The Student Learning System: Developing a framework for students to take ownership of their learning journeys

7/30/2019 The Student Learning System: Developing a framework for students to take ownership of their learning journeys

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ThePennsylvaniaStateUniversity

DepartmentofUndergraduateEducation

BachelorofPhilosophyProgram

TheStudentLearningSystem

Developingaframeworkforstudentstotakeownershipoftheirlearningjourneys

AThesisinInnovativeEducation

by

RachelThor

2013RachelThor

SubmittedinPartialFulfillmentoftheRequirementsfortheDegreeof

BachelorofPhilosophy

May2013


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ThethesisofRachelThorwasreviewedandapproved*bythefollowing:

*SignaturesareonfileintheDepartmentofUndergraduateEducation

TanyaFurman

AssistantVP/AssociateDeanofUndergraduateEducation

ChairofBachelorofPhilosophyProgram

JacquelineEdmondson

AssociateDeanforUndergraduateandGraduateStudies,CollegeofEducation

ThesisAdvisor

CarlaZembal-Saul

ProfessorofEducation,DepartmentofCurriculumandInstruction

ThesisAdvisor

KylePeck

ProfessorofEducation,DepartmentofLearningandPerformanceSystems

ThesisCommittee


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ABSTRACT

Educationisthebackboneofournationasitpreparesthenextgenerationfortheiradult

lives.Lately,thatpreparationhascomeunderfiresincethenextgenerationsadultliveswilllook

muchdifferentthandidtheirancestors.Theissueofhowtoreformeducationhasspreadhighand

wideinAmerica,witheveryonelookingforthebigsolutiontofixtheeducationalproblem.Asingle

solutionisunlikely,however,becauseofsomanynuancedissuesfromdifferencecontexts,andso

wemustuncoverwaysthatallowforlocalizedsolutionstotakeplacethroughoutmanydifferent

contexts.

Thisthesisproposesaframeworkthatempowersstudentsatanyagetotakeownershipof

theirownlearningjourneysinordertoaffectlarge-scaleyetgrassrootschangeinhowstudentsare

beingeducated.InPart1IexplainmyownpersonaljourneyasastudentandhowIcametotake

ownershipofmyeducation.InPart2,Iexplainmyprocedureforlearningaboutlearningitself:a

month-long,cross-country,RVroadtourthatvisitedover20innovativeschoolsandeducational

organizations.Toeachofthemweasked,Whatmakeseducationinnovative,andwhatsthefuture

ofeducation?InPart3,Ipresentmy StudentLearningSystem frameworkbasedonthethemesthat

emergedfromthisroadtourandmypersonaleducation.InPart4,Ioutlinewhatisstillmissing

fromthisframeworkinordertoturnitintoapositivetoolforstudentempowermentandchange,

andwhatactionstepsshouldbetakeninordertocompletetheneededadditionalresearch.InPart

5IconcludethisthesisbyreaddressingtheinitialquestionIsetouttoanswer:Whatisalternative

education?


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TableofContents

LISTOFFIGURESANDTABLES.........................................................................................................v

Chapter1MyJourney..........................................................................................................................61.1MyUndergraduateExperience............................................................................................................61.2TheRoadtoTeaching ............................................................................................................................. 71.3FindingCouragetoWander.................................................................................................................. 81.4SerendipityLeadstoLearning.............................................................................................................91.5FocusingtheVision ...............................................................................................................................101.6PracticewhatyouTeach......................................................................................................................13

Chapter2TheEducate20/20RoadTour................................................................................. 162.1StartingBlindly.......................................................................................................................................162.2ReflectingandImproving(akaLearning) .....................................................................................182.3TheSchoolsandOrganizations .........................................................................................................20

Chapter3ThemesandObservations......................................................................................... 293.1TheStudentLearningSystem ............................................................................................................293.2-3.4DefiningtheQuadrantsoftheStudentLearningSystem..................................................32 3.2InternalActivation ................................................................................................................................333.2aPurposeandPassionSubjects ............................................................................................................343.2bLearningStyles .....................................................................................................................................353.2cPersonalReflection ..............................................................................................................................353.2dPhysicalHealthandSafety ................................................................................................................363.2eBeliefsaboutLearningandaboutonesAbilityintheWorld .......................................................373.2fAbilitytoInteractwithOthers ............................................................................................................383.3ExternalEnvironment..........................................................................................................................393.3aCurriculumContent .............................................................................................................................39

3.3bCurriculumDelivery ............................................................................................................................403.3cCurriculumAssessment.......................................................................................................................403.3dLearningEnvironment........................................................................................................................413.3ePhysicalGeography..............................................................................................................................423.3fLocalCommunityCulture ....................................................................................................................423.3gLocalCommunitysBeliefsaboutLearning .....................................................................................433.3hLearningGroups(Teachers,Mentors)..............................................................................................443.3iSocialGroups(Peers,Family) .............................................................................................................443.4SocietalStructure...................................................................................................................................463.4aPolicy,Legislation,andFunding ........................................................................................................453.4bLargerCultureandEthos ...................................................................................................................463.4cThePiecesTogether.............................................................................................................................47

3.5ComparisontoAnotherModel ..........................................................................................................493.6AgeAppropriatnessandtheRoleofOthersintheStudentLearningSystem ...................50

Chapter4OutlineofFutureResearchPlans............................................................................514.1TheFiveLevelFramework .................................................................................................................514.2FutureResearchNeedsforeachLevel............................................................................................544.3PlansforhowtoCollectData .............................................................................................................55


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Chapter5Conclusion.......................................................................................................................56

ListofFiguresandTables

Figure1.6aEducate20/20RVSideWrap...................................................................................................15

Figure1.6bEducate20/20RVBackWrap.................................................................................................15

Figure2.1Mapofcitiestovisitontheroadtour......................................... ............................................ 17

Table2.3SchoolsandOrganizationsvisitedbyEducate20/20......................................... ..............20

Figure3.1aTheStudentLearningSystemRings......................................................................................30

Figure3.1bTheStudentLearningSystemQuadrants...........................................................................32

Figure3.1cTheStudentQuadrant ........................................ ............................................ ............................. 16

Figure3.2InternalActivationQuadrants....................................................................................................33Figure3.2aPurposeandPassionSubjectsQuadrant...............................................................................................34Figure3.2bLearningStylesQuadrant............................................................................................................................35Figure3.2cPersonalReflectionQuadrant ..................................... ........................................ .......................................35Figure3.2dPersonalHealthandSafetyQuadrant....................................................................................................36Figure3.2eBeliefsaboutLearningandAbilityQuadrant ....................................... ......................................... .....37Figure3.2fAbilitytoInteractwithOthersQuadrant...............................................................................................38

Figure3.3ExternalEnvironmentQuadrants.............................................................................................38Figure3.3aCurriculumContentandSkillsQuadrant..............................................................................................39 Figure3.3bCurriculumDeliveryQuadrant..................................................................................................................40Figure3.3cCurriculumAssessmentQuadrant............................................................................................................40Figure3.3dLearningEnvironmentQuadrant.............................................................................................................41Figure3.3ePhysicalGeographyQuadrant .................................... ........................................ .......................................42Figure3.3fLocalCommunityCultureQuadrant........................................................................................................42Figure3.3gLocalCommunity'sBeliefsaboutLearning ..................................... ........................................ ............43Figure3.3hLearningGroupsQuadrant.........................................................................................................................44Figure3.3iSocialGroupsQuadrant.................................................................................................................................44

Figure3.4SocietalStructureQuadrants......................................................................................................45Figure3.4aPolicy,Legislation,andFundingQuadrant..........................................................................................45Figure3.4bLargerCultureandEthosQuadrant ..................................... ........................................ ..........................46Figure3.4cThePiecesTogether........................................................................................................................................47

Figure3.5aUrieBronfenbrenner'sEcologicalSystemsTheory........................................................48

Figure3.5bBronfenbrenner'sModelHighlightedontheStudentLearningSystem...............48

Table4.1TheStudentLearningSystemHighlightedinTheFiveLevelFramework...............52


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Chapter1

MyJourney

Theimportanceofprocessandthejourneyeachstudentwilltakeoverthecourseofhisor

herlifetimecannotbestatedenough.A learningjourneyisthesetofexperiencesthatinforma

personsintake,application,andoutputofnewinformation,ideas,beliefs,andskillsthroughout

thatpersonslifetime.Mythesisisallaboutempoweringstudentstotakeownershipoftheir

learningjourneysbecauseoftheenormousbenefitIfeltupontakingownershipofmyown.Thisis

thestoryofmytakingownership,inordertofullyarticulatewhyIadvocateitforotherstudentsas

well.

1.1MyUndergraduateExperience

Ienteredcollegeinfall2008withaninterestingproblem.Whilemanyofmypeerswere

strugglingtofindmerelyonethingthatinterestedthem,Iwasparalyzedbytheboundlesscuriosity

andpassionIfeltforsomanyareasoflearning.Iresolvedtoholdontomypassion.Ivechosen

majorsbasedonwhatmademefeelalive,andsinceIstartedcollegeIvebeenapsychologymajor,

thenphilosophy,thenart.WhenItransferredtoPennStatemythirdyear,Ibecamearecreation,

parks,andtourismmajor,thenaddedarteducation.ThroughoutthosefouryearsIstudiedabroad

twice:onceinHeidelberg,Germany,andonceinDwesaCwebe,anaturereserveinSouthAfrica.I

alsospentasemestertakingallmyclassesatPennStatesnaturecenter,ShaversCreek.


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Tomost,thispathlooksunreasonable,unprofessional,andunplanned.Butitstrulyaresultofme

knowingmyselfdeeplyandknowingthattheroleIwanttoplayinsocietywillinvolveknowledge

fromallofthesefields.

1.2TheRoadtoTeaching

Myreasonforwantingtobeateachersincehighschoolwerebasicallythis:Isawteaching

asawaytoinstillasenseofpurpose,awe,confidence,andcriticalthinkingintostudentsatages

whentheyneeditmost.IwantedtoensurethatothershadtheopportunitiestolearnandgrowasI

did,andthatswhyIwasbeyondexcitedtofinallyfindthemajorIwantedtograduatein:art

education.

