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Dat School
"A learning center where children explore their interests.

Dat School provides children with the resources that allow their curiosity, playfulness, and sociability to flourish.

At Dat School, we believe that kids are naturally curious and that they learn better when making their own decisions about what, when, how and with whom to learn.

Staff is present to guide the students through their learning and to give them organizational tools. 
Want to know more? Browse through our website, visit our Facebook page, attend an info session or contact us. 
 
The organizations we're proud to be members of :
We proudly use the tools of the Agile Learning Centers.

We are a member of the Alternative Education Resource Organization

We are a member of the Alliance for Self-Directed Education"
self-directed  self-directedlearning  unschooling  lcproject  openstudioproject  education  schools  nola  neworleans  alternative 
13 days ago by robertogreco
Time for Self | Akilah S. Richards
"In this episode, Atlanta-based SDE facilitator and education entrepreneur, ANTHONY GALLOWAY II, speaks on moving past the mental aspect of self-care over to the literal practice. You’ll also learn about two Atlanta events in support of Self-Directed Education, both of which Anthony is playing a major role in bringing to the city. Also, the Jamaican patois term “Dat nuh mek it” basically means “that isn’t nearly enough.” In other words, something needs leveling up, because in its current state, it just won’t do. You’re welcome! #POCinSDE"
akilahrichards  anthonygalloway  unschooling  deschooling  self-care  self-directed  self-directedlearning  creativity  art  howweteach  howwelearn  work  labor  focus  artleisure  leisurearts  play  teaching  mentoring  practice  criticism  advice  decisionmaking  schools  schooling  schooliness  decisions  skepticism  pedagogy  priorities  process  technology 
10 weeks ago by robertogreco
Agile Learning Centers - Education Evolved
"Agile Learning Centers are an expanding network of micro-schools leveraging agile tools to support self-directed education

Beyond Your Dreams
Agile Learning Centers restore the joy of learning with a surprisingly effective educational approach: intentional culture supporting self-directed learning reinforced by agile management tools.

What does that mean?

Self-Directed: Humans are natural learners. When children get to follow their passions, they engage deeply, learning more quickly and thoroughly – covering years of content in weeks at the time they choose to learn it.

Intentional Culture: At ALCs children feel they are heard, they belong, and they make a difference. As social creatures, we thrive in this kind of vibrant community which builds our confidence, heightens our communication skills, and calls forth our best selves.

Agile Management Tools: We use practical and concrete tools to make these lofty-sounding ideals real and reliable. These tools and practices provide visible feedback, effective self-management, clarity of purpose, and easy integration of new patterns as needs change.

A 21st Century Education
Children today will need to succeed in a very different world than the one we’ve known – one completely outside the reach of traditional schooling.

Gone is the era of stable corporate employment. The future is in the hands of the entrepreneurs, freelancers, and creative community builders. The skill set required to identify an opportunity, organize a team, plan the work, execute to fulfillment, and build your reputation from these successes does not come from “Sit down! Shut up! Learn what I tell you to! Now barf it onto this test.”

Children need a setting to develop their fluency in digital media, their social, cultural and emotional intelligence, motivation, self-knowledge, and their sense of purpose. They need a platform for sharing their learning in a digital portfolio with a collaborative community.

Learn more about our educational model or visit an ALC near you to see it in action…

Education Model: The Agile Tree
Some things are central to what ALCs are about, while other elements are flexible and may vary between communities. We use a metaphor of a tree to illustrate this aspect of the ALC educational model more clearly.

The soil we grow from is trust: in students, in each other, in you. The four assumptions—roots—which ground us are as follows:

• Learning: Learning is natural. It’s happening all the time.
• Self-Direction: People learn best by making their own decisions. Children are people.
• Experience: People learn more from their culture and environment than from the content they are taught. The medium is the message.
• Success: Accomplishment is achieved through cycles of intention, creation, reflection and sharing.

We recognize twelve guiding principles as branches which communities refer to when developing new tools and practices.

Principles: The Agile Branches
The tools and practices that we use in Agile Learning Centers emerge as leaves on one or more branches. These branches depict the guiding principles we use to translate theory into practice and ideals into action.

Agility: Make tools and practices flexible, adaptable, easy to change… or change back again. Too much change all at once can be disorienting — try gentle changes over multiple iterations to see what’s working.

Infinite Play: Play infinitely, grow infinitely. Play is one of the most powerful paths to growth. The concept of infinite play reminds us that games aren’t about winning; changing rules and boundaries is part of playing, letting players constantly expand the game of outrageous personal growth to incorporate new players and new frontiers.

Amplifying Agency: Ensure tools support personal choice and freedom as well as responsibility for those choices. Everyone should have the opportunity to participate in designing and upgrading the structures which guide them.

Culture Creation: Acknowledge and use the water you’re swimming in. We shape culture; culture shapes us. A powerful, positive culture is the strongest, most pervasive support structure a learning community can have. Develop collective mastery rather than restrictive rule-making. Intentional culture building supports intentionality in other domains as well.

Facilitation: Clarify, simplify, and connect. Don’t introduce unnecessary complexity. Hold coherence for personal growth in an empowered cultural context. Connect kids to the larger social capital of their community as they seek learning resources. Combine many principles and intentions into a single tool or practice, instead of trying to maintain more of them.

Visible Feedback: Make choices, patterns, and outcomes visible to participants so they can tune their future behavior accordingly. Make the implicit explicit and expand transparency. These practices empower and build trust among community members.

Respect for each other’s time and space: Hold no unnecessary meetings. Keep all meetings tight, productive and participatory. Honor commitments, as well as scheduled start and end times for happenings. Check-in before creating work for someone else. Be thoughtful about taking up shared space.

Support: Provide maximum support with minimal interference. As adults, we often need support reaching our goals and fulfilling our intentions; so do children. We create supportive structures, practices, culture, and environments. However it’s important to remember that support is not direction — it does not mean making their decisions for them or intervening and managing their processes. Support that takes up too much space becomes counterproductive.

