“…we are attempting to operate our society on obsolete code…. They are completely inappropriate to what it is we want to get done.”
- Douglas Rushkoff, Program or be Programmed
A few hours after I caught sight of RSA’s take on Sir Ken Robinson’s “Changing Education Paradigms”, I watched Douglas Rushkoff’s SXSW talk, “
My brain itches.
I’m hitting the wall separating what I saw and what I see. I need to pull an Inception and start dreaming the wall and walking on it instead of familiar ground.
I’m looping with our school’s inaugural class for the third straight year. I feel a desperate need to get it right. I [...]
So, the whole pitch idea and citizen-artist project a moving along okay. We’ve started with lots of interactive-notebook-like visualizations of concepts and terms related to citizenship and some initial analysis of Jacob Lawrence’s life and work. I think maybe this project will take longer than I thought and become more episodic. For example, every Friday [...]
As I work on this year’s curriculum map, I’m trying to set up a learning space bounded by the minimum number of teacher-imposed, useful constraints necessary to promote student-directed democracy, community, and learning.
My map this year will look more course-specific than last year’s meta-map, which I think is still a useful model for project-based work. [...]
Mary Beth Hertz (@mbteach) wrote here about #ISTE10’s “Dissecting the 21st Century Teacher” panel. I commented on a few of the lines that caught my attention regarding curriculum and a teacher’s role in maintaining and delivering content. I’m torn there. There’s so much discoverable content maintained out there that it’s useful for a teacher [...]
I do seem to remember a process where you people ask me questions and I give you answers, and then I ask you questions and you give me answers, and that’s the way we find out things. I think I read that in a manual somewhere.
-Dr. Heywood Floyd,
Thanks to Cooperative Catalyst (@coopcatalyst) I’ve been experimenting with self-directed learning in the public school classroom for the past three weeks. I’ve set aside 19.8% of class time for self-directed learning during a 20-25 minute station three times weekly. I’m 80.1% shy of my goal, but it’s a start.
Using a graphic organizer, students have self-identified [...]
Chad teaches humanities at a charter school and blogs on reforming classroom practice and democratic education.
