... i love you.
MaryAnnReilly Thinking about this: "Incremental change can be self-defeating; it's not a step on the way to the big change." Seymour Papert
MaryAnnReilly I have written a lot about the fact that we cannot cause learning. At best we may occasion it. Y so much of curriculum is fraudulent #edchat
MaryAnnReilly @ianchia think I am interested only in work that learners create; not work that is created for them in an attempt for them to learn
MaryAnnReilly @ianchia guidance occurs alongside (real or virtually) as determined by learner. It's Vygotsky.
tenure decision
Saturday, April 30, 2011
passion panel
steve hargadon, george couros, amy sandvold, angela maiers, lisa nielsen...
love them all.
1) larger cultural context - nice steve - nail on the head
is passion important for everyone - or just certain personalities
the obsession with measuring must switch to the obsession with mattering
ecrook: http://prezi.com/1bmvnznjhnbq/breaking-free-of-vanilla-education/
TerriReh: Another great school leader. Check out his words on rewards http://mrwejr.edublogs.org/
2) the student context -
the color code context - don't all have to be the same
jackiegerstein: Mimo Ito's & other's research demoed how young people are connecting online informally based on their interest http://digitalyouth.ischool.berkeley.edu/report
leonard milewski: monika - I agree we are putting the cart before the horse.
jackiegerstein: http://usergeneratededucation.wordpress.com/2011/01/12/flow-a-measure-of-student-engagement/
3) Can you have passion-driven learning for students if you don't have passion-driven experiences for teachers?
4) don't know what passions are...
Moderator (@gcouros - George Couros): Our PD Plan: http://georgecouros.ca/blog/archives/586
5) how could we promote this in our schools..
http://innovatemyclass.org/
bravo all - such great people.. thank you.
_________________________________________
love them all.
1) larger cultural context - nice steve - nail on the head
is passion important for everyone - or just certain personalities
the obsession with measuring must switch to the obsession with mattering
ecrook: http://prezi.com/1bmvnznjhnbq/breaking-free-of-vanilla-education/
TerriReh: Another great school leader. Check out his words on rewards http://mrwejr.edublogs.org/
2) the student context -
the color code context - don't all have to be the same
jackiegerstein: Mimo Ito's & other's research demoed how young people are connecting online informally based on their interest http://digitalyouth.ischool.berkeley.edu/report
leonard milewski: monika - I agree we are putting the cart before the horse.
jackiegerstein: http://usergeneratededucation.wordpress.com/2011/01/12/flow-a-measure-of-student-engagement/
3) Can you have passion-driven learning for students if you don't have passion-driven experiences for teachers?
4) don't know what passions are...
Moderator (@gcouros - George Couros): Our PD Plan: http://georgecouros.ca/blog/archives/586
5) how could we promote this in our schools..
http://innovatemyclass.org/
bravo all - such great people.. thank you.
_________________________________________
kate fridkis
from the college test: does homeschooling work
Let me just clarify something: Whether or not homeschooling works has nothing to do with college. College is full of arbitrary measures of success and intelligence, even though it can be fun and you might happen to learn a lot. Also, “does homeschooling work?” is a question that doesn’t make any sense in the first place ....
Does school work? What about being alive? Well, sometimes, I guess.
____________________________
Let me just clarify something: Whether or not homeschooling works has nothing to do with college. College is full of arbitrary measures of success and intelligence, even though it can be fun and you might happen to learn a lot. Also, “does homeschooling work?” is a question that doesn’t make any sense in the first place ....
Does school work? What about being alive? Well, sometimes, I guess.
____________________________
Friday, April 29, 2011
Thursday, April 28, 2011
dale stephens
Hi! I’m Dale. I was unschooled from 6th until 12th grade and enrolled at Hendrix College in Conway, Arkansas following ‘high school.’ I was frustrated with some aspects of my college experience and spent much of my first semester thinking and writing about what could be done to address my concerns.