However,shortlyintoit,Ifeltunrest.Iwasexpectingeducationclassestobethemosthands

on,buttheyoftenremainedinlecturestyle.Iwasexpectingthemtobepersonallymeaningful,but

feltthemindsetbehindtheseclasseswasmoreinterestedinprovidingtomethecontentIoughtto

callmeaningful.PauloFreirecalledthiskindofinformation-depositlearningthebankingmodelof

education(Freire,1970).Iexpectedtheseclassestounderstandthelimitedsuccessofthisbanking

modelonstudentmotivationandretention,butIfoundthemoddlydefendingit.WhenIsawother

educationmajorshatingtheseclassesandassignments,fallingasleepinorskippingclass,Ifelt

horrified.Icouldntbelievehowunmotivatedsomeofmyfellowstudents,andteachersalike,

appearedtobe.Iknewsomethingwasfundamentallywrongwithhowthiseducationwasworking,

andhowitwaspreparingfutureeducatorstoeventuallybringthesesamelearning-negative

patternsintotheirownclassrooms,forlackofknowingabetteroption.Iknewsomethinghadtobe

done,formyownabilitytoteachandforothers,butIwasntyetsurewhat.Luckily,Imadea

decisiontotakeatripthatsummerwhichhelpedstartthesparkthatchangedeverything.


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1.3FindingCouragetoWander

Inthesummerof2012,Itookaroadtripthatchangedmylife.Itraveledwithotherfriends

insearchofsocialinnovationacrosstheeastcoast,andfoundultimatelythatthemostinspiration

andlearningcamedirectlyfromthelongconversationswehadintheRVtogether.Onthattrip,I

discussedmyfrustrationwiththisparticulareducationmajor,andmygrowinginterestin

entrepreneurship,andwasencouragedtocreatemyownanswer.IlearnedaboutaPennState

programfromfriendsatNewLeafInitiativecalledtheBachelorofPhilosophy(BPhil)program.IfI

gotin,itwouldallowmetobecreativeandlearnabouteducationinawaythatwasengaging,

challenging,andhandson.IgothomefromthatRVtripinJulyandimmediatelybeganwritingup

syllabiforclassesIplannedtocreateformyself.Iwasonceagainenlivenedandfeltsuchadriveto

create,workhard,andsucceed.Thiswasascaryprospectthough,andIrealizedIhadfoundthe

couragetowanderintoveryunknownterritory.

IspenttherestofmysummerpreparingforschoolbyresearchingtheBPhilprogram,

creatingclasscombinationsthatmadesense,andkeepingablogtotrackmyprocess.Sinceprocess

issoimportanttothisjourney,Illincludesomeblogpoststhroughoutthethesis,italicizedandkept

inthepresenttensetheywereoriginallywrittenin,asindicatorsofhowmyprocessingcontinued

overtheyear1.InearlySeptember,IwrotethisposttosummarizewhereIwasatthetime .

September6,2012

Overthepast3months,IvespenthourswritingsyllabiforclassesImighteventually

take,readingbooksandlisteningtospeakerstalkabouteducation.Thenumberone

questionpeopleaskmewhenIexplainwhatitisImdoingis,whatexactlyIS

alternativeeducation?Perhapsalternativeeducationisnotathingtobedefined,

1BlogpostsfromChapter1canbefoundatwww.alternativeadventure.wordpress.com


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butratheraforesttobeexploredIhavetakensuchownershipoftheclassesImin

now,becauseIwastheonewhochose,andcreated,allofthem.

Thepointofmytraditionalclassesistoexploreawiderangeofcontent,andmore

importantly,teachingstyleswithinhighereducation.Thepointofmyindependent

studyclassesistogetoutsidetheclassroomandbegintryingthingsinordertolearn.

Overall,theseclassesmaychangeandthethingsIlearnmaynotmatchupwithmy

hypotheses,butIwilllearnmanyusefulthings,mostdefinitely,andbeableto

summarizenotonlymylearningforitsownsake,buthowtheprocessImlearningby

canbescaledforotherstobenefitfromaswell.

Myclassesdidinfactchange,andImglad.WhatIneededwasareal-lifeventuretostart,

somethingtocommitto.IspentSeptember-Octoberattemptingtoordermythoughtsand

priorities.Ihadmultipleideasforprojectsthatwereinbuddingstages.Iwasinaperiodofwaiting

andlisteningfortherightprojecttojumpoutandpullmein.

1.4SerendipityLeadstoLearning

InOctober,Ibeganlookingatplacesthatcouldhelpmelearnaboutinnovativethings

happeningineducation.OneplaceIfoundisAshokaU,andtheirFebruaryconferenceinSanDiego

(USD)calledtheAshokaUExchange.AshokaUisanetworkofhighereducationinstitutions

workingtobringmorerelevancetohighered.Intheworldtheyenvision,facultymembersbring

theirpassionandskillstotheclassroom,studentsbringtheirentrepreneurialthinkinganddesire

foractivelearningandtogethertheycreatecampusenvironmentswherepeopleworktogetherto

solvereal-worldproblemsinnewandcreativeways(Ansari,2010).Ashokaswidepresenceacross


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wholeuniversitiesgivesitthescaleneededtoaffectmulti-institutionalpositivechange.IknewI

neededtogotothiseventtomeettopeducationinnovators.

September24,2012

IvebeenacceptedtoattendtheAshokaUExchangeinSanDiegofromFeb21-23!Ive

alsobeenacceptedtopresentmythesis(whichIstillhavenoclueabout)attheirIdea

Hubinordertoaskforfeedback,resources,partnerships,etc.,whichissoexcitingand

willdefinitelyhelpmenetworkandmoveforward.Carlahasfoundationfundingthat

hascoveredmyregistrationcosts.Nowasforgettingthere

TherearequiteafewofusgoingtotheExchange.WealltalkedabouttakingtheRV

onatriptotheexchange.Westartedanemailthreadtoseewhowasinterested,and

withindayspeoplefromAshokaweretellingushowexcitedtheyareforthistripto

happen!

Weblinkedoureyesandfiguredwebetteractuallydoit.Itsperfectforme.Wellbe

stoppinginreallyinnovativeschools,campuses,andco-workingspacestomeetwith

greatmindsandcollectivelyusetheRVtimetocreateavisionforAmericanEducation

in2020,andhowtogetthere.Ivebeenbusythisweekputtingtogetherateam,

itinerary,budget,andwebsitetomakethistriphappen.AlanandSpudarepullingin

awesomefriendsandcolleagueswhowanttocomeonthetripwithus,andwereall

lookingintofundingoptions.

SoforallofFebruary,Illhavemyfirstlarge-scaletravelingspreetostartcollecting

dataformythesis.

1.5FocusingtheVision

Soontherewerebetween6-12peoplecommittedtothetrip.Somehadfoundedtheirown

educationventures,somewerestillPSUstudents,somewereretiredelementaryschoolteachers,

andallwerepassionateaboutfindingwhatispositiveineducationtoday.Wewerespread


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geographicallyallacrosstheeastcoastfromStateCollege,toDC,toAltlanta,GA.Withinourfirst

Google-Hangout(theonlywaywewereeverabletosharespacetogetherforthosemonthsbefore

thetrip)wehadchosenanameforthetrip:Educate20/20.Itservesthedoublemeaningoffinding

a20/20visionforthefutureofeducationandcreatingpositivetransformationinschoolsbythe

year2020(Thor,2012).WebegandividingrolesandIwasofftocreatethefirstlegofthetripthe

informationrequiredtostartspreadingtheword.

IspentOctoberandNovemberdoingtwothings.Thefirstwasorganizinglogisticsforthe

roadtouritself.Theseincluded:creatingawebsiteandultimategoalofthistour,thevisionfor

duringandafter,thecalendaroftravelersontheRV,identifyingtheplaceswearestoppingat,what

questionsweareasking,howweregettinganRV,parkingineachcity,foodfor10peoplefora

month,howtogetthewordoutthroughsocialmediaaboutthetour,whatourbudgetwillbe,and

howtoraisethatmoneytomakeitallhappen.Itfeltliketherewereamillionthingstodoinjust

threemonthstime,soIbeganlearningabouthowtouseflattenedleadershipandbecomeacatalyst.

Acatalystisaroleemergingindecentralized(noCEO)organizationsandgroups.Acatalyst

interactswithpeopleasapeerandfriend.CEOsarepowerfulanddirective:theyreatthehelm.

Catalystsareinspirationalandcollaborative.Theythriveonambiguityandapparentchaos.

Catalystsdowellinsituationsthatcallforradicalchangeandcreativethinking.Flattened

leadershiprequireseachmemberofthegrouptakeoncreative,group,anddecision-making

responsibilitytoensurethatthegroup/organizationwillgrowfastandadaptevenfaster(Brafman,

Beckstrom,2006).

Thiswasthehardestfewmonthsofmyentireacademiccareer.Ispenteverydayworking

from9:00amuntil9:00pm,meanwhilelearningcode,organizingthegroup,reachingoutfor

supportandmakingdecisionsabouttheproject.

OnDecember5,Iwrote:


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Wehaveofficially,finally,gotteneverythingdonefortheEducate20/20websiteand

indiegogocampaign,andhavestartedtospreadthewordtoournetworks.Weve

gainedover100likesinjustaday,andwerehopingtogetagoodchunkofour

indiegogofundedbynextweekwhenourGOODarticlecomesout(Abrams,2012)!

Thingsarereallymovingfast,andImreadytofly.

ThesecondpieceIworkedonwastheresearchsideofthisjourney.Iwasbeginningmy

literaturereviewonwhatisandisntworkinginK-12.Fromthatreview,Idecidedtohoneinona

newassessmenttechniquethatwouldallowteachers,admin,andgovernmentthesuccessdatathey

requirewithoutneedingtorelysoheavilyoncontent-basedstandardizedtesting.Iwassureatthis

pointthatothershadalreadyfoundthatsolutionandsoIwantedtoseehowtheymanagedto

createbrightspots.Ifirstfoundmanyplacesthatsetnewstandardsforwhatskillsarethemost

importantforstudentstolearn,inadditiontothecommoncourses,oftencalled21stcenturyskills

(Partnershipfor21stCenturySkills(P21),2002).

December10,2012

AccordingtoThePartnershipfor21stcenturyskillsweneed

o coresubjects(3Rsand21stcenturythemesGlobalAwarenessFinancial,Economic,BusinessandEntrepreneurialLiteracyCivicLiteracyHealthLiteracyEnvironmentalLiteracy),

o learningandinnovationskills(4Cscriticalthinkingcommunicationcollaborationcreativity),

o lifeandcareerskills,o Information,media&technologyskills(P21,2002).