Relationship: Be real. Be accepting. Respect differences. Authentic relationship is the basis of partnership, communication, collaboration, and trust between students and staff. Support self-expression, self-knowledge and self-acceptance, letting the experience of nurturing relationship teach the power of interrelatedness and community.

Full-spectrum Fluency: Embrace multiple intelligences, modes of expression, and learning styles. Nurture multiple literacies. A functional education for today’s world needs to focus on more than just “book-learning” textual, numerical, analytical, or memorization skills. Social, relational, digital, and a variety of other skill sets are now essential; recognize and develop them as such.

Shareable Value: Make value received from learning visible and sharable. Use tracking systems, record measurable progress, generate documentation (blogs, portfolios, images), and teach others.

Safe Space-making: Provide an environment of physical, social, and emotional safety. Set and keep critical boundaries. Foster great freedom within an appropriate frame of safety and legality, so that kids’ energy can be freed up to focus on learning instead of protecting themselves."
microschools  education  agilelearning  lcproject  openstudioproject  learning  unschooling  deschooling  self-directed  self-directedlearning 
10 weeks ago by robertogreco
How He's Using His Gifts | Akilah S. Richards
"We explore…gifted students, twice exceptional students, educators who shift from traditional to self-directed education, civic connections, the truth about college, and giving black and brown children more access.

Anthony Galloway wasn’t willing to be another cog in the system.

He’s a smart, twenty-something year old African-American man who chose to go into the field of education. He came up through the system, and learned how to excel in it. He also knew that he wanted to be part of the change in public education that allowed children of color access to the same resources and opportunities as children in white schools or private ones.

Anthony co-founded an Agile Learning Center, now facilitated by both him and long-time educator, Julia Cordero. I think you’re gonna find this discussion interesting because Anthony’s an educator who saw the school system for what it was and is, and started his own school to create something better."
akilahrichards  anthonygalloway  schools  education  unschooling  deschooling  gifted  juliacordero  race  schooling  self-directed  self-directedlearning  lcproject  openstudioproject  children  howwelearn  learning  praise  comparison  alternative  grades  grading  curiosity  libraries  systemsthinking  progressive  reading  howweread  assessment  publicschools  elitism  accessibility  class  highered  highereducation  colleges  universities  unpaidinternships  studentdebt  testing  standardization  standardizedtesting  agilelearning  community  collaboration  sfsh  tcsnmy  freeschools  scrum  cv  relationships  communities  process  planning  documentation  adulting 
10 weeks ago by robertogreco
Heartwood Agile Learning Center
"About Us
Heartwood Agile Learning Center is a K-12th independent school that facilitates Self Directed Education. We adapt the tools and practices of Agile Management & Sociocracy to help students individualize their learning within the context of a collaborative community. Heartwood ALC is committed to using intentional culture creation to amplify student agency and promote social justice. Our students are encouraged to explore their passions and curiosities in order to simultaneously discover and create their path in life.

Vision
A community where parents and Facilitators partner together to help young people define their life mission and role in their community.

Purpose
To provide and support self-directed education that plays an active role in the liberation and empowerment of historically disenfranchised and marginalized students."

[via: http://www.akilahsrichards.com/heartwood/ ]

[See also:
http://www.akilahsrichards.com/61/
https://www.superandhuman.me/ ]
unschooling  self-directed  self-directedlearning  deschooling  anthonygalloway  juliacordero  lcproject  openstudioproject  education  schooling  schools 
10 weeks ago by robertogreco
Teacher Liberation | Joel Hammon | TEDxCarnegieLake - YouTube
"Are you a teacher who loves working with young people, but hates teaching in "the system?" Joel Hammon talks about his decision to quit his job as a high school teacher and how creating self-directed education centers can improve the lives of teachers and their students. Joel Hammon is the co-founder of The Learning Cooperatives, a group of self-directed learning centers in Pennsylvania and New Jersey. He is also the co-founder and president of Liberated Learners, an organization that supports educators around the world to create self-directed learning centers in their communities. Joel is the author of The Teacher Liberation Handbook that details how he left teaching in public and private schools after 11 years to create an educational alternative for young people."
towatch  deschooling  unschooling  lcproject  openstudioproject  education  2018  joelhammon  systems  publicschools  schools  schooling  self-directed  self-directedlearning  learning  liberation 
april 2018 by robertogreco
Self-Taught
"What happens to those kids who didn’t go to school or experienced non-traditional educations once they become adults? Are they “successful” in life? Can they get into college if they choose to follow that route? How do they make a living, get jobs or start their own businesses? And how do they define success for themselves?

Self-Taught will follow a number of adult self-directed learners as they go about their lives. We will immerse ourselves in their daily activities to see how they make a living, and how they feel about it. The questions guiding this film will explore how these individuals measure their success, and if they feel their non-traditional education helped or hindered them as adults.
Throughout the film, we’ll also hear from experts with extensive experience in child development, psychology, brain science and education and delve into what it means to be a self-directed learner, and we’ll examine the differences between extrinsic and intrinsic motivation and how that guides our choices through life."
self-directed  self-directedlearning  unschooling  learning  howwelearn  documentary  film  towatch  jeremystuart  motivation  life  living  deschooling  education  autodidacts 
february 2018 by robertogreco
Hive Research Lab
"Hive Research Lab an applied research partner of the Mozilla Hive NYC Learning Network and a project of Indiana University and New York University. It acts as an embedded research lab investigating and collaborating with network stakeholders including network stewards at Mozilla Foundation, funders associated with the Hive Digital Media Learning Fund at the New York Community Trust and, most importantly, the 56 Hive NYC member organizations throughout New York City.

