BC 6 Elementary School pilot...Self regulation....based on recent neuroscience

http://www.vancouversun.com/mobile/news/vancouver/schools+promote+student+self+discipline/7287707/story.html

Teaching children to self-regulate is key to this pilot.  This means raising the child's awareness of how they are interacting with their environment, managing their emotions and bodies and learning how to bring themselves to calmness.  My hope is this isn't viewed as a classroom management tool, but rather as empowering children for the rest of their lives.

Attending A Silent Retreat - this is on my bucket list

 

http://www.huffingtonpost.com/janet-kinosian/the-sound-of-silent-retre_b_99685.html

I surely want to experience a silent retreat.  I wonder about gathering a few people together and putting our own on.  I would love to go to Ireland and silently listen within ancient walls, contemplating, reflecting and discovering.

Invitation to a walk in silence

Buntzen Lake BC - SFU HEAL Cohort

What a fabulous way to begin our 2nd year!!  This was a new place for me to discover, yet a replica of many spots of our beautiful West Coast.  The 15 of us trekked along together, in silence.  The hour carved out a space for me to reflect, wonder, wander and best of all, to be.  To just be in this living forest.  At the beach, we took out our notebooks and wrote whatever came to mind.  The invitation to write, "When I walk in silence I notice..." was a starting point.  

My writing begins with the patch of huckleberry bushes as tall as basketball players, the golden sunlit path and then I remember I am in the middle of the 31st season of my first son's short 42 days life.  I flow along the river of my heart, thoroughly taken with the experience of the invitation to walk in silence.  Here's a portion of my writing, toward the end of my piece:

The green water covers the resting rocks

That edge the lake

A dreamy feel, a moving scene,

A mystery unrevealed

Hidden darkness recessed

Among the shafts of bright

Hiding under the light

Like the obvious that stares at you

Hiding the unspoken, the unnoticed

A deepness camouflaged by activity

No beckoning or signs on how to enter

Rather once I slow, a passage seems to appear

As clear as evaporating mist 

FLOW Embodied ... LiveLeak.com - Got skills?? Zhang Hao certainly does....

LiveLeak.com - Got skills?? Zhang Hao certainly does....

Undergrads May Fail Critical-Thinking Test, but Academia Is Failing Them

Undergrads May Fail Critical-Thinking Test, but Academia Is Failing Them

Sunday, 29 April 2012 00:00 By Margaret Austin Smith, Truthout | Op-Ed 











<<  Thought this was an interesting follow up to the 2012 Summer Institute and our study this semester on Imaginative Education >> 

21st Century Learning - Dr. Peggy Patterson

21^st Century Learning

presented by Dr. Peggy Patterson, 

University of Calgary, Faculty of Education

July 14, 2012

Dr. Patterson, known to her students as “Peggy”, passionately shared her thoughts on learning tools for the 21st century using the 5 C’s:  Creativity; Collaboration; Communication; Global Citizens and Critical Thinking.  Patterson summed up her study based on 15 years of student data, with the goal of discovering what enhances the learning experience.  A Venn diagram intersected what learners wanted, how students learned and the role of leaders.   Students, like the majority of people, admire a leader that is honest, forward-looking, competent and inspiring.  I agree with Patterson’s statement that it's most important for the leader’s words and deeds to match.     

One of the things I took away from Saturday's talk was how important interactions are between students and how they impact the students’ school experience.  If students are living at home or commute to school, they may have less opportunity to build relationships on campus.  Proximity to school also plays a big part in the student’s connection to the school.  Patterson quoted some students asking for the creation of a “small community, not a big city” in order for the students to get to know one another, build friendships and find support with their studies.  The larger campus can be impersonal, students can get “lost”, lose their motivation and possibly quit.  The smaller independent schools can provide more connections so the student can feel they do matter and are not just a number.  

Patterson looked at students’ preferences in instruction venues:  classroom; online; classroom with online supports.  2/3 of the students preferred the classroom with online supports because of the amount of information provided, quality of instruction, interactions with professor.  When asked what they valued most in their learning experience, the answers were similar - written assignments, classroom instruction and  participation in discussions.

The built environment plays a huge role in helping the student be successful.  Kurt Lewin (1936) came up with: Behavior is a function of the interaction between a Person and the Environment B=f(PxE).  The building layout directly sets the behaviors of the students in how they move around the campus, form habits and relationships.

Patterson queried the audience to reflect on a physical place where they felt connected to SFU and to frame the thought with, “Where would you want your grad photo taken?”  The answers had the common threads of places where people could gather, be near food and stay for a while.  This reaches back to the desire for connection, relationships and friendships.  Patterson pointed out how important it is for the institution to look at the campus ecology and for leaders to provide areas for connection, in order for students to succeed in their studies.  Overall, Patterson encouraged SFU to focus on learning, not teaching.  Schools that focus on learning put the student at the centre.  This increases the chance for students’ success, which translates into success for the school.

Encouraging Journal...Reclaiming Children and Youth

http://reclaimingjournal.com/back-issues