detox process -the what

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detox process -the what

  1. 4. Relax (disconnect/unplug from the success/failure games). Curiosity is natural. Knowledge deemed as opportunity now binds us. The web allows access to anything. Self-construction is natural. Most need detox to get back to what matters. NCLB = absolutely Achievement gap = misnomer
  2. 5. what: What we're calling detox is simply a process of learning to learn , of knowing what to do when you don't know what to do.   (for more )
  3. 7. how: We believe, to notice the unlikely, dream boldly, connect to people and info, and do what matters, is a pretty good representation of the natural process of learning. (for more )
  4. 8. Focus on this process provides learners with ultimate choices in what, where, when, how and with whom they learn.
  5. 9. … with whom they learn. Father fluent in German Sonya on ipod use Uni prof/fellows Each course a different flavor Skyping w/NY Working on real life Going to Uganda Google test tv talk (Tapscott) Learn w/Uganda Kids swapping talents Unconventional methods emerge Stanford’s D-school designs Valedictorian Hebrew/chess swap Freed to think mathematically Permaculture begs the elements Bio diesel answers Student voices Learner picks group/pln Planning/logging Traveling via Shout (TIG) Travel w/project Global Inform Finding mentors Uni students via skype Espanol w/St. Louis Or facebook find Other ways via uni grad By cell w/friends click a photo if you’d like to see/hear more…
  6. 10. For more .. check the endless who … Kevin on building community Ben on building his community (board)
  7. 11. These choices empower the learner to own their learning .
  8. 12. A process such as detox can facilitate interest/passion driven learning.
  9. 13. LEARNING APPROACH LIFE APPROACH Personalized Learning Student-Centric Individual Expert Mentors Blended Classroom Activity-centric Project Based Learning Traditional Classroom Teacher-centric Lecture/Homework     Fixed Mindset vs Growth Mindset & everywhere in between - Carol Dweck There are multiple valid Learning & Life Approaches (and not just per learner, learners may have multiple approaches depending on topic/project/course) graphics by Craig
  10. 14. LEARNING APPROACH LIFE APPROACH Personalized Learning Student-Centric Individual Expert Mentors Traditional Classroom Teacher-centric Lecture/Homework     Fixed Mindset vs Growth Mindset & everywhere in between - Carol Dweck Growth growth ≈ area of rectangle Or actually volume of sphere as multiple dimensions of a learner w/in given context is taken into account Learning Approach matched to Student Life Approach The Goal is to Optimize Learning Blended Classroom Activity-centric Project Based Learning graphics by Craig
  11. 15. LEARNING APPROACH LIFE APPROACH Personalized Learning Student-Centric Individual Expert Mentors Traditional Classroom Teacher-centric Lecture/Homework     Fixed Mindset vs Growth Mindset & everywhere in between - Carol Dweck A Learning Approach mis-Matched to the Learner can look like ... (a small amount of Area) Blended Classroom Activity-centric Project Based Learning graphics by Craig
  12. 16. LEARNING APPROACH LIFE APPROACH Personalized Learning Student-Centric Individual Expert Mentors Traditional Classroom Teacher-centric Lecture/Homework     Fixed Mindset vs Growth Mindset & everywhere in between - Carol Dweck Maximize the Width by matching the best Learning Approach to the Learner Learning (student #1) Learning Approach matched to Student Life Approach Learning (student #2) Learning Approach matched to Student Life Approach Learning (student #3) Learning Approach matched to Student Life Approach Blended Classroom Activity-centric Project Based Learning graphics by Craig
  13. 17. LEARNING APPROACH LIFE APPROACH Personalized Learning Student-Centric Individual Expert Mentors Traditional Classroom Teacher-centric Lecture/Homework     Fixed Mindset vs Growth Mindset & everywhere in between - Carol Dweck ... and maximize the Height (and thus the Area) by working on Life Approach Learning (student #3) Learning Approach matched to Student Life Approach Learning (student #2) Learning Approach matched to Student Life Approach Learning (student #1) Learning Approach matched to Student Life Approach Blended Classroom Activity-centric Project Based Learning graphics by Craig
  14. 18. look at all the info we cover now Let’s assume we trust the capabilities of tech to help us differentiate like this for students. Most of us might buy into it as long as we’re still owning student learning. Because…
  15. 19. … some of the biggest things we tend to are drifting, wandering, …
  16. 20. wander /drift … procrastination, and non-production. graphics by Craig Learning is optimized when it is voluntary, per choice. A number one fear is that if given a choice, people will be lazy.
