Every so often I have the rare opportunity to pick up my son from pre-school. I'm greeted by teachers with huge smiles, they all say hello-how's your day. The kids are running around laughing, every so often crying (over a much wanted toy). As we leave, Rowan's teacher comes over with some pictures he drew and gives him a hug, she tells him she'll see him on Friday. The other day I got a phone call that he wasn't feeling very well, and that most of all he wanted to talk to me. So I quickly left and went to get him. It wasn't an emergency, but the teachers knew something was wrong-they are close enough to him to pick up a very small difference in his mood...loving enough to call and tell me.
In High School I hear teachers telling kids to pull up their pants, get off their phones, go to the office.
Where's your homework? They are sick of telling the same kids to put their coats away, irritated that there are more "low" kids in their classes. Kids fighting, girls crying, big circles of boys around the ones who are fighting. Do they know that one kid's mom abandoned him when he was 6 weeks old? Do they know that her dad is an alcoholic? No...that's the counselor's job to find that out. How could they with 130 kids? They barely have time to get to know one.
I think that we are the problem. I don't care how many kids I have, or what I have to teach...I won't ever forget that I have a human being sitting in front of me.
Monday, March 9, 2009
Sunday, March 8, 2009
Voice=Vison
Is it Collusion or Collegiality?
Coroline is a book about a feisty young girl whose family is dismissive and unappreciative of her. They have become immune to her needs and demands. She longs for acknowledgement and validation. She craves a family that regards her, embraces her essence. Through a magic portal door she is mystically transported to a parallel universe. She has her own parents, but not exactly. They are seemingly warm and charming. They are the parents she has dreamed. All is well. All is mostly the same, just slightly askew. Coroline is ecstatic until it becomes apparent that she may have her fantasy family but only by becoming their Steppford child, by allowing her parallel parents to co-opt her power.
A teacher friend entered the rabbit hole of a parallel universe recently when she attempted to take her young class on a field trip to see the movie Coroline.Having read this fantasy book to her students, squeezing each chapter between the delineated curriculums. She had prepared her mental legal brief in the event that her lesson plans or judgment be questioned. She had created the rationale for her deviating from the proscribed text etc. She could quote how this curricular choice supported each child’s individual goals and moved them in the direction of AYP (government jargon for Adequate Yearly Progress) In other words this master teacher had done her homework
She also knew the promotional blitz for the movie had peaked her student’s interest. She had selected this text not only as it affirmed strong female voice, but the fact it was coming out as a movie had primed student’s interest. The best thing of all though is that it could connect the students to the big idea that movies came from print. First it was an idea, then a book now it is a contemporary fairy tale on celluloid. Writing and reading are now magic somehow.
Being a master teacher and a wise woman, she understood the interior lives of children. She knew that all children have orphan moments, where in a fit of anger they wish there parents away and like Alice dream another world. What really draws us in to reading, to the story is our ability to revisit and redefine our own universe.
The students in this class had been placed there by an IEPT (further jargon for Individual Educational Planning Team) All of these students had been certified Severely Emotionally Impaired. This teacher knew the students to be akin to the immigrants’ welcomed by stanza chiseled on the Statue of Liberty. Give me your tired; your poor… these young souls had been battered to the core. They had learning issues, attention issues, stressed families and back stories that could keep Dr. Phil and Montel in business forever. Fragile wee things that had lost their power and had no voice. Behaviors were their primary repertoire of communication. They would bolt from school, toss furniture; spew profanities in effort to communicate their despair and sorrow. They had ceased to dream and dared not hope.
This “special” school sits in a parched field, in a neighborhood that if it is not a slum it is a ghetto of poverty. They arrive here when the local district exhausts it’s intervention. Or as a stepping stone back to the local school from the hospital. And the litany can go on.
But my friend, she is a master teacher. She has peeked behind their spinning eyes. They do not dream and have ceased to hope.
She knows that each screech or bristly behavior is a reaction to living in their own askew world.
