Traditional education is inefficient and outdated.
Traditional education does not effectively or consistently support student agency development or teach self-reliance.
Agency is the capacity to make free, independent choices.
Self-reliance is important for taking control of our lives through learning.
Self-reliance is the act of putting agency into practice by trusting your own judgment and abilities.
You cannot be self-reliant without agency.
Rule 1: Meta-learning
Meta-learning involves figuring out the what, why, and how of what you’re about to learn.
Breaking down and simplifying the learning process is important.
Meta-learning is like a syllabus or onboarding process.
Applying Meta-learning
Identify two to three core learning objectives.
Schedule specific times for learning.
Identify courses, resources, or coaching to use.
Get a big picture overview of what you need to learn and in what order.
Be specific about what to do each day.
Meta-learning Research and Plan Example
Learn to effectively play the guitar part of the Stevie Ray Vaughan version of Jimi Hendrix’s Voodoo Child.
AI Prompt: “Create a 4-week learning plan to learn the guitar part of Stevie Ray Vaughn’s Voodoo Child with a daily schedule spread over the day for a total of 1 hour a day, list and link resources, check links to make sure they are active and not broken.”
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM
SUMMARY – Due Jan. 28
Role
Place your ROLE title here…
Intention (SMART Goal) for the Session
Copy and paste your SMART Goal from the class PTS, Project Tracking Sheet, here…
PRE-PRODUCTION – INQUIRY – Due Jan. 29
LEADER(S) IN THE FIELD / EXEMPLARY WORK(S)
Primary Source
Embed a video of a good role model for YOUR ROLE this session. This is someone or an example of work that guides or inspires your SMART goal. Copy and paste this source from the PTS, Project Tracking Sheet. EXAMPLES: a director, songwriter, a great game, etc. Write a sentence describing why you chose this source.
Secondary Source
Embed a source explaining the PRIMARY SOURCE. Assume that the reader of your blog has no idea who or what the primary source is. Use the secondary source to explain and justify why the primary source is a good role model for this project. This could be a video essay or interview about the primary source. Write a sentence describing why you chose this source.
TRAINING SOURCE(S)
Embed your training source from YOUR SMART GOAL linked in the PTS, Project Tracking Sheet. Take notes and link back to time stamps within the video. Watch Mr. Le Duc’s Linked Notes Video, if you need help
PRE-PRODUCTION – PLANNING – Due Feb. 7
PROJECT TIMELINE
Pre-production Milestones
Thing 1
Thing 2
Thing 3
Production Milestones
Thing 1
Thing 2
Thing 3
Post-production Milestones
Thing 1
Thing 2
Thing 3
PROPOSED BUDGET
Plan and include a personal budget for this project. Mr. Le Duc’s guidance on the parameters for this session is to see how much it would cost for you to be hired to do ‘your job’ or your role for this session. Add the estimated time you think you will spend on the project, research how much you should be paid by the hour, and include that total cost here.
Storyboard (FILM) (with comments for each role) OR other planning documents like sketches, flowcharts (GAME DESIGN), song or lyric notes (ROCK), etc.
PRODUCTION – ACTION – Due Feb. 27
THE (FILM, SOUND, or GAME)
Embed or link the final version of the film, game, or song from your Google Drive (FILM & ROCK) or itch.io (GAME). Make sure it is publicly viewable.
Write a descriptive sentence about the embedded or linked project above.
SKILLS COMMENTARY
Link the team slideshow with your role, SMART Goal, and evidence of your SMART Goal for this session.
Write a sentence about your role in the slideshow and creative and technical contributions to the project.
POST-PRODUCTION – REFLECTION – Due Mar. 7
21st CENTURY SKILLS
Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)
How did you grow in these areas during this project? Pick one and explain.
Ways of Working (Communication & Collaboration)
How did you grow in these areas during this project? Pick one and explain.
Tools for Working (Info & Media Literacy)
How did you grow in these areas during this project? Pick one and explain.
Ways of Living in the World (Life & Career)
How did you grow in these areas during this project? Pick one and explain.
REACTIONS TO THE FINAL VERSION
Place at least one comment from the PEER review and cite the student’s first name. Place at least one comment from the ADVISOR review and cite the student’s first name.
These systems that influence education are like the river bank of the river. They define where the river will flow. If you want to change the river’s flow, change the river banks, don’t try to change the river. If you want to change education, use, improve, or change these systems.
Be a part of this holistic presentation explaining learning systems and how they help kids learn how to manage themselves, work through problems, activate resilience and creativity, and generally be prepared for adult life. This session is based on Dr. Yemi Stembridge’s work and those of other big thinkers in systems thinking.
Playing bingo with standards is a great way to activate the gaming mentality in students/teachers – get them looking, and searching in your curriculum – doing is learning!
Let’s explore some systems that have profound influence on student learning. Let’s also look for the potential of these three concepts in these systems.