  17. 21. Our biggest question comes down to … take a listen to goal displacement and success – James Bach visit
  18. 22. For scalable efficiency perhaps the institution decides. For indispensably thriving learners perhaps the learner decides, along with their respective community/communities.
  19. 23. And who decides.
  20. 24. This may take time for some (including adults). This time period may be rough, steeped in laziness procrastination waste. appearances of parent voice on this
  21. 25. Any success will depend on our mindset, our outlook, our purpose and belief in learning. “ “ click to hear student voices Doing what has been considered standard doesn’t equate with success anymore. We need to be freeing kids up to be themselves. Giving them space to fail. Showing them we trust learning . That it is that fascinating and alluring. - James Bach
  22. 26. - Kevin Kelly, What Technology Wants Technology brings expanding choices. Sociologist David Riesman, 1950, " the more advance the technology, on the whole, the more possible it is for a considerable number of human beings to imagine being somebody else. “ We expand technology to find out who we are and who we can be. To maximize our own contentment, we seek the   minimum amount of technology in our lives . yet to maximize the contentment of others, we must maximize the amount of technology in the world.  How can we personally minimize stuff close to us while trying to expand it globally.
  23. 27. We believe many of us need time and space and permission to detoxify habits we have formed to get at scalable efficiency into a natural state of scalable learning. (for more )
  24. 28. Where/how could detox fit in my district right now? click to go to live doc
  25. 29. your school design it your pd design it check out: check out:
  26. 30. the lab check out:
  27. 31. click for live doc.
  28. 32. Please note again because this is key: You’re good if you love what you are doing/teaching/learning . This isn’t about changing public ed as much as it is about offering more within public ed. It’s about thinking about people and re-thinking the optional learning spaces. Many people in public ed won’t be changing much at all. Incredible students attend our schools. Incredible teachers prepare lessons and facilitate learning. We believe the change will be in the shifting around of.. who is learning what, when and how, and with whom. We believe this is more about putting all the stakeholders (that’s everyone) into a big sifter and patiently shaking, till everyone is where they want to be. Imagine that. Even if you don’t currently believe it. Imagine the 70% plus time we spend on classroom management. Gone. choices
  29. 33. choices So… if you’re seeking more read on..
  30. 34. DETOX - LEARNING PROCESS NOTICE <ul><li>Mindful of your surroundings </li></ul>DREAM <ul><li>Imagine it done, or you doing it </li></ul>CONNECT <ul><li>Ecosytems </li></ul><ul><li>People (expert mentors) </li></ul><ul><li>Information </li></ul><ul><li>Tools </li></ul>DO <ul><li>Your action – design it </li></ul><ul><li>Jump in </li></ul>tinyurl.com/39wkxl4 getting back to the natural state of self-construction knowing what to do when you don’t know what to do more here graphics by Craig
  31. 35. <ul><li>Spaces to explore passions/curiosities </li></ul><ul><li>Exposure to learning through such realms as </li></ul><ul><li>gaming, programming and logic </li></ul><ul><li>more here k-8 slides 50-57 </li></ul><ul><li>Student choices facilitated </li></ul><ul><li>Learning approach (lecture/blended/pbl/online…) </li></ul><ul><li>Life approach (structured, self-directed…) </li></ul><ul><li>more here 9-12 slides 58-64 </li></ul>CONTEXT: graphics by Craig N D C D N D C D N D C D N D C D
  32. 36. say we are here ... graphics by Craig NOTICE DREAM CONNECT DO <ul><li>Spaces to explore passions/curiosities </li></ul><ul><li>Exposure to learning through gaming, </li></ul><ul><li>programming and logic </li></ul>N D C D N D C D N D C D N D C D <ul><li>Student choices facilitated </li></ul><ul><li>Learning approach (lecture/blended/pbl/online…) </li></ul><ul><li>Life approach (structured, self-directed…) </li></ul>CONTEXT:
  33. 37. look at all the info we cover now
  34. 39. More from George in his Knowing Knowledge Knowledge Learning
  35. 40. This is a Huge Space ! The &quot;figurative system of human knowledge&quot;, sometimes known as the tree of Diderot and d'Alembert, was a tree developed to represent the structure of knowledge itself, produced for the Encyclopédie by Jean le Rond d'Alembert and Denis Diderot.
