within.Spaces of permission and of solitude help cultivate a culture of trust. It’s not aboutprescribing you, or proving you, it’s about becoming you, unveiling you. Now.Perpetually now.It’s less about finding a specific passion, and more about being awake, being fullyalive. It’s not as much about finding good to do, as it is about finding that which youcan’t not do. begin being.for more on bebooks: buccaneer scholar, significance of life, tools of conviviality, mindfulness, we are all weird,linchpin, orbiting the giant hairball [a q u i e t r e v o l u t i o n] Not so much about balance, but of self-awareness, knowing when you’re off balance. - Meg Wheatley
    • notice. Step out of the routine and notice the unlikely.Ellen Langer writes in Mindfulness and Colin Ward writes in The Childin the City, how focus on outcomes can lead to mindlessness.Many of us need directions. We’re afraid to wander. We don’t embracefailure as an opportunity. We get impatient with the unplanned, theunlikely, the undefined. Yet, these are the very things that afford usspaces to make decisions based on the newness of the moment.Vulnerability in context (alive in the moment) begs noticings.You can’t explain perpetual beta because it is always changing.Mindfulness isn’t an alternative if you choose to live awake.Noticing alone could change the world.for more on noticebooks: mindfulness, child in the city, rework, walk out walk on, feynman 28
    • dream.Imagine yourself doing, solving, becoming, creating, and making.Roger Martin encourages us in The Design of Business to questioneverything respectfully. Too often we quit or fold because of something assimple as the raising of an eyebrow.We need to boldly and gracefully confront reliability-thinking (proof/dataspeaks) of the corporate world and of our traditions.We need to wonder and ponder.We need to question assumed risk.Might we face a greater risk in playing it safe?Meg Wheatley in Walk Out WalkOn, quotes Paulo Freire - If you don’t have any kind of a dream, I’m sure it’simpossible to create something.for more on dreambooks: linchpin, art of possibility, war of art, democratic ed, we are all weird, walk out walk on,stop killing dreams [a q u i e t r e v o l u t i o n]
    • connect.Today, even in public education, you really can choose what,when, where, how and with whom you want to connect.Connections can start with the personalized framework of why.That choice has the potential of ultimate empowerment. Thatchoice facilitates and enlivens a person’s curiosity, getting at adeep, intellectual, just in time learning.Connections, our new currency.for more on connect, higher ed & citiesbooks: talent code, power of pull, reality is broken, diy u, diy college credentialspeople: downes, siemens, cormier, .. 30
    • do.The criteria youth have determined for doing: does it matter?and is it awesome?Both beg to whom, which is exactly the mindset we believe is vital to thisparadigm shift (change in basic assumptions.)We can now facilitate personalized definitions of success in public ed.Youth’s drive, contrary to the belief of some, contrary to perceived activityor inactivity, is not toward laziness. Youth crave hard work.A great question for a healthy self-perpetuated feedback loop, am I doingthis to finish or am I doing this just to do, to be, to make?Remaining mindful of that mindset could set you free to experience therichest of lives. Find and do that which you can’t not do.for more on dobooks: at work with thomas edison, reality is broken, rework, the war of art, linchpin, tools ofconviviality [a q u i e t r e v o l u t i o n]
    • rhizomatic learningsumming it up for ch 1:conversation w/selfdetox (rhizomatic learning):A temporary means to: 1. get people back to a natural state of learning, being, and doing. The wonder and intellectual curiosities most of us on had at least until the age of 4 or 5. reflect 2. come together as a people to eradicate the standardization of public ed as we know it, freeing people up to spaces of permission q u i e t r e v o l [a to be. utio n]
    • via young people:Be: Be yourself. Find yourself. Not what others want. Your true you.Notice: Start noticing things, notice things that seem impossible.Notice what you normally don’t like in your life. Try to go to thethings that everyone says not to.Dream: Dream big. You should never stop dreaming. When youdream big you’re going to do big things. Dreaming what everyonetold you you couldn’t do. The sky is the limit.Connect: Connect with people. We need each other, so it helpseveryone. Connecting with ones you are passionate about but alsothe ones right next to you that you don’t notice.Do: The doing, just start. Just go out and do things. Doing your ownpassion, your potential is untouchable.
    • via parents:Be: Who is your child? Who is your child when nobody is tellingher what she should be doing? Who is your child after theboredom has been exhausted?Notice: To what kinds of things, to what experiences is yourchild attracted? What kinds of things are noticed when space isgiven to notice?Dream: When left to her own devices, to what place does hermind travel? Is she dreaming of singing? Dancing? Gardening?Baking cookies? Riding on the space shuttle?Connect: Facilitate times for her to connect with others whodream of singing. Others who dream of dancing. Or gardening.Bake cookies with her if thats her dream. Bring space to her inwhatever way within your means.Do: Give her the tools to sing, dance, garden, bake, and travel tothe moon. Give her the space to do those things. 34
    • Linda and Gage encourage each other to find u i e t r e v o l u t i [a q new ways to notice, odream, connect, do, …and eat. These spaces of permission allow for n]more natural connections. We are working toward families taking backtime to grow together.
    • Crowdsource, create, reinvent, andthen share, .. physical spaces. Cityas floorplan. Your communitybecomes your school.(rhizomatic spaces) ch. 2 shared spacesImagine spaces filled with resources you’re craving. Imagine that in sharing, we find we have all we [a q u i e t r e v o l u t i oneed. Imagine spaces filled with people, addicted to learning and sharing. Imagine meeting up withyour people, there. n] Most people are other people. - Oscar Wilde
    • Dave Cormier, community as curriculum If we fix the cities, we fix the world. - Tony HsiehThe end of this plan,youth crafted twoyears ago, hascommunity asschool, with theentire city as thefloorplan. The highschool buildingsbecome resourcecenters and meet upspaces. There is acity-wide art hall andengineering hall,forensics hall. Thetown acts more like auniversity campus..where people arewalking and biking toand from buildingsthrough the course ofa day. University/school as coffee [a q u i e t r e v o l u t i ohouse even. n] In the US, when you say real life people tend to define it as: outside of school. - Michael Wesch
    • As we offer more options for learning, we find we don’t need more resources.When we simply start talking to people in our community, we come to find out,the lady down the street has been translating Japanese for years, the manacross the street is a lawyer on the board for a homeless safe house, a womanacross town is a local university researcher, looking into the Antarctic ozonelayer. We’ve got locals building robotic arms and sending things into space,and artists doing art like nobody’s business. We learn to use the resources andspaces already in the community.We notice what we have.One great advantage to this is that nowschool becomes life.Learning is considered natural againand life-long learning is embraced.Just in time learning redirects energy,time, space, and most of all people.Who’s together in a room or space becomes a per choice proposition.Imagine spaces within your city where people come to share ideas, to sharedreams. How do we engender spaces where joy is more important, more salient than core cont standards and an endless sea of standardized tests and the accompanying narrow pedagogy t gets enacted in order for students to get ready for such minutia? - Mary Ann Re n]Where people can roam, … in the wilderness. nomad [a q u i e t r e v o l u t i o ic spaces ..wilderness areas are vital for the human spirit and for creativity.
