CHANGEd:

What if60-60-60 #0 [March 7, 2012] http://itsaboutlearning.wordpress.com/2012/03/07/assigning-myself-a-learning- challenge-changed-what-if-60-60-60-0/ #1 [March 8, 2012] Sharing What ifwe teachers shared more publicly? At #NAISac12, I blessedly spent time with John Hunter. His TED talk is incredible! This summer, Ill attend a Martin Institute workshop with him. During his keynote, he said hed used World Peace Game for over 30 years. What other amazing practices are out there?! Lets share and learn more with each other! [59 words + "Examples" below = 60! I'm not counting the bullets!] Examples: Noschese 180 (thanks to yesterday's #0 post comment from John Burk, who also shares consistently about what is happening in his classes!) Wright'sRoom post: "Why I love project-based learning" Experiments in Learning by Doing post: "Encienda-lite or Ignite-lite talks for learners" "Channeling Westport Teachers"...the Teaching Channel (thanks to L. Jeffay for this link) #2 [March 9, 2012] Sharing What iffaculty meetings were more like fashion shows? We could runway teaching and learning ideas and mesmerize our teams with the creations of colleagues. Exciting trends for the season could surface! And we could stop talking of stealing ideas from other teachers and change our verbs to co-laboring, exchanging, and inspiring! The fashion industry is one of the most innovative http://www.ted.com/talks/lang/en/johanna_blakley_lessons_from_fashion_s_free_c ulture.html #3 [March 10, 2012] Sharing What ifwe really engaged storytelling? In A Whole New Mind, Dan Pink declares the invaluable nature of story. Countless experts implore us to develop storytellings power in communicating. On Thursday, @epdobbs and I participated in NPRs StoryCorp. This priceless experience keeps me thinking about how to utilize story more deliberately in our educational designs and transformational efforts to enhance school. http://www.ted.com/talks/jonathan_harris_collects_stories.html

#4 [March 11, 2012] Modeling What if national organizations created conferences like the classrooms for which many advocate? What if NAIS, ASCD, Learning Forward, etc. insisted on more variety than rooms only set up in rows and columns of chairs? Maybe schools need a national conference center that models/practices traits of 21st century learning spaces and methodologies. Leading by doing could get more to understand/follow. Example of a conference that came closer to modeling constructive PBL and collaborative design rather than ironically sage-ing from the stage (could such a model work for a 1500-4500 person event?): RE:ED - Next Chapter: Imagine Designing the Future of K-12 Libraries #5 [March 12, 2012] PLC What if we valued teacher teams as much as sports and music teams? How often does your school football team practice? How often does your band or orchestra rehearse? How often do your teams of teachers rehearse and practice together? Do you even think of your teachers as collectives of teams? School transformation will happen when we commit to rehearsal and practice. #6 [March 13, 2012] Experimenting When scheduling, many schools factor in "snow days" - days that wont be re- calendared for inclement weather cancellations. What if schools factored in experiment days like snow days? We could plan for radical pilots and seemingly outlandish learning designs to test various hypotheses. We could learn by doing and negate the argument, "We have too much to cover." Call 'em"grow days!" #7 [March 14, 2012] Grand Challenges, PBL At TEDxAtlanta: Community on Tuesday, I heard many amazing thinkers and doers. Among them, Rhonda Lowry shared the idea that networked literacy is essential - that we must value relational connections over industrial-age containers (like...bell schedules?!). At virtually all the TED and TEDx events, we hear from amazing folks that are making positive differences in the world. What if we tried 1/2 time with the traditional departmentalized subjects and re:purposed the resulting 1/2 time as "grand challenge curriculum." We could explore and attack the various challenges of our "real world" and benefit mightily from the problem-solving and transdisciplinary studies. [My word count today is 95. I embrace that failure! Thanks for reading the extra 50+%. I could write for WEEKS and MONTHS just on this topic!] CHANGEd: What if...60-60-60 Project Explained #8 [March 15, 2012] Introverts - Backchannel "Susie is a fabulous student! However, she is so quiet. I wish she would speak up more in class." How many times have I read, heard, written, and said such. "Educare," though, the root of education, means to draw out. It's 2012! Technology

makes it even more possible to empower introverts to share their thinking in "alternatively audible" ways. Polling, quick writing, Google docs, backchanneling, etc. What if we scaffolded, not "scolded?" What if we empowered the introverts before trying to change them? http://www.ted.com/talks/lang/en/susan_cain_the_power_of_introverts.html #9 [March 16, 2012] Stewardship CHANGEd: What if clean up and campus care were curricular? 60-60-60 #9 Stewardship of resources, responsibility, empathy, work ethic. These characteristics are important, and I hear educators rightfully name them as essential skills. Why don't we schools incorporate daily custodianship and campus care into our routines? I am sure some schools do, but many do not. Hour a day? Rotating chores for admin, students, faculty? Brooms, mops, hedge trimmers as another 1:1 idea? #10 [March 17, 2012] Experimentation, #PBL Colleague @jgough sent me: The Cockroach Beatbox. YouTube's version is below. Fascinating! Made me think we should facilitate more of this kind of work with students. Yet, I hope the students would be the scientists, not just the audience. I hope they could produce the equipment, animations, video. Then, I read comments at Cockroach Beatbox; my brain sparked to invaluable discussion and debate possibilities, too. [youtube=http://www.youtube.com/watch?feature=player_embedded&v=tr4gWi9J f6k&rel=0] CHANGEd: What if...60-60-60 Project Explained #11 [March 18, 2012] Language, #PBL What if we taught children, not subjects? I find a number of amazing educators struggle with the concept/implementation of PBL (high-quality, transdisciplinary Project-Based Learning). I believe some of that struggle is related to habit. I believe some is related to saying, "I teach English" (or math, science, etc.), instead of "I teach children," or "I lead learning." If you teach, how do you answer, "What do you teach?" CHANGEd: What if...60-60-60 Project Explained #12 [March 19, 2012] Homework What if our standing homework assignment was to spend time with family, friends, and personal passions? Time to work on our home, not just time to extend school into the place called home. When we think of the

balance we want in our own lives and in the lives of our children, might such a practice actually advance us all? What might students choose to do...with time?! Related posts: Longer, recent post from Bo about homework Recent Garr Reynolds post about slowing down to appreciate what's important CHANGEd: What if...60-60-60 Project Explained What ifhomework was to spend time with family and personal passions? http://itsaboutlearning.wordpress.com/2011/12/23/homework-conforming-to- school-norms-opps-for-exploration-unnecessary-essential/ http://www.presentationzen.com/presentationzen/2012/03/slowing-down-to- appreciate-whats-important.html #13 [March 20, 2012] Student voice, PBL Because I work a lot in the domain of Project-Based Learning (PBL), I participate in a number of conversations and ideations about great, future PBL ideas. I never cease to be amazed, though, at how quickly many adults see the PBL-design process as adult-centric. We neaten the mess of education-industry learning too much, and we too often exclude systemic inclusion of students in these early design stages. What if we expected and empowered students to co-design curriculum?

