Today I had the opportunity to visit the Queens Paideia School for the second time this year. An instructor at the school, Tim Fredrick (a good friend and a great writer), had invited me earlier this year to check out the multi-age, open design in action. Within just a few minutes of being at the school again, I was reminded of how positive and pleasant the learning flows felt in the space. Along with time and space divisions typical of schools, such as small reading and writing groups and individual work cubicles, teachers and young learners moved to different areas through the open spaces around the school rooms in different allotments of time.
I just spent an amazing month traveling with two weeks on the sleepy side of Cabo at my own DIY Writer’s Retreat. (I left feeling lucky, blessed, tan, centered, and validated for the way I budgeted this last year.) Much of this “writing,” however, was spent thinking and reading, rereading and thinking. Isn’t this what we all look like on vacation? (I also wrote about … Continue reading I Know What You Read Last Summer
What do you think? Is it going to be heads or tails? At this moment, can you tell? What will determine on which side it will drop? A gust of wind? The momentum of the roll? (Someone with a physics degree chime in with a comment. I am sure we’d all love to know the actual factors that will contribute to the outcome.) When it comes to … Continue reading The Two-Faced Coin (Part 2 of 2): Education’s Two-Face–Time
Alright. Let’s go in. Progress, improvement and development are—in essence—the project of education. Sounds pretty good, right? But it’s not so simplistically altruistic. For one, there have been many people who have pointed out problems inherent in this project. Developing countries, for instance, can definitely benefit from implementation of certain social and physical structures that have improved the quality of life for others in the world—like … Continue reading The Two-Faced Coin (Part 1 of 2): Development and Deficit