QBEschool Site Curriculum Aug 2010 Will Sutherland's School

8/9/2019 QBEschool Site Curriculum Aug 2010 Will Sutherland's School

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QBESchool.com curriculum

(segments from the website)

Draft

August 2010

Compiled by Steve McCreaVisualandActive.com


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Contents

One Page Summary

Introduction

1) The Integrated Curriculum

2) List of Principles

3) List of Skills

4) School Jobs (with Erik Erikson's Industrious Stage)

5) Internships

6) Virtual Internships

7) End of the Term (Products by students)

8) Respect

9) Important Resources (Selected)Readings and References

9 A) Mel Levine, All Kinds of Minds

9 B)Fischler, TheStudentIsTheClass.com

9 C) Dennis Littky The Big Picture

10) Conclusion


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One Page Summary

https://sites.google.com/site/qbeschool/one-page-summary

The goal of QBE Schools is to perpetuate John Corlettes vision for education while adapting it to modern times. The following themesare important:

Delayed gratification

Planned hardships

Small discomforts, such asshowering with small towels

Good healthy food

Plenty of time outdoors in small teams

Meals seated in assigned places at a table with a master and some kids that annoy you

An inner life , a time of quiet in the morning before theschool day starts

Plenty of inspiring words (spoken, on a rotating list displayed on a computer screen, posted on walls) to build character

These are elements of a good curriculum.


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Academic subjects are part of the overall whole-person curriculum.

Each part gets roughly 20% of the focus of the day.

Academics (most traditional schools put most of their time into this category)

Traditional Curriculum

Training the Mind (to harness the emotions and the physical body)

Emotions (anger management, psychology)

Spirit (an inner life, the ability to look inside)

Physical Body (exercises, stretching one's perceived limitations)

Every class can have something in the lesson plan to includethese five areas:In addition to asking students to explore academic topics in small groups...

...why not discuss snopes.com (critical thinking, train the mind)

then discuss the downsides of getting angry about a situation,

then talk about the Infinite (what does this situation look like from Alpha

Centauri?)

then stand up and do the John Gray shaking exercise

=========================

Products:- Students will produce an autobiography (similar to the Littky requirement),

either 75 pages long or at least 30 minutes of edited interviews

- Students will have a record of every internship (notes and video records)

- Students will have a list of life skills that they have learned

- Students will have a collection of licenses and certificates that they will earn
https://sites.google.com/site/qbeschool/the-principles-curriulumhttps://sites.google.com/site/qbeschool/home/traditional-curriculum-by-subjectshttps://sites.google.com/site/qbeschool/one-page-summary/train-the-mindhttps://sites.google.com/site/qbeschool/one-page-summary/emotionshttps://sites.google.com/site/qbeschool/one-page-summary/spirithttps://sites.google.com/site/qbeschool/one-page-summary/physical-bodyhttp://snopes.com/https://sites.google.com/site/qbeschool/one-page-summary/john-gray-shaking-exercisehttps://sites.google.com/site/qbeschool/the-principles-curriulumhttps://sites.google.com/site/qbeschool/home/traditional-curriculum-by-subjectshttps://sites.google.com/site/qbeschool/one-page-summary/train-the-mindhttps://sites.google.com/site/qbeschool/one-page-summary/emotionshttps://sites.google.com/site/qbeschool/one-page-summary/spirithttps://sites.google.com/site/qbeschool/one-page-summary/physical-bodyhttp://snopes.com/https://sites.google.com/site/qbeschool/one-page-summary/john-gray-shaking-exercise


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- Students will ... ?

- Students will build a CV (resume) with descriptions from internships performed

during the school year

- Students will accumulate a list of letters of recommendation from mentors

- Students who start a new business- Students who participate in a school-operated business or school-sponosred

business -- and their participation will translate into shares of future profits.

=========================

DIGITAL Portfolio DIGITAL Library Return to HOME

List of possible internships List of "school jobs"

What will each student have at the end of the term?

The site address ishttps://sites.google.com/site/qbeschool

The site is dedicated to the memories of our mentors,Betty Sutherland and John C. Corlette -- we aim in our

schools to continue and expand their procedures foreducating youth.JohnCorlette.com (his writings)

To give the people who want to build on this method,
https://sites.google.com/site/qbeschool/home/readings-and-references/digital-portfoliohttps://sites.google.com/site/qbeschool/home/readings-and-references/digital-libraryhttps://sites.google.com/site/qbeschool/homehttps://sites.google.com/site/qbeschool/home/internshipshttps://sites.google.com/site/qbeschool/school-jobshttps://sites.google.com/site/qbeschool/end-of-the-termhttp://johncorlette.com/https://sites.google.com/site/qbeschool/home/readings-and-references/digital-portfoliohttps://sites.google.com/site/qbeschool/home/readings-and-references/digital-libraryhttps://sites.google.com/site/qbeschool/homehttps://sites.google.com/site/qbeschool/home/internshipshttps://sites.google.com/site/qbeschool/school-jobshttps://sites.google.com/site/qbeschool/end-of-the-termhttp://johncorlette.com/


