Geoff Mulgan: "A short intro to the Studio School"

 
Director of the Young Foundation (@the_young_fdn) and UK government employee, Geoff Mulgan (@geoffmulgan) delivers a TED Talk on a powerful re-imagining of education:  Studio Schools.  Designed to "address the growing gap between the skills and knowledge that young people require to succeed, and those that the current education system provides," Studio Schools prepare young adults for the global economy and encourage them to take inquiry- and project-based learning to the next level (quoted content taken from the Studio Schools website).  Mulgan shares more details on these institutions below:

First of all, we wanted small schools -- about 300, 400 pupils -- 14- to 19-year-olds, and critically, about 80 percent of the curriculum done not through sitting in classrooms, but through real-life, practical projects, working on commission to businesses, NGO's and others. That every pupil would have a coach, as well as teachers, who would have timetables much more like a work environment in a business. And all of this will be done within the public system, funded by public money, but independently run. And all at no extra cost, no selection, and allowing the pupils the route into university, even if many of them would want to become entrepreneurs and have manual jobs as well. Underlying it was some very simple ideas that large numbers of teenagers learn best by doing things, they learn best in teams and they learn best by doing things for real -- all the opposite of what mainstream schooling actually does.

What do you think of the idea of Studio Schools? Do you think that they are needed? (Research exists to justify them.) Please post in the comments section below.

Description of image:  A mock-up of a Studio School.  Photo located at www.studioschooltrust.org.  Kildonan and its IP program claim no ownership over the image above.

"This Is Genius," by Ryan Lotocki

What follows is a spoken word poem by student Ryan Lotocki (filmed by: Nick Stroczkowski and Kurt Schlewitt).  Rather than provide an introduction for this video, we will remain silent and allow it to speak for itself.

What did you think? Please post in the comments section.  * If you would like to consult a transcript, please see below: *

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School Sucks. Now don’t get me wrong I believe everyone should have a general education. But when I know how to solve quadratic equations with imaginary roots graphically and am not sure how that applies to life… Or better yet, learned Cleopatra slept around, but never heard the history of my own city- you've failed. Now I’m not trying to sound cruel, but we live in a generation that would much rather smoke a joint then show up to school and to be honest, I’m tired of placing all the blame on them. I mean are we just pawns in a chess game waiting to accept their fate? Could the whole point of High School simply be just to graduate? You tell us to follow our dreams but have a plan B and don’t you see? The more you try to protect the children in this way, the more you reject the gifts they are trying to portray. See, school is a project in which students never get the chance to project their abilities. Having to follow a curriculum and take required classes, while stereo-typically the kid with high grades and glasses will make it into college and is more intelligent. Well, how about the student whose “Ingenious”, “In ordinary”, “Innovative”, “Intellectual”, “Incalculable”, “Inquisitive”, and has good intentions to change the world with his passion. I believe educating him would be something along the lines of ineluctable.

Take a musician for example: See to him, a score on a math exam will never mean as much as the score in front of him. Why waste his time trying to count and measure when he can already count each measure with just the tap of his foot- See this is genius; watch as the bow grazes against the instrument and his fingers pluck and pull at each string appropriately that creates a sound that just makes his body sway. But if he is controlled by a bell that just rings I guess you could say the school’s pulling his strings.

Or how about the cook with only a seventh grade reading level. If his ingredient list is not written in MLA format I think he’ll do just fine. Does his grammar matter when where you choose to dine is on the line and I’m not talking about margin. But when it comes to margarine and butter he actually knows the difference. He couldn't care less about the sophisticated words coming out of his mouth and more about the food going into yours- See this is genius. And if that doesn't fill the Hunger Games appetite you couldn't even think the Grapes of Wrath might.

Some Brilliance is as simplistic as hitting a ball. It doesn't matter if her science grade is an atrocity because I've never seen anyone spike a ball with so much strength, precision, and velocity, and the only elements she need know are those of speed and surprise, but to her parents’ eyes sports are just a waste of time- See this is genius. Practicing for so long she has little time to study for chemistry the only question remaining is, why can’t you be more like your sister Emily? What’s the matter? Kind of ironic though because like life, when it comes to school versus education every things the matter.