Iwasbeginningtograspatalargerpicture,butcouldntseeityet.Noindividualissuefelt

likethewholething,soIwouldsecond-guessmyselfinfocusingonit.SincethewholeEducate

20/20grouphadstrongertiestohighereducationthantoK-12,webeganleaningthatwayinthe

peoplewetalkedto,theschoolswedecidedtovisit,andthequestionsweasked.Wethendecided


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thatsinceHigherEducationhassuchdifferentissuesthanK-12does,itwashelpfultochooseonly

onehigheredandbeabletodivemoredeeplyintothat.

1.6PracticewhatyouTeach

Logistically,whatIinitiallysawasa$5000budgettomakethetourhappenrealistically

became$15-20k,andthestakesgothigher.Wepushedoutahugecrowd-fundingcampaign

throughIndiegogo2andonlygotaround$4000.Webegansearchingforcorporatesponsorsto

whomwecouldprovidePR,andhadlittlesuccess.Ilearnedquicklyabouttheartofpitchingmy

producttodifferentgroupswithdifferentinterests,andalwayshighlightingthevaluetheywill

receive.Ilearnedhowtomakesponsorshipdocuments,legalagreements,andbeverycreativein

howmyproductprovidesvaluetothem.Alas,wewereapproachingmid-Januaryandhadonly

about$8ktoshowforit.IwouldstillneedseveralthousanddollarsbyJan18 thifthistripwere

goingtohappen.Intelligent,fastfailureisanimportantprincipletaughtinmostbusinesstodayand

inanythingentrepreneurial,becauseitsthefastestwaytolearn(Matson,1991).Ihadbeentelling

othershowimportantfailurewas,butitwasinthattimethatIunderstooditformyself.

January11,2013

Ithoughtfailuremeantthattheprojectwonthappen.Wewonthaveenough

confirmedstops,wewonthaveenoughfunding,wewontbeabletopresentatthe

exchange,sowecancelthetrip.ThatkindoffailureIcanlivewith.Icanevenlearn

fromitInsevendayswehaveourdeadlineforfundraising.Itsourgo/no-godatefor

theFebruarytour,andifwedontgetatleast$2,000-$8,000morebeforethen,the

Februarytourwonthappen.Evenifwegetthat,wewonthaveanRVwraporany

corporatesponsors.Itseasyformetoassumefailureonthatdate,cancelthetour

2indiegogo.com/educate2020roadtour


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andpotentiallyrescheduleitforAprilwhenmoresponsorsandthewrapcompanywill

beavailabletohelp.

Butthatmightnotbewhathappens.

Whatmighthappenisthatweget$2000thisweek,andthatsall.Thatmeansthatwe

goonthetour,butwehavenoextramoney,wehavenowrap,wehaveminimal

partnerships,time,etc.Itmeanstome,thatwepresentahalf-assed,sub-parproduct,

whichisafarworsefailureformethancanceling.Itfeelshumiliatingtoperformat

lessthanperfect,whichiswhatthistour,takeninFebruary,feelslikeitmightbe.Its

thatkindoffailurethatscaresme.

ItprobablyscaresmebecauseImsousedtothisphasebeingthefinalproducteven

thoughthetypeofinnovativeeducationImproposingwouldhavemetakethisless-

than-perfecttourandlearnfromit!Imstillinthemindsetofgradingthistourinmy

head,andifithappenswithourcurrentresourcesIdgiveitaC,whichfeels

unacceptable.ButifIgradeitonamasterybasis,Iwouldntgradeitwithfinality,I

wouldinsteadgiveitfeedback,figureoutwhatwentwellandwhatcouldbebetter,

andtryagain.

Whenitsdefinedthroughalensofnovice,practice,andmastery,thistourisnta

failure,itisntaC,anditreallyisnthalf-ass,becausewevebeenputtingeverything

intoitthatwehave.Thistourisastepintheprocess.AndifIdreamaboutturning

thisintosomethingelseastudyinbroadforeducationmajorsperhaps,witha

businessmodelandeverythingthenthisisanimportantfirststep.

Itwasonlyinexperiencingthislessonofseparatingfromtheoldsystemofgradingmyself

thatIwasabletostepawayfromthefearofnotgettingeverythingperfectthefirsttime.IfeelIve

trulybegunembracingthatprincipleinpracticeandnotjustinpreachingit,whichisanincredible

steptotake.

OnJanuary18th,exactlyourgo/no-godate,weacceptedtwomorecorporatesponsors,

givingusenoughmoneytogettheRVwrapandtakethetour.Pieceswereconstantlyscaleddown


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tofitwhatresourceswehad,butitwasallpartoftheprocess.Wekickedintohighgearforthatlast

weekofpreparation,andonlygottheRVwrappedthedaybeforethetourbegan.

Figure2.6aEducate20/20RVSideWrap

Figure1.6bEducate20/20RVBackWrap


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Chapter2

TheEducate20/20RoadTour

Whilealsopartoftheentireprocessthatbroughtmetothisthesiswork,theroadtouritself

functionsasmymethodologyofcollectingdata.Ateachof16citystops,wevisitedpeople,schools,

andorganizationsdoinginnovativethingsineducation,withafocusonhighereducation.Wesetup

filminterviewswithmultiplemembersofeachorganizationthatwereapproximately45minutesin

lengthinordertodiscoverwhatmadetheseplacesinnovative.Wepurposelycollectedawiderange

ofviewsandgeographiclocationsinordertocapturethebreadthoftheconversationaround

highereducation.

2.1StartingBlindly

Afewdaysbeforewestartedthetrip,Iwrotethis 3:

January27,2013

Forme,thisisexactlywhatschoolshouldbe:mentorshelpingmeperusemypassions

inrealworldexperiences.Ivegrownsomuchoverthepast4monthssimplythrough

havingtoplan,leadagroup,keepaschedule,workoutlogistics,delegatetasks,learn

tosayno,talkanddealwithprofessionals,andfigureouthowtopayforitall.Icant

imagineabetterlastyearofschoolbeforeIjumpoutintotherealworldandgettodothisforaliving.

Duringthetrip,IhopeImeetmoreandmorelearnersandinstitutionsthatallowthese

typesoflearningsituationstooccurinuniversitysettings.Ithinktheresgoingtobea

3BlogpostsfromChapter2canbefoundatwww.educate20/20.com/blog


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growingmarketforstudentswhoarestillattendingtraditionaluniversitiesbutwho

wantthepersonalization,freedom,andflexibilityofanunschool-typeexperience.

OnJanuary30,2013,sevenofussteppedontotheEducate20/20RVandhittheroadfor

ourcityofabout15:NewYorkCity.

Figure2.3Mapofcitiestovisitontheroadtour

OurveryfirstinterviewwaswithCherylHeller,thefounderoftheirMastersinDesignfor

SocialInnovationattheSchoolofVisualArts.Beingourfirstinterview,webumbledaroundquitea

bit,taking45minutestosetupfilmgear,nothavinginterviewquestionsreadyandstilltryingto

decidehowitshouldflow.Luckily,Cherylwasgraciousandofferedusastorythathasstuckwithus

asamajorthemeforthisproject.

February2,2013


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InourinterviewwithCherylHelleryesterday,shereferencedastoryoflearninghowto

bikeinNYC.Theadvicethatstuckwithhermostwastofocusonwhereyouwanttogo,

notwhereyouaretryingtoavoidgoing.Ifyoufocusonthepotholesinthestreet,you

willendupridingintothepothole.Butifyoufocusonthe3 stripofpavementonthe

sideoftheroad,youwillendupdartingcarsandsidewalkpedestriansthroughthe

crowdedstreetsofthecitytosomehowmakeittothatpavement.

Thiswasasimpleyetpowerfulstorythathasstuckwithme.Itspeakstothe

importanceoffocusingonwhereyouwanttogoandthepositivestoriesof

transformativeeducationthatwillgetyouthere,ratherthangettingconsumedinthe

negativityofourcurrenteducationnarrative.Aswestarttoaskwhatwillthefuture

ofeducationlooklike?,weneedtobeginbylookingforwhatwehopetofind.Andin

doingso,theanswertothequestionwillunfold.Herstoryreinforcedmypersonal

motivationforbeingonthistripandourcollectiveintentiontofindthesestoriesall

aroundthecountry.

2.2ReflectingandImproving(akaLearning)

Immediatelyafterthatinterviewwedebriefed:whatwentwell,whatcouldbebetter,and

whatneedstobegottenridof?Weansweredhonestlyandbuiltoffeachother,eachwantingtobe

asprofessionalandconfidentasweknewwecouldbe.Majorimprovementswerein:howmany

peopleinterviewed,howmanypeoplehelpedsetupandteardown,whatquestionswouldbe

asked,andourphysicalpresence(lessintimidating,morewelcomingconversation).Fromthatday

on,everysingleinterviewfeltlikeanimprovement,aswewereessentiallyrapid-prototypingthe

bestinterviewrhythmpossibleforourgroup.Weusedthefollowinginterviewprotocol:

1.Whoareyouandwhatworkdoyoudo?

2.HowdoeswhatyoudoandbelieveeffecteducationinAmerica?Whatareyoueducating

on?


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3.Whatdoyoubelieveeducationshouldlooklike?What'sthefutureofeducationbythe

year2020?

Morenuancedquestionsstemmedfromthosethemesbasedontheindividualbeing

interviewed.

Partofmylearningbetterinterviewskillsincludedwatchingothers(mentors)modelgood

interviewsforme.AnotherpartofitrequiredthatIstopfocusingsomuchontherigid,research-

basedinterviewquestionstructure,andreallyopenuptotheconversationthatwasbeinghad.

February3,2013

Istartedthisjourneyjust5daysago,thinkingIneededtoprovemyvalueonthetrip

byinterviewingeveryoneperfectlywithpredeterminedquestions,andIfoundmyself

rigidinsidethoseconversations.Ittookacoupleofinterviews,andthenwatching

MatthewandAlandoacouplemore,thatreallygotmerethinkingthatprocess.

Oneinterviewinparticularcapturedmyheartandwokemeuptothepurposeofthis

trip...AsIlearnedaboutonegirlsstoryofsuicidesurvival,Ididnthaveascriptto

follow,Ididntknowanyinformationaboutheraheadoftimetogooffof.Isimply

knewher,thereandthen,andIwasenthralled.Questionsflowednaturallyasinagood

conversation,becausethatswhatitwas.Morethanjustaninterview,itwasastory,

anditwaspowerful.