Our mandate is to investigate and strengthen the Hive NYC Learning Network as a context for innovation in out-of-school learning organizations and as a support for interest-driven learning by young people. In the process, we aim to advance the theory and practice related to creating robust regional learning networks. We will leverage empirical data and insights from the literature in order to assist Hive NYC to achieve its collectively articulated network-level goals. Our central areas of investigation concern the development of youth trajectories and pathways within Hive NYC and the functioning of the network as an infrastructure for learning innovation. Our work is informed by literature in areas such as network theory, youth development and learning sciences. We’re guided by a design-based research methodology, as well as a core set of values in research."

[See also: http://explorecreateshare.org/ ]
mozilla  hiveresearchlab  informalearning  via:steelemaley  rafisanto  dixieching  kyliepeppler  chrishoadley  design-basedmethodology  research  youth  learning  education  self-directedlearning  self-directed  networks  networkedlearning  openstudioproject  unschooling  deschooling  nyc  interestdriven  via:robertogreco 
january 2018 by tribbles
Michael Ian Black on Twitter: "Getting a lot of grief from teachers for my earlier take on k-12 education. I meant no offense to teachers, who I think, by and large, do their best. My criticisms have to do with the whole dang public education apparatus, w
"Getting a lot of grief from teachers for my earlier take on k-12 education. I meant no offense to teachers, who I think, by and large, do their best. My criticisms have to do with the whole dang public education apparatus, which feels hopelessly outmoded and moribund.

I advocate an new model of education which focuses on two things: creativity and critical thinking. That's it. All else would be in service of those two skills. Why? Because the history of public education has been about readying workers to work in predictable industries.

Those predictable industries no long exist or are undergoing radical transformation. What cuts across all industries in this new economy are creativity and critical thinking. If you have those two skills, you can do anything.

Those skills also happen to be the most fun things to work on. "Draw something." "What do you think about you drew?" We're not grading you, we're asking your opinion. What works about this? What doesn't work? Exactly how tasks are approached in the workplace.

Also, why are we gearing everything to the tests? The tests are snapshots, rarely illuminating, and often overweighted. As testing has increased, childhood depression and anxiety has risen with it. For what? An extra hundredth on your GPA?

To what end? Why are moving these kids through the production line? My kids are in high school and I promise they aren't excited about anything they're doing. They can tolerate it. They like lunch. But they're mostly just moving through the day.

Wouldn't it better if they were excited to attend school because school was where they did all the cool shit they want to do? Play video games and read cool books and study music and, yeah, maybe write a paper about that cool video game, and maybe learn a little coding.

You want to play guitar? Great. Here's a guitar. Here's how music relates to math. Here's how math relates to science. How's the song coming? Take an hour for lunch. You want to leave early today? Leave early. Treat kids the way you want to be treated, excite them...

Connect them with experts in the fields they're studying. Develop mentorships, make sure they take a hike every day. Make school the place you wish you could have hung out when you were their age. Teachers can be guides, a support system, one-on-one counselors. it can work."

[previous thread: https://twitter.com/michaelianblack/status/955470909669892098

"Been thinking a lot about k-12 education since last night. (I mean, before that too, but I hadn't written about it on Twitter.) My conclusion: it's total shit.

I'm going to make some points that are probably obvious to most people but they're worth saying. First, the average education destroys children's natural inquisitiveness. "This rock is cool!" "Great. Memorize everything about its composition. then I'm going to test you on it."

Second, the grading system is meaningless. A good grade denotes mastery of a subject about as much as having shiny teeth means you eat a healthy diet.

Third, kids are bored because school is boring because the way things are taught is boring. It's not the teacher's fault. It's a system that values compliance over creativity. It teaches kids how to regurgitate instead of how to think.

Why isn't school fun? Why doesn't it look more like kindergarten all the way through high school? Why isn't it student-driven instead of administration-driven? After they know how to read and perform basic math why can't they pursue subjects about which they show interest?

If a kid likes to read, why can't she spend her time with other kids who love literature? If she likes science, why not spent her time doing science? Why funnel everybody through the same stupid curriculum that has no real-world application?

The goal of k-12 education should to nurture kids towards an excitement of lifetime learning instead of towards getting into a college they can't afford. Anybody who wants to learn something can learn it. But they need to want to learn. School kills desire to learn.

Would any adult choose to go back to k-12 schooling? No fucking way. For most people, it's an endless drudge. Why not preserve childhood as a time of exploration and joy? Who is well-served by this system?

We know k-12 education doesn't work well. Kids hate it. Parents hate it. Teachers hate it. Employers hate it. Everybody hates it. So why do we keep it? Why are we inflicting so much misery on ourselves?"]

[And a thread prior to that: https://twitter.com/michaelianblack/status/955263135254016006

"One of my life's great stress-reducing realizations is that I don't care about my kids' grades.

Not only do I not care about their grades, I honestly think I'd be fine with it if they decide to drop out before graduating. The way we educate kids is 100% garbage. (Maybe 75% garbage.)

Here's the only thing school needs to teach kids: reading, how to construct a coherent thought, and basic math. After that, kids should be free to pursue whatever interests them, supplemented with broad exposure to the humanities.

There should be more: art, music, game playing, movie watching, physical activity. Schooling through high school should bear more than a passing resemblance to kindergarten. The way we do things is stultifying and soul-crushing.

Everything I value as an adult was treated as extracurricular and slightly distasteful by the school administration. The arts had no "practical value," but somehow trigonometry did. It made no sense.

When I decided to become an actor, I was told (and believed) I would never make a dime. I took that trade-off to do what I wanted in exchange for little to no pay. But a funny thing happened. The gig economy of the actor became the gig economy of the entire country.

So I found myself much more comfortable in uncertainty as traditional occupational structures began falling by the wayside. I felt like I had the flexibility and creativity to tackle unfamiliar jobs with minimal training because I believed in my own adaptability.