Over winter break, some unschooled friends and I — namely Rebecca Goldman (attending Dartmouth) and Demetri Sampas (attending Pacific Lutheran) — were conversing about our frustrations with higher education. We found that we had precisely the same frustrations about college, even though we attend different institutions.
After pondering this conversation I came to the conclusion that our frustrations with higher education stem not from the specific institutions we attend but rather from what we had in common: unschooling. We threw around some ideas via email, and Rebecca suggested “we should just start our own college a la the movie ‘Accepted.’”
I loved the idea.
Unschooling provided an excellent education. As unschoolers we were free to learn whenever and wherever we pleased. We researched areas of interest, sought out mentors, and connected with other learners. We took our knowledge from theory to practice by starting organizations and creating internships. We learned for the sake of learning — not to pass a test. We found innovative ways to apply what we learned. We were forced to think independently and analytically. We learned how to interact with our peers and function in a classroom setting by taking college courses. By serving as both teacher (planning our courses) and student (doing the coursework) we practiced goal setting, self-evaluation, and created an unconventional yet vital leadership experience.
I decided that as a former unschooler I could make Rebecca’s homeschooler college a reality.
I launched UnCollege on January 21st, 2011.
how do you define success: the impact you have on others
link from Lisa Nielsen
Brad Opfer: Great video on What makes someone successful? -- David Brooks Interview by Fareed Zakaria on GPS http://t.co/wvL2tyT
the beauty of the internet - we can show what we've done
we can get a college degree w/o having to submit to the system
ackiegerstein: The difference now is that "students" have access to masters"
jackiegerstein: via online
Travis Allen: Facts are now free because of the internet! Universities that are just providing students facts are ripping them off....
Larry A: What the workplace wants, logica or not, is some way to show that we've had some type of higher education training for the needs of today's world
http://blog.skillshare.com/post/4985124715/8-tips-for-new-skillshare-teachers
no destination, that path is life for me
roll of higher ed
is going to college really a maturing place?
core idea for uncollege - it's ok to be different..
learning how to work and interface with institutions is a great learning experience
Moderator (Steve Hargadon): http://uncollege.org/academicdeviance.pdf
so much of the barrier to our success is ourselves..
Lisa Nielsen (The Innovative Educator): Dale should friend Laurie Coulter and Regina Calceterra on Facebook to find out about forever homes for foster kids
Over winter break, some unschooled friends and I — namely Rebecca Goldman (attending Dartmouth) and Demetri Sampas (attending Pacific Lutheran) — were conversing about our frustrations with higher education. We found that we had precisely the same frustrations about college, even though we attend different institutions.
After pondering this conversation I came to the conclusion that our frustrations with higher education stem not from the specific institutions we attend but rather from what we had in common: unschooling. We threw around some ideas via email, and Rebecca suggested “we should just start our own college a la the movie ‘Accepted.’”
I loved the idea.
Unschooling provided an excellent education. As unschoolers we were free to learn whenever and wherever we pleased. We researched areas of interest, sought out mentors, and connected with other learners. We took our knowledge from theory to practice by starting organizations and creating internships. We learned for the sake of learning — not to pass a test. We found innovative ways to apply what we learned. We were forced to think independently and analytically. We learned how to interact with our peers and function in a classroom setting by taking college courses. By serving as both teacher (planning our courses) and student (doing the coursework) we practiced goal setting, self-evaluation, and created an unconventional yet vital leadership experience.
I decided that as a former unschooler I could make Rebecca’s homeschooler college a reality.
I launched UnCollege on January 21st, 2011.
how do you define success: the impact you have on others
link from Lisa Nielsen
Brad Opfer: Great video on What makes someone successful? -- David Brooks Interview by Fareed Zakaria on GPS http://t.co/wvL2tyT
the beauty of the internet - we can show what we've done
we can get a college degree w/o having to submit to the system
ackiegerstein: The difference now is that "students" have access to masters"
jackiegerstein: via online
Travis Allen: Facts are now free because of the internet! Universities that are just providing students facts are ripping them off....