    • eclectic Today, people are learning online, on boats, in buses, in classrooms, in schools of all sorts, in other countries, at home, in the city, … this is great. What we are suggesting is that we no longer pigeon-hole learners to any of these spaces. You want to learn on a boat. Great. But let’s not say now, that you are a boat learner only. Maybe tomorrow another space will serve you better. Change is good if we choose it. Learning is change, it’s innovation. And it’s never finished or set. More liberating (and breathtaking) mindsets/spaces emerge when we focus on curiosity rather than proof. Curiosity in where, when, how, what and/or with whom a person is connecting. Curiosity in what is going on in their head. The more differentiated those answers are, from person to person, but even more important within one person, each person is the more evidence of life and learning. These shared spaces begin to let Joe be Joe. [a q u i e t r e v o l u t i o n]
    • The time, money, and people we currently spend on classroom management andpolicy is no longer needed. Imagine if we instead of compulsion, we offer exposure.Imagine if we simply facilitate connections (virtual and local) to gatherings thatmatter. We have been heavy on the options that currently aren’t being offered, butthat doesn’t mean we wish what already exists will go away. The focus here is oneveryone. The people who love lectures, chemistry, school math, want to be adoctor,.. they will benefit from this freedom as well. ie: People gathered with them intheir space, will all be there per choice. “Once we understand that learning can and should occur outside the classroom, it will become commonplace to see students engaged in learning activities throughout the community.” - Stephen DownesMOOCs [Massive Open Online Courses] model this disruptive space/learning onlineincredibly well in higher ed. It’s open, participatory, distributed, and supports life-long learning. It’s an ongoing event, that people gather around, per choice.The be you house models a vision of the city, eclectic and accessible. A city googlesketch up will enable co-creation of spaces, as we crowdsource communities ofpractice. People drawn to these, free up existing school spaces, so we canrestructure them toward more permission and delight.Perhaps a better way to spend ourselves than current plans to simply managepeople. [a q u i e t r e v o l u t i oEbook: city_as_floorplan video: video describing this mesh mentality of space. http://vimeo.com/20320782 scale free schools n]books: big picture, democratic ed, child in the city, the mesh; deschooling society, buccaneer scholar, tools forconviviality, for the love of cities, triumph of the city, and Zappos downtownproject
    • via city share rhizomatic spacessumming it up for ch 2:shared spacescity as floor plan (rhizomatic spaces):Finding and utilizing shared (mesh) spaces. The city as onegreat big resource center for its people. City as school. Cityas university. City alive. [a q u i e t r e v o l u t i o n]
    • via young people:I can go anywhere that I’m living and get help. The highschool,the house, soccer field. The whole community together, helpingeach other. It’s all connected.via parents:It was Toni Morrison who said, "You really need the wholevillage [to raise a child]." Why should a child learn about lifefrom books, stuck behind a desk, when life is out there,waiting to be lived? Let us make this a community where thelove of learning is shared by all, everywhere. A community oftrust and unlimited learning opportunity. [a q u i e t r e v o l u t i o n]
    • Find people and things that helpyou become you. Revel in beingknown by someone. Embraceinterdependency.(rhizomatic connections) ch. 3 connectionsImagine choosing your people. Imagine gathering with people you choose. People crazy about the [a q u i e t r e v o l u t i osame thing you are crazy about. Imagine a network of your eclectic people, because you areeclectic. Imagine fittingness (eudaimonia) vs fitting in. n] Most people are other people. - Oscar Wilde
    • The term interdependency came as we were researching laws for homeless teens.While some states allow 14 year-olds to declare independence, often resulting inhomelessness, some are trying to restate that to a declaration of interdependence,where each teen is matched up with an adult. If we want to create spaces ofpermission, where learning is accomplished through living, we feel thisinterdependency will provide stability in thepotential, and in fact encouraged, chaos.When we set people free to choose their mentors, their connections, their interests,amazingly, we discover that we don’t need more resources. If you take a look at thecommunity around you, there are incredible mentors and teachers and unlikelytopics, in unlikely places. That’s not even tapping into virtual resources. We arerecovering from a year where we thought virtual was all we needed. What we foundwas that within the school system, Skype didn’t always work, and sometimes thetime zone issues kept us from meet ups we were craving. Turns out it was good thatvirtual didn’t always work. It brought us back to local. Face to face. The global web isteaching us how to better tap into our local community.Virtual connections are huge. In fact they are what is making this paradigm shiftpossible. They are what Illich and Dewey and so many others were hoping andwaiting for.In Walk Out Walk On, Margaret Wheatley refers to this as trans-local. You have aglobal connection and insight, yet you maintain your local culture. Perhaps wemaintain and nourish a person’s unique culture through interdependency.
    • In Net Smart, Howard Rheingold refers to this as networked individualism, via Barry Wellman. Rather than relying on a single community for social capital, individuals oftennetworked must actively seek out a variety of appropriate people and resources for diff situations individualism - the person has become the portal.First we saw Joe, choosing available spaces/gatherings (ch 1), here a student/learnerchooses people (above left), and a person, aka John T. Spencer, (above right), simplychoosing, … living. These connections provide needed support, safety, accountability. Thebelief that you are known by someone is a most liberating feeling, an incredibly vial pieceto freeing your mind up to being, to becoming you.
    • serendipitySome resources we are falling in love with,that help …c r e a t eAlex of hOURschool.com is a great connection for us. They’re matching uppeople to local mentors and teachers. When you arrive at their site, youare simply asked, what do you want to learn? They find peoplewithin your local community to help you with that topic. We share somany common threads with Alex and Ruby, but the biggest is -- lookingfor those mentors in local yet unlikely places. We look forward to experimenting withthem.Brian’s project in finding the expert on your block atmyblocknyc.com. Hover over the yellow lines to see videos of peoplesharing their expertise. What a great way to pull down walls in acommunity. Help you find your people. Learn that all people have more than one story.Katherine of radmatter.com, life is rad, make it matter. Katherine is working to linkpeople directly to their future, taking out all the middle man and middle time worries.Career incubators, if you will. Missions are submitted by companies. Solutions are ratedand reviewed. The more you play, the more you level up in talents you enjoy, and findemployers that need those talents, developing relationships along the way.Vic is starting up an physical space incubator of [a q u ifte t 80,000 sq at revolutioplugandplaycoorado.com. n]
    • Steve with readitfor.me has a potential game changer as well. Once you are set freeto learn via choice, you find books to be very addictive, (if you hadn’t already). Youfind you want to know more of your art. You want to get into the heads of greatthinkers of your art. We’re thinking Steve’sgrowing resource of book summaries couldbecome a wikipedia of books. We’re imaginingpeople growing his site, especially as he is offeringa Tom’s Shoes gifting to schools.Kirill at instagrok.com has created a space that let’s the user’s choices perpetuatean ever changing visual portraying an individualized network (ameba).Not to mention, allowing the learning to drive that ameba.Dale of uncollege.org writes about creating serendipity ..how an intellectual match might work in New York City. Each man, at any given moment and at a minimum price, could identify himself to a computer with his address and telephone number, indicating the book, article, film, or recording on which he seeks a partner for discussion. Within days he could receive by mail the list of others who recently had taken the same initiative. This list would enable him by telephone to arrange for a meeting with persons who initially would be known exclusively by the fact that they requested a dialogue about the same subject.Very similar to our vision, once again, of detox on qphone app. Text your self- t i o [a a u i e t r e v o l ureflection. Some hours later, get 5 text #’s of people in your same town, with similar n]reflections. Meet up in one of the town’s spaces of permission. More connections like this happening here. (Dale’s city as university post included.)