The Coroline story brushes past the students mask. Coroline’s bold nature emboldens them to dream again. Perhaps it is the littlest of dreams; perhaps we can run away from school for an afternoon and see a movie. The book has sparked their spirit to life.
Master teacher writes a proposal for money …CBI (surely the Community Based Instruction money can finance the trip.)
Master teacher follows the proper protocol, jumps through the hoops and submits her request to the principal’s mailbox. It sits dormant, no reply. Days pass. The bright eyes have begun to glaze over with dashed hopes, perhaps again I risked to dream.
Do not go to sleep. She wants them awake to books, awake to this spunky heroine. As a master teacher she thinks, I will channel their angst; I will uphold the curriculum as well. We shall practice letter writing. So each of the little people laboriously in scratchy print writes a letter to the principal. “Dear principal, can we pleeze go see Coroline?”, the letters voice reminiscent of the letters they wrote a few months earlier to Santa.
Excitedly they leave them in the principal s mailbox. Now master teacher has captivated the principal’s attention.
She is called to the office and the principal scolds master teacher for putting the students in the middle. The principal fails to hear the letters as the children’s dreamy aspirations, but she seems to perceive the letters as a chastisement to her ennui in responding.
Master teacher has not followed protocol. Has she gotten team approval? Is the book part of our basal curriculum? The hoops are now rings of fire. Now master teacher must jump higher and more fiercely. She may exhaust herself and cease to dream. Or perhaps she can get button eyes. Blind herself, quell herself, so she will be held in regard…
So how does this story end?
Coroline is not a malleable being. Roger Ebert says “Coroline is unpleasant and suggest she deserved to be sent down the tunnel.” So it is with the master teacher, perhaps she deserves this rabbit hole. Perhaps she should ask for less. She has the same conundrum as her child heroine. Coroline will be allowed to remain and receive the affections of her parallel family if she gives up her eyes and replaces them with buttons. But alas she must collude in her own blindness to remain… whatever… whatever shall one do?
Coroline is a book about a feisty young girl whose family is dismissive and unappreciative of her. They have become immune to her needs and demands. She longs for acknowledgement and validation. She craves a family that regards her, embraces her essence. Through a magic portal door she is mystically transported to a parallel universe. She has her own parents, but not exactly. They are seemingly warm and charming. They are the parents she has dreamed. All is well. All is mostly the same, just slightly askew. Coroline is ecstatic until it becomes apparent that she may have her fantasy family but only by becoming their Steppford child, by allowing her parallel parents to co-opt her power.
A teacher friend entered the rabbit hole of a parallel universe recently when she attempted to take her young class on a field trip to see the movie Coroline.Having read this fantasy book to her students, squeezing each chapter between the delineated curriculums. She had prepared her mental legal brief in the event that her lesson plans or judgment be questioned. She had created the rationale for her deviating from the proscribed text etc. She could quote how this curricular choice supported each child’s individual goals and moved them in the direction of AYP (government jargon for Adequate Yearly Progress) In other words this master teacher had done her homework
She also knew the promotional blitz for the movie had peaked her student’s interest. She had selected this text not only as it affirmed strong female voice, but the fact it was coming out as a movie had primed student’s interest. The best thing of all though is that it could connect the students to the big idea that movies came from print. First it was an idea, then a book now it is a contemporary fairy tale on celluloid. Writing and reading are now magic somehow.
Being a master teacher and a wise woman, she understood the interior lives of children. She knew that all children have orphan moments, where in a fit of anger they wish there parents away and like Alice dream another world. What really draws us in to reading, to the story is our ability to revisit and redefine our own universe.