* Screenshot of just two related tweets summarizing some of Pat Bassett's comments in a plenary session at 2012 NAIS Annual Conference. CHANGEd: What if...60-60-60 Project Explained

#14 [March 21, 2012] Kaizen, Growth Mindset One of many reasons I feel drawn to Unboundary involves their intentional practice of using version software designation to signal purposeful growth in the company. As the world and surrounds change, Unboundary adapts and evolves. Currently, the team designates itself "Unboundary 6.5." More than just the suffixing of a number, the process under-girding this practice promises attention to change - kaizen - as a constant. Culture is transformed when a community knows that the version number should change...will change. What if schools used version software designation to signal such purposeful change? Related post: "JH 2.11" CHANGEd: What if...60-60-60 Project Explained #15 [March 22, 2012] Curriculum, Current Events, Creativity Most schools offer "History," and many provide "Study Hall." What if we offered "News?" Various points of entry for current events and modern journalism could be explored. By nature, the topic is transdisciplinary and PBL-rich. I can imagine weaving in every discipline. In "Studio Hall," learners of all ages could use time to create, not just to complete (Study Hall's focus). CHANGEd: What if...60-60-60 Project Explained #16 [March 23, 2012] Grand Challenges, Curriculum

Please make 23 minutes and 41 seconds to watch Bryan Stevenson's TED talk: "We need to talk about an injustice." The opposite of poverty is not wealth. In too many places, the opposite of poverty is justice. Stevenson's talk has me thinking almost constantly about why we are not more purposefully, more systemically, more deliberately re-examining our identity as schools. What is school for? Why are we not re-organizing more curriculum and experiences around such grand challenges of justice, fairness, inclusion,.... Through these lenses, we could practice literacies of many types, numeracy in context, social science, communication for authentic purpose. Young people have a wonderful sense of fairness. We should harness and educate this sense and make a stronger impact on our world...now. As schools, we need to keep our eyes on the prize. The real prize. [ted id=1378] CHANGEd: What if...60-60-60 Project Explained [Sorry about the word count today. I failed BIG with 2x the word goal.]

 #17 [March 24, 2012] Design Thinking, Curriculum, Significance, Empathy CHANGEd: What if instead of filling their heads, we grabbed their hearts? 60-60-60 #17

Enhanced information technology and advanced understanding of human learning make it strange that schools retain many methodologies geared for "filling heads." Additionally, society faces challenges demanding "grabbed hearts." At yesterday's MVPS Design Thinking Summit (#dtsummit12), we immersed ourselves in "Design = Utility + Significance." At design's core beats EMPATHY. Through design, doing-learners engage human experience to improve that experience. Insight into others' needs grabs hearts. Grabbed hearts inspire active hands and feet...and wise minds. Isn't that what we need? First 1/2 Highlights: [View the story "#DTSummit 2012 10:15 Storify" on Storify] Second 1/2 Highlights: [View the story "#dtsummit12 Design Challenge (pm) Highlights" on Storify] CHANGEd: What if...60-60-60 Project Explained

#18 [March 25, 2012] Marketing, Communications, Storytelling, (Empathy) CHANGEd: What if schools empowered students and teachers to be journalists and marketers? 60-60-60 #18

Some schools empower 100% of their people to be the primary storytellers for what's happening each day at school. Other schools restrict their people from doing so - only official Communications Departments can media-storytell. Is it "brand management" gone awry? Don't schools want much, if not all, of their brand to be: "Magic happens here...we're a community of empathetic experimenters, and we see value in learning by doing and sharing our stories?" CHANGEd: What if...60-60-60 Project Explained

#19 [March 26, 2012] Choice and Time

This "CHANGEd: What if...60-60-60" post is inspired and sparked directly from Ross Peters' March 24, 2012 post: How Summer Camp Should Inform School.

In my past, I attended Camp Rockmont in Black Mountain, NC, and I served as a counselor and administrator at Camp Sea Gull in Arapahoe, NC. As Ross writes in his post, I remember fondly the enormous space and time to explore and discover. There were generally three "periods" - morning, afternoon, and evening. Campers pursued new opportunities and old loves of deep interest, and we enjoyed "I-can-really-accomplish-something" chunks of time. Choice and time are powerful cabin mates.

Most importantly, the best of summer camp includes the spaceliterally and figurativelyfor young people to become both more independent and more empathetic. ~ Ross Peters, March 24, 2012 blog post. CHANGEd: What if...60-60-60 Project Explained

#20 [March 27, 2012] Design, Experimentation CHANGEd: What if we designed and experimented more in schools? 60-60-60 #20

On March 21, I attended the magical Trinity Musical Gala (also see here). Among the feast was an iPad concerto and a dance troupe debut. AMAZING! Last Friday, I participated in MVPS's Design Thinking Summit. After interviewing students for precious insights, we designed outdoor classrooms and modeled with recycled "trash." It was so fun and multidisciplinary. INSPIRING! Awhile ago, a colleague sent me this MITvideo on "Boxie" (5 min worth watching), an anthropological robot made from a cardboard box. MESMERIZING! To create new soundtracks, 3D renderings, and cultural cyborgs is a recipe for developing creators and producers, rather than mere consumers. Let's generate map makers instead of mere map readers. Let's design and experiment our way into a new three-ring circus as schools.

#21 [March 28, 2012] Grading, Assessment CHANGEd: What if we audited our purposes for using grades? 60-60-60 #21

I am all for vigorous assessment and feedback. Without assessment and feedback, I am not confident that deep, enduring learning can happen. However, in twenty years as an educator, I have grown increasingly disenchanted with grades as we know them. Do we really understand the purposes of grading? With commitment to a "purpose audit," I bet we would change practices. One fabulous example of a school's "grading audit" core resource [For the next few days, "CHANGEd: What if...60-60-60" will focus on grading and assessment.] CHANGEd: What if...60-60-60 Project Explained

#22 [March 29, 2012] Grading, Assessment

What if we assessed more, graded less?