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to give parents and students access to the information thatmotivates us and guides this curriculum...we have the links below:

Structure of this website for the QBE curriculumLinks for readings and references MORE READINGS VisualandActive.com (Consulting)

Photos of Cutters (from wiki)List of skills (that we aim to inculcate in the students)

CVs of Dennis, Will and Steve

List of our approved mentorsStudents will use this list to find their current mentors

List of REQUESTED mentors (we have asked these people toserve) (with a contact form to allow people to volunteer their

time and get listed on the page -- students will use this list tocultivate new virtual mentors)

List of the Corlette Principles (and procedures under eachprinciple)

The curriculum (divided by the Corlette principles)

Traditional Curriculum format (organized by subject)Traditional Math Curriculum

Contact Us
https://sites.google.com/site/qbeschool/home/readings-and-referenceshttps://sites.google.com/site/visualandactive/Home/about-us/thats-edu-tainment/readingshttp://visualandactive.com/https://sites.google.com/site/qbeschool/home/photos-pilot-cuttershttps://sites.google.com/site/qbeschool/home/list-of-skillshttps://sites.google.com/site/qbeschool/home/cvshttps://sites.google.com/site/qbeschool/home/approved-mentorshttps://sites.google.com/site/qbeschool/requested-mentorshttps://sites.google.com/site/qbeschool/home/list-of-principleshttps://sites.google.com/site/qbeschool/the-principles-curriulumhttps://sites.google.com/site/qbeschool/home/traditional-curriculum-by-subjectshttps://sites.google.com/site/qbeschool/home/traditional-curriculumhttps://sites.google.com/site/qbeschool/home/contact-ushttps://sites.google.com/site/qbeschool/home/readings-and-referenceshttps://sites.google.com/site/visualandactive/Home/about-us/thats-edu-tainment/readingshttp://visualandactive.com/https://sites.google.com/site/qbeschool/home/photos-pilot-cuttershttps://sites.google.com/site/qbeschool/home/list-of-skillshttps://sites.google.com/site/qbeschool/home/cvshttps://sites.google.com/site/qbeschool/home/approved-mentorshttps://sites.google.com/site/qbeschool/requested-mentorshttps://sites.google.com/site/qbeschool/home/list-of-principleshttps://sites.google.com/site/qbeschool/the-principles-curriulumhttps://sites.google.com/site/qbeschool/home/traditional-curriculum-by-subjectshttps://sites.google.com/site/qbeschool/home/traditional-curriculumhttps://sites.google.com/site/qbeschool/home/contact-us


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Introduction

Description of the Public Use of this website

Founded by Will Sutherland in 2010, both QBE Schools Foundationand QBE _____ serve the general vision of providing education for the whole person. QBE is a gift of substantial and enduring value tothe community of Aiglon College and the communities wherever students sail and participate.

QBE is a for-profit entity that seeks to show how to reinvigorateeducation. Throwing money at a school does not always provide

desired results. The philosophy behind the school is important.

GOVERNANCEQBE Foundation is a public, independent tuition-free highschool, .... The Board of Trustees consists of parents, and educators.Fred Someperson, currently serves as the President of the Board.

There is also an honorary board of advisors consisting ofrecognizedleaders in design, education and business..

The members of the QBE Foundtion.... currently nubmer 12. Througha membership fee they support the work of the foundation. Membersare given discounts for the education of children that they send toQBE and Members can vote on certain aspects of the Foundation's

operation and help to direct its mission.

CURRICULUM
https://sites.google.com/site/qbeschool/home/introductionhttps://sites.google.com/site/qbeschool/home/public-usehttps://sites.google.com/site/qbeschool/home/introductionhttps://sites.google.com/site/qbeschool/home/public-use


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QBE is the first charter high school for sailing and life skills in thenation. Sailing and manging a boat are central to the curriculum, andused as the instrument to help students develop: 1) creative problem-solving skills, 2) visual and spatial literacy and competencies, and 3)an appreciation for life.

FEATURES1) The city and the sea as a classroom;2) access to new and emerging technology via the Internet and virtualinternships;3) a variety of service-learning opportunities;

4) exposure to a variety of professions through in-person internshipsincluding the building and construction trades. We currently enroll xxstudents coming from nearly a dozen counties around England andfrom the USA and Europe.