The kids I see these days can do anything on a computer. They are good collaborators and their egos seem more in check than mine. They'll do fine in the coming years, but I'd like to see their kids the beneficiaries of this new kind of schooling, a student-directed schooling.

That draws from the expertise of the faculty to augment studies, but also to be able to access the world's great minds on your narrow question. Slow, non-grade work that moves towards a defining and meaningful goal/solution. Applied education. Seems like a better way to handled"]
michaelianblack  schools  education  grades  grading  homework  schooling  learning  children  parenting  teaching  unschooling  deschooling  2018  self-directed  self-directedlearning  howwelearn  freedom  autonomy  creativity  misery  sfsh  criticalthinking  middleschool  highschool  teachers  howweteach  schooliness  oppression  publicschools  childhood 
january 2018 by robertogreco
The Culture of Childhood: We’ve Almost Destroyed It
[previously posted here: https://www.psychologytoday.com/blog/freedom-learn/201609/biological-foundations-self-directed-education ]

"Children learn the most valuable lessons with other children, away from adults."



"I don’t want to trivialize the roles of adults in children’s lives, but, truth be told, we adults greatly exaggerate our roles in our theories and beliefs about how children develop. We have this adult-centric view that we raise, socialize, and educate children.

Certainly we are important in children’s lives. Children need us. We feed, clothes, shelter, and comfort them. We provide examples (not always so good) of what it’s like to be an adult. But we don’t raise, socialize, or educate them. They do all that for themselves, and in that process they are far more likely to look to other children than to us adults as models. If child psychologists were actually CHILD psychologists (children), theories of child development would be much less about parents and much more about peers.

Children are biologically designed to grow up in a culture of childhood.
Have you ever noticed how your child’s tastes in clothes, music, manner of speech, hobbies, and almost everything else have much more to do with what other children she or he knows are doing or like than what you are doing or like? Of course you have. Children are biologically designed to pay attention to the other children in their lives, to try to fit in with them, to be able to do what they do, to know what they know. Through most of human history, that’s how children became educated, and that’s still largely how children become educated today, despite our misguided attempts to stop it and turn the educating job over to adults.

Wherever anthropologists have observed traditional cultures and paid attention to children as well as adults, they’ve observed two cultures, the adults’ culture and the children’s culture. The two cultures, of course, are not completely independent of one another. They interact and influence one another; and children, as they grow up, gradually leave the culture of childhood and enter into the culture of adulthood. Children’s cultures can be understood, at least to some degree, as practice cultures, where children try out various ways of being and practice, modify, and build upon the skills and values of the adult culture.

I first began to think seriously about cultures of childhood when I began looking into band hunter-gatherer societies. In my reading, and in my survey of anthropologists who had lived in such societies, I learned that the children in those societies — from roughly the age of four on through their mid teen years — spent most of their waking time playing and exploring with groups of other children, away from adults (Gray, 2012, also here). They played in age-mixed groups, in which younger children emulated and learned from older ones. I found that anthropologists who had studied children in other types of traditional cultures also wrote about children’s involvement in peer groups as the primary means of their socialization and education (e.g. Lancy et al, 2010; Eibl-Eibesfeldt, 1989). Judith Harris (1998), in a discussion of such research, noted that the popular phrase It takes a village to raise a child is true if interpreted differently from the usual Western interpretation. In her words (p 161): “The reason it takes a village is not because it requires a quorum of adults to nudge erring youngsters back onto the paths of righteousness. It takes a village because in a village there are always enough kids to form a play group.”

I also realized, as I thought about all this, that my own childhood, in Minnesota and Wisconsin in the 1950s, was in many ways like that of children in traditional societies. We had school (which was not the big deal it is today) and chores, and some of us had part time jobs, but, still, most of our time was spent with other children away from adults. My family moved frequently, and in each village or city neighborhood to which we moved I found a somewhat different childhood culture, with different games, different traditions, somewhat different values, different ways of making friends. Whenever we moved, my first big task was to figure out the culture of my new set of peers, so I could become part of it. I was by nature shy, which I think was an advantage because I didn’t just blunder in and make a fool of myself. I observed, studied, practiced the skills that I saw to be important to my new peers, and then began cautiously to enter in and make friends. In the mid 20th century, a number of researchers described and documented many of the childhood cultures that could be found in neighborhoods throughout Europe and the United States (e.g. Opie & Opie, 1969)."



"Children learn the most important lessons in life from other children, not from adults.
Why, in the course of natural selection, did human children evolve such a strong inclination to spend as much time as possible with other children and avoid adults? With a little reflection, it’s not hard to see the reasons. There are many valuable lessons that children can learn in interactions with other children, away from adults, that they cannot learn, or are much less likely to learn, in interactions with adults. Here are some of them.

Authentic communication. …

Independence and courage. …

Creating and understanding the purpose and modifiability of rules. …

The famous developmental psychologist Jean Piaget (1932) noted long ago that children develop a more sophisticated and useful understanding of rules when they play with other children than when they play with adults. With adults, they get the impression that rules are fixed, that they come down from some high authority and cannot be changed. But when children play with other children, because of the more equal nature of the relationship, they feel free to challenge one another’s ideas about the rules, which often leads to negotiation and change in rules. They learn in this this way that rules are not fixed by heaven, but are human contrivances to make life more fun and fair. This is an important lesson; it is a cornerstone of democracy.

Practicing and building on the skills and values of the adult culture. …

Getting along with others as equals."



"The adult battle against cultures of childhood has been going on for centuries.

Hunter-gatherer adults seemed to understand that children needed to grow up largely in a culture of childhood, with little adult interference, but that understanding seemed to decline with the rise of agriculture, land ownership, and hierarchical organizations of power among adults (Gray, 2012). Adults began to see it as their duty to suppress children’s natural willfulness, so as to promote obedience, which often involved attempts to remove them from the influences of other children and subordinate them to adult authority. The first systems of compulsory schooling, which are the forerunners of our schools today, arose quite explicitly for that purpose.