  36. 41. Learners gain space/time/expertise when they can prune what is not needed and amp what is.
  37. 42. A possible scenario.
  38. 43. Take a look here, arranged as spokes with increasing knowledge as you move outward graphics by Craig
  39. 44. Suppose by 9 th grade we’ve determined Carol’s Areas of Interest graphics by Craig
  40. 45. <ul><li>Carol’s passion is to design bridges. </li></ul><ul><ul><li>This requires certain fixed-content learning, to: </li></ul></ul><ul><ul><ul><li>get a BSME degree </li></ul></ul></ul><ul><ul><ul><li>pass her state’s Professional Engineering certification exam </li></ul></ul></ul><ul><ul><li>Other areas of learning will provide her life-long opportunities for growth </li></ul></ul>
  41. 46. Carol’s Learning Spaces graphics by Craig
  42. 47. CAROL’S CAREER LEARNING (elements of a traditional approach, with strong mentor connections) NOTICE <ul><li>Bridges can be useful and beautiful </li></ul>DREAM <ul><li>Topanga Canyon span </li></ul><ul><li>Millions of drivers trust it </li></ul><ul><li>Function complementing nature </li></ul>CONNECT <ul><li>MechEng prof @ local U </li></ul><ul><li>Local U chapter: Women in Engineering </li></ul><ul><li>Download design documents for a local bridge span </li></ul><ul><li>Architecture for Humanity </li></ul>DO <ul><li>HS AP Trig & Physics </li></ul><ul><li>Tutor math – if I teach it, I know it </li></ul><ul><li>Summer internship in state Dept of Transportation </li></ul>graphics by Craig
  43. 48. CAROL’S ADDITIONAL LEARNING (passion-driven, exploration-based) NOTICE <ul><li>Beauty in the form of large objects </li></ul>DREAM <ul><li>My creativity on display ... Big artistic expressions ! </li></ul>CONNECT <ul><li>Successful local sculptor </li></ul><ul><li>Pick (world-wide) a public art piece I admire – contact the artist, establish relationship </li></ul>DO <ul><li>Sculpture class at local art school </li></ul><ul><li>Learn CAD software, to create virtual sculptures </li></ul>graphics by Craig
  44. 49. CAROL’S 5 YEAR PLAN <ul><li>Objective: Career creating bridge designs. </li></ul><ul><li>Tactics: </li></ul><ul><ul><li>Career: Standard curricula, augmented with expert mentors/internship experiences: </li></ul></ul><ul><ul><ul><li>2010 – complete/tutor AP Trig & Physics </li></ul></ul></ul><ul><ul><ul><li>Tap into Architecture for Humanity </li></ul></ul></ul><ul><ul><ul><li>2011 – DOT/AFH internship, apply eng colleges </li></ul></ul></ul><ul><ul><ul><li>2012 – establish mentor relationship w/MechE prof </li></ul></ul></ul><ul><ul><ul><li>2013-15 – additional internships, graduate </li></ul></ul></ul><ul><ul><li>Further Passions: establish relationship with artistic mentor whose work I admire, see where it goes: </li></ul></ul><ul><ul><ul><li>2010 – survey large art, world-wide. Contact artist </li></ul></ul></ul><ul><ul><ul><li>2011 – possibly sculpture class at local art school </li></ul></ul></ul><ul><ul><ul><li>2012 – possibly learn AutoCAD software to create large virtual pieces </li></ul></ul></ul>slide by Craig N D C D N D C D N D C D
  45. 50. Pete’s Areas of Interest (look familiar ?) graphics by Craig
  46. 51. <ul><li>Pete decides his passion is to sculpt. </li></ul><ul><ul><li>This requires an expert mentor-guided exploratory learning process to: </li></ul></ul><ul><ul><ul><li>stretch his artistic muscles beyond his current comfort areas </li></ul></ul></ul><ul><ul><ul><li>gain experience across a broad set of sculpting media </li></ul></ul></ul><ul><ul><li>Other areas of learning will provide him life-long opportunities for growth </li></ul></ul>
  47. 52. Pete’s Learning Spaces graphics by Craig
