process (detox)

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

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 )

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 )

8. Focus on this process provides learners with ultimate choices in what, where, when, how and with whom they learn.

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…

10. For more .. check the endless who … Kevin on building community Ben on building his community (board)

11. These choices empower the learner to own their learning .

12. A process such as detox can facilitate interest/passion driven learning.

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

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

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

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

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

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…

19. … some of the biggest things we tend to are drifting, wandering, …

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.

21. Our biggest question comes down to … take a listen to goal displacement and success – James Bach visit

22. For scalable efficiency perhaps the institution decides. For indispensably thriving learners perhaps the learner decides, along with their respective community/communities.

23. And who decides.

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

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

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.

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 )

28. Where/how could detox fit in my district right now? click to go to live doc

29. your school design it your pd design it check out: check out:

30. the lab check out:

31. click for live doc.

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

33. choices So… if you’re seeking more read on..

37. look at all the info we cover now

39. More from George in his Knowing Knowledge Knowledge Learning

40. This is a Huge Space ! The "figurative system of human knowledge", 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.

41. Learners gain space/time/expertise when they can prune what is not needed and amp what is.

42. A possible scenario.

43. Take a look here, arranged as spokes with increasing knowledge as you move outward graphics by Craig

44. Suppose by 9 th grade we’ve determined Carol’s Areas of Interest graphics by Craig

46. Carol’s Learning Spaces graphics by Craig

50. Pete’s Areas of Interest (look familiar ?) graphics by Craig

52. Pete’s Learning Spaces graphics by Craig

56. click for more

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 .

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

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)

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..

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

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 .

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….

67. And we facilitate learner choices through a process, until the process becomes 2 nd nature … (for more )

68. … .so that the learner knows what to do when they don’t know what to do.

69. They are ready for life.. and remain hungry for learning.

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.

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)

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…