Putting children on an assembly line that has checkpoints. Where there only goal is to get us from point A to point Z but if we only get to F then we've failed. Plus our values and gifts are locked up and jailed. And why do we take tests? To tell us we’re wrong? It’s a number, not my wife. There is so much more to life than a grade in a book and what even of the SAT I just took. Because we all receive a number or a grade if you will, but our answers are locked up in vaults. Was the point to learn, or the thrill? And Common Core won’t solve anything so take a chill pill. We are not here to memorize facts but figure our future; and if the future holds taking a test to see who’s the best I want no part in that, there’s a fact. Now while I’m speaking to adults, I’m relating to the youth. I’m not pointing out your faults, but showing you the truth. Stop labeling us by standards and put us all on an even playing field. But let us choose our positions based on our passions, values, and where we can be proactive. Make schooling less multiple choice and more... Interactive. Because maybe your exponential at math, but that’s not how he functions because we all don’t have the same mechanics. Or possibly, you rock at science but in her opinion she’d rather not fill her head with space.

We are all sculpted in a different way. All made with different values, ideas, and clay; and if during my day, the only offered opportunity is continuity I could never get the chance to say: I am genius.

"Why Curriculum Constrains Learning," by Harold Jarche

We in IP believe strongly not only in championing the conditions that allow authentic student-driven learning but also in connecting with like-minded individuals and organizations.  One of these is Educating Modern Learners (EML), an educator's portal created by longtime educator and technological expert Will Richardson (@willrich45) and Bruce Dixon (@bruceadixon), respectively.  This site offers insights into the new learning contexts that teachers, administrators, parents, and students themselves must confront in the 21st century.

International consultant, speaker, and educational "subversive" Harold Jarche (@hjarche) published an article on EML entitled "Why Curriculum Constrains Learning" (April 2, 2015).  Within, he questions one of education's benchmarks.  He posits that "Curriculum is a type of confinement: a confinement of learning experiences. Defined content, isolated classrooms, and fragmented schedules of time, coupled with impersonal testing, are institutional bullying."  Though some may consider Jarche too strident, he encourages all of us - the IP community, Kildonan, parents, students, administrators, and others - to evaluate educational practice using the questions, "Do our students need to know anything? If so, what?" Once we begin to posit answers, we must consider various factors - organic learning environments, educational trajectories (their content, their presence), and others - in order to achieve the results we seek.

For Jarche's article, please click here.  Please post in the comments section to share your views.

Nikhil Goyal: "Why Kids Hate School?" @ TEDxBFS (2012)

At the age of 19, activist and author Nikhil Goyal (@nikhilgoya_l) has accomplished no small amount.  An activist and champion of self-directed learning, Goyal has spoken at Google (@google), MIT (@MIT), Yale (@Yale), Stanford (@Stanford), and the University of Cambridge (@Cambridge_Uni).  He has appeared on various news stations, has been named to the Forbes 30 Under 30 list, and has even authored the book One Size Does Not Fit All:  A Student's Assessment of School.  In this #TED Talk delivered at the Brooklyn Free School (#TEDxBFS) in 2012, Goyal begins by speaking about the shortcomings of school.  Although he is perhaps too strident and jumps from topic to topic using quotes, he does offer an organic vision of education that considers not only educators, administrators, and parents but also students themselves as its policymakers.

'Education is a process of living, not a preparation for future living.'  Let me say that one more time.  'Education is a process of living, not a preparation for future living.'  ... Because we have to get over this notion of education prep and move to life prep.  We have to create an educational society where learning is democratized and where kids are natural learners.  Where we're tinkering with the world.  Where they're changing things, they're pushing the human race forward.
...
Around the world today we're watching millions of young people that are under the age of twenty-five collectively protest for self-expression, transparency, and the sweet taste of freedom.  What we're doing to them is we're not giving them a voice.  We're not letting them speak out.  We're putting them on the sidelines.  What I like to say about public education is that we have 'the kids table' and we have 'the adults table.'  At the adults table, that's where all the decisions are made.  It's like Thanksgiving; we're separated.  And really, that's how it is.  We need to have one table where we have kids and adults.  What we offer, most importantly, kids, is a fresh perspective.

Thoughts? Please post in the comments section below.