  48. 53. PETE’S CAREER LEARNING (expert mentor-guided exploratory learning process ) NOTICE <ul><li>Sculpture adds beauty to our surroundings </li></ul>DREAM <ul><li>My expressions </li></ul><ul><li>in the large </li></ul><ul><li>that make you smile </li></ul>CONNECT <ul><li>Art prof @ local U </li></ul><ul><li>Music prof @ local U </li></ul>DO <ul><li>HS Drawing, Painting, Photography, AP Music Theory </li></ul><ul><li>On-line Art History class </li></ul><ul><li>Summer internship at sculpture studio </li></ul>graphics by Craig
  49. 54. PETE’S ADDITIONAL LEARNING (passion-driven, exploration-based) NOTICE <ul><li>Large artwork has mechanical elements – structure, strength of materials </li></ul>DREAM <ul><li>My artistic creations defie structural intuition </li></ul>CONNECT <ul><li>Successful local sculptor </li></ul><ul><li>MechEng prof @ local U </li></ul>DO <ul><li>Build toothpick models & test strength </li></ul><ul><li>Learn CAD software, to model strength of sculptures </li></ul>graphics by Craig
  50. 55. PETE’S 5 YEAR PLAN <ul><li>Objective: Career as a sculptor. </li></ul><ul><li>Tactics: </li></ul><ul><ul><li>Career: Some standard curricula, augmented with expert mentor-guided exploratory learning process: </li></ul></ul><ul><ul><ul><li>2010 – complete HS Art and Music courses establish mentor relationships with Art prof & Music prof @ local U, see where it goes </li></ul></ul></ul><ul><ul><ul><li>2011 – Summer internship at sculpture studio, complete on-line Art History class, apply art colleges </li></ul></ul></ul><ul><ul><ul><li>2012-15 - additional internships, graduate </li></ul></ul></ul><ul><ul><li>Further Passions: structural aspects of sculpture: </li></ul></ul><ul><ul><ul><li>2010 – establish mentor relationship with successful local sculptor, MechEng prof @ local U </li></ul></ul></ul><ul><ul><ul><li>2011 – prototype – ie: build toothpick models & measure it’s strength </li></ul></ul></ul><ul><ul><ul><li>2012 – possibly learn CAD software, to model strength of sculptures </li></ul></ul></ul>slide by Craig N D C D N D C D N D C D
  51. 56. click for more
  52. 57. We believe learning is a natural process for anyone in a non-oppressive environment with exposure/access to resources. Many of us have become intoxicated with standardization, unable to self-direct our own learning. Detox jump starts learning of anything. The why: nothing is for everyone What we're calling detox is simply a process of learning to learn, of knowing what to do when you don't know what to do. This process is a means to facilitate interest/passion driven learning. The what: awakening indispensable people We believe, to notice the unlikely, dream boldly, connect to people and info, and do what matters, is a pretty good representation of the natural process of learning. We’re currently experimenting with youtube (and hopefully soon wikipedia) as a means to document/share. The how: to a person, be you - to a people, help clear spaces to be To truly do this on your own, we suggest you be . A jump into be is here , and if you'd like a little nudge beyond that, go here . 
  53. 58. click to see Lucas’s 2 yr plan click to see Lucas explaining it to school board member click to see Lucas talking through literature possibilities here and here a real example in the making
  54. 59. click to see Eportfolios - InnovationLab Imagining a whole new way to validate. Check out Shareski and Godin . more on portfolios the new workplace (ideo)
  55. 60. This is live. Publish then edit. Join us. Help us. Transparency is the new currency & we want to be rich. Our strategy: offense. Our belief: we're different - but we all want to do good. click to see live documentation..