NowwhenIinterview,Iwanttogetatthedepthofpeoplesstories,andImonfireto

searchthemout,becauseIknoweveryonehasastorytotell.Imsoreadytoletdown

walls,listen,andformrelationships,andIknowthatsgoingtobethegreatestvalue

wecanshareonthistour.Beyondrecognizingrelationshipsasintegraltothe

interviewandtravelprocess,thethemeofrelationshipshascomeupoverandoveragainasavitalprincipleofeducationitself.


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2.3TheSchoolsandOrganizations

WecontinuedourjourneydowntheEastCoast,throughOklahomaandNewMexico,then

uptoSanFranciscoanddowntheCaliforniacoastbeforeheadinghomeviaHouston.Alongtheway,

weuncoveredmanymoredeeplyinspiringstoriesandrelationshipstobeheld.Thissection

providesalistof20ofthemostmemorableschoolsandeducationalorganizations(inchronological

orderbycityvisit)andabriefdescriptionofwhytheywereinspiring.

Name,Website,

City,State

Description

Theco.space:

SpudMarshall,co-

founder

http://thecospace.co

m

StateCollege,PA

Theco.spaceisaninternationalnetworkofco-livingspacesforindividuals

whoshareapassionforchangingtheworld.Theirpurposeistogrowand

nurturefutureworld-changersbycreatinglivingspaceswhereuniversity

studentsandexperiencedchange-makerscandolifebetter,together.

Throughtheprogram,studentsaregivenopportunitiestoapply

sustainabilityinnovationandsocialentrepreneurshiptolocalcommunity

projectsandglobalinternships.Byconnectingtoaninternationalnetwork

ofchange-makers,studentsareabletotransitionintotheworkingworld

andidentifywheretheirskillsandpassionsbestmatch.

Thefocusoncommunityandinnovationtogethermaketheco.spacea

uniqueandperfectblendofthoughtandaction.

MastersinDesignfor

SocialInnovationat

Thisprogram,inyearoneofitslife,isthefirstMFAinsocialinnovation.

Itsdesignedtohelpstudentsapplyrealstrategytotheartofpositive


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SoVA:

CherylHeller,founder.

http://dsi.sva.edu/

NewYorkCity,NY

socialchange.Usingdesignprinciples,theyunderstandhowwhole

systemsarefunctioningandwherebesttoapplychangeinordertoshift

thesystemsustainably.

Whilehere,welearnedthattheclassesaremulti-nationalandvery

independent.Itwasbrillianttoseealarge-scaleprogramadmitthatits

stilliniterationone,andthatthisispartofthelearningprocessforthem

too!

TheFutureProject:

AdamHorowitz.

http://thefutureproje

ct.org/home.html

NewYorkCity,NY

TheyreonamissiontotransformAmericashighschoolsintoFuture

Schools:placesthatvaluetakingrisksandtakingaction,thatshow

studentstheyhavewhatittakestoinnovateandtolead,thatunleash

passion,andpower.

Iwasinsanelyinspiredtoseethisgroupenterahighschoolandbring

studentsaliveastheyfollowedTheFutureProjectscurriculumand

createdprojectsandventurestosolverealproblemsintheircommunities.

EchoingGreensWork

onPurpose

curriculum:

LindaKayKlein

http://www.echoingg

reen.org/work-

purpose/work-

purpose-curriculum

NewYorkCity,NY

TheWorkonPurposecurriculumpreparestheemergingprofessionals

withwhomyouworktopursueworkthatmakesadifferenceintheworld.

Thecurriculumsworkshopswillhelpthem:Uncovertheirpersonal

geniusandhowtheycanapplyittotheissuestheycaremostabout,

developtheboldnessandthespiritofrisk-takingrequiredtolauncha

pathwithpurpose,createlivesandworkwithmeaning.

Thiscurriculuminspiresmetoknowthateverystudentcanfollowtheir

passionsinawaythatservestheworld.Ievengotachancetoleadoneof

theiractivitiesduringthetripandgotamazingfeedbackfromthe

participants.

Businessand Sethsinterviewwasallaboutinsiringpeopletoaction(asishislife).He


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educationinnovator,

authorofTheIcarus

Deception:

SethGodin

http://www.sethgodi

n.com/sg/

NewYorkCity,NY

thinksthatrealchangewillcometoeducation,itsjustamatteroftime

untilenoughpeoplefindtheirpowerandstartcausingaruckus.He

placedresponsibilitybackonthestudentstogiveadamn,ontheparents

toknowwhatsgoingoninschools,andtoldusthatwedontneedanyone

topickusbeforewehavepermissiontocreatechange.Wecanpick

ourselves.

KnowledgeCommons,

DC

http://knowledgecom

monsdc.org/

WashingtonDC

KnowledgeCommonsDCisafreeschoolforthinkers,doers,andtinkerers

taughtanywhere,byanyone,foreveryone.Asafloatingschoolhosted

throughoutWashingtonDC,theyprovideaplatformforfreecommunity

exchangeclasses.

Theywereremarkabletowatchinactionbecauseofthevery

decentralizednatureofthistypeofeducationsetting.Peoplemaystopin

foroneclassorteach40,butyouknowtheclassesbeingtaughtandtaken

arethepassionsofthepeopleinthem.

TheOpenMasters

Program:

AlanWebb

http://www.openmas

tersprogram.com/

WashingtonDC

Wearecreatinganexperiencetogethertotakeownershipofourhigher

educationand,intheprocess,designingaprogramthatwehopecanbe

replicatedbyavirtuallyunlimitednumberofsmall,self-organizedpeer

groupsanywhereintheworld.

ThisistheclosestprogramIvefoundtomyBphilprogramatPennState,

butitsevenbetterbecausetheresbuilt-incommunity.Small,localgroups

meettogetherregularlyastheyfollowastructureofself-direction

towardsmasteringwhatevertheyaremostpassionateabout.

UVAMedicalSchool:

DeanRandolf

UVAisanexampleofaschoolwherethetraditionalcourseworkmodel

hasbeenturnedupsidedown.Thecurriculumnolongerisaseriesof


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Canterbury,Dean

GraceWhite

Charlottesville,VA

http://www.medicine.

virginia.edu/

isolatedcontentcoursesthatlackimportantconnectionsacross

disciplines.In18thmonths,simultaneouschangesinlearningspaces,

teaching,learningwork,technologyapplications,assessment,andgrading

practiceshappened.Asaresult,thesystemhasbecomefocusedon

increasinglearningengagementamongstudents.

ThiswasthebestexampleIsawduringthetripofatraditionalinstitution

actuallychangingtobecomeinnovative.Itwasgoodbecausewesawhow

harditcanbe,andhownoteveryonewillbethrilledwithchanges,but

howmuchmorethestudentsaregettingoutofit.

BuckminsterFuller

InstitutesGeoDome:

DavidMcConville,

president,The

ElumenatiDesign

Firm

http://www.elumenat

i.com/

Asheville,NC

TheGeoDomeisatoolthatletseducatorsandstorytellerscreate

transformativeeducationalexperiencesforlearnersofallages.

Duringourexperience,wesataplanetarium-likedomeasNASAsimages

oftheuniverseflashedbeforeusandastorywastoldaboutourplacewith

in.Thiswasabeautifulexperiencethatgottotheheardofquestionslike

whyarewehere,anyways?andgotusthinkingaboutthestorieswetell

ourselves.

MycelliumSchool:

MatthewAbrams

http://mycelium.is/

Asheville,NC

MyceliumSchoolisa9-monthresidentialprograminAsheville,NCfor

emergingleaderstodeveloptheskills,connectionsandhands-on

entrepreneurialexperienceneededtodreambigandactivatechange.This

programisfocusedonpositivehumanchangeasawhole,fromtangible

businessskillstosociallysustainablepersonalreflectionandinteraction

skills.

IamahugefanofMyceliumandacheerleaderasitbeginsitsfirstyearof


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life.Igotatasteofthetypesofconversations,facilitationtechniques,and

skillsthisprogramshares,andIthinkanysocialinnovation-oriented

studentwouldfallinlove.

CreativeOklahoma:

SusanMcCalmont,

president,community

organizer

http://www.stateofcr

eativity.com/

OklahomaCity,OK

Formedin2006,CreativeOklahomaisastatewidenon-profitorganization

advancingOklahomascreativeeconomythroughcreativityand

innovationbasedinitiativesineducation,commerceandculture.The

missionistotransformthestateofOklahomathroughprojectsand

collaborativeventuresthathelpdevelopamoreentrepreneurialand

vibranteconomyandanimprovedlifequalityforitscitizens.

Ireallyfeltthepresenceofthisorganizationthroughoutthecityasit

purposedtochangethecultureofcreativityfortheentirearea,notjust

oneschool.

A+Schools

http://www.okaplus.o

rg/

OklahomaCity,OK

InpartnershipwiththeUniversityofCentralOklahoma,OKA+provides

schoolswithongoingprofessionaldevelopment,anintricatenetworkof

support,andanactiveresearchcomponent.Theycoachschoolsthrougha

processtocreateaneducationalenvironmentthatgetskidsexcitedabout

learningandproducesbetterachievement.Theydothisbypreparing

teachersandprincipalstothinkmorecreativelyabouthowtopresent

theircurriculumincollaborativeandhands-onways.

KeystoneAdventure

SchoolandFarm:

JennyDunning,

Founder,Directorof

KeystoneAdventureSchoolandFarmisaworkingfarmandart-based

elementaryschoollocatedinEdmond,Oklahomaservingchildrenfrom3

yearsoldto5 thgrade.Keystonebelievesthatallchildrenarecapable

learnerswhentheenvironmentengagestheircuriosity,whenteachers


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Development

http://www.keystone

adventureschoolandfa

rm.com/

Edmond,OK

andpeersdemonstratecareforthem,andwhentheyarelearningatan

appropriatedevelopmentallevel.AtKeystone,wholechildinstructionis

facilitatedatindividuallyappropriatelevels.

Thisschoolsabilitytopositivelyaffectsomanylearning/behaviorissue

childrentothepointoftakingthemoffmedicationandcreatingthemost

engagedstudentsinthedistrictisincredible.Thisschoolisluckyenough

tobeallowedtoshowaffectiontoitsstudents,whichdoeswondersfor

theirbehaviorsandconfidence.Theyhaveaspecialphysicalactivityroom

aswellasafarmthatallowsstudents,whenneeded,toexpressenergy

thereinsteadofthroughclassroomdisruption.