Rachel Smith: "Drawing in class" @ TEDxUFM (2012)

Senior Consultant and the Director of Digital Facilitation Services for The Grove Consultants Internationa in San Francisco," Rachel Smith is a visual facilitator, has led her own graphic design company, and continues to explore the intersection of education and technology (passages taken from the description of Smith's TEDx Talk).  As such, she proposes that visual note-taking - a record system consisting of pictures in addition to words - is an important learning tool...not for dyslexic students but for all children.  Smith elaborates upon her thoughts in a talk given at TEDxUFM (@TEDxUFM) called "Drawing in class":

Visual note-taking opens the door for more playful connections between information, for students to use their imaginations in an activity that can often be very passive (note-taking).  It also helps students to create a personal visual memory aid that they can study from later, that they can look at and [use to] tell themselves the story again.  When a teacher is teaching, what they're doing, really, is telling a story about something they're passionate about.  And when a student takes visual notes, what they're doing is making that story visible.

We're going to go over three simple steps that will get you set on this road, get you started.  And the first one is to choose a tool that works for you.  The second one is to start building up that mental library of images (that I talked about).  And the third one is to really practice listening and capturing the key points.

When you've done visual notes, the way that you tell if you did it right is if you can look at your notes and tell back the story that you heard from that speaker.  Then you did it right.  There's all there is to it.  There's no more than that.  Can you look at it and recall the story?

What do you think? Do you employ visual note-taking? Please post in the comments section below.

Description of 1st image:  A sample of Rachel Smith's visual note-taking strategies.  Photo located at nsanc.org.  Kildonan and its IP program claim no ownership over this picture.

Sugata Mitra: "School in the Cloud: What Happened after TED Prize 2013" @ TEDxUFM

Two years ago, Professor of Educational Technology at the School of Education, Communication and Language Sciences (@secls) at Newcastle University (@StudentsNCL) Sugata Mitra (@Sugatam) won the 2013 TED Prize.  In the following @TEDxUFM Talk (delivered at Universidad Francisco Marroquín, Guatemala), Mitra speaks about the progress he has made over the past two years:  "I made a project for TED. ... I would build seven laboratories, seven learning laboratories.  Five of them would be in India, and two of them would be in England."  His insights remain provocative, and his passion for self-directed learning proves as infectious as ever.

Well, there are reports from all around the world that children are not asking questions to people.  Or at least if they have to ask a question to a person, they do that after they have asked their phones.  Children don't want to learn how to multiply, divide, add, and subtract because they say they already know how to do that.  It's done with phones.  Children don't want to particularly learn to read because they say there are things that can read out things to them even if they don't know how to read.  At the moment, they don't like to write by hand because they want to know why they should learn to write by hand.  Will ever do it in the rest of their lives? So what happens in a world where reading, writing, and arithmetic are treated in such a cavalier manner?

...

In Killingworth, this is a room:  it just looks like a nice lounge with computers and an XBox (@XBox)  And the teachers, when I built it, they said, 'Sugata, this is a bit too much.  Do you have any idea of what they will do with that XBox? They will do nothing else except play with the XBox.'  So I said, 'Well, that's our challenge, isn't it?' If you've gone in there to teach Geography and the students are playing with the XBox, it means that Geography is more boring than the XBox.  Then we should re-look at Geography, chuck it from the curriculum, or put it into the XBox.  Somehow.

Description of the 1st image:  Mitra's SOLE learning laboratory in Killingworth, England.  Photo located at blog.ted.com.  Kildonan and its IP program claim no ownership over the above image.

For a post discussing Mitra's "The child-driven education," please click here.

For a post discussing Mitra's "Build a School in the Cloud," please click here.

Sir Ken Robinson: "How to escape education's death valley" @ TED Talks Education (2013)

More words from  English author, speaker and international advisor on education Sir Ken Robinson (@SirKenRobinson):

Not far from where I live is a place called Death Valley. Death Valley is the hottest, driest place in America, and nothing grows there. Nothing grows there because it doesn't rain. Hence, Death Valley. In the winter of 2004, it rained in Death Valley. Seven inches of rain fell over a very short period. And in the spring of 2005, there was a phenomenon. The whole floor of Death Valley was carpeted in flowers for a while. What it proved is this: that Death Valley isn't dead. It's dormant. Right beneath the surface are these seeds of possibility waiting for the right conditions to come about, and with organic systems, if the conditions are right, life is inevitable. It happens all the time. You take an area, a school, a district, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader range of opportunities, you cherish and value the relationships between teachers and learners, you offer people the discretion to be creative and to innovate in what they do, and schools that were once bereft spring to life.