Larry A: What the workplace wants, logica or not, is some way to show that we've had some type of higher education training for the needs of today's world
http://blog.skillshare.com/post/4985124715/8-tips-for-new-skillshare-teachers
no destination, that path is life for me
roll of higher ed
is going to college really a maturing place?
core idea for uncollege - it's ok to be different..
learning how to work and interface with institutions is a great learning experience
Moderator (Steve Hargadon): http://uncollege.org/academicdeviance.pdf
so much of the barrier to our success is ourselves..
Lisa Nielsen (The Innovative Educator): Dale should friend Laurie Coulter and Regina Calceterra on Facebook to find out about forever homes for foster kids
Wednesday, April 27, 2011
ira socol and pam moran
Background Information from the speakers: Educators face a multitude of barriers in their efforts to support contemporary learners - changing learning demographics, decreased funding, increased high-stakes everything, the most rapidly changing communications technologies since at least the 1840s, and little to no professional practice learning time. The scientific management system we use in educational leadership today tends to bring us consistently to the four failures of information learning and applied action identified by the 9/11 Commission Report: failures of management, imagination, policy, and capacity. We fail to properly use our people and resources. We fail to imagine both what is possible and what is likely. We fail to create adaptive conditions which can respond rapidly to changing circumstances. and we fail to create either the human or technological capital necessary to meet oncoming needs.
What is the cause of this cycle of failure? How can we change?
We structure everything we do in schools and departments through a 20th century scientific management model that has led to the current industrial school approach permeating all that education is today. Educators continue to work in egg crate environments, isolated from each other even though they all simultaneously need to be learners, leaders, teachers and decision-makers. The current scientific management system fails students, teachers, and administrators despite our attempts to address problems generated within the industrial school model. These problems won't disappear until we transition into a model that changes the way we manage, use policy, build capacity, and imagine differently for today and tomorrow. We know the silos of departments, schools, and classrooms work against the natural human inclination to work together to solve problems, share ideas, work for the good of the community, and nurture the next generation into the work and play of the community.
The "Age of Reason"/"Industrial Revolution" system of scientific management system accomplishes exactly what it was intended to do one hundred and thirty years ago - high dropout rates, gender-differentiated pay, widget-learning, and Theory X leadership styles. We'll challenge the old scientific management model in use today and bring forward for discussion a contemporary community-driven mindset that pushes our "what if" thinking about the topics of management, imagination, policy, and capacity. We see "what if" thinking as leading away from tiered hierarchies, isolated work, cookie cutter solutions, and dis-integrated decisions. Instead, "what if" thinking can lead to educational communities that function together to make decisions that respond to real needs within the community, gives voice to community members in new and powerful ways, and change teaching places to learning spaces. We'd like to consider with the audience how decisions are made to select and use learning tools and technologies,set-up professional learning, structure class activity and teach learners; keeping in mind that the system we use today is one we created and also have the power to change, a few voices at a time.
Pam, the Superintendent of the Albemarle County Public Schools in Virginia has worked in every level of K-12 education, teaching science in high school and middle school, serving as a secondary assistant principal and an elementary principal, and as adjunct faculty for the University of Virginia. She has led curricular and professional development, and now supports a 13,000 student school division covering 726 square miles.
Ira , a research and teaching assistant in the College of Education at Michigan State University, has worked in law enforcement, architecture, art and design before becoming a leader in technological services to those with special needs, working in universities, K-12 schools, businesses, and vocational rehabilitation services. His research explores both the re-design of educational institutions with Universal Design technology and the history of education and technology, research which is done and presented globally.
Though Moran’s experience as a student was continual success, and Socol struggled through school as a special needs student, both have come to understand that the system design of the American school fails far too many children, and that real change, real reform, requires both new paradigms of leadership and new understandings of the process of learning.