Would spirits sore that learning's ongoing, really endless? Do big red numbers atop a page Signal "Guess that's done, now I can leave that stage?" Would dollops of feedback more likely make us stretch? Or shall we continue memory training to perfect simple games of fetch? Is assessment really lots of tests that mostly come at the end? Or could it be less destination and more calibration for traveling interesting bends? by Bo Adams in a fit of poetic risk, knowing full well he is not yet the poet he one day will be! CHANGEd: What if...60-60-60 Project Explained

#23 [March 30, 2012] Grading, Assessment

In deeply studying assessment during the past decade, I have worked with many of the gurus. All explain the research problem of sending assessment samples to educators for scoring and receiving results that range an enormous spectrum. Same paper or test can receive range of 30100 on 100-pt scale. Interestingly, math teachers tend to span the greatest spectrum because of practice of partial credit. With a four to six point scale, though, quality descriptors or standards can be prepared and agreed upon prior to assessment. Reliability and validity of scoring skyrockets with well-understood, tighter scales. And can we really discern among an 83, and 85, and an 87? (Dare you to write quality descriptors for a full 100pt scale!) Computing made 100-pt averaging vogue, but maybe this is a case of "we can, but should we?" If you're not into a grading revolution, perhaps we could use criterion-referenced A-B-C-D-F (not norm referenced). Several experts recommend A-B-C-NY ("Not Yet"). Or we could use the first letter of certain criterion-referenced categories, or we could use 1-4 or 1-6. As Guskey explains, there are advantages and disadvantages to any scoring/grading system, but I do hope we move further and further away from the 100-pt, average-based system. What's next? 60-60-60 #24: What if we disaggregated the single score? 60-60-60 #25: What if we used karate belts instead of averages? CHANGEd: What if...60-60-60 Project Explained

#24 [March 31, 2012] Grading, Assessment What if we disaggregated the single score?

Imagine climbing into your car, turning the ignition, and seeing a single number on the dashboard. Baked into that solitary number is your gasoline gauge, speedometer, oil gauge, RPMs, trip counter, etc. The engineers simply programmed some formula or average to get a single number to your dash. We'd be in a mess! Why do so many schools continue to use a single number for a course grade or report card? Why do we bake in effort, participation, homework, quizzes, tests, projects, collaboration, etc.? What if we disaggregated the single score and utilized a more detailed dashboard?! CHANGEd: What if...60-60-60 Project Explained

#25 [April 1, 2012] Grading, Assessment What if we used karate belts instead of averages?

I'm thinking of signing up my younger son for karate. I interviewed a sensei recently. He's a grey belt. I explained that I had never heard of a grey belt. The sensei explained that his sensei master believed in averaging. While he had achieved black belt, he had started at white belt, so his master awarded him a grey belt. The sensei said it is really affecting his dojo. Okay, I made up the story above, but I love when Guskey, Stiggins, Marzano, the DuFours and others talk about grey belts. When learning, aren't we supposed to start as novices and grow to great understanding? Why do we continue to penalize for that natural progression with start-to-finish averaging? Why don't we award "black belts" more in school? What if we used "karate belts" instead of averages? CHANGEd: What if...60-60-60 Project Explained

#26 [April 2, 2012] Grading, Assessment What if we buried the zero?

Zeroes in school grading are interesting practices. When schools shifted from letter grading (A-B-C-D-E/F) to number grading with percentages, an interesting thing happened statistically because of misalignment of the categorical stages. A zero in an average can have a disastrous effect. What's more, how exactly does a zero communicate to youth the powerful lessons of responsibility? It seems more reasonable to teach responsibility by insisting that the work be done and providing feedback on that work, not by recording a zero and moving on. In the "real world," I've never experienced a boss telling me, "Oh, you didn't get the work done by the deadline? I'll just record a zero; don't bother doing the work now, as the deadline has passed." What if we insisted on responsibility? What if we used scoring to measure learning, rather than to "punish?" What if we held a funeral for bad practice and buried the zero? R.I.P. CHANGEd: What if...60-60-60 Project Explained

#27 [April 3, 2012] Grading, Assessment

At schools around the country, conversations are happening about summer study and remediation. Student fails a course...send 'em to summer school. Many educators seem not to worry over such remedy. Yet, the same many often bristle at second-chance assignments or assessments. What if we allowed more immediate second chances? What if we tactically intervened instead of relying on "strategic" remediation?

CHANGEd: What if...60-60-60 Project Explained

#28 [April 4, 2012] Grading, Assessment What if students self-assessed more and initiated progress reporting?

I know what it's like to be "talked around." You know, when others discuss your strengths and/or shortcomings, but they leave you out of the conversation...the one who needs to be involved the most is more "third party." When school progress reports initiate with adult-to-adult conversation, I wonder if we are talking around our students. What if students self-assessed more and initiated progress reporting? What if the driver's-seat learners took the wheel and posted updates about how they are performing relative to the learning standards? What if teachers and parents then JOINED the conversation started by the lead learner in the equation? I bet the long-term benefits would be profound! CHANGEd: What if...60-60-60 Project Explained

#29 [April 5, 2012] Grading, Assessment What if we crowd sourced assessment?

Those who know me well understand that I think more school curriculum should be geared toward grand challenges and innovation opportunities. With such projectbased learning comes the need for "authentic assessment with real-world audiences." What if we crowd sourced assessment? What if more student work was published in 2.0 ways so that the work could be assessed with feedback from hundreds of available and willing relative experts? When we utilize more eyes and ears than just those of the classroom teacher, the students gain multiple perspectives for enhancement and growth - like the increase in vision with multiple windows and mirrors on a car or bus! (Not to mention - "many hands make light work!") School 2.0 just "lens" itself to taking advantage of the power of crowd sourcing. CHANGEd: What if...60-60-60 Project Explained

#30 [April 6, 2012] Grading, Assessment What if we really utilized learning portfolios?