For a post discussing Robinson's "RSA Animate:  Changing Education Paradigms," please click here.

For a post discussing Robinson's "How schools kill creativity," please click here. 

For a post discussing Robinson's "Bring on the learning revolution!," please click here.

Will Richardson at TEDxNYED (2011)

American educator, parent, author, speaker, blogger, and co-publisher of Educating Modern Learners (EML) Will Richardson (@willrich45) at @TEDxNYED.

For a post discussing Richardson's "Education Leadership" at TEDxMelbourne, please click here.

Sugata Mitra: "Build a School in the Cloud" @ TED2013

 

One year ago, Professor of Educational Technology at the School of Education, Communication and Language Sciences (@secls) at Newcastle University (@StudentsNCL) Sugata Mitra (@Sugatam) won the 2013 TED Prize (@TEDPrize).  At TED2013, he delivered his wish that the world help him "build a school in the cloud."  He essentially called upon educators, parents, and students to assist him in designing a learning experience whereby all children - located all over the world - can interact with technology and pursue meaningful questions in environments in which adults merely support and encourage them.  He also addressed these same populations to implement Self-Organized Learning Environments (SOLEs) (@schoolincloud) and to forward him the data to serve as the raw materials for upcoming publications.

What results has Mitra's "wish" engendered far? SOLE Central (@NCLsolecentral) and the beginning of classroom-based implementation of SOLEs.  

The learning revolution begins.  Will we soon see SOLE-based classrooms at Kildonan...?

So what's happening here? I think what we need to look at is ... learning as the product of educational self-organization. If you allow the educational process to self-organize, then learning emerges. It's not about making learning happen. It's about letting it happen. The teacher sets the process in motion and then she stands back in awe and watches as learning happens. I think that's what all this is pointing at.

For our previous post on Sugata Mitra's "The child-driven education," please click here.  For a link to Mitra's TED Book, Beyond the Hole in the Wall, please click here.

(SOLE Central, pictured above.  Photo located at ncl.ac.uk.  Kildonan and its IP program claim no ownership over this image.)  

For a post discussing Mitra's "The child-driven education," please click here.

For a post discussing Mitra's "School in the Cloud: What Happened after TED Prize 2013," please click here.

 

Sir Ken Robinson: "Bring on the learning revolution!" @ TED2010

Four or five years ago, English author, speaker and international advisor on education Sir Ken Robinson (@SirKenRobinson) delivered a TED Talk in which he criticized the linear, factory model of education.  In such a system, Robinson explained, educators/​schools employ static curricula to lead students to a pre-determined "output" or skills base.  He went onto to assert that the world needs a supportive, agricultural framework of education that supports children as they organically formulate answers to their own questions using a personalized curriculum.

We have moved closer to Robinson's conception over the past five years.  BUT...have we enacted the revolution that he demands?

But, you see, there are things we're enthralled to in education. Let me give you a couple of examples. One of them is the idea of linearity: that it starts here and you go through a track and if you do everything right, you will end up set for the rest of your life. Everybody who's spoken at TED has told us implicitly, or sometimes explicitly, a different story: that life is not linear; it's organic. We create our lives symbiotically as we explore our talents in relation to the circumstances they help to create for us. But, you know, we have become obsessed with this linear narrative. And probably the pinnacle for education is getting you to college. I think we are obsessed with getting people to college. Certain sorts of college. I don't mean you shouldn't go to college, but not everybody needs to go and not everybody needs to go now. Maybe they go later, not right away.

...