The students in this class had been placed there by an IEPT (further jargon for Individual Educational Planning Team) All of these students had been certified Severely Emotionally Impaired. This teacher knew the students to be akin to the immigrants’ welcomed by stanza chiseled on the Statue of Liberty. Give me your tired; your poor… these young souls had been battered to the core. They had learning issues, attention issues, stressed families and back stories that could keep Dr. Phil and Montel in business forever. Fragile wee things that had lost their power and had no voice. Behaviors were their primary repertoire of communication. They would bolt from school, toss furniture; spew profanities in effort to communicate their despair and sorrow. They had ceased to dream and dared not hope.
This “special” school sits in a parched field, in a neighborhood that if it is not a slum it is a ghetto of poverty. They arrive here when the local district exhausts it’s intervention. Or as a stepping stone back to the local school from the hospital. And the litany can go on.
But my friend, she is a master teacher. She has peeked behind their spinning eyes. They do not dream and have ceased to hope.
She knows that each screech or bristly behavior is a reaction to living in their own askew world.
The Coroline story brushes past the students mask. Coroline’s bold nature emboldens them to dream again. Perhaps it is the littlest of dreams; perhaps we can run away from school for an afternoon and see a movie. The book has sparked their spirit to life.
Master teacher writes a proposal for money …CBI (surely the Community Based Instruction money can finance the trip.)
Master teacher follows the proper protocol, jumps through the hoops and submits her request to the principal’s mailbox. It sits dormant, no reply. Days pass. The bright eyes have begun to glaze over with dashed hopes, perhaps again I risked to dream.
Do not go to sleep. She wants them awake to books, awake to this spunky heroine. As a master teacher she thinks, I will channel their angst; I will uphold the curriculum as well. We shall practice letter writing. So each of the little people laboriously in scratchy print writes a letter to the principal. “Dear principal, can we pleeze go see Coroline?”, the letters voice reminiscent of the letters they wrote a few months earlier to Santa.
Excitedly they leave them in the principal s mailbox. Now master teacher has captivated the principal’s attention.
She is called to the office and the principal scolds master teacher for putting the students in the middle. The principal fails to hear the letters as the children’s dreamy aspirations, but she seems to perceive the letters as a chastisement to her ennui in responding.
Master teacher has not followed protocol. Has she gotten team approval? Is the book part of our basal curriculum? The hoops are now rings of fire. Now master teacher must jump higher and more fiercely. She may exhaust herself and cease to dream. Or perhaps she can get button eyes. Blind herself, quell herself, so she will be held in regard…
So how does this story end?
Coroline is not a malleable being. Roger Ebert says “Coroline is unpleasant and suggest she deserved to be sent down the tunnel.” So it is with the master teacher, perhaps she deserves this rabbit hole. Perhaps she should ask for less. She has the same conundrum as her child heroine. Coroline will be allowed to remain and receive the affections of her parallel family if she gives up her eyes and replaces them with buttons. But alas she must collude in her own blindness to remain… whatever… whatever shall one do?
The Process
Salon_Ed.
March 8, 2009
So a quiet week it seems. Yet some new thoughts percolating out there, more of a to do list for this concept, to strengthen the structure. So the ideas of the week are:
1. To create or build something along the lines of Teach America or build on Teach America so that it attends to creative life skills as well as academic skills.
2. Made a connection to the Movie Initiative and a meeting is in the works between Rouge/Salon_Ed and Michigan’s Movie Initiative
3. Changed the domain of Salon_Ed to a .org so that it is more user friendly and accessible
4. Developed an agenda for meeting of March 29th. Focus will be visions that are in the works that can be brought to Rouge by 2010.
5. Took a field trip to Rouge and networked in the community.
March 8, 2009
So a quiet week it seems. Yet some new thoughts percolating out there, more of a to do list for this concept, to strengthen the structure. So the ideas of the week are:
1. To create or build something along the lines of Teach America or build on Teach America so that it attends to creative life skills as well as academic skills.
2. Made a connection to the Movie Initiative and a meeting is in the works between Rouge/Salon_Ed and Michigan’s Movie Initiative
3. Changed the domain of Salon_Ed to a .org so that it is more user friendly and accessible
4. Developed an agenda for meeting of March 29th. Focus will be visions that are in the works that can be brought to Rouge by 2010.