    • Neighborland, and Sonar, and . . .There are countless means to learning what you choose, by connecting.No end really. And the beauty of all of this, it isn’t an either or, but rather, anincredible and.ie: Imagine, an 80 year old, who most likely takes too much medication, his family/friends rarely visit, so he spends much of his time watching TV. Imagine a 12 year old, who most likely takes too much medication, spends a lot of time playing videos games, yet who dreams of being and doing something similar to what the 80 year old has done and been. Imagine these two connecting per passion, per choice, rather than per kindness. Soon, neither can wait to get up in the morning. And at night, well the 80 year old now has wifi, and is stretching his expertise to no end, from the curiosity and energy flowing over from the 12 year old, and vice versa.being known = well beingThis surpasses the issue of school, of achievement gaps, even of learning. This takes onthe matter of what it means to be human and alive. A declaration of interdependence,being known by someone, could be more vital to a person than food, water, or shelter.Imagine if we were to focus on feeding the soul, rather than on our current (oftenunquestioned) dependencies, ie: feeding the test scores, the number crunch. u t i o [a q u i e t r e v o l n]We are because we belong. We are all connected. - I Am (documentary by Tom Shadyak)
    • What we’ve heard from kids.. school is a node in the network of learning. It (connected learning) is absolutely a work in progress.. a work that should never be finished. - Connie Yowell To make a system healthier, we simply need to connect it more to itself. - Meg WheatleyThis is a quiet revolution to overcome a dependency that most of us arehardly aware of. Many of us tend to believe that the internal issues andstruggles we face daily are just something we are dealing with becauseperhaps, we just aren’t normal.That misunderstanding can soothe us into apathy, or it can create aresistance large enough for us to rally about our rights and declareindependence. While independence seems a better space than what wemay be currently experiencing, a declaration of interdependence can be,not only more liberating, but more meaningful, as it has relationship,connection, at its core. [a q u i e t r e v o l u t i o n] Nothing live lives alone. Life only and always organizes as systems of interdependency. -Meg Wheatley
    • gather rhizomaticsumming it up for ch. 3:connectionsinterdependency ommunities(rhizomatic communities):Your support system. Your people. The essence of relationship.Being known by someone. Actualizing the potential when welive, learn, and be, per choice. Finding the gatherings thatmatter to you. [a q u i e t r e v o l u t i o n]
    • via young people:We all need to interact with other humans, that’s howwe were made. We plan to connect everyone with atleast one person.via parents:This is a means to ground someone in a safe block.They are connected to someone. Like the buddysystem. So in all the chaos of this freedom, they arenot lost. [a q u i e t r e v o l u t i o n]
    • Gean and Sierra get together at least once[a week to e t rholistic lipu t i o a q u i create e v o l balms,ointments. Sierra will soon be the youngest yoga instructor in the nation,with plans to build a local food pharmacy n] well as a wellness center. asConnections are feeding the hunger of her mission.
    • Become usefully ignorant. Listen. Practicevulnerability in context. Decide todeliberately not teach.Rather, mentor alongside.(rhizomatic expertise) ch. 4 facilitators of curiosity Imagine someone listening deeply to you, without an agenda, and then strewing/offering resources [a q u i e t r e v o l u t i o that match up with your thinking/curiosities. Imagine people around you modeling expert learning. Imagine the you that would surface. Imagine people awakened by the belief that others want to see and facilitate their unique genius. n] Most people are other people. - Oscar Wilde
    • If you are lucky enough to be connected to someone per passion, or be known bysome youth, one key element toward facilitating self-directed learning, is todeliberately not teach. We live in a world that is so used to directions, so used tobeing told how and what todo, it’s hard for many of us tofunction on our own. In mostlearning situations andopportunities, we seek outthe perceived expert, sit intheir path, and wait to befilled. This mindset disablesand disengages theindispensable person fromwithin.This pattern, tradition,training, encouragesmindlessness.If the goal is self-directed learning, if the desire is youth who know what to dowhen they don’t know what to do, if the aim is for youth to fall in love withlearning, then the mentor, needs to be positioned, physically and mentally,alongside. Alongside, doing their own thing, modeling what it is to learn, what it isto be. [a q u i e t r e v o l u t i o n] The word assessment is derived from the Latin verb, assidere, which means, quite literally, to sit beside.
    • Useful ignorance, then, becomes a space of pedagogical possibility rather than a base that needs to be covered. ‘Not knowing’ needs to be put to work without shame or bluster. - Erica McWilliamsMentors available to the youth, and ready to learn from the youth are mostbeneficial. The mentor’s mindset should be that of keen interest and inquiryinto what is going on in the youth’s head, not the mentor’s. Sugata Mitra calls this the method of the grandmother: friendly but not necessarily knowledgeable in that topic. I don’t know… Wrongologist, Kathryn Schulz 56
    • As mentors, listen without an agenda, demonstrating and communicating genuine patienceand caring. Encourage the expression of ideas, even (and especially) if they are different thanour own. Rather than alarm, try to honestly understand the underlying sentiment, in order tomore fully understand.For an effective mentor, “I dont know” is always an okay answer. “I dont know” is anopportunity to access and use resources together. When we dont know, we brainstormtogether with youth.Keep from developing an inflated view of our roles; there are mentors all around us. The keyelement is to deliberately not teach, as constant instruction encourages mindlessness.Encourage independence. Youth need time for self-discovery. Time to be. Trust that learningwill happen. No, know that learning is happening.Be available to youth, modeling what it is to learn, what it is to be, doing our own thing,exploring our passion, discovering ourselves.As mentors, we should underscore the importance of learning and working for oneself andones own self-improvement. The youth should understand that they alone assess theirprogress, without outside influence. We also need to recognize the effect of inappropriatepraise. Praise shackles youth to a course of pleasing others, rather than themselves. Amy Lewark unschooling mom [a q u i e t r e v o l u t i o n]
    • A person cannot teach another person directly; a person can only facilitate anothers learning. - Carl Rogers, 1951Most of us are convinced that learning only comes from teaching. Thatthinking can create an unhealthy dependency. Dependency on someoneelse teaching us and/or someone else praising us. Educators will need to spend less time explaining through instruction and more time in experimental and error-welcoming modes of engagement. This is supported by findings from neuro-science about the way in which the brain is ‘changed’ (see Zull, 2004) through hands on, minds on experimentation and how it is not changed by instruction-led pedagogy. - Erica McWilliamsPrepare people for uncertainty.- Dave Cormier 58
    • Natural, self-induced feedback loops help encourage self-directed learningby focusing on hard work and effort as opposed to talent and/ormomentary success. The rhizomatic capacity of networks to flow around a point in a chain means that teachers may be located in a linear supply chain of pedagogical services but excluded from their students’ learning networks. - Erica McWilliams [also see Carol Dweck’s Mindset]Youth need to be doing with people that are doing, with people that aremodeling vulnerability in context. We’re redefining No Child Left Behind tobe this vast exposure to mentors who listen without an agenda and whobreathe curiosity themselves.We’re suggesting authentic basics show up when youare fully alive in the moment. [a q u i e t r e v o l u t i o They show up in naturally intriguing and breathtaking ways. n] No need to conjure up non-essentials to practice rigor.