Moran works in leadership roles in Virginia and national organizations, Socol through Michigan’s technology leadership program and conferences around the nation. The two have combined to begin rethinking top to bottom leadership in schools, working in part from the historical viewpoint that the post-industrial, post-Gutenberg age needs to reconnect with the human leadership forms which dominated previous ages, just as many of our communication skills now must look to models which existed prior to the invention of the printing press.
The inside-out and outside-in perspectives brought by these educators are unified through interactive storytelling, co-facilitated conversations which lead to direct change actions which begin to shift schools and classrooms from traditional environments to contemporary learning spaces. They believe that educators who think, laugh, dream, create, design and build together will accomplish deep change with agility, commitment, and understanding within their own school communities, moving teachers away from the teaching wall as the dominant form of instruction, engaging learners in passion-driven, project-based learning work, and using the communications technologies of the present and future to re-write the rules of access, inclusion, and connectivity.
ira: the curriculum of schools is truly how you rank and sort them. that drives everything
Moderator (Ira Socol): My history of this (in 5 blog posts)
1841- fighting against chalkboard - because it's strange and new vs the book
and hand tablets - because they're expensive and kids could break them
What is the cause of this cycle of failure? How can we change?
We structure everything we do in schools and departments through a 20th century scientific management model that has led to the current industrial school approach permeating all that education is today. Educators continue to work in egg crate environments, isolated from each other even though they all simultaneously need to be learners, leaders, teachers and decision-makers. The current scientific management system fails students, teachers, and administrators despite our attempts to address problems generated within the industrial school model. These problems won't disappear until we transition into a model that changes the way we manage, use policy, build capacity, and imagine differently for today and tomorrow. We know the silos of departments, schools, and classrooms work against the natural human inclination to work together to solve problems, share ideas, work for the good of the community, and nurture the next generation into the work and play of the community.
The "Age of Reason"/"Industrial Revolution" system of scientific management system accomplishes exactly what it was intended to do one hundred and thirty years ago - high dropout rates, gender-differentiated pay, widget-learning, and Theory X leadership styles. We'll challenge the old scientific management model in use today and bring forward for discussion a contemporary community-driven mindset that pushes our "what if" thinking about the topics of management, imagination, policy, and capacity. We see "what if" thinking as leading away from tiered hierarchies, isolated work, cookie cutter solutions, and dis-integrated decisions. Instead, "what if" thinking can lead to educational communities that function together to make decisions that respond to real needs within the community, gives voice to community members in new and powerful ways, and change teaching places to learning spaces. We'd like to consider with the audience how decisions are made to select and use learning tools and technologies,set-up professional learning, structure class activity and teach learners; keeping in mind that the system we use today is one we created and also have the power to change, a few voices at a time.
Pam Moran and Ira Socol bring differently diverse backgrounds to the conversation about leadership in contemporary education.
Pam, the Superintendent of the Albemarle County Public Schools in Virginia has worked in every level of K-12 education, teaching science in high school and middle school, serving as a secondary assistant principal and an elementary principal, and as adjunct faculty for the University of Virginia. She has led curricular and professional development, and now supports a 13,000 student school division covering 726 square miles.
Ira , a research and teaching assistant in the College of Education at Michigan State University, has worked in law enforcement, architecture, art and design before becoming a leader in technological services to those with special needs, working in universities, K-12 schools, businesses, and vocational rehabilitation services. His research explores both the re-design of educational institutions with Universal Design technology and the history of education and technology, research which is done and presented globally.
Though Moran’s experience as a student was continual success, and Socol struggled through school as a special needs student, both have come to understand that the system design of the American school fails far too many children, and that real change, real reform, requires both new paradigms of leadership and new understandings of the process of learning.