My amazing mother keeps a HUGE Tupperware container full of stuff that I made in my childhood. Oh...your mother does that too? What if we really utilized learning portfolios to do the same in schools? I can imagine using the wonders of technology to archive and catalog various artifacts of learning as students travel through the journey called school. With 2.0 tools, teachers, parents, advisers, peers, etc. could comment and cross-link with learning of their own, feedback, constructive criticism, and so on. What amazing potential for positive digital footprints and a living history of one's learning - full of podcasts, movies, pieces of writing, etc. CHANGEd: What if...60-60-60 Project Explained

#31 [April 7, 2012] Empathy, Modeling CHANGEd: What if we educators behaved like our "student ideal?" 60-60-60 #31

What if we educators behaved like the students we want to see the children in our classes become? This is aspirational thinking - modeling the ideal. How would we act in meetings (our "classes")? How would we treat professional learning or in-service days (more of our "classes")? How would we talk about such learning opportunities as meetings and in-services? How would we listen, risk, engage, encourage, and trust? How would we ask questions? How would we prepare and organize? How would we view and feel about quizzes and tests - assessments - of our learning? How would we empathize? Be the change you wish to see in others. CHANGEd: What if...60-60-60 Project Explained

#32 [April 8, 2012] Impossible, Creative Destruction, Dreaming CHANGEd: What if we dreamed (and attempted) the impossible? 60-60-60 #32 New school formats and structures are emerging all over the planet. Starting a new school seems to be "easier" than changing existing ones. I wonder how the economic principle of "creative destruction" will play out for the school market. There are some (many?) who think school is "perfect" as it is. Suggestions for change, improvement, and enhancement are sometimes (often?) met with, "That would never work. That's impossible." What if we dreamed the impossible...and made it happen?!
PLEASE READ Seth Godin's February 25, 2012 post (121 words long) - "Perfect and Impossible." Happy Easter! CHANGEd: What if...60-60-60 Project Explained

 #33 [April 9, 2012] Growth Mindset, Work in Progress CHANGEd: What if schools adopted the "work in progress" mindset? 60-60-60 #33

[Today I give my 60+ words to Tara. I'd rather you spend your time reading her post, instead of mine. Tara, I am very proud of you!] CHANGEd: What if...60-60-60 Project Explained

#34 [April 10, 2012] Innovation CHANGEd: What if we built school-innovation labs...in schools? 60-60-60 #34

This weekend, I watched the first TED talk below, which comes from Lucy McRae. McRae worked at Philips Electronics in the Far Future Design Research Lab. Some time ago, I watched the second TED talk below, which comes from Homaru Cantu and Ben Roche. Cantu and Roche utilize a research lab to design dining innovations for their Chicago restaurants Moto and ING. If the future of schooling is as important as electronics and restaurant-ing, why aren't more schools operating research and innovation labs or partnering together to do so? Sure, there are pockets of innovation in many schools - usually particular teachers who are innovating practice. But are there many systemic approaches to building and operating "school laboratories" within existing schools?! There should be! Transforming existing schools may depend on such R&D efforts. Lucy McRae: How can technology transform the human body? [ted id=1413] Homaro Cantu + Ben Roche: Cooking as alchemy [ted id=1304] [NOTE: After I scheduled this post to auto-publish, John Burk left a great, related comment on 60-60-60 #32, so I am linking to it here. Also, @jbrettjacobsen and I talk quite a bit about this "school-within-aschool" idea - that existing schools seem to innovate by leveraging the non-monolithic nature of schools and amplifying the innovative practices, formal or informal institutes, etc. - essentially creating competition with oneself...two versions of one's school. Interesting how this also relates to creative destruction concept.] [NOTE #2: Sorry for length of this "60-word" post!] CHANGEd: What if...60-60-60 Project Explained

#35 [April 11, 2012] Playgrounds, Social Media CHANGEd: What if we ridiculously relegate playgrounds to "outside of school?" 60- 60-60 #35

"Where are all the playgrounds?," asked Mrs. Simpson as the admissions director toured her family around the school campus. "Oh, we've removed the play equipment due to safety concerns," responded Mr. Cruse. "We trust that children can find time and place to play outside of school time. Without the equipment, there's much less risk of anyone tragically getting hurt. This aligns with our risk-management futuring at School." "Thanks for your time, Mr. Cruse. We've seen enough of campus. We need to be moving along now." Mrs. Simpson stepped toward the route to the parking lot as Susie's grip on her mother's hand shifted from a frightened squeeze to one of deep gratitude. ---------How much did the hypothetical scenario shock you? Unfortunately, it may not be so hypothetical (see here).

What if we thought of "playgrounds" as metaphors for social media tools in schools? What if we thought of "playgrounds" as allegorical symbols for smart phones in schools? What if we thought.... What "playgrounds" are we outlawing in many schools when we allow for legal considerations to trump educational ones? CHANGEd: What if...60-60-60 Project Explained

#36 [April 12, 2012] Play, Time CHANGEd: What if we amplified the bright spots of lunch, recess, and PE? 60-60-60 #36

As a child, I LOVED school. I still love school. Interestingly, though, I can remember often telling others that my favorite things about school were lunch, recess, and P.E. I still hear students repeat this refrain. My own first-grade son retells events from lunch, recess, and PE far more often than other details. Is it the freedom to move around, choose, and explore? Is it the time to talk more freely and process one's tales and experiences? What makes lunch, recess, and PE so popular? What if we amplified the bright spots of lunch, recess, and PE? How might we copy success and sprinkle the magic of these moments across a curriculum and schedule? CHANGEd: What if...60-60-60 Project Explained

 #37 [April 13, 2012] Time, Play, Mindset CHANGEd: What if instead of counting the days, we made the days count? 60-60-60 #37

When my sons are engaged in something they love and I try to end it, they say, "Just 5 more minutes please!" One of my favorite moments in a classroom occurs when no one hears the bell because all are engrossed in what they are learning and doing. I cannot tell you how many people recently are asking me, "So, are you counting the days until school ends?" Without any intent of obnoxiousness, I tend to answer, "Actually, Camp Sea Gull taught me not to count the days, but to make the days count." As excited as I am for my next career chapter, I am loving what I am doing. I may not even hear the bell that signals summer vacation for the non-administrative types. I hope I am making the days count! What if we lived in such a way that we spread this model - to make the days count? What if we looked forward to the NOW, and taught students to do the same? What would class and school look like...if at the "end" they begged for "Just 5 more minutes please!"

#38 [April 14, 2012] Play, PBL, Design, Creativity CHANGEd: What if school could look more like Caine's Arcade? 60-60-60 #38

What if school could be more play-based, more project-based, more passion-based? What if school could look more like Caine's Arcade? [WATCH the 10 minutes! You won't regret it.] [vimeo http://vimeo.com/40000072] A boy, a dad, and a stranger share the roles of "teacher" and "student." There's math, engineering, communications, design, sociology, social media, economics, marketing, ethics,... [Many thanks to @occam98 for making me aware of Caine's Arcade! My boys are saving boxes now!]