WatsonUniversity:

EricGlustrom,founder

http://www.watsonu

niversity.org/

Boulder,CO

WatsonUniversityisasemester-longincubatorforstudentinnovators,

leaders,andentrepreneursthatincludes:innovativeshortmastercourses,

21stcenturyskilltraining,anidealab,andasemesterscredit.Watson

Universityisbuiltonthebeliefthattheuniversityshouldbeaplacewhere

studentsexploretheirpassionsandideas;growasinnovators,leadersand

entrepreneurs;createideastomaketheworldabetterplacealongside

leadingmentors;andwheretheinvestmentstudentsmakeintheir

educationisnotonlyaffordable,butwillalsopayofffortherestoftheir

lives.

BeyondBoundaries

NatureRetreat

BigPine,CA

BeyondBoundarieswasaretreatthattaughtoutsideofatraditional

classroomandoutsidetraditionalsubjects.Theytaughtaboutwhatit

meanstobeahuman,innature,andgrowing.Whileweweretherewe

wereofferedmuchreflectionandcontemplationtime,aswellas

techniquesinlisteningtoourselves,others,andeventheenvironment.I


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reallyfeelthattheseimportantlifeskillsneedtobetaughtonceagainto

everystudent,ifwearetoreapavitalhumanity.

GlobalCitizenYear:

AbbyFalik,founder

http://globalcitizenye

ar.org/

SanFrancisco,CA

Ourmissionistounleashthepotentialofthenextgenerationof

Americanstoapproachtherigorsofhighereducationandthechallenges

ofthe21stcenturywithinnovative,insightful,andeffectiveleadership.To

dothistheysupporthighschoolgraduatesintakingagapyearabroad

devotedtoservicelearningandglobalcitizenship.

Theprogramintendstogivestudentsrealeye-openingexperiencesand

empathytowarddiversecultures,whichissometimesachallengein

abroadprograms.IpersonallyconnectedwithAbbyatonduringher

interview.Itsclearthatshegrewupseeinganeedforstudentstohave

theseskills,anddevelopedaprogrambywhichtoaddressthat.

UCBerkeleysDeCal

program

http://www.decal.org

/

SanFrancisco,CA

TheDeCalProgramisastudent-rundemocraticeducationprogramatthe

UniversityofCalifornia,Berkeleywherestudentscreateandfacilitate

theirownclasses.Eachsemester3000-4000studentsenrollinover150

coursesfacilitatedbystudents,forstudents,ontopicsrangingfrom

TaiwaneseLanguagetoSimpsonsandPhilosophy.Theseareaccredited

Pass/NoPasscoursesonourcampus,andrangefrom0.5-2unitsof

academiccredit.Andtheyvebeenrunningsince1965!

Thisprogramwasatestamenttothemotivationstudentshavewhen

allowedtostudyorteachareasofdeeppersonalinterest.Italsohadan

interestingbondwiththeuniversity,insomewayschangingthe

educationalstructureofelectiveclassesattheschool.

Salsa29:

JulioBarrenzuela,

Theycustomizemotivationalpresentationsthatinspirepeopleofallages

toembracethevalueofhealth,education,andculture.Theyfulfillthisgoal


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founder

http://salsa29.com/

LosAngeles,CA

usingauniquemethod:salsadancing.Theentertaining,engagingmethod

facilitateslearning,relationshipbuilding,andself-development.

Julioshowedusthatlearning21stcenturyskillslikerisk-takingcancome

inmanyforms,andthatitshowyouframeandtalkaboutwhatsbeing

taughtthatwilldictatewhatstudentshavetheopportunitytolearn.

826Valencia

http://826valencia.or

g

LosAngeles,CA

826Valenciaisdedicatedtosupportingstudentsage6-18withtheir

writingskills,andtohelpingteachersgettheirstudentsexcitedaboutthe

literaryarts.Theyareatutoringcenter,whichisself-fundedthroughtheir

quirkybuildingfront:ThePirateStore.Thisstoreliterallysellspirate

itemstopayforthetutoringcostsandcreateasenseofplayfulnessinthe

learningcontext.

Ithinkthisideaisreallyfabulousbecausenotmanyinnovationsonthis

tripwererelatedtofundingmodels.Anyeducationalorganizationthat

cankeepitsdoorsopenthroughitsownvalueandofferservicesto

underservedpopulationsisakeeperinmybook.

USDsChangemaker

Hub:

ChrisNayve,co-chair

http://sites.sandiego.e

du/changemaker/

SanDiego,CA

TheChangemakerHubwaslaunchedFall2011asacampus-wide

manifestationoftheUniversityofSanDiegoscommitmenttoitsmission

andvalues,andtopromoteentrepreneurship,collaboration,and

innovationforpositivesocialchangebylinkingoccurringinitiativesat

USD,aswellasdevelopingnewones.Itsaninclusivehubthatconnects

peopleandinitiativesforsocialchange,acollaborationmechanismfor

developingandsupportinginitiatives,andanenablerofinnovationand

creativity.

Programslikethisallowstudentstotrulyutilizethevastresourcesofa

universityandchannelthemtocreatesustainablechangeintheworld.


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ChangemakerHubsarepoppingupalloverthecountryandtheworldasa

resultofthenextandfinalinnovativeorganization,AshokaU.

AshokaU,andthe

AshokaUExchange:

BeetaAnsuri,founder

http://ashokau.org/ex

change/

hostedthisyearinSan

Diego,CA

AshokaUisworkingtobringmorerelevancetohighereducation.Inthe

worldtheyenvision,facultymembersbringtheirpassionandskillstothe

classroom,studentsbringtheirentrepreneurialthinkinganddesirefor

activelearningandtogethertheycreatecampusenvironmentswhere

peopleworktogethertosolvereal-worldproblemsinnewandcreative

ways.

Thisconferencewasthebestplaceonthetourtoconnectwithmanyother

thoughtleadersandchangeagentswithinhighered.Ashokaswide

presenceacrosswholeuniversitiesgivesitthescaleneededtoaffect

multi-institutionalpositivechange.Whilehere,Iwasabletosharethe

storyofEducate20/20andgainpositivefeedbackfromtheirmany

ideationsessions.

Table2.3SchoolsandOrganizationsvisitedbyEducate20/20

DuringthetourwespokeatafewconferencesincludingtheAshokaUExchangehostedby

UniversityofSanDiego,aswellastheSullivanRetreatforSocialEntrepreneurshipin

Hendersonville,NC.TheRoadtourwonacompetitiononasocial-innovation-basedmediaplatform

calledGOOD4,andsothreedaysaftertheRVwasparkedathome,IwasflownbackouttoLAto

workforaweekintheGOODLAofficeonwhereEducate20/20couldgonext 5.Thesefutureactions

willbedescribedfurtherinpart4.

4http://www.good.is/posts/good-maker-challenge-winner-filmmakers-in-search-of-scaleable-innovation5http://pinterest.com/marriottmdr/good-marriott-present-makerchallenge-winner-educat/


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Chapter3

ThemesandObservations

InthissectionIwillusemyownpersonalstoryaswellasthemissionsoftheorganizationsI

visitedtofindthecommonthemesemergingineducationinordertodefineastudent-centric

frameworkforunderstandingtheeducationalsystem.

3.1TheStudentLearningSystem

Duringtheprocessofmyownlearningjourney,startingwaybackinJuneandlasting

throughthepresent,Ivegonethroughdifferentphasesoflearning.Ibeganlastsummerbeingvery

honestwithmyselfaboutwhatIactuallywantedtolearn,IrealizedhowIlearnedbest,andI

changedmybeliefsabouthowsuccessfulIcouldbeinmakingthosedreamsreality.Duringthis

phase,Iwasfocusinginwardonmyself,andsoIcallthisphasemyInternalActivation forlearning.

Next,Ispentthelatesummerandfallsemestersfindingmentors,classes,supportingprogramsand

environmentstoallowtheselearningdreamstotakeflight.IfoundtheBachelorofPhilosophy

programandNewLeafInitiativetosupportmeandsoIcreatedduringthisphaseanappropriate

ExternalEnvironmentforlearning.ThephaseImenteringintonext,Icall SocietalStructurefor

Learning,becauseIwanttoreinventhowundergraduateeducationmajorsarelearninghowto

teachonalargerscale.TocreateSocietalStructureistocreatepolicyandlegislation,culture,and

organizationalstructuresrelatedtolearning.Ihavecometocallthecollectionofthesethreephases

theStudentLearningSystem.Thisistheframeworkonwhichmythesisisbased.


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Figure3.1aTheStudentLearningSystemRings

Byassessingthesephasesthroughastudent-centriclensbasedonstudentautonomy,we

canorganizethesephasesaroundthestudentinaframeworkofconcentricrings,withthestudent

existinginthecenter.Theringsnearesttothestudentrepresentaspectsoflearningthataremost

accessibletothestudentintermsofthatstudentsabilitytounderstandandchooseoutcomesfor

them.Theringsfarthestawayfromthestudentdonotindicatethattheyaffectlearningless,but


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ratherthattheyarelessaccessibletoastudentintermsofthatstudentsabilitytochooseoutcomes

forthem.

Theseringsandquadrantsareveryinterconnectedandeachaffectstheothersandthe

studenttocreatethatstudents StudentLearningSystem.Eachstudentssystemisunique,basedon

howtheirinternalactivation interactswiththeirexternalenvironmentandthesocietalstructure

theylivein.

Duringmyresearchandroadtour,Inoticedpatternsemerginginschoolsandorganizations

thatconsideredthemselvesinnovative.Thequadrantswithineachringbelowweredeterminedby

identifyingwhatthemissionofeachschoolororganizationwasattemptingtoaddressinsofarasto

improvetheeducationsystemfortheirstudents.Theywererespondingtooneormoreareas

withinthissystem,althoughnotoften(notever)theentiresystem.Theseexamplesrequirea

furtherbreakingdownofthissystemintoitsconstituentpartstobetterunderstandwhatthe

quadrantsofinneractivation,externalenvironment,andsocietalstructureare,soastomapwhich

areasofthatsystemeachexampleisaddressing,andultimatelytobeabletoidentifywhat

successfuleducationisintermsofthissystem.


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Figure3.1bTheStudentLearningSystemQuadrants

3.2-3.4DefiningtheQuadrantsoftheStudentLearningSystem

Thissectionwillidentifyanddefineeachquadrantlisted,aswellasspecificschoolsor

organizationsthathavestructuredthemselvessoastoimprovethatquadrant.Manyoftheschools

andorganizationsappearmorethanonceastheyhaveseveralintersectionswiththeStudent


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LearningSystem.Whenastudenttakesownershipoftheirownlearningjourney,thatstudent

realisticallybeginsunderstandingandmakingpositivechangestotheinnerringsfirstandthen

movethroughtheouterrings.Thesedescriptionswillbeginwiththeinnermostringandspiral

outwardcounter-clockwise,sincethemodelisbasedonrelevancetothestudentinthecenter.

