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redefining success
redefining success
redefining success
redefining success
redefining success
redefining success
redefining success
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redefining success

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  1. click to play<br />
  2. To school as a business:<br />More people choosing us, more funding, more options.<br />To communityas a school:<br />More people hungry to learn/share/live. <br />This is a people agenda.<br />
  3. School as a business:<br />We could be educating the world but policy keeps getting in the way.<br />-David Wiley, Open High School of Utah (model for Thompson Online)<br />Community as a school:<br />In the US, when you say real life people tend to define it as: outside of school.<br />- Michael Wesch, K-State, <br />
  4. to deck<br />
  5. People are seeking choice.<br />
  6. However in ed, too many of our choices are basically <br />reproducing <br />the <br /> same <br /> thing.<br />
  7. the <br /> same <br /> thing<br />And<br /> .. begs a new roof every year.<br />(What we’ve learned from studying homelessness.)<br />Recycling through this “grass is always greener” mentality/mobility, compounds an ongoing misuse of resources, money, and people. Keeping us not only bound to the very thing we were choosing not to do, but mindless that we’re the ones perpetuating it.<br />And dang, dandelions spread fast.<br />
  8. On listening to kids last school year 2009-2010<br />Focus of research: <br />How to redefine school via student voice.<br />We got almost as many different answers as different kids.<br />Almost every answer had an opposite.<br />One common answer – community service in every course.<br />Focus of findings: <br />Nothing is for everyone. How do we facilitate that?<br />4 year plan of disruption<br /> Facilitating chaos freaks most people out. But one thing kids <br /> have mastered is networking/connecting. These turn out to<br /> be the very glue that will not only help us ride the shift wave,<br /> but wholeheartedly and blissfully, swim in the ocean.<br />-rings of Clay Shirky’s Cognitive Surplus<br />
  9. YOUth have different ideas…<br />
  10. Their Dandelion Effect<br />2003: S Korea bans US beef imports – mad cows disease.<br />2008: Korean President Lee Myung-bak lifts ban.<br />Korean citizens stage Korea’s first family-friendly protest. <br />It lasts over a month.<br />Over half the protesters are teenage girls.<br />Why? <br />DBSK, a boy band. <br />DBSK’s online site, on facebook, with nearly a million users, provided these girls with an opportunity to discuss whatever they wanted, including politics. <br />Massed together, frightened and angry that Lee’s government had agreed to what seemed a national humiliation and a threat to public health, the girls decided to do something about it.<br />- Clay Shirky, Cognitive Surplus<br />
  11. Their Dandelion Effect<br />They are ready to change the world.<br />Many of you, like the Youth Digital Media Project – are listening to them.<br />We need to listen louder.<br />They are connected to each other. That is power like we’ve never seen.<br />
  12. What’s coming could blow us away. <br />We get to decide which Dandelion Effect we prefer.<br />note: YOUth is you to whatever degree you decide.<br />
  13. to deck<br />
  14. listen<br />notice<br />with whatever means you have…..<br />
  15. a master at listening... Ethan Zuckerman’s Global Voices: <br />Sure, the web connects the globe, but most of us end up hearing mainly from people just like ourselves. Zuckerman talks about clever strategies to open up your twitter world and read the news in languages you don't even know.celebrate bridge figures we have to figure out a way to rewire the systems we have<br />ways of c r e a t i n g <br />notice<br />
  16. …in ed<br />We think we have bang up lessons... <br />but have we asked the kids? <br />Do they carry ideas <br />outside the class? <br />Past the tests? <br />Do we hear global voices <br />in our classrooms? <br />Do we speak their <br />language, <br />are we too busy <br />insisting that they <br />speak ours? <br />Are we too busy <br />getting things done <br />to notice. <br />Peter on going where students are<br />notice<br />Mad World – chosen as the Lab theme song.<br />