#39 [April 15, 2012] Play CHANGEd: What if we scaled "playing school?" 60-60-60 #39

In our vocabulary and parlance, we play sports and we play instruments, but we go to school. The action and agency of those verbs are very different. When young children simulate school, however, we say that they are playing school. Many times an older sibling wrangles younger siblings or neighbors to sit in rows and columns of desks to take lessons from a chalk board or white board. The organizer almost always plays the role of teacher - the one in charge, the creator of the lessons. What if we scaled playing school and empowered more students to stay in those roles of being in charge and creating lessons? What if instead of saying, "I go to school,"which can sound so passive, we talked of playing school? And what if folks began to speak of playing school with the fervor and excitement with which we talk of playing sports and playing instruments? In the long term, such a shift

in the way we talk could lead us to value teachers more like we value professional athletes and musicians...don't you think? CHANGEd: What if...60-60-60 Project Explained

#40 [April 16, 2012] Advertising, Marketing, Play What if we teachers wore advertising like pro athletes?

I've joked about this idea for years. Picture teachers in NASCAR jumpsuits riddled with brand advertisements. Or think of teachers leading in classrooms like pro golfers walking the links with sponsors emblazoned on their hats and shirts. Or ponder master teachers doing endorsements like Michael Jordan or Mia Hamm. Seems crazy, doesn't it?! But what if...? CHANGEd: What if...60-60-60 Project Explained

#41 [April 17, 2012] Empathy

Empathy and EQ (emotional intelligence) may just be the most critical character traits of the present and future. As my students have recently defined it in Synergy, empathy is putting oneself in another person's shoes. I wonder if we do that enough in schools - actually placing ourselves in other people's shoes. On September 30, 2011, I published a post called "Freaky Friday - just an idea for a student-teacher switch." This weekend, friend and colleague John Burk sent me a post entitled "Make Teachers Classroom Students." What if teachers and students swapped roles more often? What if we wove these practices into the fabrics of our schools? CHANGEd: What if...60-60-60 Project Explained [Author's Note: Before finally hitting "schedule" on this post, I turned to my book shelf to reference Dan Pink's book, A Whole New Mind. Sure enough, "empathy" represents an entire section of the book - one of the six highlighted senses. But I knew that. What struck me was this - until I referenced the table of contents, I did not realize how much I was mentally utilizing the six senses as the themes for these 60-6060 posts. A major "AHA!" moment for me.]

#42 [April 18, 2012] Empathy, History, Connections, Integrated Studies What if we taught history backwards or offered war and peace as a course? http://wiltoday.wordpress.com/2012/04/15/why-not-teach-about-war/

For many years at my current school, I held membership in the History Department. In a newsletter one year, I proposed the idea (don't think I am the originator!) of teaching history backwards - start today and work backwards in time tracing connections and interesting linkages. Dr. Lamplugh even did it one year (said he loved it)! One could weave this approach together with thematic teaching in a course like "News." Or even better, one could employ Steve Goldberg's deepdigging approach detailed in his recent post: "Why not teach about war? We're fighting two right now...."

I think it's about making connections, don't you? Connections with "what's going on today" and "how did we get here on this issue?" Connections with the PEOPLE living this news and emerging from these histories. Connections among the things that we overly silo...called departments or disciplines. The spider cannot weave a web except by leaping from where she currently resides and connecting to another anchor. From these anchors emerge the threads that last when the wind blows most viciously. From these anchors empathy blooms. CHANGEd: What if...60-60-60 Project Explained

#43 [April 19, 2012] Empathy, Teamwork, Collaboration

In all of the talk about 21st Century learning, one would be hard pressed not to hear "collaboration" mentioned. We expect students to learn to collaborate, and we structure more opportunities for students to co-labor. Certainly, we expect our teachers and faculties to collaborate more deliberately. What if we schools collaborated more purposefully? Isn't more intentional school-toschool collaboration the next (and critical) ripple in the pond? [Maybe it should have been the first!] When do we put aside unique branding, competition, rival mascot bashing, and realize that deep, systemic educational transformation will demand that we work together. When Hollywood has a big issue to address - an humongous asteroid hurtling towards Earth or an evil Empire building a Death Star that can destroy planets, for instance - they always create a crackpot team of amazing strength-diversity, and they co-labor to save the day. When might "School Wars" hit the big screen...not because we are battling each other - public vs. private, private vs. private, etc. - but because we are teaming and collaborating to make big, needed change in our universe?! "Use the Force!" (Sorry, couldn't resist.) CHANGEd: What if...60-60-60 Project Explained

#44 [April 20, 2012] Empathy, Time, Connections CHANGEd: What if we slowed down and let strong bonds form? 60-60-60 #44

Has the new American greeting become, "Did you get my email?" Have we unintentionally resolved that "Busy" is the standard response to "How are you?" Have agendas become more driving than relationships? Is the working lunch the result of crowding time at the margins? Do five minute pass times really allow people to shift gears and catch their breaths? Is it healthy for a student to have a 7:00 a.m. meeting and remain at school until 7:00 p.m., or later, on a regular basis? What if we slowed down? What if we gradually and purposefully replaced some quantity with quality? What if we served fewer items from the buffet to our plates, but what if we served more of fewer items? Would we stop and talk to each other more? Would we look each other in the eyes rather than walking by with that "I gotta get somewhere fast" gaze on our smartphone screen? What if we offered fewer "subjects" because we understood that they are all connected and integrated anyway? What if we realized that the BIG issues in the world will not be solved through one siloed discipline...and what if we realized that they will ALL be solved through empathy and relationship?

CHANGEd: What if...60-60-60 Project Explained

#45 [April 21, 2012] Empathy, Mindset, Strengths, Bright Spots CHANGEd: What if we "called the electric company" more often with gratitude? 60- 60-60 #45

Can you imagine working in an industry that achieves great success yet receives a disproportionate number of calls of complaint? I bet my electricity works 360 out of 365 days of the year. But when do I call the power company? When things aren't working. I wonder what it's like to work at the power company? Are we too much a culture of "no news is good news?" Do we celebrate success enough in schools...in our colleagues...in our students? Do we spread those positive stories enough and amplify the many victories? Do we mark papers and give feedback that is more mistake and "fix this" oriented or more bright spot and "build on this current strength" oriented? What do we highlight on report cards and progress reports? Do we "pick up the phone" enough when things are working? My lights are shining, my coffee maker is brewing, and my refrigerator is keeping things cold. I think I'll go make a call. CHANGEd: What if...60-60-60 Project Explained Related Work that I Investigate for Relevance to this Idea:

Teresa Amabile's The Progress Principle (TEDxAtlanta Talk) Jennifer Fox's Strengths Movement (and video here) The Health Brothers' Bright Spots Carol Dweck's Growth Mindset (as summarized and linked by Guy Kawasaki)

#46 [April 22, 2012] Learning and the Brain, Learning and the Heart CHANGEd: What if teachers were thought of as the brain and heart surgeons that we are? 60-60-60 #46

My graduate school mentor means the world to me. I could fill multiple 60-60-60 series with all that I learned from him. He guided from four pillars of philosophy. One of the pillars he evoked from this statement: We who cut mere stone must always be envisioning cathedrals. I always think of Dr. Pajares' insistence on this visioning when I think of two other quotes of which I have become fond: In the last 20 years, we have learned 90-95% of what we know about the brain. And...