    • The reward is brilliant minds set free, to be.We will be absolutely blown away by brilliance only when we offersupport and create these types of spaces. Spaces where the heart of thematter, the very heart of the matter, the only agenda, is the curiosity, thecurriculum if you must, residing within each person, each youth, eachlearner. A rhizomatic space, community, learning, where there is nohierarchy. A space where everyone is practicing, experimenting.Becoming. To foster optimized self-directed learning, mentor alongside: question prescribed learning, just be there, being you; learn alongside, listen; listen without an agenda. [a q u i e t r e v o l u t i o It is impossible to change others.…harvest invisible intelligence. n] - Meg Wheatley
    • Partial Freedom is no freedom. - Krishnamurti, The Significance of Life Pseudo-freedom may be worse than no freedom at all. - Steve DenningEd & the Significance of Life -highrecommend (pdf) The child is the result of both the past and the present and is therefore already conditioned. If we transmit our background to the child, we perpetuate both his and our own conditioning. There is radical transformation only when we understand our own conditioning and are free of it. To discuss what should be the right kind of education while we ourselves are conditioned is utterly futile. Sensitivity can never be awakened through compulsion. One may compel a child to be outwardly quiet, but one has not come face to face with that which is making him obstinate, imprudent, and so on. Compulsion breeds antagonism and fear. Reward and punishment in any form only make the mind subservient and dull; and if this is what we desire, then education through compulsion is an excellent way to proceed. - Krishnamurti Knowledge which is acquired under compulsion obtains no hold on the lmind. [a q u i e t r e v o u t i o n] -Plato
    • harvest rhizomaticsumming it up for ch 4:facilitators ofcuriositymentor alongside (rhizomatic expertise):A means to realize and utilize the expertise in everyone.
    • via young people:Neither the mentor or the student is greater, theyare feeding off of each other.via parents:Often I learn more from my child than I can take in,if I’m listening. ie: I asked my two and a half yearold what came first, the chicken or the egg. He said,the nest. [a q u i e t r e v o l u t i o n]
    • Hannah and Tim get together daily. They trade off teaching v o lother i [a q u i e t r e each u t oabout music, dance, leadership. They’re modeling the potential when n]the 7 hours a day is owned by a person, living out a culture of trust.
    • Break down walls. Assume good andbecome rich. Realize communication isnever finished. Cultivate a culture oftrust. Question ego, that incessant need ch. 5to prove ourselves.(rhizomatic currency) conversation others with [a q u i e t r e v o l u t i oImagine a world where we don’t feel the need to manage people, to play defense, to fake that we n]know things for validation. Imagine a world where people and connections are our gold. Imaginebelieving in each other so much that each person feels valued, right now. Most people are other people. - Oscar Wilde
    • Clay Shirky tells a story of ten daycare centers in Israel in his book, CognitiveSurplus. The story really gets at this culture we believe is vital to change.Here’s the short version:These ten centers had no late fee for picking up children and very few parents camelate and not by very much. Then they imposed approximately a three dollar fine on7 of the 10 centers. The number of late parents increased, and stayed elevated evenafter the fine was dropped. Shirky explains, the parents see the day care workers asparticipants in a market transaction rather than as people whose needs should berespected. Parents viewed workers time as a commodity. They assume the finerepresents full price of the inconvenience they were causing.He goes on to explain the difficulty, once a new mindset for the relationship hasoccurred, to go back to the culture of trust and humanity. Dealing with one anotheras a market can fundamentally alter relationships. peopleHave we turned relationships into marketing transactions that now require such a agendalarge overhead that we have lost the art of living? Are we trusting and valuingpeople? Or are we trusting and valuing paperwork that basically representsmistrust? And that takes billions a year to run in public education alone.
    • We could be educating the world, but policy keeps getting in the way. - David Wiley Cease to settle. - Ivan Illich Well over 50% of our time in all areas of life seem to be spent on policy, on management of a system created because of mistrust. While the mistrust isn’t necessarily blatant, it’s a learned habit. It’s how it has always been. The system makes us dependent upon the system. We often default to seeking proof and validation and consumption and order. Wherever you look in the natural world, you find networks not organizational charts, and they are always incredibly messy, dense, tangled, and extraordinarily effective at creating greater sustainability for all who participate in them. - Meg WheatleyPerhaps we compromise too much be seeking proof for things.Imagine experimenting more with a culture of trust.People are good right now. You are fine today. green Here’s to being/doing more of you. about people
    • remix, original via Will Richardson To the right, find: our AUP for tech use, our dress code, our house rules,our play and work rules, our common core, etc...people [a q u i e t r e v o l u t i o n]
    • reputation: But that said, as more and more of a person’s life becomes available online, the need for certification will diminish, as people acquire reputations of their own. A person’s standing in a community can be recognized by members of that community, and is acquired through months and years of participation in the work of that community. Where certification is granted, people presenting certification without having acquired a reputation for work in the community will be viewed with suspicion. - (Downes 2008)If we want to awaken indispensable people, let’s try trusting them,trusting ourselves. Let’s imagine that life is full and rich. Let’s imaginethat learning is natural.Most of us focus more on proof than on being, on outcomes thanmindfulness. Imagine having time to be you. Imagine not having toprove yourself, not having to document yourself proving yourself. Whatif adolescence through mid-life crisis is actually a direct result of ourpublicly prescribed curriculum… If it’s your art, you’ll do anything to give it away. - Seth GodinImagine having time to do your art.And then loving it so much that you can’t not give it away.
    • Imagine these connections turning into gatherings that matter.Imagine us being more about facilitating and listening than managing,or feeling the need to prove anything. Imagine people finding value in community, in the actual working together and doing, rather than accolades of efficiency.
    • Again, we’re interested in a space of transparency, perhaps modeledafter Deb Roy’s house. Deb exposed the goings on of his son’s learningwith video cameras and tech creating a fish bowl view.We’re seeking to expose the goings on in the emergence of a healthycommunity conversation. • Can we use things we’re learning from the transparency of the web to break down walls that tend to keep us locally at bay? • Can we offer the freedom to *lurk, to build trust? The means to listen-in, unacknowledged, until we hear people we had a beef with did indeed have more than one story, or that other people really are interested in listening and then doing? • Can we tech infuse a weekly intimate kitchen table or coffee house conversation by some app that might help us find/share our invisible selves, or videotech that can bring virtual experts in, just in time, to free up our thinking about getting-in places, and focus more on becoming us?As we emerge individually, because of self-conversations, can we alsouse tech to help us emerge and share openly, because of community-conversations.*lingering and persistent, though unsuspected or unacknowledged
    • give rhizomatic currencysumming it up for ch 5:conversation w/othersculture of trust (rhizomatic currency):This is about people. Each person matters right now. Each one the via trust/peopleunique thumbprint that will create us. There is no need to prove,compete, judge, validate, separate. Worth is in our connection. Themore we share the more we gain. We assume good, together. It isthere we discover brilliance, beauty, breathtaking balance, peace.
    • via young people:Money isn’t as important as humans. Youshouldn’t be trying to thrive from money,but trying to seek other human beings.via parents:This is a People Agenda. People arevaluable. Treat them as such. Facilitatetrust. [a q u i e t r e v o l u t i o n]
    • Peter and monika are working on ways q u i e t rshare o l u [a to create and e v more tiospaces of permission to be. Learning from failure, learning from n]transparency. Loving people enough to dream big.