TheStudent

Thestudentisthecenterofthissystem,andthissystemiscreated

forthestudent.Alldatainthissystemwillbefilteredthroughthe

lensoftheindividualusingit,andeachsystemwillbeasuniqueas

thatstudentsfingerprint.

3.2InternalActivation

Thisringisclosesttothestudentintermsofhisorherabilitytorecognizeandunderstandthe

effectsofeachquadrantonhisorherownlifeforlearning.From

thestudentspointofview,hisorher internalactivation that

studentsownneeds,passions,learningstyles,andbehavior-

immediatelyaffectshisorherlearning.Thatstudentalsohasthe

greatestcontroloverthoseaspectsoflearning.Thestudenthasthe

powertorealize,forexample,whattheyaretrulypassionateabout

learning,evenifitsnotbeingtaughttothemexternally.

Figure3.1cTheStudentQuadrant

Figure3.2InternalActivation

Quadrants


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3.2aPurposeandPassionSubjects

PurposeandPassionSubjectsarethestudentsfavoriteinterests.

Thesearethesubjectsthatthestudentlightsupwhenlearning

about,doing,orsolving,evenoutsideofclass.Thesesubjectsneed

notbetraditionalclasssubjectslikemath,writing,orscience(but

theycanbe).Passionsubjectsmightbetheme-oriented,asin

historyorpsychology.Theymightbespecific,likeThirdWorld

Wartriviaorhowbrainsfunctiondifferentlyinvarious

populations.Theymightincludeactionsorskillslikecrafting,

coding,sports,gardening,carpentry,archery,sewing,etc.Theymightbecause-based,likeensuring

cleandrinkingwatertothirdworldcitizensorendinghomelessnessormakingsurethatevery

urbanfooddesertgetsaproducegarden.Thethingstolearnaboutareseeminglyendlessoncewe

lookpasttraditionalclasses(althoughmath,writing,science,art,etc.areallinvolvedinlearning

manyofthesesubjects!).Thesepassionsubjectsmayevenchangeasthestudentgrows!Themain

goalisthatthesearetangiblesubjectsthatthestudent reallywantstolearnabout.

Schoolsandorganizationsthatreallyemphasizestudentexplorationandunderstandingof

theirspecificpurposeandpassionsubjectsare:TheOpenMastersProgram,TheFutureProject,

WorkonPurpose,KnowledgeCommonsDC,andDeCalatUCBerkeley.

Figure3.2aPurposeandPassion

SubjectsQuadrant


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3.2bLearningStyles

Learningstylesarethewaysinwhichthestudentpersonally

absorbsandretainsinformationbest,whetherthatinformationbe

factual,theoretical,personal,orphysical.Stylesmightinclude

visuallearning(seeing/watchinginformationallowsthestudentto

learnit),auditorylearning(hearinginformationallowsthestudent

tolearnit),andkinesthetic/sensorylearning(physically

interactingwithinformationallowslearning)(Hawk,Shah,2007).

Individualstylesoflearningalsofactorinwhetherstudentslearn

somethingbestalone,insmallgroups,orinlargegroups.Thestudentmustdiscerniftheylearn

bestbytryingsomethingonceorrepeatingitmanytimes,andhowmuchexternalstimulation

(music,noise,action)istolerableorbeneficialfortheirlearning.Allthesepiecesandmorecombine

toformacomplexlearningstylethatmaychangeovertimeoracrosssubjectmatter.Itsimportant

forstudentstograsptheirowngenerallearningstylesinordertomaximizethelearningtheyare

abletoaccomplish.

Schoolsandorganizationsthatreallyemphasizestudentsidentifyingwhatwaystheylearn

bestincludeKeystoneAdventureSchoolandFarm,TheMastersinDesignforSocialInnovationat

SoVA,andTheFutureProject.

Figure3.2bLearningStyles

Quadrant


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3.2cPersonalReflection

PersonalReflectionistheprocessbywhichastudentgains

understandingofandevaluateshim-orherselfpersonally.

Objectiveself-evaluationisaskillthatrequiresmuchpracticeand

honestywithoneself.Hereastudentasksthemselveschallenging

questionslike,Whataremymainprioritiesandgoalsrightnow?,

WhatamIdoingwellin?,WherecanIgrow?,WhatdoIneed

toletgoofinordertodothat?Itcanbethroughhonest,critical

self-reflectionthatstudentsunderstandandorganizethemselvesandtracktheirprogressin

learningandinlife.

Schoolsandorganizationsthatreallyemphasizepersonalreflectionandself-evaluationare

GlobalCitizenYear,Theco.space,WorkonPurpose,TheFutureProject,andBeyondBoundaries

NatureRetreat.

3.2dPhysicalHealthandSafety

Physicalhealthandsafetyisavitalpieceofthelearningsystem

becausetheneedsitrepresentsaresobasictohumanfunctioning.

LikeinMaslowshumanneedsmodels,physicalhealthandsafety

arepersonalprerequisitesforastudentbeingabletolearn

effectively(Simons,Irwin,Drinnien,1987).Thiscategoryincludes

amountsofphysicalactivitytokeepthestudenthealthyandfit,

timespentinnature,andastheabilitytoeatappropriately-sized

nutritiousmeals(allofwhichreleaseendorphinsthatimprove

cognitiveandlearningfunctions).Italsorequiresstudentstofeelphysicallyandemotionallysafe

enoughtobeinarelaxedstate.Ifthestudentdoesnotfeelsafe,heorshewilllikelybeinan

Figure3.2cPersonalReflection

Quadrant

Figure3.2dPersonalHealthand

SafetyQuadrant


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adrenaline-filledfightorflightstatethatimpairscognitivefunctioningandlearning.Bullyingin

schoolspreventslearningandthereforemustbecounteracted.Safetyalsoincludestheemotional

andgrade-safetytotakerisksinlearning(withoutlosingface,orscores).BrianCambournes

conditionsforlearningcallthisenvironmenttotakerisksapproximation,andsaysitsnecessaryto

sparkcreativity(Cambourne,1988).

Schoolsandorganizationsthatreallyemphasizetheaspectofphysicalwellbeingandsafety

areKeystoneAdventureSchoolandFarm,andBeyondBoundariesNatureRetreat.

3.2eBeliefsaboutLearningandaboutonesAbilityintheWorld

Thesebeliefsarecrucialforthestudent,astheywilloftensetthe

boundariesofwherethatstudentwillattempttogo.Beliefsabout

ifknowledgeortruthcanevenbeattained,andhow

(epistemology),whetherthestudentispersonallycapableof

learningsomethingornot,andwhatdefinitionsofsuccessin

learningare(being thebest,gettingpersonallybetter)willshape

howthestudentinteractswithinformation.Forexample,a

studentispassionateabouttheaterandlocalgovernment.Ifthat

studentbelievesshesgoodattheater,butcouldnevercompetepolitically,shemaychoosetolearn

theaterovergovernment.Ifshebelievesthatacareeringovernmentwillpaybetterthantheater

andpaylevelisimportanttoher,thatmayswayherlearningchoicestheotherway.Ifastudent

believesthattheirinherentintelligence,skill,beauty,self-worthetc.isthereasonfortheirsuccess

inlearning,thanabadgradeorafailedattemptreflectspoorlyontheirpersonalworth.Thiseffect

ofbeliefsaboutcauseiscalledattributiontheoryinpsychology,andiftheyconnectachievement

withworthethic,thanafailuremerelyreflectspoorlyontheirworkethic,andtheystillbelievethey

canimprovethatareathroughcontinuedpracticeandhardwork(Weiner,1992).

Figure3.2eBeliefsaboutLearning

andAbilityQuadrant


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Schoolsandorganizationsthatreallyemphasizepayingattentiontopersonalbeliefsand

howtheyareaffectingpersonaldecisionsincludeTheBuckminsterFullerInstitutesGeoDome

experience,WorkonPurpose,andBeyondBoundariesNatureRetreat.

3.2fAbilitytoInteractwithOthers

Thisabilitythemostobviouscrossoverfromtheinternalringto

theexternalones.ThisskillisoftencalledtheInterpersonalskill,

anditincludesthingslikehowwellastudentcanarticulatehis

orherthoughts,needs,wants,anduncomfort.Thisisan

importantpersonalskillforthestudenttohaveforlearning,

becausemuchlearningcomesthroughsocialinteraction.Ina

classroom,itbehoovesthestudenttofeelcomfortablesayingshe

doesntunderstandsomethingoraskingforclarificationsothat

shedoesntmissthelearningopportunity.

Schoolsandorganizationsthatreallyemphasizetheimportanceofgrowinginterpersonal

skillsareGlobalCitizenYear,Theco.space,andKeystoneAdventureSchoolandFarm.

Figure3.2fAbilitytoInteractwith

OthersQuadrant


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3.3ExternalEnvironment

EnteringintothesecondringoftheStudentLearning

System,therearemanythematicsimilaritiesbetweentheinnerset

ofquadrantsandthismiddleset.Abriefadditionalsectionwillbe

addedtoexplaintheflowfromthisquadranttoitscorrelating

innerquadrant.Fromthestudentspointofview,hisorher

externalenvironmenttheirsocialcircles,physicalenvironment,

curriculumcontentanddeliveryoftheirlearningstructure

directlyaffectsthatstudentslearning.Theseforces,however,areallexternaltothestudent,and

thereforethestudenthaslessautonomyindictatinghowtheseforcesinteractwiththatstudents

learning.Thestudentmayormaynotbeabletocontrolwhatcontentisbeingtaughttothemand

how,orthequalityoftheirteacher,forexample.

3.3aCurriculumContentandSkills

Contentisdefinedasthesetofsubjects,andinformationabout

thosesubjects,thataneducationalorganizationorschooloffers

learningin.Muchlikepassionsubjectsintheinnerring,these

subjectsincludeanenormousvarietyoftopicareas.Inthis

quadrant,skillsrefertothestatesofbeingandmental/emotional

capacitiespracticedwhilelearning.Thesemayincludeskillslike

creativity,criticalthinking,andinterpersonalskillsfromthe

Figure3.3ExternalEnvironment

Quadrants

Figure3.3aCurriculumContent

andSkillsQuadrant


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innerringastangible,teachableskills(P21,2002).Astudentwilloftenfeelmostinlinewiththeir

educationalorganizationifsomesetoftheircurriculumcontentintersectswiththestudents

purposeandpassionsubjects.