If there is a father of modern schools, it is the Pietist clergyman August Hermann Francke, who developed a system of compulsory schooling in Prussia, in the late 17th century, which was subsequently copied and elaborated upon throughout Europe and America. Francke wrote, in his instructions to schoolmasters: “Above all it is necessary to break the natural willfulness of the child. While the schoolmaster who seeks to make the child more learned is to be commended for cultivating the child’s intellect, he has not done enough. He has forgotten his most important task, namely that of making the will obedient.” Francke believed that the most effective way to break children’s wills was through constant monitoring and supervision. He wrote: “Youth do not know how to regulate their lives, and are naturally inclined toward idle and sinful behavior when left to their own devices. For this reason, it is a rule in this institution [the Prussian Pietist schools] that a pupil never be allowed out of the presence of a supervisor. The supervisor’s presence will stifle the pupil’s inclination to sinful behavior, and slowly weaken his willfulness.” [Quoted by Melton, 1988.]

We may today reject Francke’s way of stating it, but the underlying premise of much adult policy toward children is still in Francke’s tradition. In fact, social forces have conspired now to put Francke’s recommendation into practice far more effectively than occurred at Francke’s time or any other time in the past. Parents have become convinced that it is dangerous and irresponsible to allow children to play with other children, away from adults, so restrictions on such play are more severe and effective than they have ever been before. By increasing the amount of time spent in school, expanding homework, harping constantly on the importance of scoring high on school tests, banning children from public spaces unless accompanied by an adult, and replacing free play with adult-led sports and lessons, we have created a world in which children are almost always in the presence of a supervisor, who is ready to intervene, protect, and prevent them from practicing courage, independence, and all the rest that children practice best with peers, away from adults. I have argued elsewhere (Gray, 2011, and here) that this is why we see record levels of anxiety, depression, suicide, and feelings of powerlessness among adolescents and young adults today.

The Internet is the savior of children’s culture today

There is, however, one saving grace, one reason why we adults have not completely crushed the culture of childhood. That’s the Internet. We’ve created a world in which children are more or less prevented from congregating in physical space without an adult, but children have found another way. They get together in cyberspace. They play games and communicate over the Internet. They create their own rules and culture and ways of being with others over … [more]
childhood  culture  learning  children  play  rules  age  adults  parenting  schools  petergray  2016  sfsh  openstudioproject  lcproject  self-directed  self-directedlearning  games  unschooling  deschooling  society  behavior  howwelearn  democracy  change  practice  communication  autonomy  online  internet  web  authenticity  courage  hunter-gatherers  augusthermannfrancke  obedience  willfulness  youth  generations  jeanpiaget  ionaopie  peteropie  psychology  anthropology  peers 
january 2018 by robertogreco
Parallel School
"Parallel School offers an open environment for self-education in the broader context of art and design. We want to bring people from different places and backgrounds together to share knowledge, connect and initiate projects, publications, meetings and workshops.

Parallel School belongs to no one.
Parallel School has no location.
Parallel School is not teaching.
Parallel School is learning."



"Parallel School encapsulates the idea of non-institutional, self-organized education in the broader context of Art and Design. The idea is that anyone around the world, whether currently a student or not, can create a new type of school, parallel to existing ones. It serves as a structure to share knowledge, connect with other individuals and initiate projects and workshops. But it can be anything. Self-education and sharing knowledge are possibilities through which we can engage emphatically with one another.

Parallel School originally started as a way for sharing and exchanging ideas and topics (self-education) and organizing workshops across borders, for example in Paris, Berlin and Moscow and was continued in Glasgow, Brno, Leipzig and Lausanne.

The goal is to bring people from different places and different backgrounds, not only from the world of (graphic) design, and work in an autonomous, self-set open structure. The focus will be on topics participants propose themselves around the subject of education. We will invite guests and lecturers from different disciplines to complement the workshop series. In the spirit of self-education every participant holds a short workshop, conducts a discussion or does whatever suits best to share her/his interests or specialties. We believe that inspiring and productive situations can be created without hierarchy.

Spread the word, contribute and be part of Parallel School!"

[via: https://walkerart.org/magazine/never-not-learning-summer-specific-part-1-intro-and-identities ]

[previously: https://pinboard.in/u:robertogreco/b:aecd0852151a ]
alternative  design  education  schools  artschools  altgdp  openstudioproject  lcproject  deschooling  unschooling  self-education  self-directed  self-directedlearning  glasgowbrno  leipzig  lausanne  paris  berlin  moscow  self-organization  art  learning  events  publications  hierarchy  horizontality  workshops  unconferences 
january 2018 by robertogreco
Education, Neurodiversity, the Social Model of Disability, and Real Life | Ryan Boren
""Great minds don’t always think alike.
To face the challenges of the future, we’ll need the problem-solving abilities of different types of minds working together."
Source: Steve Silberman recommends the best books on Autism

Instead of connecting neurodivergent and disabled kids with an identity, tribe, and voice, we segregate and marginalize them. We medicalize and assess them. We demand their compliance and rarely ask for consent. We define their identities through the deficit and medical models and then tell them to get some grit and growth mindset. We reduce emancipatory tech to remedial chains.

Let’s embrace instead the voice and choice of self-directed, passion-based learning informed by neurodiversity, the social model of disability, and assistive technology. Create a future of education and work where diverse teams use technology to communicate, collaborate, iterate, and launch to authentic audiences of fellow humans.

End the segregation of special. Fix injustice, not kids. Together, we will iterate our way through massive software-driven change. We will navigate disruption with compassion, finding opportunity and inspiration in the diversity of our shared humanity. We are humans making things for and with other humans, helping each other cope with sentience and senescence on our pale blue dot.