    • glossary of sorts communication: verbiage as we’re currently seeing and using it, because… The single biggest problem in communication is the illusion that it has taken place. - George Bernard Shaw [a q u i e t r e v o l u t i o n] - Adam Mackie
    • adjacentpossibilitiesSteven Johnson’s TEDThe potential andserendipity created whenyou notice and connectthe unlikely.Incremental potentialsolutions to help peoplecaught in conflict orlooking for change tokeep moving. [a q u i e t r e v o l u t i o corey n]
    • art Perfection in making is an art. Perfection in acting is a virtue. - Ivan IllichTrying to get away from acting, being people that we aren’t lucas… doingfor whatever reasons, and instead, doing what matters mostto us.Art is that interesting piece inside each one of us. It’s thatthing you can’t not do. In providing spaces to be, we allowpeople to find, grow, and create their art. If people aredoing, making, and being their art, they becomeindispensable, rather than simply virtuous, or bored or happydelinquent or depressed.We get so worried about, and expended in, a means toimprove or to prove. If we focus on authentic art, asopposed to prescribed learning, the proving will not longerbe an issue. We’ll wonder what all the fuss was. The kidsalready wonder. The art, the sharing of that art, becauseyou can’t not, is its own reward. [a q u i e t r e v o l u t i o n]
    • 78
    • On the other hand, and strikinglythe basics We’re making too many decisions based on too little information. - Anya Kamenetz more of a risk, yet more overlooked,The most common question we denied, or accepted, too manyget is “What about the basics?” people aren’t getting what we thinkFind a great answer to that on are the basics now. They may bethe site of the - Brooklyn Free playing the school game so well thatSchool. it appears they are, but legitimatelyThe answer is a question... “What getting the basics has been provenare the basics?” Perhaps that’s time and again to be false when theywhat we need to redefine per an enter the job force or arrive at theindividual, per their community. university campus, and are unable toThe basics as defined by school perform expected basics. Kids in theis a very limited and restrictive lab are thinking that as much as 75%set of skills. The word basic is of kids either cheat or cram the dayoften referred to as essential. before a test, so that a week later,Essential translates to absolutely they don’t remember.necessary or extremely Even by their own measures andimportant. If we deem something prescribed basics, test scoresas basic it should by it’s nature continually reveal a greatshow up as we live, ... no? more here in options disconnect. ie: It’s hard to go through a day ofFor those worried about basics real life without engaging inthat might not show up, these mathematical thinking. School math,can be strewn, offered, and however, per the common coreexposed. But our urge to standards, isn’t necessarily practical,mandate perceived basics, most useful, or basic. Have youoften cripples and compromisesthe learner. [a q u i e t r e v o l u t i o rationalized a denominator or n] conjugated an imaginary number lately? And if you have, how common do you think that is?
    • connected adjacencycommunity of Many have said there will be no revolution within the system, within thepractice institution. While that makes mental sense, we also believe that theGetting together with system, the institution, is where many of our best resources are, peopleyour people and doing, in particular. Today, especially in education, even though many aremaking or learning breaking away to charter schools, online schools, homeschooling andsomething you all just unschooling, the masses reside in the system. Through a connectedcan’t not do. adjacency mentality we exist both in and out of the system. We spend more of our time playing offense, than defense.The coming together is Nothing is for everyone, so we seek to facilitate non-prescribedbecause of that thing learning. We’re currently creating spaces of freedom for a very smalland that thing is what percentage to get at authentic experimentation and innovation. Spacesyou make or do. to test new ideas out within a community. Spaces where failure won’tCommunity is built affect or offset the whole, but unexpected, unknown, and delightfulfrom each ones love success will certainly and pleasantly benefit the whole.for that thing. Saul Kaplan, connected adjacency; google 20%ie: I love to train dogs,or make kites. I findpeople in my city orvirtually that sharesthat same love. Weconnect and immerseourselves in that topic.We become acommunity practicingthat art. [a q u i e t r e v o l u t i oWikipedia’s moreformal definition. n]
    • cultureWhat if transparency is the new currency? What ifknowing people, being known, building a community,holds more value than what most of us end upspending most of the hours in a day doing or getting.We’re thinking school has perpetuated a corporateAmerica long beyond it’s need to be, if it ever was aneed. We’re thinking technology wants to free us upand back to a focus on people – conversation,community, sharing, and listening.We’re experimenting with a focus on a social currency,rather than a monetary currency. We’re thinking if youwant to know how good someone is, take a look athow well the people around them are doing. Most ofwhat we’re suggesting, doing, and being, will onlythrive in a culture of trust. (read more in ch 5) … the very word culture celebrates the human capacity to learn and adapt, something the rest of society should support. A sense of coherence is almost as needful as food and drink. Trying to improve people by interfering with their own preferences often makes things worse. The question for everyone living in a world of constant contact between cultural groups, is how to become routinely sensitive to patterns, even with minimal cues, suspending judgment and looking for how they fit together. - Mary Catherin Bateson, Peripheral Visionsfor more see slidedeck: more resourceful
    • detox Detox is simply what we are calling this manifestation, this play-acting or prototyping, if you will, of the internal processa healthy self-directed learner would model if we could see in their head. We’re wondering if this jump start back to self-reflecting, self-assessing, might help many of us get back to our propensity toward curiosity.We’re wondering if it might help those of us who have become addicted to routine, to directions, to prescriptions,to regain, unleash, strengthen, and awaken our natural mindfulness toward imagination and play, toward self-directed learning. We’re wondering if it just might be the shot of adrenaline our souls crave. (more about detox in ch. 1)
    • We’re experimenting with *transparentdisruption (as per Clay Christensen) shadows:[a quiet revolution] o 800+ raw footage videos onBy design, we are youtube (51295monk)currently in the o facebook group (tsd innovation lab)shadows at the left o info and update siteend of the upward (labconnections)exponential curve. o stand alone site, (be you.)As we begin being,those most in love * Transparent shadows: We are still obscurewith the idea, to those not intentionally seeking us out,experiment, fail, because we aren’t selling, pushing, orand tweak, prescribing anything.continuallymaking and being. We believe obscurity is key to self-directed learning, as imposed definition, routine, and focus on outcome, can encourage mindlessness. We welcome the shadows, as we believe you may be more inclined to be working, doing, and failing there. You may be more inclined to be you there. Publicity often nudges us toward theory and meetings and defending and talking perfect case scenarios, and following the masses, more [a q u i e t r e v o l u t i o so than doing and being. We believe in what we’re doing. And while we’re n] not selling or pushing, we believe we’re creating something your soul might just be craving.
