"People spend about 2500 days of their life in school, time enough to develop an opinion about what was good and bad about their experience. We all know someone who is more than happy to share their stories and subsequent expertise in all things educational; teachers often complain that, almost alone among professionals, they are sitting targets for unsolicited advice on how to do their job."

Colin, great to meet you yesterday. Here is that article on cell phones and what kids pay attention to that we were talking about. I wonder if you could get the research done by Disney?

"A few years ago, DisneyWorld executives were wondering what most captured the attention of toddlers and infants at their theme park and hotels in Orlando, Florida. So they hired me and a cultural anthropologist to observe them as they passed by all the costumed cast members, animated creatures, twirling rides, sweet-smelling snacks, and colorful toys. But after a couple of hours of close observation, we realized that what most captured the young children's attention wasn't Disney-conjured magic. Instead it was their parents' cell phones, especially when the parents were using them." If Disney can't compete with cell phones in the Magic Kingdom...how can we in the classroom? So is the solution to ban...or to integrate? I have mixed feelings on this.

Colin, I'm not sure what direction your research is heading, but the idea of balancing technology with Mindfulness and being Present is an interesting one that I don't know has been really touched on. Here is a recent article from the NY Times that relates... http://www.nytimes.com/2013/03/23/your-money/mindfulness-requires-practice-and-purpose.html?pagewanted=all&_r=0 "...scans show mindfulness may change the way our brains function and help us improve attention..." Could be a way for students' brains to reset and refocus after using technology?

For me, I believe that transformation needs to be much Less focused on programs and More focused on processes. What are the Processes that are in place to ensure student voice, rigor, relevance, other ed buzz word, etc? Do we have a System in place which Really allows these things to occur Naturally?

The biggest thing is that Inherent in programs is the assumption that we have the answers...when the question for each student is different. Processes allow for students to find their own answers and own best path to college and/or career.

Additionally, processes allow for evolution in systems rather than requiring programmatic "change" across a school.

Documents via Sarah Bertucci from the Proficiency Based Graduation Requirement Workshop. Includes documents/pieces from Harwood, Vergennes, Big Picture.

Documents via Sarah Bertucci from the Proficiency Based Graduation Requirement Workshop

"True innovative people have a certain drive and energy about them that you like to be around. They are always full of ideas and looking for ways to improve things. Keep in mind that they aren't born as black belts in these mental traits…they've developed them over time."

Great pieces to reflect on for personal professional development over the summer.

Written in partnership with San Diego's High Tech High, this guide offers step-by-step advice on planning and managing extended, interdisciplinary projects, as well as useful protocols for critique sessions, templates for important documents such as project plans, and examples of high-impact projects.

A Step-by-Step Guide to the Best Projects Discover a project-based learning model that motivates students to pursue knowledge and drives academic achievement.

"Florida's standardized testing program is being misused and has 'severely impacted student learning,' according to a new white paper that says that school districts in the state are required to give as many as 62 tests a year to students."

"While the specifics are about Florida, the general conclusions about the negative impact of state standardized programs are relevant across the country - not only because other states have their own version but because some looked to Florida as a model as they developed their own school accountability systems."

1st chapter from Creating Innovators.

That's how blended learning should work-a combination of personal digital learning and community connected, team-based, production-focused, authentic, engaging, and relevant activities.  At Maker High, students would publish rather than 'turn it in'.  They would demonstrate mastery rather than finishing a class.

"Above any other measure, a person's level of grittiness will reveal their ability to execute ideas and sustain long-term goals."

If we are preparing students for success in college and career we must develop in them a skill set which includes perseverance and grit. While not as high in Vermont, "25 percent of students at four-year institutions fail to return for their sophomore year, a number that grows to 47 percent for students at two-year institutions." From the local and national pieces that I have looked at the reasoning for this is equally shared among these areas: Lack of Academic Preparedness; Lack of Sense of Purpose and Goals; Lack of Grit. We can't just educate students and expect them to be successful. We must also share Why and How. jf

"People who accomplished great things, [Duckworth] noticed, often combined a passion for a single mission with an unswerving dedication to achieve that mission, whatever the obstacles and however long it might take."

Dr. Angela Lee Duckworth is an Assistant Professor of Psychology at the University of Pennsylvania. Angela studies non-IQ competencies that predict success both academically and professionally.

Do we spend too much time on cultivating academics and not enough time on developing "Grit" in students? Education is just now really looking at fostering a sense off passion for students. But, here is the third piece " How do we nurture resiliency and perseverance? jf

Interesting article that makes me think that we don't need to look to Finland for all of the answers. We can look to "The True North strong and free!"

"The biggest problem in American secondary schools may be boredom. What American youth need more then anything is opportunity to discover their passions and unleash them into the world. The Future Project, a NYC-based startup, is addressing this challenge by mobilizing an army-the Future Corps-to help American high school students find and begin working toward their dream."

Could be the next step for ELOs?! Starting to think about how I could present a proposal to collaborate with Castleton and/or Middlebury on developing similar project.

"To encourage student thinking about the overall structure of a course right from the start, why not include a concept map or mind map in the syllabus? When I looked at Linda's work (in the two references listed below) she actually advocates what she calls a "graphic syllabus," described as a "flowchart, graphic organizer, or diagram of the schedule and organization of course topics, sometimes with tests, assignments, and major activities included."

Interesting article. Back when I had "classes" the first day was dedicated to working through a modified version of a Chalk Talk. This gave me a really good sense of where students were at in their understanding and it gave them the opportunity to see how each lesson/concept would be part of the "big picture" of the class. I also would wrap up the semester with the exact same lesson. Huge opportunity for leaving them with a sense of accomplishment and final chance for them to see the pieces in a larger context.

"Today knowledge is ubiquitous, constantly changing, growing exponentially… Today knowledge is free. It's like air, it's like water. It's become a commodity… There's no competitive advantage today in knowing more than the person next to you. The world doesn't care what you know. What the world cares about is what you can do with what you know."

The greatest challenge to change in learning is our reticence to simply take action: - change the space - change the program - expect high outcomes.

"Regardless of the number of years someone has been on the job, anyone can benefit from a coaching experience."

An excellent, more substantive article on Coaching was added by Greg Young back in October. It is worth a second look.Personal Best: Top athletes and singers have coaches. Should you? http://www.newyorker.com/reporting/2011/10/03/111003fa_fact_gawande