  17. Per danah boydstyle:go to where the clusters are alive and find out why/how. http://digitalyouth.ischool.berkeley.edu/report<br />On Newton’s Law at Harvard, a study showing that barely any can apply it on arrival, and only about half can at the end of the year.<br />On AP classes… US study asked students as they left class what just went on. <br />Most couldn’t say. How were they able to do well on the test? <br />They gathered after hours in student organized study groups. <br />notice<br />Gut feeling from kids about end of a highschool course:<br />15% get it per teacher goals, 75% non-legit grades, 10% fail<br />
  18. slides: green about people<br />video: digital equity.<br />Prejudice decreases when discrimination is increased. <br /> Every actor has a reason.<br /><ul><li>Ellen Langer, Mindfulness</li></ul>If there is no match, there’s no way to pigeon-hole.<br />
  19. Listening to what matters most… modeling detox.<br />click to play<br />Note: no sound :47 to 1:22 if using ear buds.<br />
  20. A new paradigm shift.<br />The future of business is sharing.<br /> The Mesh, Lisa Gansky<br />Getting to the heart of the matter begs a …<br />to story deck for culture of trust<br />
  21. to story deck<br />
  22. 650 bill on national ed – and by our own measure (testing) we aren’t successful<br />400 local charitable organizations – CO is 9th in suicide rate, in Larimer Cty – on average every 9 days someone takes their life<br />We are big on saving the whales, cleaner air, more trees, <br />…what about the human spirit. <br /> What if we were green about people?<br />We don’t need more resources, we just need to be more resourceful.<br />Alan Webber<br />teachpaperless: reduce $ for pd, platform, paper, etc<br />Budget savings idea– guaranteed same budget every year + ½ of how much below budget you ended.<br />
  23. Community as a school:<br />In the US, when you say real life people tend to define it as: outside of school.<br />- Michael Wesch, K-State, <br />What if school involved everyone, the entire town? <br />Wouldn’t we all be better off?<br />Health - people being known by people<br />Budget – the more we know each other, the more we share<br />Environmental – the more we share, the less we need<br />Sir Ken writes in The Element of Grange Primary of Long Eaton, England, creating Grangeton, with its own<br /> mayor, council, newspaper, etc<br />and<br />Dennis Littky,’s The Met - where the community is the school’s floor plan.<br />
  24. School as a business:<br />We could be educating the world but policy keeps getting in the way.<br />-David Wiley, Open High School of Utah<br />Imagine the time, people,money, people, training, people, etc,… <br />we would save, if our policy was<br />s i m p l e.<br />[fill here with estimate $ savings for TSD]<br />
  25. simple rules/aup/agenda/etc<br />simple mantra:<br />-Keri Smith<br />taken from Will Richardson’s: be safe, be ethical, be efficient<br />
  26. What about this… <br />Success is how well the people around you are doing.<br /> Are they better off?<br />Because of you?<br />Kevin on community.<br />Pop stars (grades)aren’t important anymore, what’s important is the people around us – now we have micro-celebrities that are real celebrities. When more people are on the same level, it gives us the freedom of space to think differently and act differently.<br />Jim describing the thinking behind a means to monitor growth. What’s worth measuring. How do you measure what’s worth doing.<br />
  27. Are you better off?<br />Isn’t this its own reward? <br />The measures we came up with:<br />Is it awesome? Does it matter?<br />Both beg – to whom. <br />32 seconds of inexpensive footage.. two free, seemingly ridiculous questions.. <br />
  28. Are we better off?<br />School as a business:<br />Community as a school:<br />Is it awesome? Does it matter? <br /> ….Priceless<br /> Yet – everyone can afford this. And then some… if they are given back the <br />time/money/resources spent on policy currently being used <br />to control school as a business.<br /> Randy Turner on testing and more<br />McGraw's 2010 pay package totaled $9,591,916, an increase of $2.4 million over his 2009 take-home pay. ..The company's other three top officials earned $3.9 million, $2.5 million, and $2.2 million, respectively. If he is fired, he will receive $2,921,095, the proxy statement indicates. If his removal comes because of a sale of the company, that amount climbs to $5,812,290, and either way, McGraw picks up $2,433,938 in stock options.<br />…I couldn't tell the mother her son's ACUITY scores are not important, because they are. It's not learning, but as long as we worship at the altar of "accountability," it's as close as we are going to get. also tyranny of the test - Kaplan tester tells all<br />