    • Where is this quiet revolution/disruption headed?We are seeking more spaces of permission tobe, for everyone. So while the shadows haveboded us well, we are emerging from them tosecure more spaces, physical and mental,spaces of affinity. This is a work, a movement, arevolution, that matters to people. Legitimatehard work begs a multi-player mentality. Itbegs more collaboration, more insight, more ofa coming together, than many of us are usedto. It begs a mindset most of us are not usedto. It also brings with it more benefit. The rightend of the upward exponential curve. Itcertainly delivers more happiness.James Paul Gee, affinity spaces; death of theexpert (from dmlcentral); rhizomatic models;more resourceful slidedeck books:Clay Christensen, Disrupting Class; JaneMcGonigal, Reality is Broken; Ellen Langer,Mindfulness; Jason Fried, Rework; Tony Hsieh,Delivering Happiness; Carol Dweck, Mindset; [a q u i e t r e v o l u t i oJohn Hagel & John Seely Brown, Power of Pull,Seth Godin, We Are All Weird n]
    • equityEquity doesn’t mean equal. Equity involves If one day they werepersonalization. It begs choice. It allows for redefinition to seek equal workof success per individual, per community. The rather than equal payachievement gap is a misnomer when we prescribe what - equal inputs rather …. that’s our equity.the gap is about. None of the data we’ve been gathering, than equal outputs -and spending most of our time, energy, money, and they could be thepeople on, has a statistically sound basis. Everything is pivot of social People have all the skills, creativity, andvariable. Everything is debatable. reconstruction. Growth (of gaps ofie: PISA, the test most often referred to when comparing countries, inequity) would stop ingenuity they need. - Meg Wheatleyhas it’s main focus on math. Math, many say, is more universal if women obtainedbecause there are relatively few barriers due to language. Yet, the equally creative workmath on these tests are more likened to school math, than for all, instead ofmathematical thinking. This can translate to a competition between demanding equalcountries on a topic that is very restrictive and not beneficial tomost people. We’re suggesting a more equitable means to monitor rights over thegrowth, if you must. We’re suggesting we model more of a self- gigantic anddirected feedback loop, comparing personal bests. expanding tools now appropriated by men.Equity will come when we free people of a predetermined When maddeningoutcome. Equity will come when we offer resources per behavior becomes hechoice and facilitate self-directed learning. Equity fades standard of a society,the more we focus on a means to improve people learn tostandardization. compete for the right to engage in it. envyie: We realize many more resources if we allow people to look at blinds people andand use what they have. Many people have and prefer cell phone makes them competeuse, so why insist everyone have an ipad. Save the money for the for addiction.few that don’t have anything, but again, let them choose theirmeans of access. We’re thinking a good start for choice of - Ivan Illichconnection or access involves laptops, phones, bikes, bus passes…
    • indispensableOriginal thinkers, provoateurs, peoplewho care. People we can’t dispose of oroutsource. People who are vital. What wewant/need are indispensable people. - Seth Godin, Linchpinknowmadic learner A creative, imaginative, and innovative person who can work with almost anybody, anytime, and anywhere. Industrial society is giving way toknowledge and innovation work. Whereasindustrialization required people to settle in one place to perform a very specific role or function, the jobs associated withknowledge and information workers have become much less specific in regard to task and place. Moreover, technologies allow these new paradigm workers to work either at a specific place, virtually, or any blended combination. Knowmads can instantly reconfigure and contextualize their work environments, a greater mobility is creating new opportunities. - John Moravec cristian
    • people agenda perpetual betaOur desire is to be green about people. Never ending, never done beginning. AlwaysTo value, embrace, and delight in what it fresh, mindful, and new.means to be human and alive. [a favoritequote from Carol Black’s beautiful film, Its dirty and wholesome. Its the way that knowledgeSchooling the World] actually is, rather than the way we try to package it so that it can be measured. - Dave CormierWe’re experimenting with how to listen withno agenda. One thing people have said that have visited theWe believe that every actor has a reason, be you house, is that every time they come it’sand that deep within, everyone has a desire different. Routine can cripple us. Doing things into do good. We believe this space of trust order to finish them, can compromise us.awakens people, and that awakened peopleare indispensable. We believe the paradigm We’re practicing, embracing, and modelingshift a people agenda begs, is that it be perpetual beta. Through our eagerness to learnbased on a culture of trust where from ourselves and others, we share our mistakes.community is the curriculum, non- We seek to hold ourselves accountable to aprescriptive. (more on this in chapter 5) continual freshness and mindfulness.When we refer to youth, we intend that tomean you, to whatever degree you decide - This does however, unsettle people at first.youth. People think they need definition. Can you explain something that is always changing? Luckily, people’s souls crave aliveness.read more about this philosophy here:people agenda It is perhaps because we have not learned toor this slidedeck: respect for every voiceDave Cormier, community as curriculum [a q u i e t r e v o l u t i o recognize and respect existing order in unfamiliar forms that we are frightened of social change,books: linchpin, buccaneer scholar,significance of life, cognitive surplus, n] unwilling to support and work with the forms that peoples find for themselves. - Mary Catherine Batesonmindfulness
    • prescribed learning rhizomeThe issue is with publicly has no beginning or end; it isprescribed learning... not with always in the middle, betweengetting better at doing publicly things, interbeing, intermezzo. The tree is filiation, but theprescribed learning. rhizome is alliance, uniquely- Ivan Illich alliance. The tree imposes the To date, much of our attention, verb to be, but the fabric of the even in the field of online rhizome is conjunction, and . . . learning, has been focused on a and . . . and (pp.24-25) system of learning centered on the class or cohort: groups of Break the rhizome anywhere students studying the same curriculum pace through the and the only effect is that same set of learning activities. new connections will be (Fenning, 2004) We continue to grown. The rhizome models organize classes in grades, the unlimited potential for sorted, especially in the earlier knowledge construction, years, by age. Time continues to because it has no fixed be the dominant metaphor for points…and no particular units of learning, and learning continues to be constrained by organization (p. 389). time. As it was ten years ago, the model is that of a group of a tangle of tubers with no people starting at the same apparent beginning or end, time, studying the same constantly changes shape, materials at the same pace, and and appears to be connected ending at the same time. at every point with every - Stephen Downes other point (p. 389). [a q u i e t r e v o l u t i oMary Catherine Bateson onchocolate milk n] All life organizes into networks, not neat boxes or hierarchies. – Meg Wheatley
    • self-directed learning Knowing what to do when self-directed learning you don’t know what to do. within public education - - Erica McWilliams or open sourceThis comes about through The environment that theyexperience and just in time happen to be in, whether it be alearning. Self-directed learners productivity tool, hobbyist webare life-long learners. Their drive page, or online game,comes through listening to the constitutes (at that time) thecuriosities from within. Their personal learning environment.drive to dream, connect, and do Resources from across theis second nature. internet are accessed from that environment: resources that conform to the student’s needs and interests, that have been in Educational delivery systems will recognize the identity of some way pre-selected or the student making the favorably filtered, and that may request and will coordinate have been created by with other online applications production studios, teachers, (which may include other students, or the student commercial brokers, open him or herself. Content – resource repositories, or interaction, media, data – flows additional student records) to back and forth between the facilitate the student’s learning activity. learning environment and the -Stephen Downes from 2008 external resources, held together by the single identity [a q u i e t r e v o l u t i o being employed by the learner n] in this context. . -Stephen Downes
    • solitude spaceThe most spectacularly What distinguishedcreative people in many programmers at thefields are often introverted. top performing-Mihaly Csikszentmihalyi, companies wasntGregory Feist. greater experience or better pay. It wasWithout great solitude, no how much privacy,serious work is possible. personal workspace- Picasso time & and freedom from interruption theyWere often so dazzled by enjoyed. If you havecharisma that we overlook talented andthe quiet part of the motivated people,creative process. they should beWhen we take a stance diff encouraged to workfrom a groups we activate alone whenthe amygdala, a small organ creativity orin the brain associated with lucas efficiency is thefear of rejection. Gregory highest priority.Berns calls this "the pain of - Adrian Furnhamindependence.” [a q u i e t r e v o l u t i o n] private spaces of solitude – Susan Cain