5. Took a field trip to Rouge and networked in the community.
Saturday, March 7, 2009
Feb. 15th Meeting Minutes
These question were posed on a graphic to the group. The responses were recorded by Kathy LaCombe.
SALON/ED
IN THE BEGINNING…………………
I. What is right with schools/learning?
Many dedicated people
Forced socialization can make for more balanced and critical thinkers if encouraged
Properly
A common ground to start conversations
It’s your chance to socialize
Provides basic math/writing skills to function in work settings
Allows social interactions with others – develop thought/belief patterns
They are free to all
They provide the best we have for the masses, so far.
Kids’ attitudes – treat them like adults
Teacher empathy (like teachers driving students to school)
We recognize there is more than one way to learn – that memorizing facts is not learning
Has standards
Has committed educators
It is available, teachers want to teach, socialization skills
It is the cultural norm
Structure & discipline
Embracing the new technology
Everyone in America believes that a quality education is the key to end poverty &
economic disparity.
Heavy emphasis on the quality of teachers and continuous professional development
Current trends support:
Differentiated learning (to a point)
Common (for some) assessment
Learning interventions (sometimes)
Use of technology (limited)
There is:
Teaching of reading (K-3)
Standards
Testing
Accountability
Teaching of all subgroups
Depending on your perspective:
Compulsory Standardized education creates a society of people that are raised to
sit down, be quiet, jump through the hoops, and receive their meager
reward.
Math education makes people that builds tools and weapons but not happy lives.
II. What is wrong/broken?
Relies too much on tradition and not enough on the skills for tomorrow.
Too much standardization
Teaches that authority is not to be questioned
Alienating – tedious – boring….fosters anti-intellectualism and dampens students’
passion for learning
Not embracing the new technology
People trail/paper trail
The more enthusiastic young teachers are laid off, often causing them to quit teaching as
a career.
We teach to improve test scores, not love of learning
Depending on your perspective:
Compulsory Standardized education creates a society of people that are raised to
sit down, be quiet, jump through the hoops, and receive their meager
reward.
Math education makes people that builds tools and weapons but not happy lives.
A disconnect with the difference between information and knowledge.
Computers take you to your immediate answers – yet, all of the serendipitous discoveries
that come with “looking up something” have all been replaced by instant
information.
I don’t know what’s wrong, but I have a good idea how to fix it – State of Arizona prison
system.
Teaching kids as a group.
Public education is not equal (scholastically, library, special support to the needy)
Too many standards
Superficial teaching – we need to teach deeply and be quite focused.
Lack of “real” input from students
Big gaps between what is taught in school and what is needed in life, particularly for
careers and meaningful work.
Teachers are too brash in decisions
I can literally go to any class at anytime and pull out a kid
Kids are homeless; see school as haven
Schools are top down
Kids have more enthusiasm than teachers – kids are ready for change; teachers are not
Arrogant administration
Education starts at home but kids are practically homeless
Too much politics to support how great school is, how great sports are, and who is
Popular
Not enough time spent on how to be kind or supportive of each other
Education is stuck because it was built on post agricultural/industrial principles. These
principles are obsolete. The cheese has been moved and educators stayed behind,
much like dinosaurs.
What are you going to do to contribute to the world?
Schools are deficit focused
One size fits all thinking. The stress of being college bound is not realistic for all. Need
Programs to route those interested in alternate career choices – tech, trades, etc.
Improve writing skills and basics of education
Too quick to “throw away” problem students
Money tied to standard test scores
What skills are taught to earn a living?
Racism and poverty are still victims of unequal funding, programs, materials, etc. – the
poor are kept disadvantaged in the school systems they attend
I’m sick of budgets being the cause of “spinning” what is good for kids, rather than “what
is good for kids” creating budgets
What happens to cause teacher burn-out?
