Meeting 1 Notes

Ideas from the morning walk

  • Meaning associated with experience
  • Doing things
  • Two of three did not deal with curriculum
  • Powerful learning teaches after the fact
  • Learned new things about my own experience
  • Powerful learning was something learned on my own, not worksheet, but own life experience
  • Success is a motivator (at first negative) ah-ha to see success is human and as teachers we have to find ways for students to be successful
  • Grace and space to learn, intimacy, liberation, security (feel safe)
  • Trust to allow a person to learn for themselves, trust empowers learning.
  • Celebration is important in learning, surprise.
  • PLE told as story.
  • Learning with a background of fear
  • PLE (interesting interpretation) was transformative.
  • PLE is dark, have to crawl in
  • Not intentional, not a dumping of curriculum, “outside”

Afternoon poster ideas: (tweeking or radical change?)

What would schools look like if they were small, simple, transparent and responsive? How do we live with the tension?
  • Organize schools around students – NOT TIME, then factor in the other variables. Make decisions based on the kids.
  • What does it mean to be educated?
  • What if teachers didn’t have to have all the answers? Paradigm shift for teacher to move alongside in helping student explore learning.
  • Institution “De-mystify rules”
  • The science of education, what is the meta-narrative?
  • Have we asked students about their dreams?
  • How do we bring people along on the journey? What are our hopes for students?
  • Elementary schools as portals to how to be involved in their learning. Start when they are young. Cultivate lots of different ideas and interests, a good place to try something new.
  • School within a school, perfect class size = 1 or < 1.
  • Small moves toward the student level. When they graduate what does that mean?
  • Like talking about transparency after talking about walls. Google’s homepage. Apple IPhone is simple to use (no written directions), need space for students to move in.
  • Are we trying to do much for students? Simple and transparent … we are part of a story, a part of that work. Kids on school board.
  • Small, safe, significant, sharing/relationship. building (parents, students, teachers)
  • Know and be known – more adults on campus having conversations with students. Conversations with kids is how they get “educated”.
  • Matrix: shared authority for subject, adult, student – tumbles, moves, flexible.
  • Tweekers or changers – depends on gifts.

Next Steps:

  • Important in going from here to have the conversations with colleagues back at school.
  • Big question of HOW has come up today … answered in different ways … tweek or significant change.
  • Talk to people who have done educational reform, hear their story.
  • Two parts: How (think tank forum) and educate people within our own communities: parents, colleagues, students.
  • Keep having the conversation … mixture of ages … include some of our older students?
  • Website: wiki, blog. Greg/Tim meet offline.
  • Love to know in advance what is the focus. Have people think about it ahead of time. Common reading … separate the group into topic areas.
  • Both tweek and reform examples of HOW.
  • Twenty-five students with two teachers … for how long …
  • Exciting conversation, wheels put on the cart, Convention Planning Committee.
  • Value of the group outside of the context of our school. Passing the ideas …
  • What would be the result in BC/Western WA if we changed Christian schools. If we don’t try it never will.
  • Look at Christian schools in foreign countries, we have made a difference.

File: Power Point from Meeting 1 A Content Rich Curriculum PPT

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