Moran works in leadership roles in Virginia and national organizations, Socol through Michigan’s technology leadership program and conferences around the nation. The two have combined to begin rethinking top to bottom leadership in schools, working in part from the historical viewpoint that the post-industrial, post-Gutenberg age needs to reconnect with the human leadership forms which dominated previous ages, just as many of our communication skills now must look to models which existed prior to the invention of the printing press.
The inside-out and outside-in perspectives brought by these educators are unified through interactive storytelling, co-facilitated conversations which lead to direct change actions which begin to shift schools and classrooms from traditional environments to contemporary learning spaces. They believe that educators who think, laugh, dream, create, design and build together will accomplish deep change with agility, commitment, and understanding within their own school communities, moving teachers away from the teaching wall as the dominant form of instruction, engaging learners in passion-driven, project-based learning work, and using the communications technologies of the present and future to re-write the rules of access, inclusion, and connectivity.
ira: the curriculum of schools is truly how you rank and sort them. that drives everything
Moderator (Ira Socol): My history of this (in 5 blog posts)
1841- fighting against chalkboard - because it's strange and new vs the book
and hand tablets - because they're expensive and kids could break them
alfie kohn
gaps
the accountability movement simultaneously narrows test-score gap & widens learning gap
______________________________
the accountability movement simultaneously narrows test-score gap & widens learning gap
______________________________
Tuesday, April 26, 2011
michael wesch
Michael Wesch: What killed their souls? from Palomar5 on Vimeo.
he reads this twice a year
this has been around a lot of people are doing it
why is it not happening...?
lot of reasons..
why is there no systemic changes - there are systems with a lot of inertia already
like the buildings we are in,
like the beu
we've got this habitual mindset that says this is what ed is
when you really look at it, the big learning occurs in a transformative moment
every act of significant learning involves a damage to oneself (thomas sass)
when you have a new leap in learning, you have to tear down your old self
transformation is a dangerous thing - so that makes it hard to take into the class period
subjects into 15 wk periods is crazy
ie: if someone hasn't made it through the transformation, you leave them in a broken shell at end of 15 wks
so unless you can see that you can see this thing through - a lot of profs avoid it
tech comes in - in creating informal learning environments that never stop, that have no boundaries
it's so outside today's structure - but it wouldnt' count toward my job.
very definition of it being informal - outside the system
in the US - when you talk about the "real world" what we mean is - not in the classroom.
crazy.
doesn't connect with the real world - we call it merely academic
perfect ie of how disconnected we have become
cliches - i gotta go to my class -
how is it your class?...
we have the blessing of a shared space,
so many things i'd like
why it's not happening on a large scale - people are living off the way it works now.. the new way isn't getting financed..
buck minster fullers, 1962: we will basically no longer have teachers by early 70's
alan kay
whole slew of books in lat 60's where everyone is saying what we're saying now. late 70's back to basics
late 60's war over, level economy, utopia height that never happened..
danger that we are going to relive the late 60's
a good day - when he starts class and rather than everyone being quiet - they are confused as to why he is taking the stage...
what killed their soul?.. how did we train them into this...
__________________________________
Monday, April 25, 2011
josh kaufman
http://personalmba.com/
super advice
get your degree from the library
get a business degree in 1 yr for 4000 from harvard
11,000 business books published every year
The #1 International Business Training Bestseller
A World-Class Business Education in a Single Volume
Master the most important concepts in business with Josh Kaufman, author of The Personal MBA: Master the Art of Business...
site is to help others filter those books
became less about books and more about the ideas - mental models
learn them first - you'll be as well prepared for the business world
the goal - learn enough about how businesses work - to ask the right questions
from a reader - book helped me defrag - all i learned from business
5 parts of any business:
1) value creation
2) marketing
3) sales
4) value delivery
5) finance
once you add more people to team - communication overhead - need mtgs to plan the next mtg
more than 3 but less than 12 - seems to be team capacity
the more you understand how people work - the better your business will be..
_________________________
the more you understand how people work - the better your business will be..
_________________________
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