4. usefully ignorant What a waste to go into a room with an agenda, Kim Sheinberg(presumed abundance)Frustrated I had squandered my time talking about my idea instead of getting to know this man.

5. need detox?

6. Most people are other people. Their thoughts are someone else's opinions, their lives a mimicry, their passions a quotation. - Oscar Wilde

7. click to play

8. In order to be open to creativity, one must have the The No. 1 Habit of Highly Creative People capacity for constructive use of solitude. One must overcome the fear of being alone.Rollo May Get in the alone zone. Interruption is not collaboration. -Rework more on be

10. - Ellen Langer

11. Are we taking time to notice what matters most? click to play

12. Are we taking time to unlock the genius in ourselves. .. in each one of us…? -Seth Godin’s Linchpin Great insight on Nurturing Student Genius from the brilliant Angela Maiers.

13. I have no talent. I am only passionately curious. -Albert Einstein

15. indwelling in tacit

16. playing offense (realizing that our pretense toward defense often keeps us from what we are seeking: understanding and and indwelling tacit knowledge - could unleash mounds)

20. great offense: educating ourselves of the options we now have.

21. brilliant read…. Also read his : the opportunity cost of class

22. What wakes you up? click to play

23. listen notice with whatever means you have…..

24. even respect for your own voice? voice via Ian Chia

25. Listen to/notice how kids learn.. Our kids need an ocean of information into which they can dive and from which they can drink in huge, slurping gulps that look somehow vulgar or excessive to us. -Chad Sansing During the protests in South Korea, though, media stopped being just a source of information and became a locus of coordination as well.The atomization of social life in the twentieth century left us so far removed from participatory culture that when it came back, we needed the phrase "participatory culture" to describe it. -Clay Shirky's Cognitive Surplus Are we intoxicated by memory? Too drunk to see what we're missing... what we're, often unintentionally, keeping from our kids? We should detox, and fast. The ocean is amazing.

26. Maybe asking them to "show" what they are doing is getting in the way of them being able to get lost in their learning. two competing goals: Letting individuals learn what and how they want in a safe, open environment. Asking them to prove to you that they are doing something that matters . #2 compromises the trust vital to #1 Via Clay Shirky’s Cognitive Surplus: Blanket freedom increases experimentation and so decreases quality. But it creates the stuff we will end up prizing.

27. from Buccaneer Scholar, James Bach Let learners appear to be lazy, as they freely find their own structure. Be next to them, doing your thing, on call.

28. http://kerismith.com/ Chimamanda Adichie’s Ted there’s never a single story about anything Simon Sinek’s seek all version s of a story Seth Godin’s seek stories we often avoid Stanford’s peacedot seek the best stories notice

29. …in ed We think we have bang up lessons... but have we asked the kids? Do they carry ideas outside the class? past the tests? Do we hear global voices in our classrooms? Do we speak their language, are we too busy insisting that they speak ours? Are we too busy getting things done to notice. click to play mad world notice click to hear student voice on going where they are

31. We could be educating the world right now with tech, however, policy is getting in the way. -David Wiley Keep your policy overhead to a minimum. Check out #3: Zero Policies here.

32. simple rules/aup/agenda/etc taken from Will Richardson’s: be safe, be ethical, be efficient

33. simple mantra: -Keri Smith

34. Often, the lizard brain, and/or others, will reasonably and responsibly question things involving freedom and simplicity.

35. However, the low-quality material that comes with increased freedom accompanies the experimentation that creates the stuff we will end up prizing.

36. People asking Where do people find the time? aren’t usually looking for the answer; the question is rhetorical and indicates that the speaker thinks certain activities are stupid.

37. via Clay Shirky’s Cognitive Surplus

39. Less what do you want to be when you grow up, but what are you doing now. There can be no keener revelation of a society’s soul than the way it treats it’s children. -Nelson Mandela Brilliant and spot on. click to play Adora Svitak – wise beyond her years, better yet, heart of gold

40. It helps empower someone to think what they’ve not thought, to say what they’ve not said, to dream what they’ve not dreamt… Empower people to ask for what they want, and think about what they need… Everybody can be … whatever.. If they believe it. click to play

41. Book, by Keri Smith

42. click to view slideshare

44. click to see slideshare on philosophy for connections

45. Help learners connect to themselves, to others.. Help them find, or you be, their expert individual tutors/mentors.

46. to self.. doc

47. to others.. Kevin on building community Ben on building his community (board)

48. click to hear Ben Wilkoff

49. click for more on expert individual tutors

50. 1-to-1 Not so much about laptops, rather, people. Learner to expert individual mentor/tutor. interdependency

52. Trust. Trust the natural process of learning.

53. click for more thinking on a future connection/conversation/gathering

54. Students are making career based decisions on too little information. –Anya Kamenetz share/find/create more options…

56. click to view R&R for sure. Keep your mind/body fit.

57. then..