Too much testing
Not enough use of data
Funding doesn’t support technology
Need for some smaller class size
Support staff issues
U.S. education ignores what goes on educationally around the world in terms of success
There is no flow….
Kids should push the curriculum
Structure and discipline
Not embracing the new technology
Lack of creative curriculums – art, music, film
Scores are up at the end of tutoring, but go back down
Basketball is more respected than classroom
III. What do you personally feel passionate about re: learning?
My passion is getting others passionate.
My passion is food.
Learning doesn’t end at 3:00
People should be able to read and write coming out of school
School needs to be flexible to accommodate different learners
Creating programs that provide skill training to earn a living
Once students have mastered basic skills, they should be allowed to follow what interests
them.
Meeting the needs of all learners in their diverse learning styles and personal needs.
Reading
“Outside of the class” education
Students asking questions – start small and relative
Policy/design needs
Best practice
A voice
Critical thinking skills need to be developed through greater emphasis on logic, history,
political science and economics
Questioning and understanding what motivates other people teaches a lot about why the
world is the way it is
Learning must be adjusted to embrace new, emerging technologies
Learning must connect us with the world
Every student needs a caring adult
I would like to relearn how to tell a story so that audiences understand and want to see
my story through fine arts.
When a child learns, it is like:
Igniting the flame
Feeding the fire
Watching it burn
Enjoying the glow
Better listening habits
Mathematics – how they are applicable in today’s hi-tech world
How to move towards a focus on assets instead of deficits. There needs to be a common
context for shared learning and developing talent & capacity in our youth
High School is not the end of learning
8th grade is the old 12th grade
IV. In this culture of change, what action do you think should be taken regarding learning?
Ask kids the right questions
Not start school until later in the day – 10 AM to 12 Noon
Run school year round.
Run high school like college and let students pick classes & times
Embrace 21st century learning systems
We must learn from other countries and each other
Post-secondary education for all
Who takes ownership of the future?
Needed alternatives to current practices: The year, day, hour, lesson relevancy, guidance
& counseling, teacher training
Investigate the European Model
In 12 grade….intense introduction to the world of work & lifelong learning
A cultural shift is needed….people need to take more personal responsibility for their
learning. Schools can provide a framework and starting point, but currently are a
lot of busy work that doesn’t encourage following passion.
Media: seemless connections
It starts at home, however, the environment and the method, I believe need to be
Reassessed:
Focus = interest (meditation [David Lynch Foundation])
Relevant issues – history (in context), etc.
Strong alliances with community colleges for post high school training
Think about their thinking
Being future focused
Higher order thinking skills – analyze, synthesize, apply
Identify non-negotiable standards
Teach these standards deeply/project based
Explore the creative side of education
Focus on strength focused education
More personalization in curriculum implementation
Make education more meaningful for kids
Increase cultural competence – understanding cultures here and abroad. Teach how to learn about cultures.
Get global
Homes – starts there
Respected value all choices
Stop worrying about standardized test scores and focus on honestly learning how to use
the knowledge, not just regurgitate it.
Give graduating students the skills they need to earn a living
A more European type of education system in high school
Technology
Umbrella community with best practices
We need to show students immediate relevance that what we teach increases their earning
potential
We need co-op, internships, career day and out of school relevant experiences.
SALON/ED
IN THE BEGINNING…………………
I. What is right with schools/learning?
Many dedicated people
Forced socialization can make for more balanced and critical thinkers if encouraged
Properly
A common ground to start conversations
It’s your chance to socialize
Provides basic math/writing skills to function in work settings
Allows social interactions with others – develop thought/belief patterns
They are free to all
They provide the best we have for the masses, so far.
Kids’ attitudes – treat them like adults
Teacher empathy (like teachers driving students to school)
We recognize there is more than one way to learn – that memorizing facts is not learning
Has standards
Has committed educators
It is available, teachers want to teach, socialization skills
It is the cultural norm
Structure & discipline
Embracing the new technology
Everyone in America believes that a quality education is the key to end poverty &
economic disparity.