CRE – Culturally Responsive Education
Culturally responsive education (CRE) is an approach to schooling that promotes student engagement, learning, and achievement by centering their knowledge, cultural backgrounds, and everyday experiences in the classroom. – New America
DEI – Diversity, Equity and Inclusion
DEI (sometimes referred to DE&I or IE&D) stands for diversity, equity and inclusion. As a discipline, DEI is any policy or set of initiatives designed to make people of various backgrounds feel welcome and ensure they have support to perform to the fullest of their abilities in the workplace. – Builtin.com
SEL – Social and Emotional Learning
Social and Emotional Learning (SEL) is a process that helps people develop skills and attitudes to support healthy growth, manage emotions, and achieve goals. – We Are Teachers
Dr. Adeyemi Stembridge
“Adeyemi Stembridge, PhD is an educational consultant specializing in equity-focused technical assistance. He is a coach and thought-partner to teachers and administrators with a particular interest in the design of culturally responsive systems and learning experiences for students.” – dryemis.com/about
This exciting book helps educators translate the concept of equity into the context of pedagogy in the K-12 classroom. Providing a practice-oriented framework for understanding what equity entails for both teachers and learners, this book clarifies the theoretical context for equity and shares rich teaching strategies across a range of content areas and age groups. – Goodreads.com
Think like an artist and design a classroom that works―well―for everyone In Brilliant Teaching , you will come to understand that equity―when we view it from an informed, multi-layered, and artistic perspective―is the essential purpose of teaching. As education thought leader Dr. Adeyemi Stembridge argues, true equity does not need to defend or justify itself against detractors. Teaching for equity means creating student-centered opportunities that match the social, political, and economic context of the learning environment. – Goodreads.com
Equality and Equity Definitions
Equality is measured at the beginning and equity is measured at the end
Equity is not a zero-sum game. Every child can learn and achieve. There is an opportunity for all
If you want to see an expert in equity look at a parent of at least two children
Equity is an action construct, we are continually working on it
Equity is tied to pedagogy
Understand our own concepts, especially related to learning
Concepts have bias
Creating enduring understandings
Use cultural strengths to support learning
TQL – Total Quality Learning
“David P. Langford, senior education facilitator and Advisory Board member for The Deming Institute and CEO of Langford International, Inc., will set the stage for understanding the foundation of the Deming approach applied in education. He will explain the methodology and show documentation of how Deming theory is affecting all levels of learning worldwide. Working directly with Dr. Deming before he died in 1993, Mr. Langford developed a powerful understanding of how to put into action processes that are inspiring innovative and visionary world-class learning in classrooms, schools, districts, and universities.” – YouTube
“Why are we here? – Have fun, learn something, and make a difference.” – Dr. Deming
“No matter your goals, Atomic Habits offers a proven framework for improving—every day. James Clear, one of the world’s leading experts on habit formation, reveals practical strategies that will teach you exactly how to form good habits, break bad ones, and master the tiny behaviors that lead to remarkable results.” – Goodreads.com
People are patterns; systems of habits and rituals
ReadHow to Create a Good Habit and fill in the Implementation Intention Template with your own habit intention from James Clear’s Atomic Habits
ReadHabit Stacking and fill in the Template with your own habit stack from James Clear’s Atomic Habits
ReadChapter 3: How to Build Better Habit in 4 Simple Steps from James Clear’s Atomic Habits
ReadChapter 2: How Habit Shapes Your Identity from James Clear’s Atomic Habits
TAKE AWAYS?
ANXIOUS GENERATION
“After more than a decade of stability or improvement, the mental health of adolescents plunged in the early 2010s. Rates of depression, anxiety, self-harm, and suicide rose sharply, more than doubling on many measures. Why?” – Goodreads.com
OVERVIEW
TAKE AWAYS?
GTD – Getting Things Done
“In Getting Things Done Allen shows how to:
* Apply the “do it, delegate it, defer it, drop it” rule to get your in-box to empty * Reassess goals and stay focused in changing situations * Plan projects as well as get them unstuck * Overcome feelings of confusion, anxiety, and being overwhelmed * Feel fine about what you’re not doing”
Learn goal setting, self-control, self-directions, focus, planning, and strategies for getting things done.
Most students are bad at setting goals
Most students are bad managers of time
Most students procrastinate
Most students are easily distracted
Students need to learn the art and science of getting things done (GTD) to help lower anxiety and increase productivity, confidence, mindfulness, and happiness
How?
Pick a tool like Google tools like Keep, Trello, Workflowy, paper-based notebook, or other system you can personalize
Watch the videos in the resources section at the top of this web page
“In this book, Robert Greene demonstrates that the ultimate form of power is mastery itself. By analyzing the lives of such past masters as Charles Darwin, Benjamin Franklin, Albert Einstein, and Leonard da Vinci, as well as by interviewing nine contemporary masters, including tech guru Paul Graham and animal rights advocate Temple Grandin, Greene debunks our culture’s many myths about genius and distills the wisdom of the ages to reveal the secret to greatness. With this seminal text as a guide, readers will learn how to unlock the passion within and become masters.” – Goodreads.com
SUMMARY
TAKE AWAYS?