To that end, the quotes and resources below provide a primer on neurodiversity, the social model of disability, and design for real life. The social model, for both minds and bodies, is essential to inclusive design. We are responsible for humanizing flow in the systems we inhabit, and we need the social model to do it."
ryanboren  neurodiversity  2016  assessment  disabilities  disability  technology  accessibility  compliance  consent  segregation  marginalization  self-directedlearning  self-directed  compassion  diversity  education  learning 
december 2017 by robertogreco
Frontiers | Less-structured time in children's daily lives predicts self-directed executive functioning | Psychology
"Executive functions (EFs) in childhood predict important life outcomes. Thus, there is great interest in attempts to improve EFs early in life. Many interventions are led by trained adults, including structured training activities in the lab, and less-structured activities implemented in schools. Such programs have yielded gains in children's externally-driven executive functioning, where they are instructed on what goal-directed actions to carry out and when. However, it is less clear how children's experiences relate to their development of self-directed executive functioning, where they must determine on their own what goal-directed actions to carry out and when. We hypothesized that time spent in less-structured activities would give children opportunities to practice self-directed executive functioning, and lead to benefits. To investigate this possibility, we collected information from parents about their 6–7 year-old children's daily, annual, and typical schedules. We categorized children's activities as “structured” or “less-structured” based on categorization schemes from prior studies on child leisure time use. We assessed children's self-directed executive functioning using a well-established verbal fluency task, in which children generate members of a category and can decide on their own when to switch from one subcategory to another. The more time that children spent in less-structured activities, the better their self-directed executive functioning. The opposite was true of structured activities, which predicted poorer self-directed executive functioning. These relationships were robust (holding across increasingly strict classifications of structured and less-structured time) and specific (time use did not predict externally-driven executive functioning). We discuss implications, caveats, and ways in which potential interpretations can be distinguished in future work, to advance an understanding of this fundamental aspect of growing up."

[via: https://twitter.com/cblack__/status/924720295465721856 ]
2014  deschooling  unschooling  psychology  executivefunctioning  self-directed  self-directedlearning  learning  education  sfsh  childhood  freedom  children  experience  structure  janebarker  andreisemenov  lauramichaelson  lindsayprovan  hannahsnyder  yukomunakata 
october 2017 by robertogreco
Ghost In the Machine
"Children, of course, come into the world as very powerful, highly competent learners, and the learning they do in the first few years of life is actually awesome. A child exploring the immediate world does that pretty thoroughly in an experiential, self-directed way. But when you see something in your immediate world that really represents something very far away -- a picture of an elephant, for example -- you wonder how elephants eat. You can't answer that by direct exploration. So you have to gradually shift over from experiential learning to verbal learning -- from independent learning to dependence on other people, culminating in school, where you're totally dependent, and somebody is deciding what you learn.

So that shift is an unfortunate reflection of the technological level that society has been at up to now. And I see the major role of technology in the learning of young children as making that shift less abrupt, because it is a very traumatic shift. It's not a good way of preserving the kid's natural strengths as a learner.

With new technologies the kid is able to explore much more knowledge by direct exploration, whether it's information or exploration by getting into his sources, or finding other people to talk about it. I think we're just beginning to see, and we'll see a lot more non-textual information available through something like the Web or whatever it develops into. So there will be much more opportunity to learn before running into this barrier of the limitations of the immediate."

[via: https://larrycuban.wordpress.com/2017/07/25/seymour-papert-on-how-computers-fundamentally-change-the-way-kids-learn/ ]
seymourpapert  sfsh  technology  mindstorms  edtech  learning  howwelearn  unschooling  deschooling  1999  exploration  computation  education  schools  constructivism  contsructionism  experientiallearning  self-directed  self-directedlearning  verballearning  dependence  independence  interdependence  society 
july 2017 by robertogreco
Education Used to Happen Outside of School | Intellectual Takeout
"Prior to passage of America's first compulsory schooling statute, in Massachusetts in 1852, it was generally accepted that education was a broad societal good and that there could be many ways to be educated: at home, through one's church, with a tutor, in a class, on your own as an autodidact, as an apprentice in the community--and often all of the above.

Even that first compulsory schooling statute only mandated school attendance for 12 weeks of the year for 8-14 year olds--hardly the childhood behemoth it has become.

Acknowledging that schooling is only a singular model of education opens up enormous possibilities for learning. Looking to successful education models of the past and present, we can imagine what the varied and vibrant future of education could be.

In earlier generations, individuals and groups often created dynamic learning communities all on their own, without coercion. The esteemed thinker, Noam Chomsky, references the rich and varied ways in which people learned prior to the onslaught of mass schooling. He states:

"I grew up in the Depression. My family was a little, I'll say employed working class, but a lot of them never went to school in the first grade, but [were familiar with] very high culture. The plays of Shakespeare in the park, the WPA performances, concerts, and it's just part of life. The union had worker education programs and cultural programs. And high culture was just part of life. Actually, if you're interested, there's a detailed scholarly study of working class people in England in the 19th century and what they were reading, and it's pretty fabulous. It turns out that they didn't go to school, mostly. But they had quite a high level of culture. They were reading contemporary literature and classics. In fact, the author concludes finally that they were probably more educated than aristocrats."

The scholarly study that Chomsky alludes to is Jonathan Rose's book, The Intellectual Life of the British Working Class. In the preface, Rose writes that "the roots of that autodidact culture go back as far as the late middle ages. It surged again in the nineteenth century... Thereafter, the working-class movement for self-education swiftly declined, for a number of converging reasons."

A main reason was the rise of compulsory schooling mandates in Europe and in the U.S., and the corresponding shift in education provided by individuals, families, and local community groups to the obligation of the state. Since then, schooling and education have become inextricably linked, with mixed results.

For example, the literacy rate in Massachusetts in 1850, just prior to passage of that first compulsory schooling statue, was 97 percent.[i] According to the National Center for Education Statistics, the Massachusetts adult literacy rate in 2003 was only 90%. Nationwide, the literacy rate today stands at 86 percent.