  29. We can have high standards without standardization. <br />Young people have a remarkable capacity for intensity. <br />Remove all stakes. <br />Shift more agency to the learner.<br /> - Gary Stager<br />
  30. Maybe fishing with your family is success. To you. To your community.<br />Cristian talking passion with his brother.<br />Are we Schooling the World by our definition of success? <br />Is respect for every voice a part of our soul?<br />Film by Carol Black – high recommend.<br />Book by Jacqueline Novogratz – high recommend.<br />Film by Tom Shadyac – high recommend.<br />There are many, but along with Jacqueline’s Acumen Fund, are Cameron Sinclair’s Architecture for Humanity, and Scott Harrison’s charity: water - incredible models of listening to culture, to soul..<br />
  31. Of course you can do something that matters. <br />The question is… <br />do you want to? <br />-Rework<br />click to play<br />
  32. 10,000 hrs of practice and prep appears to be the crucial threshold, marking the difference between simply being good at something and becoming extraordinary at it.<br /> - Malcom Gladwell, Outliers: The Story of Success<br />
  33. Amateur means love, yet, it appears to be they don’t love their art enough to sell out.<br />Professional means they do it for pay, yet, a true professional can’t not do their art, they are sold out and it’s not about the money.<br />The sign of the amateur is over glorification of and preoccupation with the mystery. The pro shuts up. She doesn’t talk about it. She does her work.<br />The amateur believes he must first overcome his fear, the he can do his work. The pro knows that fear can never be overcome. He knows there is no such thing as a fearless warrior or a dread free artist.<br />The pro understands that the fields alter everyday. His goal is not victory (success will come by itself when it wants to) but to handle himself, his insides, as sturdily and steadily as he can.<br />- Steven Pressfiled, The War of Art<br />
  34. I was going to <br />practice…<br />then I thought.. <br />naw.<br /> - Armando<br />I’ve been waiting <br />on this all my life. <br />These dreams keep <br />me up at night.<br /> Do what you can’t not do.<br />click to play<br />
  35. YOUth ideas on how to go about doing what matters.<br />Notice the comments on how hard this is, how they need help.<br />Kids are craving work that matters.<br />click to play<br />
  36. Most people aren’t lazy.<br />Yet by all appearances one might assume so. <br />Most people are craving work that matters. <br />Work they know they <br />can’t <br />do <br />by <br />themselves.<br />
  37. YOUth are craving work that matters. <br />Michelle’s idea grew to an incredible event of over 200 people.<br />The event as posted on facebook.<br />A victim speaking at the event: part 1 and part 2<br />The displays her event included, the fair trade it supported.<br />An intern at United Way writes of the event.<br />click to hear Michelle’s initial planning<br />Morgan’s school assembly on human trafficking a few weeks prior. <br />Aimee and Noah’s homeless event , created by Garland photo, a few weeks after.<br />
  38. Gus on something bigger than, something beyond. Hard work.<br />It’s more than an opportunity, it’s a responsibility.<br />The exhaustion from overextending yourself creatively is some of the best exhaustion you will ever feel. An organization that provides a platform for people to push into their fear will produce both better work and a better workforce. <br /> - Seth Godin, Underextended<br />
  39. What a boost to global net happiness it would be if we could positively activate the minds and bodies of hundreds of millions of people by offering them <br />better hard work. <br /> -Jane McGonigal, Reality is Broken<br />click to play<br />