ADMISSIONSQBE is an independent public high school, grades 9 through 12. QBE

seeks students who have an interest in architecture and design,building trades, sailing and other fields, and earnestly want to learn. Itis a challenging, academic, college-prep curriculum thoroughly infusedwith art, architecture and design studios each day. A personalinterview is a required part of the admissions process.

HIGH EXPECTATIONSThe New Three Rs includes RIGOR, which asks teachers to expect

much from students and expose them to a wide range of subjects andexperiences. There is a contract among the parents, students and school includes strictcodes of conduct, attendance, and uniform dress. Parents participate in the governance and daily life

of the school. QBE's average daily attendance rate is 99% (city-wide it is 63%). There is no social

promotion; students progress through the school based on performance, not age. QBE's passing

grade is 75 (versus 60 in many other traditional schools).The QBE community works to create a safe


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place to live, work and study -- no bullies and no bullying.

FINANCESQBE receives per-student allocations of x,xxx pounds per year for each student who is registered.This allocation does not cover all costs. To succeed in its mission, QBE asks for donations and itsstudents offer services to the community in exchange for donations.

DIRECTOR of the School: Will Sutherland

Curriculum Advisors:Dennis Yuzenas, M.Ed., FloridaSteve McCrea, CELTA, FloridaDr. G----- B------, Ed.D., FloridaMaria Brown, Cambridge

Frequently Asked Questions1. Why is QBE a for-profit school?This format is not unknown in the USA. For-profit schools are leaner,more efficient organizations. Nova University and Keiser University

are both for-profit. If we run this school efficiently, we won't need toraise money for scholarships. Anyone wishes to speed our expansion can contact the QBE Foundation to contribute materials,funds and other supplies.

2. Why don't you just reform an existing school?According to Tom Vander Ark ( EdReformer.com ), it is easier to startwith a new school. As W.E.Deming pointed out, there are no

unmotivated workers, just a system that creates unmotivated workers. To fire the workers and hire others will not change thesystem. To get better results, change the system.

Deming also wrote, "Drive out fear." Fear is one of the factors thatdistorts thinking. Faculty and staff at QBE schools seek to speakhonestly and directly. Let's remember the wisdom of Robert
http://edreformer.com/http://edreformer.com/


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Burns: What a gift He would gi'e us to see ourselves as others seeus. We give direct feedback with the aim of giving you His gift.

3. Why don't your students use textbooks?Well, they do. The textbooks are e-books and videos and web sites.The text is still there and some students might prefer to find thephysical book -- and our library has books as well as other media.

The key Littky quote:In the early 1970s, I was placing student teachers in schools withopen classrooms. These schools were influenced by a bigmovement in the '60s that said having kids doing projects insmall groups was a better set-up for learning than thetraditional lecture format. One of my student teachers, a young,idealistic woman, turned to me one day and said, This is great,Dennis, but when am I really going to learn how to teach ? She wasstanding there in an exciting, rich learning environment, but she

couldn't see it because it didn't match her idea of what teaching was,which was standing up in front of the room, looking out at quiet rowsof faces, and pouring knowledge into them.Teaching is so much more than I ever thought it would be.~ A Met advisor, after his first year

Unfortunately, to most people, teaching is the giving of knowledge.What are you going to tell the students? What is your expertise? But

teaching is really about bringing out what's already inside people.Dennis Littky, The Big Picture: Educaiton is Everyone's Business , Chapter 1.


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Introduction

https://sites.google.com/site/qbeschool/home

Do you want to reform your local school?

Do you want to learn about the procedures at QBE Schools?

Then this site is for you.

Note from S. McCrea

Curriculum Content Provider

Will, Dennis

TO: Will Sutherland Ed.D. and Dennis Yuzenas Ed.D.

I suggest that we put at least 50% of the curriculum (and theprocedures for implementing the curriculum) on the internet.We can call it "Creative Commons" open source with creative

commons protection. People can copy it, use it, but they can'tchange its essence. They cannot claim the words as their words. They must list the entire document with the authors if they use the material.

The ultimate goal is to reform education and "franchisethe Sutherland approach" (as one of Will's house captainsJon Pedersen put it). By distributing free at least half of theprocedures and content of the curriculum, we will encourageothers to try to "backward engineer" what we developed (if they want to avoid paying for the franchise and the training)


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and we will entice the rest to contact us to get the remainder of the curriculum. The fees generated from selling thefranchises will pay for monitoring of their implementation.

Khan Academy on Youtube puts its curriculum on the Internet.It's free. The use of it builds income through video hits,views, clicks, etc.