  56. 61. click here to see more on spaces from Ewan McIntosh <ul><li>the new workplace </li></ul><ul><li>fluid spaces </li></ul><ul><li>disruptive spaces 24/7 spaces </li></ul><ul><li>Google: ecosystem </li></ul><ul><li>Mimo Ito : Youmedia Chicago; </li></ul><ul><li>The Digital Media Project -MacArthur Foundation </li></ul><ul><li>ISTE -  New Spaces for Learning ; </li></ul>click to see our city vision
  57. 62. Personalizing in public education allows the learner to own their learning. Focus on learning process, iterated no matter what the content, streamlines a standard curriculum, so to speak, to one skill. Something incredibly messy and complex, differentiating for each learner, now becomes very simple and focused. This simplicity and focus allows for a pruning out of unneeded content/busywork, as well as an intense, deep practice of the goal at hand. Iterations of the same process soon become second nature. And the learner has the skill set to do anything they previously didn't know how to do. What matters most, how do you define success? click to play
  58. 63. Jim on learning.. and noticing . Jim’s blog . His definition of Edgility . Jim on activity systems mapping to enhance growth. Explaining the mapping to parents…with q&a: 1 2 3 4 5 6   Authenticating the research and usage of ideas . Find Jim on twitter @jimfolk .
  59. 64. <ul><li>Myelin sheath grows best through deep practice . </li></ul><ul><li>Deep practice happens through passion. </li></ul><ul><li>In monitoring progress : </li></ul><ul><ul><li>how do you practice </li></ul></ul><ul><ul><li>how thick is your myelin </li></ul></ul><ul><ul><li>compare activity systems (n,d,c,d) of </li></ul></ul><ul><ul><li>expert learner and learner </li></ul></ul>Jim explaining this to parents Scientific Journal’s Ontology Explorer
  60. 65. on documenting…. Jim explains mapping to parents Scientific Journals ontology model demos: notice/dream/connect/do click to see/use student log google form Jim explains mapping as parent click Gus on usefulness of logging How we started documenting….
  61. 66. <ul><li>So …. learning returns to a natural state… </li></ul><ul><ul><li>what do you want to be </li></ul></ul><ul><ul><li>what do you value </li></ul></ul><ul><ul><li>how do you like to learn… </li></ul></ul>
  62. 67. And we facilitate learner choices through a process, until the process becomes 2 nd nature … (for more )
  63. 68. … .so that the learner knows what to do when they don’t know what to do.
  64. 69. They are ready for life.. and remain hungry for learning.
  65. 70. click to play I have no special talent. I am only passionately curious . -Albert Einstein Curiosity isn’t about money or education. It’s about desire. It’s easy to underestimate how difficult it is to be curious.
  66. 71. excellent reads for detox: Clark Aldrich’s, Unschooling Rules , (rethinking school means not thinking school) James Bach’s, Secrets of a Buccaneer-Scholar , (self-directed learning)
  67. 72. previously slides are one story deck of the narrative deck: The entire narrative deck can be accessed here.. Or you can go to the next slide to access another story deck…
  68. 73. <ul><li>4-39: mindset - the skinny </li></ul><ul><ul><li>40-79: redefining success : school as a business … community as a school </li></ul></ul><ul><ul><ul><li>43-40: the dandelion effect </li></ul></ul></ul><ul><ul><ul><li>50-53: is respect for every voice a part of your soul </li></ul></ul></ul><ul><ul><ul><li>54:63: we don’t need more resources , we just need to be more resourceful </li></ul></ul></ul><ul><ul><ul><ul><ul><li>: on health & wealth </li></ul></ul></ul></ul></ul><ul><ul><ul><li>64-72: joi ito & wikipedia as exemplars – nothing is for everyone </li></ul></ul></ul><ul><ul><ul><li>73-79: declaration of interdependence – as glue </li></ul></ul></ul><ul><ul><li>80-80: findings in failings </li></ul></ul><ul><ul><ul><ul><li>: history (deliberately not teach, homeless analogy) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>: detox ( process /what, unpacking /why, doing /how) </li></ul></ul></ul></ul><ul><ul><ul><li>90-95: city as floorplan </li></ul></ul></ul><ul><ul><ul><li>96-97: connected adjacency </li></ul></ul></ul><ul><li>98: suggested book reads </li></ul><ul><li>99: faq </li></ul><ul><li>100-111: mindset </li></ul><ul><li>Suggestion per parents, if you were only going to look at 2 things: slide 25 and detox . </li></ul>as story just out: awakening indispensable people via videos warning – poor quality – ie slidedeck with voice

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