They don't care about how much you know until they know how much you care. We teachers work on hearts and minds everyday. What if teachers were thought of as the brain and heart surgeons that we are? How would we approach our own professional learning and growth, each and everyday, if we perceived ourselves as akin to brain and heart surgeons instead of mere experts in a subject area? How might we structure our learning spaces and experiences? How might we build our teams of "operators" and support staff? How might the way in which we view ourselves change the way we work? How might the way in which we are perceived by others change the way we work? CHANGEd: What if...60-60-60 Project Explained

#47 [April 23, 2012] Peer visits, Sharing, Interdependent Schools CHANGEd: What if we committed to visiting our peers more often? 60-60-60 #47

Thanks to Megan Howard's riffs on the 60-60-60, I am bumping a scheduled post. She has me thinking about interdependence and making certain that we close the gap between metaphors and action. In fact, schooling has been a very silo-ed endeavor for practitioners...for a LONG time. Kathy Boles, at Harvard's Graduate School of Education, calls school the egg-crate culture (think of a school building and the dozen eggs in your frig!). So...how do we school folk work to become interconnected, interdependent practitioners? How do we take action to become more advanced professionals? One major, critical step is simply to visit each other's classrooms. Yep. In fact, if anyone thinks that the Junior High School where I currently work has moved closer to 21st C education in the last decade, I would argue that the journey really began with peer visits just committing to visiting each other's classrooms and practices on a regular basis. If you say that your school and your teachers are great, then take advantage of the single most valuable professional resource that you have at your immediate, daily disposal...take advantage of having each other just steps away. Connections don't just happen...we make them happen. Go. Do. Visit. Share. Learn. Grow. [Rinse & Repeat!] It's good for the head and the heart! And with practice, the mindset spreads, other interdependent innovations emerge, and the ripples in the pond radiate outward. The tribe bonds and grows. CHANGEd: What if...60-60-60 Project Explained

#48 [April 24, 2012] PLC, Lesson Study, Practice, Scrimmage, Rehearse CHANGEd: What if we scrimmaged and rehearsed more - like teams? 60-60-60 #48

Well, I've bumped another scheduled post! Yesterday, I enjoyed a great time in the Junior High math-science PLC (Professional Learning Community) that meets four days a week during Period 4. The math-science PLC has been working on lesson studies for PBL (project-based learning). One of the teams created a lesson on the Fibonacci sequence and nature (see Vi Hart's video about the Fibonacci sequence for a quick taste).

On Monday, we experienced and tested the lesson. We scrimmaged. We rehearsed. The room contained teams of teachers in one math-science PLC. Before rolling out this lesson to students, we prototyped the "need to know," the content, the methodology and pedagogy, the possibilities for "voice and choice," etc. We measured our fingers, our faces, our arms, and our legs. We discovered the Golden Ratio over and over again. We had fun, and we learned. And...we practiced! Don't we know that scrimmaging and rehearsing enhance performance?! Don't we owe it to our learners to practice, scrimmage, and rehearse before we play the actual game?! CHANGEd: What if...60-60-60 Project Explained

#48.5 [April 25, 2012] change, experimenting, innovation, patterns CHANGEd: How 'bout we challenge patterns and routines? 60-60-60 #48.5

Some say the future belongs to the pattern see-ers. I think our future belongs to the pattern makers and the pattern challengers. How 'bout we challenge patterns and routines more in school? Worst thing that could happen - we surprise some folks and realize the world won't stop spinning. Best case scenario - we open new lenses of perceiving and learn from our risk...discover something new...create something better! [Really, I just wanted @mmhoward to have to write for 61 days! I love what she's writing!] CHANGEd: What if...60-60-60 Project Explained

#49 [April 26, 2012] storytelling, design, creativity CHANGEd: What if we designed title sequences for our courses and our schools? 60- 60-60 #49

I love the art and science of storytelling. I am not the storyteller that I one day will be, but I am committed to practicing. Last night, I wandered onto Jason Kottke's The art of film and TV title design. His post made me think - What would the title sequence look like for the course that I facilitate...for the school that I lead? How would teachers and administrators design the "film or TV titles" of various school elements? How would we visually tell those stories? Shouldn't we be thinking about that? Shouldn't we want title series that invite people in, excite them, and compel them to be part of the story of our learning? [youtube=http://www.youtube.com/watch?feature=player_embedded&v=qbhi-JICKKI] CHANGEd: What if...60-60-60 Project Explained

#50 [April 27, 2012] Faculty, Meetings, PBL, CBL, DBL CHANGEd: What if I were designing one more faculty meeting? 60-60-60 #50

[Disclaimer: This is my biggest failure on the "60-word target!"] For the past nine years, this last week of April has marked the moment when I would begin framing next year's opening-of-school faculty meetings. New student registrations have just occurred, so I have made a habit of starting faculty meta-planning the morning after those student registrations. Students are registered...we need to start planning! I won't be doing such faculty meta-planning this go around, but a habit is a hard thing to break. I have always striven to design frameworks for faculty meetings that would make people want to flock to the events. Unfortunately, I think I have always failed. Yet, I have kept trying. What if I were designing the frameworks for an August meeting that would open the 2012-13 school year? What would some of the frame pieces look like?

1. I'd probably create a Google doc in which faculty could contribute their ideas for faculty meeting topics and explorations. What do they want and need in our precious few meetings together? These tributaries would weigh heavily into the collective river of our work together. These waters would be the projects and challenges that are most relevant to us. 2. I'd try to create an invigorating, exciting, compelling "need to know." With a school vision that focuses on project-based learning, integrated studies, global connectedness, balanced assessment, teacher teaming, and 21st century schedules and spaces, I would likely try to model and simulate those very things into our meetings. If we wanted to learn to play baseball, then the best method would likely be to...play baseball (not sitting in a desk hearing about baseball!). So, I would want to start with a hook - a "need to know" - to get us playing. 3. I'd be tempted to invite teachers to share IGNITE or TED-talk-like sessions about their practices and potential experiments. Maybe we would even workshop and construct these together, in small groups and teams, during the meeting. 4. I'd want to utilize some "brainfood" - some stuff to which to react and respond. I think I might use the following: 1. CHANGEd 60-60-60: OUR BRANDS, by @mmhoward 2. Leveraging Learning by Organizing Technology Use: A Modest Framework, by @maryannreilly 3. Educating the Next Steve Jobs, by Tony Wagner 4. Lessons from Caine's Arcade, by Seth Godin 6. Kiran Bir Sethi teaches kids to take charge...TED talk 5. And, perhaps, we would employ some quiet reflecting and writing time...and maybe some micro "FedEx time."
I have loved serving as the principal learner at my Junior High School for the past nine years. I don't have many regrets. I do wish I had done a better job each and everyday for the faculty. I wish I had spent more time interacting with each and every one of them. I wish I had spent less time in other meetings and more time in shared learning with the middle school teachers. So, I think I'd keep that in mind as I designed one more start to school. 5. RSA Animate - Changing Education Paradigms...Sir Ken Robinson