There's been a lot of talk about dreams over the course of this few days. And I wanted to just very quickly ... I was very struck by Natalie Merchant's songs last night, recovering old poems. I wanted to read you a quick, very short poem from W. B. Yeats, who some of you may know. He wrote this to his love, Maud Gonne, and he was bewailing the fact that he couldn't really give her what he thought she wanted from him. And he says, 'I've got something else, but it may not be for you.' He says this: 'Had I the heavens' embroidered cloths, Enwrought with gold and silver light, The blue and the dim and the dark cloths Of night and light and the half-light, I would spread the cloths under your feet: But I, being poor, have only my dreams; I have spread my dreams under your feet; Tread softly because you tread on my dreams.' And every day, everywhere, our children spread their dreams beneath our feet. And we should tread softly.

For a post discussing Robinson's "RSA Animate:  Changing Education Paradigms," please click here.

For a post discussing Robinson's "How schools kill creativity," please click here. 

For a post discussing Robinson's "How to escape education's death valley," please click here.

Peter Gray: "The decline of play" at TEDxNavesink

In following TEDx Talk, author, American psychologist, and research professor of psychology at Boston College (@BostonCollege) Dr. Peter Gray discusses play as well as our children's and students' access to it.  He suggests that, since the 1950s, there has been "a dramatic decline in children's freedom to play with other children" without the presence of adult supervision (passages taken from the YouTube (@YouTube) description offered by TEDx Talks).  He also notes a "dramatic increase in anxiety, depression, feelings of helplessness, suicide, and narcissism in children and adolescents" and hypothesizes that this trend is directly influenced by the decline of play.  Ultimately, he argues that "free play is essential for children's healthy social and emotional development."

The particularly chilling aspect of this talk is that Dr. Gray's message was delivered only six months ago.  Occasionally we are able to construct for ourselves a kind of barrier in which we are able to rationalize danger simply by measuring the passage of time.  For example, a person might be able to defuse the call-to-arms offered by a video concerned with antibiotic resistant strains of diseases merely because the video was released several years earlier.  Even if no measurable and substantial progress has been made, time in itself gives the viewer the illusion that things have improved.  But this video, so pivotal to the emotional states of our children and students as they learn in school right now, allows us no such buffer.  The question remains, then:  what can we do to change this? What plans can we immediately initiate to alleviate this problem and bring more unstructured free time back into the lives of young people?

Sir Ken Robinson: "How schools kill creativity" at TED 2006

Eight or nine years ago, English author, speaker and international advisor on education Sir Ken Robinson (@SirKenRobinson) delivered a #TED talk in which he called upon schools - especially U.S. institutions - to begin to divest themselves of those practices that limit creativity.  Instead, he urged, schools must begin to deliberately nurture the development of students' imaginative capacity.

What follows is a blurb from Robinson's talk as well as a link to the full speech.  Thank you, Trey, for locating this video and bringing it to the attention of the IP faculty:

Now our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented -- around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right? Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution. And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way.

In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and it's the combination of all the things we've talked about -- technology and its transformation effect on work, and demography and the huge explosion in population. Suddenly, degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you didn't have a job it's because you didn't want one. And I didn't want one, frankly. (Laughter) But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.

For a post discussing Robinson's "RSA Animate:  Changing Education Paradigms," please click here.

For a post discussing Robinson's "Bring on the learning revolution!," please click here. 

For a post discussing Robinson's "How to escape education's death valley," please click here.

"Ozymandias," by Percy Bysshe Shelley

Bull's passage reminds me of a piece that Matthew Philipose introduced in the beginning of the year:  "Ozymandias," by Percy Bysshe Shelley.

I met a traveller from an antique land, 

Who said—'Two vast and trunkless legs of stone 

Stand in the desert. . . . Near them, on the sand, 

Half sunk a shattered visage lies, whose frown, 

And wrinkled lip, and sneer of cold command, 

Tell that its sculptor well those passions read 

Which yet survive, stamped on these lifeless things, 

The hand that mocked them, and the heart that fed;

And on the pedestal, these words appear:

My name is Ozymandias, King of Kings; 

Look on my Works, ye Mighty, and despair! 

Nothing beside remains. Round the decay 

Of that colossal Wreck, boundless and bare 

The lone and level sands stretch far away.'

Go, IPians.  Go.  Continue to strive as scholars and - in the process - surpass revered authorities and incarnations of Ozymandias.