Like cars are to transportation, schooling is a ubiquitous and popular mode of education. But it is not the only one. There are many ways to learn, to be educated, particularly as technology and information become increasingly accessible.

The power of technology and the Internet to propel learning without schooling is documented in extensive research by Dr. Sugata Mitra and his colleagues. In one study of their "hole in the wall" experiments, Mitra presents compelling findings on how children from disadvantaged backgrounds in 17 urban slum and rural areas across India used publicly available computers to gain literacy and computing skills on their own, without any adult interference or instruction.

The children, ranging in age from six to 14 years, acquired these skills at rates comparable to children in control groups who were taught in formal, teacher-directed classroom settings. Mitra and his colleagues define this self-education as “minimally-invasive education,” or MIE.

In further studies, Mitra and his colleagues revealed that these same poor, formerly illiterate children also taught themselves English and learned to read simply by having access to computers and the Internet in safe, public spaces within their villages. Mitra's powerful, award-winning 2013 Ted Talk about his "hole in the wall" experiments and findings is definitely worth a watch.

By disentangling schooling from education—to truly de-school our mindset about learning--we can create enormous potential for education innovation. Schooling is one mode of education; but there are so many others to explore and invent."
informallearning  learning  education  unschooling  deschooling  schools  kerrymcdonald  homeschool  sugatamitra  literacy  jonathanrose  autodidacts  self-directed  self-directedlearning  schooling  history 
may 2017 by robertogreco
A Journey from Public Education to Self-Directed Education | Alliance for Self-Directed Education
"A Latinx family embraces agile learning and spearheads deeper connection for unschooling families of color in Charlotte."



"In 2013, my teenager was assaulted at our local public high school. The school handled the incident terribly and I vowed that the younger children would never go to public school. My family pressed charges on the two students (one minor, one adult). The minor received community service; nothing happened to the adult.

In an unrelated case, that adult is now in jail for accessory to murder.

Our younger children were 3 and 1 at the time, and so began a year-long search for alternative education. This wasn’t totally out of the blue for us. The older kids were in in IBO (International Baccalaureate) World School during their elementary school years. I visited Montessori schools all over the area. But with two kids headed to college and two little ones, there was no way we could afford that additional tuition. Through happenstance, I learned about ALC (Agile Learning Center) Mosaic and the “unschooling” approach. After watching Peter Gray’s TED talk, I was all in!

Now, I’ve read a lot of conversations about how one parent isn’t usually on board. It was nothing different for us. After a lot of conversation, we enrolled Izaiah, who was 4 at the time, in ALC Mosaic. My husband was not a fan of the idea, and he was not shy about telling the whole ALC parent community at our first meet-and-greet. I believe he said, “I’m here because of her. I don’t really know about all this stuff.”

My husband came to notice the benefits right away. The next year, our 3 year-old daughter started going to ALC Mosaic and it continued to be everything we hoped for, and more. You can read more about our first year at Mosaic here.

In the beginning of our third year, Mosaic announced that it had purchased a property. Unfortunately, the location is not convenient for our family, so now we are on a new journey practicing Self-Directed Education at home. This is no easy task, and we are finding our way week by week. We are actively seeking out activities that the kids find interesting: ninja warrior classes, Spanish class in our home, a local co-op and more. However, diversity is lacking and we struggle to find all the things that are important to us.

So far, I can get two of these things, not three.

Think about it: The homeschool population is growing but is still small. The Black and Brown homeschooling population is even smaller. The Black and Brown unschooling/Self-Directed Education population is even smaller. So we are trying to find a percentage of a percentage of a percentage!

I’ve recently been very inspired by Akilah Richards and the work that she has spearheaded around Self-Directed Education for Black and Brown communities. I reached out to her about her work and she interviewed me for her Fare of the Free Child podcast. Through her, I met some local women who have similar unschooling philosophies and hosted an event at my home. That event led to a momentous second meeting during which two of us decided to stop complaining and DO something. That’s when we started the Black and Brown Self-Directed Education of the Carolinas. We don’t know where this will go but are so encouraged by the interest and the messages we have received from other local parents who thought they were all alone.

I don’t know what the future holds for schooling. In the beginning I said, “... my younger children would never go to public school.” And while I hold that belief near and dear to my heart, what I have learned over the last few years is that I honestly don’t know what the next year will bring. I work a full-time day job (that I love) and my husband works nights so he can stay home with the kids during the day. We are like ships passing in the night most of the week, and at some point, we’d like to see each other a bit more often. What I do know is that we will continue to do what’s best for our entire family, and that changes from year to year because we change, our children change, our circumstances change. And that, for our family, is what agile learning and Self-Directed Education are all about; adjusting to the needs of the learner and their community, instead of trying to fit ourselves into rigid ideas that do not help our children to thrive.”"
yaniracastro  education  unschooling  deschooling  self-directed  self-directedlearning  2017  akilahrichards  diversity  schooling  learning  petergray 
may 2017 by robertogreco
Self-Directed Education—Unschooling and Democratic Schooling - Oxford Research Encyclopedia of Education
"Education, broadly defined, is cultural transmission. It is the process or set of processes by which each new generation of human beings acquires and builds upon the skills, knowledge, beliefs, values, and lore of the culture into which they are born. Through all but the most recent speck of human history, education was always the responsibility of those being educated. Children come into the world biologically prepared to educate themselves through observing the culture around them and incorporating what they see into their play. Research in hunter-gatherer cultures shows that children in those cultures became educated through their own self-directed exploration and play. In modern cultures, self-directed education is pursued by children in families that adopt the homeschooling approach commonly called “unschooling” and by children enrolled in democratic schools, where they are in charge of their own education. Follow-up studies of “graduates” of unschooling and democratic schooling reveal that this approach to education can be highly effective, in today’s word, if children are provided with an adequate environment for self-education—an environment in which they can interact freely with others across a broad range of ages, can experience first-hand what is most valued in the culture, and can play with, and thereby experiment with, the primary tools of the culture."
petergray  unschooling  self-directed  self-directedlearning  learning  education  deschooling  democratic  culture  homeschool 
may 2017 by robertogreco
What is Self-Directed Education? - YouTube
"Prof. Peter Gray's quick primer on the basics of Self-Directed Education (SDE) -- from the Alliance for Self-Directed Education (ASDE)