  40. …in health care <br />What if many of the health care problems can be solved simply by increased authentic relationships?<br />notice<br />How many of us have become drunks and drug addicts, developed tumors and neuroses, succumbed to painkillers, gossip, and compulsive cell-phone use, simply because we don't do that thing that our hearts, our inner genius, is calling us to? ..<br />70-80% of people Dr's see - has nothing to do with health issues <br />- Steven Pressfield, The War of Art (new Lab manual) <br />
  41. YOUth ideas on healthy spaces.. <br />notice<br />click to play<br />more on this story<br />
  42. The opposite of play isn’t work. It’s depression. <br />- Brian Sutton-Smith, leading Psychologist of Play<br />notice<br />
  43. to deck<br />
  44. New director of the MIT <br />Media Lab<br />Ito holds no college degrees.<br />click here to read full article<br />
  45. I’m always trying to push the edge of my understanding, <br />and my value is in providing connections and context.<br />click here for entire interview<br />And I thought, here I’ve been stitching this thing together and being called this crazy scatterbrained ADD guy when in fact, what I’ve been trying to do already exists at the Media Lab, and sponsors pay for it!<br />
  46. Could this be bigger than the auto?<br />bigger than electricity?<br />
  47. Bigger or not .. it’s huge.<br />
  48. MIT hiring Joi forges a new mindset.<br />A mindset valuing the human spirit over any policy/standard/etc we have previously adhered to. In education even.<br />
  49. This changes the game.<br />Not that something like this hasn’t happened before. But that it hasn’t happened today. At just this right time. <br />
  50. Doing what has been considered standard<br />doesn’t equate with success anymore.<br />We need to be freeing kids up to <br />be themselves. Giving them space <br />to fail. Showing them we trust<br />learning. That it is that fascinating <br />and alluring. <br />Lucas with a CSU student talking about space and permission to be.<br />
  51. Could we make this a place that would accept me, and more importantly, be able to keep people like me? <br />On the West Coast, you’ve got Peter Thiel, paying people to drop out of college. And I thought: let’s flip this around. Aren’t there a bunch of those people who dropped out who should be here at the Media Lab and how can we figure that out? That’s one of my missions. <br />click here for entire interview<br />Lab goal: building/supporting spaces for all options (all people) within public ed. [homeschoolers/unschoolers, dropouts, rebels, 4.0’s, homeless -any that are disengaged.] <br />When we exclude, we miss incredible adjacent possibilities. Nothing is for everyone. <br />Let’s use that for good.<br />
  52. We can do any of that. We can do all of that. And more. Together.<br />We have millions of expert collaborators waiting to be set free, to do <br />stuff that matters.<br />Let’s find out what makes YOUth hungry…. <br /> what they can’t not do.<br />Lab parent on trusting beyond appearances. Holding out, in <br />order to find that true hunger.<br />Seth on the need for space to find/make/be himself, to procrastinate, daydream.<br />
  53. click to play<br />Passion comes from within each of us, <br />it cannot be imposed or mandated from outside. <br />
  54. If we are not passionately engaged in a particular domain, it is unlikely that we will invest the effort and energy <br />required to achieve mastery and distinctiveness. <br />- John Hagel<br />the<br />click to play Simon Sinek on why<br />
  55. What wakes kids up?<br />What would wake the community up?<br />Outcomes, labels, etc, all affect mindfulness and so affect health.<br /> - Ellen Langer, Mindfulness<br />
  56. be mindful.<br />Instead of embracing the diversity of the human mind we have <br />stigmatized <br /> the very differences <br /> that are so <br /> characteristic of humans. <br />The DSM (Diagnostic and Statistical Manual of Mental Disorders) declared war on the introverts, and the educationally challenged among others and has attempted to <br /> define what a normal human should be, <br />an extroverted individual who works well with people, progresses well in conventional schooling, and will succeed in a conventional job.  <br />Lucas, student, Stigmatizing the Human Mind<br />looking to measure creativity.<br />
  57. What <br />wakes<br />you <br />up?<br />click to play<br />
  58. Let’s facilitate that.<br />