58. mindset

59. Every word and action can send a message. It tells children, or students, or athletes – how to think about themselves. It can be a fixed-mindset message that says: You have permanent traits and I’m judging them. Or it can be a growth-mindset message that says: You are a developing person and I am interested in your development. -Carol Dweck, Mindset mindset

61. be intrigued by mistakes

62. enjoy effort and keep on learning. -Carol Dweck, Mindset mindset

63. Speed and perfection are the enemy of difficult learning: If you think I’m smart when I’m fast and perfect, I’d better not take on anything challenging. So what should we say when things are completed quickly and perfectly? Whoops, I guess that was too easy. I apologize for wasting your time. Let’s do something you can really learn from. Reassuring someone about their intelligence or talent before a performance often backfires. They’ll be more afraid to show a deficiency. -Carol Dweck, Mindset mindset

64. The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning. ie: In contrast, Yura Lee’s mother always sat serenely during Yura’s lesson, without the tension and frantic note taking of some of the other parents. She smiled, she swayed to the music, she enjoyed herself. As a result, Yura did not develop the anxieties and insecurities that children with overinvested, judgmental parents do. Says Yura, “I’m always happy when I play.” -Carol Dweck, Mindset mindset

65. Are our reactions helping the child to feel a sense of control over her life -- or to constantly look to us for approval? Are they helping her to become more excited about what she’s doing in its own right – or turning it into something she just wants to get through in order to receive a pat on the head? - Alfie Kohn, Five Reasons to Stop Saying Good Job mindset

66. I don’t know everything. I can learn all the time. Most often people believe that the “gift“ is the ability itself. Yet what feeds it is that constant curiosity and challenge seeking. -Carol Dweck, Mindset click to play mindset

68. in your head…tied to certain contexts…often quite new… …great difficulty expressing to ourselves much less anyone else …usually holistic …usually not reducible to abstract categories & isolated modules… does not flow very well… remarkably sticky. Most valuable knowledge but also most difficult to share -John Hagel & John Seely Brown tacitknowledge

69. Help learners create ways to expose their tacitknowledge Perhaps a dimensionality in our conversations we've not yet experienced. one where we not only come together per passion, but also in grace and deep respect. one where more can be said, because in our new found security of intimate community, we spend less time with defense. (http://pds8.egloos.com/pds/200... ) so more can be understood. one where less needs to be said, because more is understood. (http://www.ascd.org/publicatio... ) More of that convo here.

71. prodding by the brilliant Nic Askewclick to view

72. Help them to reside in passion and flow knowledge

73. of the explorer – a sustained commitment to exploring a particular domain and to achieving constantly increasing levels of performance and impact in that domain over time.. -John Hagel lll & John Seely Brown passion the neurobiology of passion

74. ability to draw out optimal value from people, shaped by a deep understanding of existing performance capabilities – both one’s own and those of others. -John Hagel lll & John Seely Brown wisdom understanding understanding

75. wisdom accepts and operates within existing performance limits passion continually seeks to challenge and go beyond existing limits -John Hagel lll & John Seely Brown the neurobiology of passion

76. Indulge, give your self permission, go back to your roots, your curiosities and connect to… click to lose yourself in Feynman Learners need to experience expert learners experiencing /modeling this.

77. Erica McWilliams: beusefully igornant Sugata Mitra’s success – provide resources and get out of the way for 3 months we don’t need more resources - just need to be more resourceful Alan Webber(fast company) resources like… Sugata Mitra’s the Granny Cloud – unlikely places usefully ignorant http://kerismith.com/

78. usefully ignorant http://kerismith.com/ click to hear Kathryn Schulz share her research: thinking about being wrong Richard Saul Wurman embrace your stupidity ---read/seen that article? – uh huh.. we do that… how many kids do that….prestige in knowing things... ironically blocks learning about things that matter

79. What if it becomes as simple as.. 1) what do you want to learn?... Go to google or youtube, find out what you can. Connect to like-minded people. Post a comment or a response video.. till that community shows signs of or validates your growth… 2) follow your fancy… Take a flip or your phone or and ipod touch or a journal and go on a walk. Be curious. Note your curiosities. While you’re out, or when you get back, explore the curiosities you’re having trouble forgetting…

81. Create an environment that maximizes the likelihood that each child will discover their own passion and resources and feel ownership of their own education. You are not a delivery system for "skills" although skill growth will happen. You're trying to be a good launch pad for healthy citizens, not a manufacturing center for citizens. It’s not skills but self possession that are key with self-possession, all other things become p o s s i b l e -James Bach

82. A free form curriculum.. click to learn more

83. click to go to prezi

84. It’s more about a mindset than anything… click to see suggested book reads

85. need detox? be. bold.

86. Public education has been based on prep for the future. The game has changed dramatically in the last 10 years. This is now. The race to the top is about being more innovative and generous and artistic and connected and leading. And none of those have to do with compliance. None of those have to do with telling people what to do all day. If there’s a tribe, it’s because they decided they want to be in it. That decision is what artists do. That’s your opportunity, to say what you believe and see who follows. click to play