    • swimming in the compromise Schools today are filled with people, lovely people. People that have no ill intentions. People doing their best to make things, to make life, better. However, most people are bound by policy. The policies the institution of school has birthed and bred, now hold many captive. The following speaks of teacher and student. We’re thinking it addresses a captivity most all of us are in or have been in, teacher, parent, admin, etc. This is us, each one of us, swimming in the compromise: Defining children as full-time pupils permits the teacher to exercise a kind of power over their persons which is much less limited by constitutional restrictions than the over wielded by the guardians of other social enclaves. Their chronological age disqualifies children from safeguards which are routine for adults in a modern asylum - madhouse monastery or jail. Classroom attendance removes children (teachers/admin) from the everyday world of Western culture and plunges them into an environment far more primitive, magical, and deadly serious. School could not create such and enclave within which the rules of ordinary reality are suspended, unless it physically incarcerated the young during many successive years on sacred territory. The attendance rule makes it possible for the schoolroom to serve as a magic womb, from which the child is delivered periodically at the school day’s and school year’s completion until he is finally expelled into adult life. We are rather concerned to call attention to the fact that the ceremonial or ritual of schooling itself constitutes such a hidden curriculum. Even the best of teachers cannot entirely protect his pupils from it. Inevitably, this hidden curriculum of schooling adds prejudice and guilt to the discrimination which [a q u i e t r e v o l u t i o a society practices against some for its members and compounds the privilege of others with a new title to condescend to the majority. Just as n] inevitably, this hidden curriculum serves as a ritual of initiation into achanning lucas growth-oriented consumer society for rich and poor alike. Ivan Illich, Deschooling Society -
    • tech vs webtacit knowledge We’re seeing quite a difference here. Knowing more than one can tell. We see the web as connections. Connection Not acquired from other; it requires to information and to people. These learning through mind, body and connections have really changed considerably senses and is facilitated by in the last 3-5 years. We believe this change experimentation and inquiry. is why we are able to boldly redefine school. - Mary Ann Reilly We believe this newly amplified access to people and info is the reason we’re able toJohn Hagel, Edge Perspectives actuate ideas and theories toward self- directed learning that have been addressed and desired for hundreds of years. These connections are allowing us to differentiate to infinity in public education. We see tech as tools. We’re suggesting less of a focus on the tech as tool, and more focus on the web as connections. If people geek out on tech, that is fine, that is great, we need those people. We’re suggesting that a focus on the tech can cause us to get sidetracked into thinking it’s the ticket to change, ie: if we all have the same tools, or learn and use them in the same way. [a q u i e t r e v o l u t i o n] Great insightProgram Douglas Rushkoff’s here in or Be Programmed:
    • unschooling/deschoolingVery generally speaking, Let’shomeschooling is about taking the define Learning is thecurriculum home, as a means to do fundamental pattern of ourselves human adaptation, butit more efficiently and perhapsmore humanely. In other words, around mostly it occurs before ordoing publicly prescribed learning enquiries: after or in the intersticesin the comfort of your home. in other of schooling.Unschooling or deschooling calls words, byinto question publicly prescribed Preoccupied withlearning itself. It is generally what we schooling, most researchfounded on the belief that learning are curious on human learning isis natural and that following the about, focused on learning thatcuriosity within each person attains rather than depends on teaching or isa higher quality of life because it what we completed in a specifiedvalues/fosters the genius/gift are context rather than on thewithin each person. Life at homeand in the community, simply authorities learning that takes place spontaneously because itliving, is learning. Deschooling on. fits directly into life.perpetuates self-directed learning. The personal learning environment - Mary Catherine Bateson is more of a conferencing tool than http:// it is a content tool. The focus of a dougald.posterous personal learning environment is .com/the- more on creation and university- communication than it is [a q u i e t r e v o l u t i o project-five- consumption and completion. - elements Stephen Downes n]
    • From Mary Catherine Bateson’s But are there any competentPeripheral Visions: participants in AmericanOne conspicuous strand of contemporary society? Young people must bedebate attempts to inventory what every prepared to feel like newly arrivedmember of society needs to know, whether in immigrants through much of theircurricula and proposed standard lives. They need to know how toexaminations in such more fanciful forms as observe, how to learn, how toE.D. Hirsch, JR.s cultural literacy, or in so- adapt, how to draw on othercalled canon. No one, it might be argued, is a peoples expertise. How tofull participant in American society who is not improvise and cope with onlynumerate and literate in English does not partial knowledge and how toknow enough of the rules of baseball and imagine alternatives.civics to take sides, and so on and so forthperhaps at very great length. We’re missing opportunities and brilliant minds because in our concernDepending on how we define full participant, for covering the basics, we haveit may be essential to have read Melville or to become so bogged down in non-understand the theory of relativity. It may also essentials to a person. And as a result,be necessary to know how to program a VCR many of us have become mindless toor how to fill out an application for food more critical, yet natural, thinking.stamps. No one, it might be argued is a full What we call the basics today, what weparticipant in American society who does not measure and label and credit, are nohave some basic knowledge of histories and longer boding us well.folkways of the diverse groups that composethat society. Some knowledge of Buddhism Major universities, CEO’s, NASA, … areand some of Vodun. seeking out self-directed learners.
    • The products of our conversations areas concrete as test scores and grades.(Ryan, 2007) But, as the result of acomplex and interactive process, theyare much more complex, allowing notonly for the measurement of learning,but also for the recognition oflearning. As it becomes easier tosimply see what a student canaccomplish, the idea of a coarse-grained proxy, such as grades, willfade to the background.Earning a degree will, in such a world,resemble less a series of tests andhurdles, and will come to resemblemore a process of making a name foroneself in a community. Therecommendation of one person byanother as a peer will, in the end,become the standard of educationalvalue, not the grade or degree.- Downes
    • We believe the biggest change in education will be who’stogether in a room or space, per choice. We’re thinking if you for more history of thelove what you’re doing, you’re good. If you don’t, well, why lab, see this video set/wouldn’t you want change? documentation (reverse chronological order)There has been plenty of theory and research invested in what or this bird’s eye viewwe are doing, and that will be ongoing. But mostly, we have had looking forward fromthe privilege and delight to indulge in experimentation, failure, 2009prototyping, etc. To practice vulnerability in context.Were respectfully questioning everything, especially whatpublicly prescribed education deems as normal.Imagine if the seven hours a day we currently call schoolwere reworked to awaken indispensable people.- Jason Fried, Rework for current updates/ This little book is our current best info on the lab, see labconnections attempt to capture the key elements learned from key failures. Our desire is that anyone anywhere today can experience the exhilaration of learning in spaces of permission to be. We are being filmed by PBS to air in an education episode in the fall of 2012. Three of the lab students will be speaking at our TEDxfrontrange in May 2012.
    • Our findings (each yr): 1) 2009-2010: Pilot self-directed math. Not enough in love with school math to self-direct. 2) 2010-2011: Lab kids submit own curriculum for year. Even writing own curriculum compromises true curiosity. 3) 2011-2012: be you house kids sign up as independent study, declare learnings at end of year. Getting there, but not enough players. 4) 2012-2013: Collaboratory frees up iothers e vcommunity. [a q u e t r in o l u t i o ? n]
    • Our findings (overall): 1) Ed/school could be about finding & facilitating the genius in each person. 2) Self-reflection/assessment appears to get at #1. 3) Publicly prescribed curriculum & tests appear to keep most from 1 & 2 .
    • more on the spaces we’re experimenting with…
    • the innovation labYear one, (2010-2011), the lab wasa physical space where kids couldgo to learn per passion. We arehoping that in year 2, people willsee that rather than a physicalspace, they themselves are theinnovation lab, to whatever degreethey choose. With this mindsetdispersing into the entire district,we envision a your school designit, your pd design it, community asschool, at the end of four years.(more on this in chapter 2)To be innovative is to be useful. Themost endearing innovations focuson an unmet deep human need.We are about creating spaces ofpermission, so that people canpractice and share their art.