http://www.self-directed.org "
petergray  education  learning  howwelearn  self-directed  self-directedlearning  self-directededucation  schooling  schooliness  unschooling  deschooling  compulsory 
may 2017 by robertogreco
Alliance for Self-Directed Education | Home Page
"Imagine what would happen if, instead of sending children to coercive schools where their natural ways of learning are curtailed, we provided them with the resources that would allow their curiosity, playfulness, and other natural ways of learning to flourish. That is Self-Directed Education (SDE); education that derives from the self-chosen activities and life experiences of the learner.

The Alliance for Self-Directed Education is a nonprofit organization dedicated to normalizing and legitimizing Self-Directed Education, to make it available to everyone who seeks it. We invite you to join."
education  learning  self-directed  self-directedlearning  unschooling  deschooling  organizations 
april 2017 by robertogreco
Free From the Start: One Child’s Progressive Path to Educational Freedom | Alliance for Self-Directed Education
"To be honest, I wasn’t thinking about schools, and I wasn’t looking for a book recommendation. But a few months before my son was born, the man that my ex and I chose as our sperm donor/dad suggested a book. Reading it changed everything.

The book was Free at Last: The Sudbury Valley School, by Daniel Greenberg, and it introduced me to self-directed learning. Greenberg’s basic principle is that children are compelled to learn what they need to learn when they need to learn it. Left to themselves, they do an amazing job of determining not only what they like, but what they need, and they instinctively know the best for them to go about learning it. This concept made immediate sense to me, and I was inspired.

Not only did I buy a whole bunch of copies and start handing them out to friends, but even before my son, Timothy, was born, I decided that I would trust his learning instincts. It wasn’t always easy—there were times I wanted to teach him things I thought he “should” know—but I kept at it. When he was five, for example, he said he wanted to learn to read, so, together we went online and looked for reading workbooks. He chose one, I ordered it, and he used it to teach himself to read. It was effortless.

Before long, it was time to find a school, and I searched for a school with a self-directed philosophy. Unfortunately, there were none nearby, so we found a “progressive” school that was child centered with only 10-12 children per class. The children were sweet, Timothy had a lot of fun, and it was a good choice.

Kindergarten went without a hitch, but in first grade, it became evident that Timothy was far ahead of his classmates in both math and reading. This could have been problematic, but his first grade teacher was excellent; she quickly was aware that he needed more advanced assignments. She kept him very engaged.

Second grade was a different story. Timothy became bored academically, and he craved social time with other children. As the year went on, instead of getting closer with his classmates, there seemed to be less and less group time, and Timothy began coming home from school increasingly upset. Together, we realized that he needed a change.

Meanwhile, a self-directed learning school had finally been founded in Manhattan, and almost as soon as the Manhattan Free School opened its doors, we visited. Despite my personal hopes, Timothy wasn’t that interested, and—remembering to try to let him figure out for himself what was best—I didn’t push. But when second grade started to go so badly, he asked to see the school again. After a day’s visit, he knew he wanted to switch. He has been there for almost five years.

After the first year, however, the school almost didn’t make it. The director and staff had been having both interpersonal and philosophical disagreements, and the school itself had cash flow issues that left it unable to pay staff and overhead. Closure seemed imminent.

The same man who recommended the book that would change my life came to the rescue. He volunteered to run the school for free if the parents would let him transform the school based on a concept he called agile learning. The parent body agreed, and the Agile Learning Center concept was born. The man with the idea was Arthur Brock, Timothy’s dad.

Timothy has flourished. People who don’t understand self-directed learning environments often are concerned about students missing out on certain “important” topics, but Timothy understands math concepts, reads and writes. He grasps and retains a myriad of scientific concepts, and he enjoys memorizing historical facts so much that he knows more about some history than I.

Most parents of self-directed kids will tell stories of their childrens’ experiences and accomplishments that sound amazing against the backdrop of traditional education. But it’s really because self-directed students have the time and support to pursue their interests. Often, they grow the most in areas that are not tested for in traditional education.

Since he was very young, Timothy’s passion has been computers; he started coding when he was around 6 or 7, and now—at age 13—he teaches others, he built a computer last year, and he has a small group of tech support “clients”. He currently is most motivated by spending time learning to be social and collaborative. He is trying hard to understand how to make and keep friends. It hasn’t always been easy, but it is super important to him, and he’s starting to figure it out.

Being in an environment that is not forcing an unnecessary academic curriculum, but rather is giving him the freedom to spend his days interacting with both students and adult facilitators has been perfect.

He has found that he loves facilitating conflict resolution for younger children, he likes collaborating on projects, and he enjoys being a sounding board for his friends when they need someone they can trust.

When I was pregnant almost fourteen years ago, I did some crazy things. I ate food combinations that made no sense, I had fits of glee and anger, and I slept in bursts and starts. Of course, I knew that I was bringing into the world someone who would change my life, but I didn’t know that reading a book would change both of our lives.

Being committed to self-directed education (and parenting) has been both nerve-wracking and exhilarating. I’ve had my moments of concern, but when I take a step back and ask myself if my son (now a teenager) is learning, on his own terms, the skills he will need to be a successful and happy man, the answer is 100% yes."
self-directedlearning  self-directed  sfsh  progressive  schools  education  learning  howwelearn  agilelearning  sudburyschools  academics  content  2017  mercercarlin  manhattnfreeschool  freeschools  arthurbrock  unschooling  deschooling 
april 2017 by robertogreco

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