For Shelley's poem, please follow the next link:  http:/​/​www.poetryfoundation.org/​learning/​poem/​175903.  Or, to hear Tom O'Bedlam's reading of the poem, please consult the video below:

(An illustration of Ozymandias.  Picture located at "Invisible Children" blogspot.  Kildonan and its IP program claim no ownership over the above image.)

Sugata Mitra: "The child-driven education" (2010)

The following is Professor of Educational Technology at the School of Education, Communication and Language Sciences (@secls) at Newcastle University (@StudentsNCL) Sugata Mitra (@Sugatam)'s 2010 #TED Talk in which he elaborates upon his ground-breaking "The Hole in the Wall" experiment and Self-Organized Learning Environments (SOLEs) (@schoolincloud).

How do we define "teachers" when children can educate themselves using technology?

For a post discussing Mitra's "Build a School in the Cloud," please click here.

For a post discussing Mitra's "School in the Cloud: What Happened after TED Prize 2013," please click here.

Charles Leadbeater: "Education innovation in the slums" (2010)

So we are on the verge, 2015, of an amazing achievement:  the schoolification of the world.  Every child up to the age of 15 who wants a place in school will be able to have one in 2015.  It's an amazing thing. But ... actually the school system is recognizably an inheritance from the 19th century, from a Bismarkian model of German schooling that got taken up by English reformers (and often by religious missionaries).  Taken up in the United States as a force of social cohesion... It's recognizably 19th century in its roots. And of course it's a huge achievement. And of course it will bring great things. It will bring skills and learning and reading. But it will also lay waste to imagination.  It will lay waste to appetite.  It will lay waste to social confidence.  It will stratify society as much as it liberates it. And we are bequeathing to the developing world school systems that they will now spend a century trying to reform. That is why we need really radical thinking and why radical thinking is now more possible and more needed than ever in how we learn.

~ Charles Leadbeater (@LeadbeaterCh), Education innovation in the slums (TED Talk (#TED), 2010)

 

Don Buckley: "Kildonan School students use design thinking to drive their own course of learning with faculty as support systems" (4/​30/​2014)

I’ve been teaching many design thinking workshops this year for NYSAIS (@NYSAISnow), helping faculty and administration understand how this creative problem solving process can be used in education. Most schools still follow a 19th century industrial model – the observation followed by a proposal to try some unproven system with the idea of preparing students for the 21st century. Design Thinking on the other hand is used as a problem solving methodology in many 21st century organizations. It’s always great to hear what people do with this creative problem solving process after they leave my workshop and head back to their schools to apply what they’ve  learned. Part of the Kildonan’s School (@KildonanSchool) curriculum is The Independent Project –  an inquiry-based, self-directed approach to learning. Here’s a great example of design thinking applied to engage students and deepen their learning:

Sandy from the Kildonan School relayed the following to me:

I got a lot out of your presentation and took one aspect of the work you did with us back to a program I initiated at my school.  It’s called the Independent Project, and students in the program drive their own course of learning with faculty as support systems, not teachers.  That has been an amazing experience for the kids because for the first time, they feel empowered by their minds and choices.  As to be expected, they also ran into “problems” being the at the helm of their own ships.  Using your template, I posed the ‘draw your problem‘ to them, and the results were remarkable and quite moving.

The conversations between students and faculty as a result of their drawings were far more revealing and complex than verbal communication alone.  Their images brought depth to their understanding of their problems and opened up better pathways for verbal communication.  One student commented on the importance of recognizing, confronting, and grappling with her problem.  She felt without that process, she would not be able to move forward and grow in meaningful ways.  In some respects, it’s a new form of educational therapy!

http:/ ​/​donbuckleyblog.wordpress.com/​2014/​04/​30/​ killdonan-school-students-use-design-thinking-to-drive-their-own-course-of-learning-with-faculty-as-support-systems/ ​

Sir Ken Robinson: "RSA Animate - Changing Education Paradigms"

English author, speaker and international advisor on education Sir Ken Robinson (@SirKenRobinson) offers a powerful vision of education's present and future.

For a post discussing Robinson's "How schools kill creativity," please click here. 

For a post discussing Robinson's "Bring on the learning revolution!," please click here. 

For a post discussing Robinson's "How to escape education's death valley," please click here.