When we refer to people without a shelter, we don’t call them we call them homeless. houseless
But a home is more than just a place to live, it’s a sense of belonging.
In that sense, we have many homeless students in our classrooms.
The lab is a space for learners to what, where, when, how, why,… self-regulate
…and with whom they learn.
s pace It’s a of time, resources, and permission,
…for the learner to become… they want to become. whatever
Innovation isn’t about inventions, it is about unlikely connections. Innovation has become a buzzword . Invention and innovation are not the same. Often we don’t have to invent anything new to solve a problem. -Saul Kaplan
The lab is a for unlikely connections. hatchery
Connections with people and info we never knew existed or never tapped into before.
We hope these connections will continuously infiltrate the district/community…
…with more for learning. choices
Our UN of sorts. Noun S: (n) United Nations, UN (an organization of independent states formed in 1945 to promote international peace and security)
a purposefully ignorant pause here.. something we crave considerations for rather than assumptions.. We talk of the achievement gap… of no child left behind, but who decides what achievement really means and to whom, who decides what gap really means and to whom, who decides the what we are being left behind of? We’re wondering if these answers aren’t in unlikely places, places we haven’t yet tapped into. Have we embraced our own ignorance in seeking insight to these questions? And how do we best do that? We often spot seemingly homeless people on the street corner, although, perhaps, some, perhaps women and children, remain invisible. We often spot seemingly homeless students in the classroom, although, perhaps, some, perhaps the 4.0+, remain invisible. How do we make sure we’re doing what matters most? How do we make sure we are listening deeply to global voices, within our world, our community and within ourselves. How do we achieve grace in action? How can we respectfully question every assumption? Can we assume we all want good? Can we spend more energy on trust and offense, rather than doubt and defense?
Currently the lab involves .4% of our district's students.
Students are creating their own projects/courses per passion. Hebrew Sign Language Robotics Game Design Soccer Russian Programming Mandarin Global Connections Human Trafficking Homelessness Writing a book Music Composition Permaculture Literature of running Music Production Digital Equity
We are working with Jim Folkestad at CSU viaparticipatory action research (PAR),
…in order to create/document a cohesive structure -George Siemens
Lab participants have a daily commitment to research and growth,
…and to self-efficacy,
…and to an unquenchable thirst to give back to our community. Cognitive Surplus - Clay Shirky Power of Pull, p. 208, on Agassi
more on the lab
The goal: learners own their learning. We are working on a stand alone site for owning your learning here.
Linchpins are able to embrace the lack of structure.
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more on how we might facilitate (aka facilitatig) that
more on your school design it
more on expert tutors
more on your pd design it
Perhaps redefining ed won’t take much after all. Perhaps shifting around of people.. so that everyone is where they want to be in their learning process... is all we need to work on.. Reassigning seat time… ways to improve who is together in a room and why..