Pedagogically-strategically, leading learners into confusion means we can meet them in the confusion – we can arrange to be together in the confusion. For both their learning and ours, feedback, from their experience of confusion, is the best possible source of intelligence from which to tune/improve instructional design.
What happens to you when you become confused? How do you feel? Most of our children are growing up in environments (families, schools, peer groups…) that insidiously (mostly unintentionally but nevertheless pervasively) teach them to blame themselves for feeling confused. Children who blame themselves for feeling confused feel shame when they feel confused. Naturally, subconsciously-automatically, children […]
TRANSFORMATIONAL LEARNING Keynotes, Seminars, Workshops, Trainings, Learner-Leader Dialogues Professional Development, Seminars, and Workshops Inquiry Form – Conference Inquiry Form Comments and feedback from: Leaders in Learning – Recent Attendees – Teachers – Parents – Event Organizers “The most powerful professional development experience I have ever had. This was truly an awakening for me!” – Julie Colley Lowery, Education Specialist, Alabama State Department of Education […]
There is no substitute for your first-person learning Not just facts, statistics, and academic theories. Not just acceptance of what ‘experts’ say. Not just inculcated beliefs. When it comes to understanding learning you have 24×7 access to the most powerful learning laboratory in the world: your conscious, intentional, inside-out, awareness of, and participation in, whatever you are doing. Back […]
The most minimally presumptuous, maximally relevant, thing we can do. How well children grow through the traumas, challenges, and disadvantages they experience depends on how well they learn. How well they rise to the opportunities and advantages they experience depends on how well they learn. From their emotional health and maturity to their mental health and […]
Shame is a pain in the self – a pain that results from our attention, often abruptly, intensely, and uncomfortably, focusing on what is ‘wrong’ with ‘me’. We don’t have to learn to feel shame. Like fear, anger, interest, and joy, we come innately able to experience the feeling, the sensation, of shame. However, we […]
We are always learning but not all learning is good for us. Learning can be as unhealthy as it can be healthy. Learning is as responsible for what goes wrong in our lives as it is for what goes right in our lives. Learning has a dark side. Generally speaking, unhealthy behaviors result from unhealthy learning. We […]
Indeed the established assumptions about the inherent stagnancy of text permanently dictate this offline, strategy-based model of reading instruction.
The difference between “learning to read on paper” and “learning to read on screens” is a very important conversation.
The first person known to argue against screen time was Socrates somewhere around twenty-four hundred years ago. He too was concerned with the unhealthy mental effects of spending too much time staring at and interacting with a hot technology. But the technology he was concerned about wasn’t digital, electronic, or interactive. Socrates was saying the […]