ULTRALEARNING
“Learn a new talent, stay relevant, reinvent yourself, and adapt to whatever the workplace throws your way. Ultralearning offers nine principles to master hard skills quickly. This is the essential guide to future-proof your career and maximize your competitive advantage through self-education.” – Goodreads.com
Scott Young’s MIT Challenge
TAKE AWAYS?
PBL – Project-based Learning
“Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire transferable knowledge.” – Edutopia
“In the future, historians may look back on human progress and draw a sharp line designating “before Scrum” and “after Scrum.” Scrum is that ground-breaking. It already drives most of the world’s top technology companies. And now it’s starting to spread to every domain where leaders wrestle with complex projects.” – Goodreads.com
“What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today’s high-stakes, standards-based environment?” – Goodreads.com
By incorporating the Universal Design for Learning (UDL) principles of Engagement, Representation, and Action and Expression into a curriculum, we take the first step in unlocking every student’s potential by giving every student the opportunity to build knowledge. The principles for UDL detail specific approaches to support students who might need learning accommodations. A curriculum that incorporates the UDL approach to teaching provides all students with an opportunity to succeed by proactively removing learning barriers. – GreatMinds.org
ANOTHER DEFINITION
“Universal Design for Learning (UDL) is a teaching approach that aims to create flexible learning environments that meet the needs of all students. UDL is based on the idea that there is no “typical” student and that all students have different strengths and assets. The goal of UDL is to remove barriers to learning and help students become expert learners by engaging them in a variety of ways. ” – Google AI
Help students go from apathy to passion. Help students identify their WHY to give PURPOSE to their WHAT. “When you know your WHY your WHAT becomes more impactful because you’re walking towards or in your PURPOSE.” – Michael Jr. This content especially helps in project-based learning where students need to know what they are doing and how to do it. We help students do what Eric Belgau, one of our advisory members, stated best, “Know your lane, stay in it and drive fast.”
Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
Students identify or create their own learning materials.
Students summarize their learning from the lesson.
Play Bingo – sort of…
Creative Commons TPEP Bingo Card created by Scott Le Duc
Playing bingo with standards is a great way to activate the gaming mentality in students/teachers – get them looking, searching in your curriculum – doing is learning!
Contribute to the 21st Century Skills Treasure Hunt
Gather ideas for 21st Century Skills structure and process through students building and presenting presentations collaboratively
LIST the stages and procedures used in the recording process. APPROACHING STANDARD
DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD
Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’
Contemplate That The Brain Can Only Absorb What The Butt Can Endure
CC image by Scott Le Duc
Contact Scott for Information, Resources, and Training
Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
Students are asked to write an essay in Hemingway’s style and to describe which aspects of his style they have incorporated.
Students determine which tools (e.g., a protractor, spreadsheet, or graphing calculator) would be most suitable for solving a math problem.
A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
Students identify or create their own learning materials.
Students summarize their learning from the lesson.
I will train you in more detail about blogging later.
Just make the account now.
Emailed Mr. Le Duc, scott.leduc@tumwater.k12.wa.us, your Edublogs.org web address like hellokitty.edublogs.org
Rejoice! You now have the beginning of a professional portfolio!
This project will take you about 75 minutes to complete – maybe less …
Watch the Project Summary Video (9:31 minutes)
Below are a series of steps for you to make a personality card. This card will help the teacher build the course and tailor the content to your personal and professional goals. It is the most important project of the course.
Record the information from each step (write it down, take a picture of it, etc.)
You will need it to make your card with an online cardmaker
You will need it to fill in the student information survey in step 10 below
1. Watch Know Your WHY by Michael Jr. (3:49 minutes)
2. Write a few things that define your WHY (about 3 minutes)
We will use these to help build the course around your WHY’s
If you do not write your WHYs, we cannot start the class, as we will have no PURPOSE for the class
You will add these to the class survey, linked at the bottom of this project
3. Take These 3 Surveys/Quizzes (about 20 minutes)
Survey/Quiz Links
Help reveal elements of your Personality Type and things about you based on Shapes
Pick your favorite 3 shapes, don’t think too hard, just look at them and decide which is your favorite, second favorite, and third favorite
4. Record Information From Surveys/Quizzes (For the Survey and Card)
From the Myers-Briggs Quiz, an ENTJ example is included below
Take a screenshot on a Mac
Hold down these three keys on a Mac: COMMAND + SHIFT + 4 then drag over the area you want to take a screenshot picture of on the desktop with the mouse
This will give you a picture of your survey results on the desktop
5. Determine your Brain Type According to Cajun Koi Academy
Jim Kwik and the C.O.D.E. Personality and Brain Type Quiz
Scott Le Duc 