  59. to deck<br />
  60. So what exactly are we facilitating?<br /> What matters most – to an individual/community<br />And how do we facilitate that?<br /> Redefining NCLB – to create an ideal family situation for each student.<br /> Declaration of Interdependence (1-1), and beyond<br />Is this 1-1 idea a ridiculous match up?<br />Dennis Littky ran into that question when they started The Met , in Providence, RI. <br />Finding that Providence had over 500000 adult works and 40000 hs students <br />helped ease the doubt.<br />20 characteristics of and from unschoolers <br />
  61. Corey’s take on a <br />ridiculous match up…<br />Don’t let yourself off the hook with excuses. <br />It’s entirely your responsibility to make your dreams come true. <br />The perfect time never arrives.<br />-Rework<br />click to play<br />Or is it now?..<br />
  62. Deb Roy shares with us the web’s capabilities to help with the ridiculous click to play – speech/feedback loops 6:56 to 7:55<br />Especially see 12:25 –13:37 on looking globally, semantic analysis, finding links<br />
  63. It can be as simple as talking or as complicated as the web.<br />our choice.<br />every moment.<br /> All we need to do is…<br />
  64. 1-to-1<br />At the very least, good mentoring raises self-esteem and sense of purpose. But mentoring takes an elevated role for people when it involves directing or inspiring their search for *the Element.<br />- Sir Ken Robinson, The Element <br />*the Element: meeting point between natural aptitude and personal passion. Doing the thing you love, and in doing it you feel like your most authentic self.<br />
  65. Possible web of interactions, with the mentor, with the world, in the making of you.<br />click here to go to actual doc<br />
  66. The web can help us create serendipity so that we can facilitate mentors such as this.. click to play<br />If we want to seriously consider a world of equity and redefine the motto of No Child Left Behind we should be facilitating, at the very least, 1-1 relationships such as this, for those who don’t have access to it at home or don’t have a home, as we work on freeing up parents from whatever is holding them back. <br />Deb, a parent in the Lab, just emailed me her very first post about this very thing.<br />
  67. 1-to-1<br />beyond<br />more ridiculous match up<br />The web can also allow us to create serendipity when we gather in a room.<br />Imagine freeing up to 70% of class time that is often spent on classroom management. <br />Imagine no need for all the programs and initiatives to get kids (teachers) motivated, <br /> engaged. <br />Imagine no more cutting teachers that are making a difference.<br />
  68. What if most of what we do on a daily basis, is actually getting in the way?<br />What if we took more time to know someone? <br />What if the best medicine is to be known by someone?<br />Ellen Langer, along with others I’m sure, has done extensive research on mindfulness, and how it plays out in every area of our lives. <br />The simple act of noticing could change the room, <br /> the world, <br />… even you.<br />notice<br />
  69. Dignity. Health. Joy. Love. Hope.<br />The five things we wanted to spread <br />while we were in Africa. We wanted <br />the people there to experience all of <br />the above but we were unaware and <br />oblivious that we were experiencing all of it as well.<br />Do they live in poverty? Politically, yes. They suffer from not having nearly as much things as we have. When I spent two weeks in Africa, the people there had more joy and more love than I have ever witnessed anyone have. I envied them. <br />Are we in poverty? We’re missing something. It may not be toys or cars or giant houses. But it’s something. <br />Needs? Relationships? <br />Something.<br />notice<br />- Megan<br />
  70. to deck<br /> who decides?<br />
  71. There are more resources in an institutional setting..<br />people and things. Let’s focus on that.<br />What if we provide resources.. <br />and let people design their own school?<br />
  72. So how do they learn?.. what do they need?<br />click to play<br />Common statements in the Lab, I can’t stop learning, I want to learn everything.<br />