 #51 [April 28, 2012] expectations, common values, shared values CHANGEd: What if we crafted a ten commandments of modern schooling? 60-60-60 #51

Listening to This American Life episode, "The Ten Commandments," I thought about what our ten commandments of modern schooling might be. Wouldn't it be interesting to engage in a faculty exercise of recording ten such expectations, one each on a Post-it note, and affinity mapping the commonality and differences among a school's tribe of practitioners? Shouldn't we have some level of agreement about the ten most fundamental expectations for schooling in our modern era? Do we? In the comments section, I hope you might record one or more of your suggested commandments for modern schooling. Sharing our thinking might make for some interesting conversation. CHANGEd: What if...60-60-60 Project Explained

#52 [April 29, 2012] PBL, DBL, CBL, Learning Space CHANGEd: What if we connected students with city design projects? 60-60-60 #52

One dynamic way to help schools move into "21st century" education - full of project-based learning, design thinking, and integrated studies - would be to partner secondaryschool students with local architects, city planners and developers, new urbanists, sustainability scientists, etc. In this 52nd post, what if we moved from a scholastic house of cards...to education that blurred more boundaries between school and real life?! _____________________________ Thanks to my PLN (personal learning network), I have been exposed to a few more profound thinkers and resources concerning school as ecosystem, learning-spaces evolution, etc. [View the story "Evolution of learning space...from 3D to 4D" on Storify] [ted id=634] Another great, related resource: Matthias Hollwich's talk at TEDxAtlanta RE:Purpose, January 26, 2010 (this is when I first began to ask, "What if we could partner Synergy students with people like Matthias, working on future-city projects?") And another great, related resource: Announcing the 2012 TED Prize Winner The City 2.0 Yet another great, related resource: Grant Lichtman's blog, The Learning Pond CHANGEd: What if...60-60-60 Project Explained

#53 [April 30, 2012] Design, IGNITE, MakerBot, 3D Printing, Leonardo da Vinci CHANGEd: What if schools IGNITEd more Leonardo daVincis? 60-60-60 #53

Well, I've been relatively long-winded lately...relative to 60 words. SO, I'll let the following 5 minute video speak for itself, which it does quite ably! [Thanks to @lottascales for passing this IGNITE along!] Schools need more MakerBots and more IGNITE, literally and figuratively. Schools need more folks who know How to Think Like Leonardo daVinci. [youtube=http://www.youtube.com/watch?v=1osdnKzj-1k&feature=youtu.be] CHANGEd: What if...60-60-60 Project Explained

#54 [May 1, 2012] Empathy, Current Events, Google Earth, Technology CHANGEd: What if we used reading and Google Earth as spingboards for interdisciplinary, global empathy? 60-60-60 #54

Some believe that technology is separating us, disconnecting us, making us less empathetic. I don't think it's about the technology. I believe it's about the people behind the technology and the ways that we commit to using the technology. I believe technology can actually make us more connected, more together, more empathic. Tools can be used to build up or to tear down...to joyfully create or to tragically damage and destroy. But it depends on the user, not the tool. I am thankful that I have many teachers who are showing me these lessons. Steve Goldberg is one of my newest teachers. He is teaching me to use Google Earth to read for global empathy. What if more of us used reading and Google Earth as springboards for interdisciplinary, global empathy? Oh what a wonderful world it could be!

Inter-disciplinary reading of the news Skyping in to Detroit to talk current events Empathizing with Baba Amr (wherever that is)
CHANGEd: What if...60-60-60 Project Explained

#55 [May 2, 2012] Innovation, Schools of the Future, Disturb Us CHANGEd: What if we invited, even prayed for, disturbance? 60-60-60 #55

Recently, I heard my school president open a meeting with a prayer written by Sir Francis Drake in 1577. I accessed a copy of the prayer here. In the prayer, I am reminded of a line from Pat Bassett's TEDx St. George School talk (upcoming in post #56), which paraphrased basically communicated - Parents, we should seek teachers for our children who are experimenters. And earlier in the talk he stated, "Be an advocate for your children and your schools to be innovative." Disturb us, Lord, when We are too pleased with ourselves, When our dreams have come true Because we dreamed too little, When we arrived safely Because we sailed too close to the shore. Disturb us, Lord, when With the abundance of things we possess We have lost our thirst For the waters of life; Having fallen in love with life, We have ceased to dream of eternity And in our efforts to build a new earth, We have allowed our vision Of the new Heaven to dim. Disturb us, Lord, to dare more boldly, To venture on wilder seas Where storms will show Your mastery; Where losing sight of land, We shall find the stars. We ask you to push back The horizons of our hopes; And to push back the future In strength, courage, hope, and love. This we ask in the name of our Captain, Who is Jesus Christ. CHANGEd: What if...60-60-60 Project Explained

#56 [May 3, 2012] Innovation, Schools of the Future, NAIS, Pat Bassett, TEDx CHANGEd: What if we used the Big Shifts to evolve? 60-60-60 #56

Do educators really listen to the leaders of our national organizations? Shouldn't we? As a member of an NAIS (National Association of Independent Schools) school, I believe I should listen and respond to the leadership of Pat Bassett. Will you take 27 minutes to watch his talk about

the Big Shifts for schools of the future? Isn't it worth 27 minutes to understand more fully how our NAIS president believes schools must be disturbed and evolve to become relevant and effective schools of the future? And it's not just for independent schools; it's for all schools! Oh, watching and listening is only a start. We should be inspired to DO. We should be inspired to ACT. [youtube=http://www.youtube.com/watch?v=y0cqrhvgBB0] As I have continued to plan for a faculty meeting that I will not be leading in August 2012, I would add Pat's TEDx talk to my list of "brainfood" resources. And I think I would add the NAIS Commission on Accreditation's - A Guide to Becoming a School of the Future. [ted id=814] CHANGEd: What if...60-60-60 Project Explained

#57 [May 4, 2012] Empathy, Innovation CHANGEd: What if school leaders practiced the change they preach...and developed a people strategy? 60-60-60 #57

Thinking about CHANGEd 60-60-60: PEOPLE STRATEGY and re/pre-flecting... In Pat Bassett's TEDx St. Georges School talk, he reveals seven big shifts in the larger world that are changing the landscape of education and schooling:

Knowing...Doing Teacher-centered...Student-centered The Individual...The Team Consumption of Info...Construction of Meaning Schools...Networks Single Sourcing...Crowd Sourcing High Stakes Testing...High Value Demonstations

If we administrators expect teachers to proactively respond to these big shifts for the futures of their students, mustn't we do so ourselves?