Foranorganization,thedifferencebetweenhavinginnovativecurriculumcontentand

emphasizingtheexplorationofstudentpassionsubjectsisthis:Pre-determinedcurriculums,even

ifincludingcontentthatstudiesandsurveysagreeisworthy21stcenturycontent(likecritical

thinking,collaboration,creativity)arestillpre-determined,andastudentmustlinehisorher

passionsubjectsupagainstthesubjectsbeingtaughttoseeiftheymatch.Anorganizationwho

specificallyfirstasksstudentsabouttheirpassionsubjectsandthenusesthoseascontentissaidto

emphasizestudentpurposeandpassionsubjectsfromtheinnerring.

Schoolsandorganizationsthatreallyemphasizeinnovative,relevantcontentcurriculums

areWatsonUniversity,TheMastersinDesignforSocialInnovationatSoVA,DeCalatUCBerkeley,

MyceliumSchool,TheBuckminsterFullerInstitutesGeoDomeexperience,KeystoneAdventure

SchoolandFarm,WorkonPurpose,andinfact,manyothers.

3.3bCurriculumDelivery

Curriculumdelivery,alsocalledpedagogy,isthewayinwhichthe

setcurriculumcontentispresentedtolearners.Mosttraditionally

thisisthoughtofashowtheteacherteachesthestudentscertain

information,butinnovationsinpedagogycanalsoincludestudents

teachingothersaswellasteachingtheteacher,technologyused

forcontentdelivery,orevencreationofcontentasthemediumfor

delivery.Thisquadrantmostalignswiththeinnerquadrant

learningstyle,becausewhencontentisdeliveredinawaythatmatchesthestudentslearningstyle,

theyarebestequippedtounderstandandretainthatlearning.

Figure3.3bCurriculumDelivery

Quadrant


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SchoolsandorganizationsthatreallyemphasizeengagingcontentdeliveryincludeGlobal

CitizenYear,WatsonUniversity,Theco.space,TheOpenMastersProgram,UVAMedicalSchool,

MyceliumSchool,andKeystoneAdventureSchoolandFarm.

3.3cCurriculumAssessment

Assessmentishowaneducationalorganizationunderstands

studentlearning.Astudentcanunderstandhisorherown

learningthroughreflection,butforthatinformationtobepublic,

someformofcurriculumassessmenttakesplace.Assessmentsare

oftenthoughtofaspapertestsonwhichthestudentwritesdown

answerstorelevantquestions.Thisisoneformofassessment,

however,thereareother,oftenmoreeffective,assessmentsas

well.Askillsassessmentcandeterminetheaptitudeatwhichastudentperformsacertainskillor

action(havingthemshootseveraltargetswiththeirbowandarrowsasanarcheryassessment),a

oralassessmentbywhichthestudentspeaksabouthisorherlearningpubliclyletsthemfully

articulatetheirlearningtoagroup,aportfolioassessmentwhichcollectsstudentworkovertime

canlookforvisualgrowthtrends,areal-worldproject/challengeassessment(solvetheproblemof

nothavingenoughnatureclosetoourschool)canapplythestudentslearninginawaythats

beneficialbeyondschoolwalls,etc.Ateachersittingwiththeirstudent,listening,and

understandingthestudentsjourneythroughreflectionsoftheirown,isoftenthebestwayto

assesshimorher.Responsesfromlearninggroupsonhowthestudentdidarenecessaryin

understandingthefulllearningandachievementthathasoccurred(Cambourne,1988).

Schoolsandorganizationsthatreallyemphasizeinnovative,hands-onassessmentpractices

includeAshokaU,TheOpenMastersProgram,TheMastersinDesignforInnovationatSoVA,and

UVAMedicalSchool.

Figure3.3cCurriculum

AssessmentQuadrant


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3.3dLearningEnvironment

Learningenvironmentreferstothespaceinwhichstudentscan

movethroughandobserveduringtheirlearning.6Ina

classroom,thatincludeseverythingfromchairsanddesksto

roomdimensionstocolorofthewalltowhatsoutsidethe

window.Therearemanyfactorsherethataffectlearninglikethe

abilitytohavepersonalspace,thelevelofdistractionhappening,

andtheeaseorfluidityofchangingtasksormovingaround.

Eachlearningspaceshouldideallymirrorthelessonsthatwillbe

happeninginsideit.Forexample,ifstudentswillbeexpectedtoswitchbetweenworkingroupsand

bythemselvesoften,anefficientclassroomwillhavedesks,chairs,andspacemadeforquickly

changingthelayout.Cambournesconditionforlearningcalledimmersionfitshere,andsaysthe

studentshouldbesurroundedbystimulithatrelatetothesubjectbeinglearned(Cambourne,

1988).

Schoolsandorganizationsthatreallyemphasizetheimportanceofthephysical

environmentforlearningincludeTheThirdTeacherandTheco.space.

3.3ePhysicalGeography

Physicalgeographyisallaboutwhatthestudentseesouthisorher

window.Isthereanoceanthatmightsparkacuriosityofsealifeor

hydropower?Aretheregiantmountainsthatraisethequestionof

techtonics?Oraretherestreetsandskyscraperstodrawinterestin

urbanplanning?Thephysicalgeographyofaplacecanhaveahuge

6Socialinteractionsinaspaceplayanimportantroletoo,andareaddressedinsection3.3h,learninggroups.

Figure3.3dLearningEnvironment

Quadrant

Figure3.3ePhysicalGeographyQuadrant


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impactonwhatstudentscaretolearnabout,andwhatbecomesnormaltoteach.Often,thereisa

specialsetoflearningthatcantakeplacebecauseof,andoutsidein,thenaturalsettingsofour

locations.

Schoolsandorganizationsthatreallyemphasizelocationfortheirlearningincludethe

Knowmads,NOLS,andBeyondBoundariesNatureRetreat.

3.3fLocalCommunityCulture

Cultureincludesfamilyheritageandtradition,aswellasallthe

color,flavor,language,andnormsthateachculturebrings.Culture

playsaroleinourdailylivesincludingwhatwelearnhowtocook,

howwetalk,whatwewear,andhowweact.Itisitselfacontentin

someways,yetalsoalensforeachstudenttoexperiencetheirown

learningthrough.Itmaydictate(evenunconsciously)whata

certainstudentisorisntallowedtolearnbasedonage,gender,

etc.Forexample,inAmerica,younggirlsoftenfeelinadequateorunabletosucceedinmathand

science,andyoungboysfeelpressuredawayfromthearts,oftenbecauseofunspokengenderroles

thatassociatethesehardskillswithmasculinity,andsofterskillslikeliberalartswith

femininity.Therearemanyaspectsofculturethatgiveitsmembersfeelingsofbelongingandsafety

thatareunparalleledandshouldbeheldonto.

Schoolsandorganizationsthatreallyemphasizetheimportanceoflearningaboutculture

includeCreativeOklahoma,Salsa29andGlobalCitizenYear.

Figure3.3fLocalCommunity

CultureQuadrant


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3.3gLocalCommunitysBeliefsaboutLearning

Thissetofbeliefscandirectlyaffectastudentsbeliefsabout

learningandhim-orherself.Ifthecommunityastudentis

surroundedbyexpectsstudentstogotocollege,thenmanymore

variableswillbeinfavorofthestudentgoingtocollege.Ifthe

communitytendstothinkthatschoolisawasteoftime,orvaluesa

certainkindoflearning/content,thestudentwillbemorelikelyto

integratethosevaluesintotheirowninnerring.Ifacommunity

believesthatthisstudentwillachievetoacertainlevel,theywillhavetodecideiftheirpersonal

beliefabouttheirabilitytoachievematchesthatexternalbelief,andhowtoreconcilethetwo.

Further,manycultureswillpre-packageaworldviewofwhattruthis,thatcontentbecomes

importantformanymembersofitsculturetounderstandmoreabout.Directconflictwiththese

culturesfromanacademicinstitutionmaycauseriftsinthestudentsworldview.

Schoolsandorganizationsthatreallyemphasizecreationofalearning-positivelocal

communityincludeKnowledgeCommonsDCandCitizenCircles,Theco.space,CreativeOklahoma,

andUSDdeptofSocialInnovation.

3.3hLearningGroups(Teachers,Mentors,andclassmates)

Learninggroupsareoneoftwodirectlyinfluentialgroupsofpeople

inastudentslife.Theirinteractionwiththestudentisdirectlytied

tospecificlearning.Mentorsandteachersareoftenrolemodelsfor

theirstudents,andthepersonalactionsofmentorsandteachersis

oftenmimickedbystudents.Thewaymentorstalkwiththe

student,andmakethestudentfeeldirectlyinfluencethatstudents

learningaction.Classmatesofferacriticalreflectiontostudentson

Figure3.3gLocalCommunity's

BeliefsaboutLearning

Figure3.3hLearningGroups

Quadrant


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howtheyshouldact,think,etc.inaspecifically-learningenvironment.Cambournesconditionsfor

learningarereflectedherewiththeideasofdemonstration(modelingoflearningforstudents)and

expectation(Cambourne,1988).

SchoolsandorganizationsthatreallyemphasizementorshipforlearningincludeThe

co.space,TheFutureProject,andWatsonUniversity.

3.3iSocialGroups(Peers,Family)

Socialgroupsaretheothersetofinfluentialpeopleinastudents

life.Theseinteractionsmaynotasoftenbebasedarounddirect

schoollearning,buttheycanencourageordiscouragestudents

tofollowtheirpassionsubjects,followtherules,etc.Thisgroup

mayhavethestrongestaffectonallowingastudenttoexplore

theirinnerringfullyortostiflepiecesofthemselves,whichcan

flowbackintomotivationforlearning.Schoolsandorganizations

thatreallyemphasizecreatinglearning-positivefriendsandbeingclosetofamilyincludeGlobal

CitizenYear,KeystoneAdventureSchoolandFarm,Theco.space,andAshokaU.

Figure3.3iSocialGroupsQuadrant


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3.4SocietalStructure

Societalstructureisthethirdandfinalringinthe StudentLearning

System.Itsdividedintotwosections,notforlackofcomplexityin

thatactualring,butbecauseofwhothisframework,again,isfor.