Heavy emphasis on the quality of teachers and continuous professional development
Current trends support:
Differentiated learning (to a point)
Common (for some) assessment
Learning interventions (sometimes)
Use of technology (limited)
There is:
Teaching of reading (K-3)
Standards
Testing
Accountability
Teaching of all subgroups
Depending on your perspective:
Compulsory Standardized education creates a society of people that are raised to
sit down, be quiet, jump through the hoops, and receive their meager
reward.
Math education makes people that builds tools and weapons but not happy lives.
II. What is wrong/broken?
Relies too much on tradition and not enough on the skills for tomorrow.
Too much standardization
Teaches that authority is not to be questioned
Alienating – tedious – boring….fosters anti-intellectualism and dampens students’
passion for learning
Not embracing the new technology
People trail/paper trail
The more enthusiastic young teachers are laid off, often causing them to quit teaching as
a career.
We teach to improve test scores, not love of learning
Depending on your perspective:
Compulsory Standardized education creates a society of people that are raised to
sit down, be quiet, jump through the hoops, and receive their meager
reward.
Math education makes people that builds tools and weapons but not happy lives.
A disconnect with the difference between information and knowledge.
Computers take you to your immediate answers – yet, all of the serendipitous discoveries
that come with “looking up something” have all been replaced by instant
information.
I don’t know what’s wrong, but I have a good idea how to fix it – State of Arizona prison
system.
Teaching kids as a group.
Public education is not equal (scholastically, library, special support to the needy)
Too many standards
Superficial teaching – we need to teach deeply and be quite focused.
Lack of “real” input from students
Big gaps between what is taught in school and what is needed in life, particularly for
careers and meaningful work.
Teachers are too brash in decisions
I can literally go to any class at anytime and pull out a kid
Kids are homeless; see school as haven
Schools are top down
Kids have more enthusiasm than teachers – kids are ready for change; teachers are not
Arrogant administration
Education starts at home but kids are practically homeless
Too much politics to support how great school is, how great sports are, and who is
Popular
Not enough time spent on how to be kind or supportive of each other
Education is stuck because it was built on post agricultural/industrial principles. These
principles are obsolete. The cheese has been moved and educators stayed behind,
much like dinosaurs.
What are you going to do to contribute to the world?
Schools are deficit focused
One size fits all thinking. The stress of being college bound is not realistic for all. Need
Programs to route those interested in alternate career choices – tech, trades, etc.
Improve writing skills and basics of education
Too quick to “throw away” problem students
Money tied to standard test scores
What skills are taught to earn a living?
Racism and poverty are still victims of unequal funding, programs, materials, etc. – the
poor are kept disadvantaged in the school systems they attend
I’m sick of budgets being the cause of “spinning” what is good for kids, rather than “what
is good for kids” creating budgets
What happens to cause teacher burn-out?
Too much testing
Not enough use of data
Funding doesn’t support technology
Need for some smaller class size
Support staff issues
U.S. education ignores what goes on educationally around the world in terms of success
There is no flow….
Kids should push the curriculum
Structure and discipline
Not embracing the new technology
Lack of creative curriculums – art, music, film
Scores are up at the end of tutoring, but go back down
Basketball is more respected than classroom
III. What do you personally feel passionate about re: learning?
My passion is getting others passionate.
My passion is food.
Learning doesn’t end at 3:00
People should be able to read and write coming out of school
School needs to be flexible to accommodate different learners
Creating programs that provide skill training to earn a living
Once students have mastered basic skills, they should be allowed to follow what interests
them.
Meeting the needs of all learners in their diverse learning styles and personal needs.
Reading
“Outside of the class” education
Students asking questions – start small and relative
Policy/design needs
Best practice
A voice
Critical thinking skills need to be developed through greater emphasis on logic, history,
political science and economics
Questioning and understanding what motivates other people teaches a lot about why the
world is the way it is
Learning must be adjusted to embrace new, emerging technologies
Learning must connect us with the world
Every student needs a caring adult
I would like to relearn how to tell a story so that audiences understand and want to see
my story through fine arts.
