by Ira (@irasocol) Pam (@pammoran) and Chad (@csratliff)
ira: we’ve accomplished so much here.. but it still isn’t right for kids yet.. not everywhere, and it needs to be right everywhere. for every kid
for every human
what is the utility of school give what learners want in a learning world..? what do we need school to be.. what type of society do we want to have, and what are the problems w/in it right now that we must address..?
in truth, our ed dreams today are insufficiently transformative.. despite all money thrown .. never risked creating true bell lab for ed.. a gathering space where our profession’ most invention minded educators might come gopher and dream schooling as never before considered possible.. might be our nation’s best investment.. but it would also be our biggest threat to the status quo.. the status quo of schooling.. and thus the status quo of our sociocultural and economic environments
we don’t need a lab of our profession.. we to let go .. and try something completely diff.. (ie: those inside can’t see outside enough)
look inside the org and find and protect people who have a creative quotient that is off the scale..
super idea.. but we can do so much better than that now.. so.. we can’t not..
we see on e of th major challenges to envisioning how learning experience today can be more responsive to a future that is only barely imaginable is that structurally there isn’t much in the tradition of schooling that we believe is worth saving..
indeed.. ie: why change outside school system
writing is too important because, though forms and structures will differ, writing is the path to power for those born w/o power
our students read on paper, or thru audio books, or thru text to speech , or by watching video, or be seeing theater – or by observing their world.. they write w pens, keyboards large and small, touchscreens, or by dictating to their phones or computer, or by recording audio, or by makin videos or by writing plays or creating art, or playing music.. *we do not limit the work by attacking those w disabilities or even inabilities.. or ever other preferences.. because that robs children of both important influences and of their **individual voices..
but *we do still limit by two extremes of our current innovative ness: 1\ expecting a response/proof 2\ setting a kid free.. w/o the rest of the world being free (part\ial.. is better.. but it’s not going to work.. back to ira on p 39 .. and beyond.. has to be all of us for the dance to dance
pam: you’ve called tim the first tech of school.. ira: it’s th e first, the most abusive, and the hardest for educators to really understand
yet, human learnin gis timeless and continuous.. kids learn best wehn they are freefrom the constranints of tiem, lost in the magnificent freedom of discovery
we are figuring out how to unlearn the industry of school tiem and to reconect w what learning can be when unboudn from teh classroom’s dominant teching wall, overstuffed curricular standards, and bell schedules.. schools can change what, when how and w whom youn people learn..
change isn’t the point.. freedom is.. ie: gershenfeld something else law
learning becomes timless when we trust in childhood and relinquish control to *children.
all of us.. *children.. what we all need: 1 yr to be 5.. to wake us up
if we let them lead, they explore, widely and wildly. .their curiosities take them places that most adutls no longer can envision in the random clutter of curriculum.,
never mind curriculum.. the disturbed ecosystem has us all intoxicated..
begs a people experiment in cure ios city
how do educators break themselves from the system..
same way we all do.. ie: gershenfeld something else law
ira: don’t have more rules than you need..
the highest goal is not finding a middle, it’s finding the best answer for every *kid..
again.. every *human (has to be all of us) .. we can facil that chaos today.. ie: as it could be..
the model steps: *1\ get to yes.. **2\ engagement team ***3\ leverage resources ****4\ prototype
even w our success narrative, we know ther eis so much more to do.. the next gen of change in schooling will come nto from making teching and learnign more complex but rather from simplifying our approaches.. the next tgen of leaders who will change schoolig must avoid just iproving upon the destrucrie and limitin old paradigms but rather lead a true reimainatio of what educational space, teim/ teacher-steudne ineratction look like..
in other words.. the preoccuupation of educators, politicians and corps w numericla data shouldn’t get in the way of the curiositeis and intersts of children tha tlead to learning..
let’s try this data: self-talk as data
the primary lesson here is to learn how to be much, much better at seeing children..
in order to see all of us.. we need to get the whales out of sea world..
no matter what we have accomplished so far.. we are not there yet..
Ira Socol (@irasocol) tweeted at 5:27 AM – 30 Aug 2018 :
“They know that children’s curiosity and questions will propel them into deep inquiry about the world in which they live. They believe in the power of children who design, create, build, and make” – Timeless Learning https://t.co/U1fntACzlC (http://twitter.com/irasocol/status/1035126889344589824?s=17)
Ira Socol (@irasocol) tweeted at 6:05 AM – 24 Sep 2018 :
“if you set aside your current model. Without the burden of these ‘legacy systems,’ what would you create in their place?’” @irasocol https://t.co/DLjn0Mf1My (http://twitter.com/irasocol/status/1044196231751372801?s=17)
Watch them learn in parks and coffee shops, on playgrounds and playing fields, in museums and in stores, while riding on buses and trains, while playing with legos, while watching the tide come in. Learn to watch learning. What does a four-month-old do? a four-year-old? a 14-year-old? a 40-year-old? Keep your mind blank and observe. And then begin to imagine…