  73. When teenage girls can help organize events that unnerve national governments, without needing professional organization or organizers to get the ball rolling, we are in new territory. As Mimi Ito describes the protesters,<br />Their participation in the protests was grounded less in the concrete conditions of their everyday lives, and more in their solidarity with a shared media fandom… Although so much of what kids are doing online may look trivial and frivolous, what they are doing is building the capacity to connect, to communicate, and ultimately, to mobilize. <br />.. What’s distinctive about this historical moment and today’s rising generation is not only a distinct form of media expression, but how this expression is tied to social action.<br /> - via Clay Shirky, Cognitive Surplus<br />
  74. click to play<br />click to play<br />click to play<br />click to play<br />What if we all had a hunger to learn? <br />What if that was our only measure, <br />are you hungry,<br />do you know how to feed your hunger? <br /> That could change a room.<br />click to play<br />
  75. Amazing things coming out of what seems to be trivial… frivolous.<br />parent voice<br />Lab updates: 13 year old teaching game design, 10 year old programming this your school design it, kids getting reg credit - some teachers saying they did more than expected, finding ways to secure a teen shelter, public awareness to trafficking, robotic worlds, video editing, music comp.. etc<br />Nothing new.. La de da. <br />People are amazing if given space to be. <br />Many of you are doing remarkable things. <br />Let’s save some money/time/stress/spirit /etc and just call that school. <br />Watching Daniel Coyle, learning about deep pratice.<br />Note: We’ve learned just as much/more from those who didn’t experience expected outcomes in the Lab. We know what doesn’t work and why. That helps us discriminate what does work.<br />It added stress to them though –Noble Prize awaits.<br />Jane McGonigal writes, in Reality is Broken, of a future Noble prize where unlikely people are rewarded for hard work, work that matters.<br />
  76. Successful people are successful for one reason… <br />they think about <br />failure<br /> differently.<br />You become a winner because you’re good at losing. <br />-Linchpin<br />click to play<br />Focus on a growth mindset embraces, even craves, failure. <br />
  77. who decides?<br />
  78. It’s more about a mindset than anything…<br />High recommends for this <br />slideshare’s ideas:<br />Ellen Langer, Mindfulness<br />(how to live)<br />Lisa Gansky, The Mesh<br />(how to find resources in unlikely places)<br />Steven Pressfield, The War of Art<br />(how to fight the Resistance)<br />Dennis Littky’s, The Big Picture, <br />Ed is Everyone’s Business<br />(modeling the 1-1 mentor, the transcript/expository/portfolio at end of yr)<br />So many others.. Reality is Broken, The Element, DIY U, Rework, Linchpin, Talent Code, Mindset, Cognitive Surplus, Secrets of a Buccaneer Scholar, The Power of Pull, A New Culture of Learning, The Design of Business, The War of Art, Do the Work, What Technology Wants, Tribes, Blogs Wikis Podcasts, The New Brain, The Human Project, The Blue Sweater, Drive, Greater Than Yourself, Wounded by School, Teaching Unmasked, ….<br />click to see suggested book reads <br />
  79. previously slides are one story deck of the narrative deck:<br />The entire narrative deck can be accessed here.. <br />Or you can go to the next slide to access another story deck…<br />
  80. as story<br /> 4-39: mindset - the skinny<br />40-79: redefining success: school as a business … community as a school<br />43-49: the dandelion effect<br />50-53: is respect for every voice a part of your soul<br />54-63: we don’t need more resources, we just need to be more resourceful<br /> : on health & wealth<br />64-72: Joi Ito as an exemplar – nothing is for everyone<br />73-79: declaration of interdependence - as glue<br /> 80-89: findings in failings<br /> : history (deliberately not teaching, homeless analogy)<br /> : detox (process/what, unpacking/why, doing/how)<br />90-95: vision/floorplan<br />96-97: connected adjacency<br /> 98: suggested book reads<br /> 99: faq<br /> 100-111: mindset<br /> Suggestion per parents, if you were only going to look at 2 things:<br />slide 51 and detox.<br />just out: <br />awakening indispensable people via videos<br />warning – poor quality – ieslidedeck with voice<br />

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