Studentstraveltheirownlearningjourneyspredominantlywithin

theinnerandmiddlerings,whereasthingslikepolicyandethos

arehelpfulinunderstandingthoserings,butnotnecessarilythe

mostaccessible.Third,fromthestudentspointofview,hisorher

Societalstructure thepolicy,organizationalstructure,andcultureindirectlyaffectsthatstudents

learning.PolicieslikeNCLBareaffectingmanyaspectsofstudentlearning,althoughindividual

studentshavetheleastopportunitytomakedecisionsatthislevelabouttheirlearning.

3.4aPolicy,Legislation,andFunding

Policy,legislation,andfundingencompassesthelefthemisphereof

thesystem.Thesearetheissuesthat,onanationalorstatelevel,

begintodictatewhathappenstothemiddlering.Inpublick-12

schools,curriculumcontent,pedagogy,andassessmentareall

currentlyheavilyreliantonNoChildLeftBehind(NCLB)

legislation(U.S.Dept.ofEducation,2010).Fundingsystemsof

largeuniversities(fundedthroughresearch)oftendictatewhat

facultyarehiredandwhatundergraduateclassestheywillteach.

Wedidntfindmany,ifany,educationalorganizationsthatwerefocusedonthesepolicyorfunding

issuesonthetour(although826Valenciadidhaveitsowninnovativefundingmodel).My

Figure3.4SocietalStructure

Quadrants

Figure3.4aPolicy,Legislation,and

FundingQuadrant


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hypothesisisthatstruebecauseindividualorganizationssuchastheoneswelookedatarebuiltto

existonthemiddleringandaddressmiddle-ringissues.

3.4bLargerCultureandEthos

Ethosisthemorenebulous,bigpictureofeducationforour

country.Itslikethecollectiveconsciousnessaroundeducation

whatwebelieveaboutitasacounty,whatthenormsare,what

successlookslike,etc.Itsthenarrativewetellourselvesabout

whateducationissupposedtodoandhowitssupposedtodoit.

Thesenormsinfluenceandareinfluencedbysmallerscalesof

culturalandpersonalbelief,aswellasheritageandphysical

space.Forexample,theindustrialagebroughtintothis

collectiveconsciousnessthevalueandneedforefficiencyandstreamlinedproduction(hencethe

assemblyline).Becauseofthatcollectiveethosaswellaslegislationandfundingaroundit,we

turnedschoolsintochild-learning-assemblylines,wherechildrenenterinbatchesbasedonbirth

dateandarepushedthroughatthesameratewithveryspecializedteacherswhooftendoonejob

(liketeachart)muchthesamewayanassemblylineworkerwouldrepeatthesametaskoneach

item.Thestoryourcountryhasbeentellingitselflatelyisthatourschoolsarefailing,ourteachers

areslackers,andourstudentsareunpreparedandunmotivatedtolearn.Whatwehavebeen

assumingisthattheareasofdisturbancewerehappeningintherighthemisphere,thehumanside,

ofthissystem,ratherthanthelefthemisphere,thecurriculumside.ButIthinkthatsstartedtoshift

abit.

Onegroupworkingtoshiftthiscollectiveethosaroundlearningis,actually,usEducate

20/20!Ourmissionfromthebeginninghasbeentochangethenarrativeaboutthefutureof

educationtoapositiveandhopefulone.Infact,thewaywedecidedtodothatwastofindexamples

Figure3.4bLargerCultureandEthos

Quadrant


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ofinnovationandpositivitywithineachofthesequadrants,ratherthanpeopleonlyhavingnegative

examplestofillthemwith.Findingthatinspirationisonesteptowardsmotivatingotherstoaction,

whichhelpstheethosandthepositivesystemgrow.

Thissystem,withallitsinterconnectedandlayeredpieces,canbeahelpfultoolforany

studentwhowantstounderstandtheirspecificlearningsystemsoastogrowfromit.Oncea

studentmapsouthisorherownsystem,thatstudentcanbegintotakeownershipofadjustingthe

entiresystemtomoreaccuratelymeettheirlearningneeds.

3.4cThePiecesTogether

Everyquadrantineachringisinterconnectedwitheveryother

quadrant,andthecollectivepulloftheseforcescreatesthe

studentslearningsystem.Ifastudentisunsatisfiedwiththeir

currentlearningsystem,thenmappingoutwhichquadrantsare

causingthemthemostlearning-negativeresultsisthefirststepto

improvinghisorherpersonallearningjourney.

Figure3.4cThePiecesTogether


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3.5ComparisontoAnotherModel

ThissystemisverysimilartoUrieBronfenbrenners

EcologicalSystemsTheory,whichhasthechildatthecenterof

concentriccirclesofinfluencersinthatchildslife(Paquette,

Ryan,2001).Theyaredifferentintermsoffocus:

Brofenbrennersfocusesonlyonthepsychologyofthechild,

whereasIfocusontheholisticlearningofthestudent.

Interestingly,mostofBrofenbrennersdefinedinfluences

fallintotheright,outerhemisphereofmysystem.Thishelpsto

bringclaritytheStudentLearningSysteminthisway:theright

hemispheremakesupthepsychologicalandsociological

influencesonlearning,whilethelefthemispheremakesupthe

concreteinfluencesonlearning.Themostcriticaldifference

betweenthissystemandmyownisthatBrofenbrennerssystem

describesthesecirclesonlyinhowtheyinfluencethechild.He

includesnoneofthechildsowncharacteristics(theinternal

activationring)inhismodel.Manylearningsystemsinthepastthatusebankingmodelsof

educationlikewisecallachildseducationthesumofwhatcanbedepositedintothatchildsempty

mind.Mysystem,however,wascreatedwiththepurposeofbeingatoolforthestudentatthe

centertohaveinfluenceontheringsaroundhimorher.Thatstartsbyrecognizingwhatthe

studentinherentlybringstohisorherownsysteminthatinnerring.TheStudentLearningSystem

isnotmerelyatheoryofwhythestudentisacertainway.Itwillprovideaframeworkforactionto

allowthatstudenttotakeownershipofhisorherownlearningjourney.

Figure3.5aUrieBronfenbrenner'sEcologicalSystemsTheory

Figure3.5bBronfenbrenner's

ModelHighlightedontheStudent

LearningSystem


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3.6Age-AppropriatenessandtheRoleofOthersfortheStudentLearningSystem

Age-appropriatenessmustbeevaluatedinanyteachingtoolorcurriculum,andtheStudent

LearningSystemframeworkisnoexception.Thecasecaneasilybemadethatstudentsofanyage

willbenefitfromatleastsomeself-directedlearningintheircurriculum.(Assumingthatother

importantresourcesliketeachersandmentorsarenotreplacedandthestudentisntleft

completelyalonetolearn.)TheStudentLearningSystemisonemeanstoincreasingself-directed

learningforstudents,andcertainlynottheonlyone.Thisframeworkwascreatedwithhighschool

andcollege-agestudentsinmindwhoarecognitivelyataplacetograsptheconnectionsand

implicationsoftheframework,andholdintelligent,reflectiveconversationsabouttheirdecisions

(whicharealsoskillsthatgrowthroughuseoftheSLS).Astudentwhohasgrownupbeingallowed

self-directionwillprobablybemorepreparedwiththeskillstorespondtothechallengesusingthe

SLSframeworkdivergentandconvergentthinking,discipline,andselfawarenesswhichmeans

thatstudentsbeingintroducedtotheconceptofself-directionandincreasedfreedomwillneeda

periodoftimetoadjust.Iadvocate,therefore,thatothermethodsofincreasingself-directionat

youngagesbeusedaswell.

Therelationshipsastudenthasareincrediblyimportanttothatstudentslearning,whichis

whyrelationshipsarementionedintheSocialgroupsandlearninggroupsquadrants.Theirbeliefs,

encouragement,judgment,andfacilitationskillswillallaffectthatstudent.Teachersespeciallyhave

animportantroleinfacilitatingdeepquestioningandconversationaroundthequadrantsandthe

studentslearningjourney.Intheageofstudent-directedlearning,teachersaremoreimportant

thaneverinkeepingstudentsontrack,askingthemquestionsthatdrivethemtothenextlevel,and

givingthemagooddoseofhardtruthwhenitsneeded(becauseitstillwillbe).ThisisanartthatI

believewillcontinuebeingimprovedandshouldneverbetakenforgranted.


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Chapter4

OutlineofFutureResearchPlans

TheStudentLearningSystemisonlysteponeoftheresearchandtoolkitIhopetocomplete.

Mygoalinthisthesiswastoformtheconceptionsofthisframework,andbegintoexploreits

functionsandcomplexities.FuturestepswillinvolveturningtheStudentLearningSystemintoan

educationalgameboardthatallowsstudentstotakeownershipoftheireducationsandtrackstheir

progressalongtheway.Inordertofullyexpressthisframework,afullyearofresearch,data

collection,andsynthesiswillberequired.Iwilladdresstheunexploredlayersofthisframeworkby

firstintroducinganother,moreestablishedframework,thenoverlayingmyownframeworkontoit,

andfinallyproposingwaystocollectthenecessarydataforcompletionofthisresearch.

4.1TheFiveLevelFramework

TheNaturalStep,aleaderinsystemsthinkingeffortsaroundtheworld,hasproposeda

frameworkforunderstandingthedifferentlevelsofacomplexsystemandplanningwithinthat

systemcreatepositiveresults(TheNaturalStep[TNS],(1993).AccordingtoTheNaturalSteps

website,thisFiveLevelFrameworkhasthefollowingcomponents,andtheStudentLearning

Journeyframeworkhasbeenexploredintheselevels:


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Level NaturalStepDefinition(TNS1993)and

explanationofgraphic/nextcolumn

StudentLearningJourneyEquivalent

orneeds

System

Level

Identificationofthescopeofthesystem

weredealingwith.

Here,itreferstotheStudentLearning

Systemdiagramtodescribeeverythingin

thissystemsscope.

Success

Level

Successinagameiswinning,usually

measuredbytheteamthatscoredthe

mostpoints.Anendgoalmustbesetin

ordertoplanappropriatelytowardsit.

Here,successforthestudentneedstobe

fullydefinedinsuchawaythatthistool

visualizesthatsuccess,aswellaswhere

thestudentcurrentlyis.

Strategic

Level

Thesearesomestrategicguidelinesfor

organizationstofollowinimplementing

thef

Documents

The Student Learning System: Developing a framework for students to take ownership of their learning journeys