Shouldn't we be transforming faculty meetings (and other "PD") into faculty doings? Shouldn't we be experimenting with PBL with adults...and with projects that are relevant and meaningful to teachers? Are we even asking them what they want and need? From the admin view, how can we make school more "teacher-centered" so that teachers can, in turn, make school more student-centered? Shouldn't we admin be modeling "student voice and choice" by providing such to our faculties? How are we un-silo-ing our schools to facilitate teachers working in teams?

How are we facilitating the construction of meaning among our faculties, instead of asking them to consume information? Do decisions feel top-down or bottom-up? Or inside-out? Or outside-in? How are we admin employing and engaging learning networks and advocating for OPEN and SAFE and THOUGHTFUL use of such endless learning resources in the network...outside our school walls? How are we crowd-sourcing our collective wisdom within our faculties and among our faculties from school to school? How are we refusing to re-invent the wheel and instead partnering with the crowds of other doing schools...I mean networks? How are we refusing the high stakes testing of teachers and engaging high value demonstrations of professional practice?

A people strategy begins with EMPATHY. It moves along the stepping stones of the Golden Rule. A people strategy refuses to commit the fundamental attribution error (see the Heath Bros' Switch). Be the change you want to see in others! Show the way; don't just tell the way. Blur the lines among "admin," "teacher," "student." In fact, any of us should be all three. It's not about the titles. It's about learning...together. CHANGEd: What if...60-60-60 Project Explained

#58 [May 5, 2012] Empathy, memory, made to stick, experiential learning CHANGEd: What if we really reflected on what former students remember? 60-60- 60 #58

For over 15 years, I taught eighth graders the subject of economics. When alums return to school or write to me, do you know what they say they remember? The number one memory is "The Stock Market Game." Second in the tally - creating resumes and business cards. Not one person has ever told me they remember any definitions, graphs, or theories. They remember what they created and crafted. They remember the parts that felt most "real life." They remember what seemed most relevant when they finished college and called on applicable skill sets. What if we really reflected on what former students remember? Would we design our courses and classes to provide more of the memorable experiences? CHANGEd: What if...60-60-60 Project Explained

#59 [May 6, 2012] Empathy CHANGEd: What if we teachers had to enroll in our own classes...and at least one more? 60-60-60 #59

I've written before about teachers and students swapping roles, and so has my amazing 60-60-60 mirror, @mmhoward. But what if we teachers simply had to enroll in our own classes?

Would we ourselves enjoy the structure we employ, the instructional practice, the methodology, the routines and the repetitions? Do we really think that all of the students in our classes learn just like we did...like we do? What if we also had to enroll in at least one more class - a class that is completely and utterly different than the one we teach? In that place of uncomfortableness, wouldn't we learn how to reach more of our students...the ones who don't think and learn just like we do? Don't we owe it to our young learners to put ourselves in our own classes, as well as in at least one more that stretches and perplexes us? CHANGEd: What if...60-60-60 Project Explained

#60 [May 7, 2012] Learning, reflection What if we all tried something new for 30 days (or longer) and learned out loud? http://www.ted.com/talks/lang/en/matt_cutts_try_something_new_for_30_days.ht ml

Working at summer camp was really what caused me to pursue a career in education. At Camp Sea Gull, Captain Lloyd used to explain the length of camp sessions this way: When other camps are moving to two-week sessions, we are sticking with four-week sessions. You know why? It takes 21 days to form a habit. While our campers are with us, we want to guide them to form habits of taking better care of themselves, each other, and the world around them. It'll take some time to break a few bad habits, and we have an extra few days to make sure the new cement dries. For the past 62 days (I started at "0" and I wrote a "48.5"), through this "CHANGEd: What if...? 60-60-60" blog series, I have been building new habits. I am just one day short of repeating the 21-days-forms-a-habit rule for three consecutive cycles. Here are just a few of the things I have learned and enjoyed:

1. I crave the time to write each day. I wake up wanting to write. At about day 16, I wondered if I would make it for 60 days. At day 25, I knew I would make it. 2. I failed more times than I succeeded. I set out to write 60 posts...in 60 days...of 60 words each. I rarely achieved the 60-word goal, and that was part of the challenge for me. I failed repeatedly. And I learned everyday from the failure. I embrace that failure. I will be a better writer for that failure. I still feel very successful nevertheless. 3. By "learning out loud," I connected with people whom I probably would have never met otherwise. During the 60-day challenge, I have doubled and tripled my average weekly readership, compared with the number of weekly readers before the series. Through those new readers, my PLN has grown, and I am the better for it.

4. Megan Howard helped me tremendously. She became my partner in this exper(ience)ment, as she called it. By getting in this boat with me, she made me feel more accountable... to at least one other person, and I did not want to let her down. 5. All day long, I now think of what if questions. I think I have developed and enhanced my Innovators DNA because of taking this on and building better habits of observing, questioning, experimenting, networking, practicing, and associating.
Won't you try something new for 21 or 30 or 60 days? We ask our students to do so all the time. Shouldn't we be students ourselves? Shouldn't we be learning out loud? Shouldn't we be building the habits that will make us better teachers and educators for the future? Better learners? What if more of us worked to develop not just 20/20 vision, but "60-60-60 vision?" We educators should never think that we've got schooling as good as it can ever be. We should be seeing our current reality clearly, and we should be envisioning how we can get better. Isn't such delta-oriented vision what it will take for education and schooling to be CHANGEd? [ted id=1183]

The back-up & the one that got away What ifmore schools supported BYOD and cell phones as legitimate tools? http://plpnetwork.com/2012/03/09/pocket-based-learning-my-cellphone- classroom/ http://whatsnext.blogs.cnn.com/2012/05/03/intel-smartphones-will-plug-into- your-brain/ Also see stars on reader.