    • the be you houseYear two, (2011-2012), the house is a physicalspace mimicking the fluidity, transparency,malleability, and allure of the web, eclectic,like the web, for the purpose of facilitatingself-assessment. (Is the web getting us backto a more humane state perhaps, reminding uswhat it’s like to be alive?) • A space of permission to be yourself. • A space to jump start curiosity, imagination and play, to enliven self-directed learning. • A space encouraging mindfulness. • A space modeling no child left behind (NCLB) redefined: a safe space of resources, including an alongside mentor.Besides currently showcasing a physical space to modelwhat a city could be like, when virtual and reality play togetherfor the good of people, we envision the be you house as an ongoing community detox center.As we free up more people in the city, we’re imagining many not knowing where to start.The be you house will be a space for just that.people in the house: Peter, be you house post [a q u i e t r e v o l u t i oVideo tours of the house: begin being, house happenings, Linda posts on the house n]googleplex; google 20% space/modeling for everyone in the districtbooks: Kelly, What Tech Wants; Hawken, Blessed Unrest; Gansky, The Mesh; Godin, We Are All Weird
    • the pi labYear three, (2012), a conduit tocommunities of practice. A gatheringspace, on the ground, in the middleof town, to crowdsource our city’sthinking and ideas and interests. Ameans to listen to and harvest andfacilitate what spaces and resourcesare needed for these gatherings perchoice, in order to make and keepour city healthy.Then to use that continually changinginformation to start to enliven spacesthat already exist and to free up andcontinue to free up people to be ableto gather per choice and do thethings that matter most to them. A physical space to prototype and model what a school district (a city) could be like, when the only difference is that all gatherings are per choice. World Café to hear all voices, to harvest invisible experts Walk Out Walk On, Wheatley & Frieze [a q u i e t r e v o l u t i o Communities of practice n] More choices for teachers
    • the be us collaboratory Year three, (2012), A gathering space, in the sky, in the middle of town, the middle of the nation, to crowdsource our city’s thinking and ideas and interests, along with and visible to, the world. Much like the pi lab, but with a window/door to the world. Practicing and experimenting with what tech wants, .. for us to connect. As described in Wheatley’s Walk Out Walk On, a space for the Art of Hosting, so that we can become us: • w/o core beliefs... without the why.. people just co-inhabit, they coexist.. • we only support what we create collaboratory • to make a system healthier...we simply need to connect it more to itself • if we have a convo first ( hear each others stories) we discover one another as colleagues • ... start anywhere... follow it everywhere • we cant design anything that works if we dont have the whole system involved in its creation…that way we harvest invisible intelligence • people will give up role of master creator and move into the dance of life.. • there is no alternative.. life insists we put ourselves in motionArt of Hosting, World Café, to hear all voices.Walk Out Walk On, Wheatley & FriezeVideo on art of hosting
    • your school design itYear four, (2013-2014ish), city asschool. Each learner/person eclecticwithin themselves, moving around thecity, much like a university campus.City sharing resources and spaces.Using what we have. Sharing what wehave. Harvesting invisible expertise.Ongoing crowdsourcing of optionsand ideas and curiosities. Thecommunity spaces always morphingto facilitate.Perhaps city as connected adjacency(small experimental lab) to state orcountry as we experiment withoutcompulsory standardized tests, orseat time, or prescribed curriculum.Perhaps funding comes asHomeschoolers and Unschoolers seethis as new spaces for them to gather.Perhaps we experiment with fundingvia census.A city as school, as university, as alive.Gathering per choice connect ed [a q u i e t r e v o l u t i oPeople aware of optionsCity as floorplan – slidedeck n]book: for the love of cities, Kageyama – with people in schools unleashed to play
    • faqWhat about social aspects of kids,..because they aren’t following the social norms. Facingpeople who call them dropouts, etc.. Read Seth Godin’s We Are All Weird for incredible insighton societal norms and read Kate Fridkis, among many, for insight into homeschooling/unschooling experiences.. Refer them to Tebow.Also know, that whenever you are doing things on the edge, people will question you. I’ve seenenough research, and life experiences, and heard enough stories, to believe I’d rather live onthe edge. So it’s almost a knowing that if I’m not being questioned.. maybe I’m not fully alive.What about getting into places..Take a look at these options, help tweak it and help educate other parents/people if you’d like.If still too worried, may want to wait a year. Unis aren’t going to stay open, imo, if they don’tstart offering more options. Looks like we may get to experiment with local uni kids redefininguni.Can you just in time math..Funny.. that’s exactly why you don’t need it, it doesn’t show up. School math isn’t used bymost people. If we were learning mathematical thinking, we’d see a much bigger issue at hand.That we are spending money/time/people on things with no return. If school math does showup in real context, only need to learn it once. Here’s one of many, just most recent. Learning/life is not linear, you can join in anywhere, no foundation necessary. Think rhizome.What about structure? Structure is in everything. The difference is that we arefacilitating structure created by the learner.. not pushed or forced on the learner.If you’re so inclined, take a look at what we have gathered over the years: faq lauren .
    • what can you do today?• create spaces of permission for you to detox yourself (self-conversation/ . reflection/assessment), learn something, find a project you can’t not do, read (slides 6/7)• create spaces of permission for your kids (others), encourage them to notice the unlikely, or do detox (on youth voices even, or join/create cool spaces/ideas like this: http://myblocknyc [videos showcasing random experts on the block] and hOURschool [what do you want to teach/learn in your community]• create time, (while we’re still in the policy-ridden world), by experimenting with an authentic flipped classroom, not just flipping homework/classwork, but flipping mindset, who owns the learning. ie: our pilot math 3 yrs ago – told beginning of year - this is what you need to know, then said, the time is yours. how we started, what they came up with: cyclic grid. people are good at this, (ie: transformative assessment, w james popham, et al), just don’t call it a better way to learn, or claim it’s the best thing for the kids, acknowledge it as a game we’re playing to get to more freedom.• change the conversation in your community [ie: we need to get past talk of fixing a classroom, or making algebra more engaging] if so inclined, join in our weekly collaboratory convos as we turn our focus from be you. to be us.• imagine…
    • imagine a community such asmine, Loveland, CO. You, a university,or a CEO of a company, come to metoday, asking if Peter is a good fit, ifhe’s worth consideration at yourestablishment.I say, most likely not. I explain to you, that currently, Loveland has 400+charitable organizations, so one would think we wouldn’t be dealing withhomelessness, our county wouldn’t be 6th in the nation in suicide rate, etc. I say, Iwonder what the heck has Peter been doing, letting that happen in hiscommunity.imagine you come to me a year from now. Loveland no longer has 400+charitable organizations, but rather, one kitchen table. They have connected.They engage in ongoing conversations, conversations that matter. They’ve freedpeople who were homeless up to take care of their own situation. Because theyquestion how we spend our days, health has improved, people start to believethey matter, the suicide rate has gone down….And now, now I say to you, … yes, Peter. Peter is perfect.Whether or not he helped to change our community for e t [a q u i revolutiogood, he has been living in it. He’s associated and withpeople that are free and are practicing their n] Peter is gold. art.Peter is indispensable. bob
    • There are no replica thumb prints. That is discrimination to infinity.When we facilitate that, prejudice will decrease. What the world needs most, is people being themselves. People driven by i o [a q u i e t r e v o l u t that n]which they can’t not do.
    • elevator pitch?… be you. Trying to define anything beyond that compromises the culture w/in each person. [a q u i e t r e v o l u t i o n]
    • what’s next?… be us. Systems are never a result of geography.. systems arise because people choose to affiliate. - Meg Wheatley [a q u i e t r e v o l u t i o n]
    • connect. .If people don’t learn how to learn… we’re just really in trouble. -Mimi Ito [a q u i e t r e v o l u t i o n]
    • We noticed a lot of people are stressed.We dreamt of a day, where instead, people would, at the end of each day,have happy souls, affording the world to be at peace.We connected to others who felt the same. We connected to our own souls.We connected ideas: spaces of permission, where no one has to provethemselves, where we all just assume good, might be all we need; all thepeople/time/money/resources/etc held up in, or trying to fix, schoolscould perhaps be put toward enlivening a city instead; …We’re doing what matters to us. This, us, an experiment, that will never befinished, never be perfect, but it’s better today than it was yesterday.We’re opening up the doors, ..you come too. talk (listen) to yourself - detox share spaces – city as floorplan connect – interdependency n] facilitate curiosity – mentor alongside talk (listen) to others – culture of trust be. [a q u i e t r e v o l u t i o
    • [a q u i e t r e v o l u t i on]