When a child learns, it is like:
Igniting the flame
Feeding the fire
Watching it burn
Enjoying the glow
Better listening habits
Mathematics – how they are applicable in today’s hi-tech world
How to move towards a focus on assets instead of deficits. There needs to be a common
context for shared learning and developing talent & capacity in our youth
High School is not the end of learning
8th grade is the old 12th grade
IV. In this culture of change, what action do you think should be taken regarding learning?
Ask kids the right questions
Not start school until later in the day – 10 AM to 12 Noon
Run school year round.
Run high school like college and let students pick classes & times
Embrace 21st century learning systems
We must learn from other countries and each other
Post-secondary education for all
Who takes ownership of the future?
Needed alternatives to current practices: The year, day, hour, lesson relevancy, guidance
& counseling, teacher training
Investigate the European Model
In 12 grade….intense introduction to the world of work & lifelong learning
A cultural shift is needed….people need to take more personal responsibility for their
learning. Schools can provide a framework and starting point, but currently are a
lot of busy work that doesn’t encourage following passion.
Media: seemless connections
It starts at home, however, the environment and the method, I believe need to be
Reassessed:
Focus = interest (meditation [David Lynch Foundation])
Relevant issues – history (in context), etc.
Strong alliances with community colleges for post high school training
Think about their thinking
Being future focused
Higher order thinking skills – analyze, synthesize, apply
Identify non-negotiable standards
Teach these standards deeply/project based
Explore the creative side of education
Focus on strength focused education
More personalization in curriculum implementation
Make education more meaningful for kids
Increase cultural competence – understanding cultures here and abroad. Teach how to learn about cultures.
Get global
Homes – starts there
Respected value all choices
Stop worrying about standardized test scores and focus on honestly learning how to use
the knowledge, not just regurgitate it.
Give graduating students the skills they need to earn a living
A more European type of education system in high school
Technology
Umbrella community with best practices
We need to show students immediate relevance that what we teach increases their earning
potential
We need co-op, internships, career day and out of school relevant experiences.
Sunday, March 1, 2009
Incrementally Towards The Vision
Ultimately this blog will be a forum for the discourse and reseeding of learning/education but for now I shall just archive the evolution of this process.
This past week:
1. Contacted Michigan 826 (Ann Arbors version of Dave Eggers drop in writing program to solicit their input I of the possibility of starting a Rouge 826)
2. Developed promotional plan with coworker to promote Salon-Ed. at the Michigan Reading associations’ state convention.
3. Planned possible informational/promotional event with Jarred as the official kick off to Salon-Ed.
4. Made connection to the leadership of Wayne Counties director of the Michigan Film Initiative.
5. Had retreat weekend with teacher friends. (the YA Ya’s) When we spoke of our students and reminisced about our beginnings, we were animated. When we spoke of systems we immediately began to fanaticize about retirement
This past week:
1. Contacted Michigan 826 (Ann Arbors version of Dave Eggers drop in writing program to solicit their input I of the possibility of starting a Rouge 826)
2. Developed promotional plan with coworker to promote Salon-Ed. at the Michigan Reading associations’ state convention.
3. Planned possible informational/promotional event with Jarred as the official kick off to Salon-Ed.
4. Made connection to the leadership of Wayne Counties director of the Michigan Film Initiative.
5. Had retreat weekend with teacher friends. (the YA Ya’s) When we spoke of our students and reminisced about our beginnings, we were animated. When we spoke of systems we immediately began to fanaticize about retirement
Sunday, February 15, 2009
Let's Generate A Thesis
Please answer the following so we can share this forum and use it effectively.
1.What is right with Schools/learning?
2. What is wrong/broken?
3. What do you personally feel passionate about?
4. In this culture of change what action do think should be taken regarding learning?
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