I have started a web page called QBE School Curriculum(here)

qbeschool is the gmail account

the site address is https://sites.google.com/site/qbeschool

To give the people who want to build on this method,to give parents and students access to the info that motivatesus and guides this curriculumwe have a links page of Readings and References

II propose a matrix of three types of "sequential" presentationsand three types of "random" presentations:

step by step presentations (ordered, data, left-brained, with annotated references)1. written with photos

a. traditional thesis format, typedb. graphic novel2. audio3. video
https://sites.google.com/site/qbeschool/home/readings-and-referenceshttps://sites.google.com/site/qbeschool/home/readings-and-references


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randomly presented (right brained, big picture, story,graphics, logos, stream of consciousness)4. written with photos

a. traditional thesis format, typed

b. graphic novel5. audio6. video

Students can choose to present their work in any of thesefashions.


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1) The Integrated Curriculum

https://sites.google.com/site/qbeschool/one-page-

summary/integrated-curriculum

Some of you probably without thinking too much about it, will haveassumed that the goal of education is the acquisition of a body of

knowledge which will enable you to pass the examinations set byuniversities, technical colleges or other such bodies. You believe thatsuccess in these examinations may enable you to earn a better livingand make more money so that you can more effectively satisfy yourphysical needs and desires and such other needs and desires as canbe satisfied by these means.

Whilst we agree that the ability to earn a good living is a necessaryand important accomplishment we do not regard this as the goal ofeducation but as a by-product of it. We believe that the goal of education is, or should be, thedevelopment of the spiritual man , that is of that part of each one ofus which, with development and training, is capable of a vision ordirect apprehension of the purpose of life, of the true nature ofourselves, of the world in which we live and of such other worlds orstates of being as may exist besides. If we are able to achieve such illumination, the business of everydaylife and its problems will be taken care of as a by-product, and suchphysical wealth as we may need for our passage through this life will
https://sites.google.com/site/qbeschool/one-page-summary/integrated-curriculumhttps://sites.google.com/site/qbeschool/one-page-summary/integrated-curriculumhttps://sites.google.com/site/qbeschool/one-page-summary/integrated-curriculumhttps://sites.google.com/site/qbeschool/one-page-summary/integrated-curriculum


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follow the spiritual wealth which we have worked to achieve. Hence, although we can and do and should work to equip ourselvesas efficiently as possible with the tools necessary for earning our

living, we shall do this with the more success, and at the same timeachieve for ourselves lasting happiness and peace of mind, if we setas our primary goal the acquisition of spiritual wealth or thedevelopment of the spiritual man. The organisation and practice of any educational establishmentshould therefore be such as to recognise this as the goal, and such asto contribute towards its achievement. So, if an educator is to have any success in the accomplishment of hismission, he must take into account not only the basic aim of thedevelopment of the spiritual man, but also the nature of man and thepractical means whereby he may help him towards his goal. Now, man's nature is complex, but for the sake of simplicity and toprovide a practical basis for action it can be divided into four mainaspects, each of which influences and reacts to all the others. Theyare the physical, intellectual, emotional and spiritual. Each of these four main aspects, if well nourished and well exercised,can help us to develop our spiritual side, help us to perceive truthwhich, as we approach it more nearly, will bring us closer to perfectionor closer to the Eternal One, to identity with cosmic intelligence,

cosmic energy, creative principle or Ultimate God according as youlike to describe it. This is the ultimate destiny of us all and the reasonand purpose of our lives here on earth.


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"What a gift He would gi'e us, to see ourselves as others seeus."-- Robert Burns

Here's why school should be a wider experience thanacademics.

EXAMPLE

Spirit Emotions Mind Body Academics

Five parts, each part gets roughly equal time, ... thecurriculum invites integration of subjects, math with languagewith physics... even in a math class, there are moments whenthe teacher can:

After teaching exponents (10 to 25th power or a one followedby 25 zeroes)...

Spirit How many molecules are in the planet? Isnt thatincredible? (Ponder the Infinite)

Emotions How does it feel to be decaying every minute? weare moving toward Chaos (the Laws of Thermodynamics,entropy and enthalpy) which are connected to big numbers(thats why we

Mind (Intellectual) -- Train the intellect... beyond theacademics, what exercise can we use to influence and givethe mind new perspective? perhaps a meditation (the pieceabout people who were born in 1993 have never used an 8-track tape player -- and how many pieces of ferrite are on a


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typical 8-track tape?)

Body Stand up, stretch, do the John Gray exercise for two

minutes, feeling better now? Shake around the brain cells --numbering 1 followed by twelve zeroes

Academics Oh, yes, back to academics. What happenswhen I multiply 40,000 pounds (4 x 10^4) times 6.8 billion (6.8x 10^9 number of people)? Thats the number of pounds ofcarbon dioxide that every person would indirectly generate ifthey all consumed energy at the rate of a typical U.S. person(20 tons per year)

How do Littky's schools integrate the curriculum?The link to ACADEMICS on MetCenter.org

http://www.themetschool.org/Metcenter/Applied.html
http://www.themetschool.org/Metcenter/Applied.htmlhttp://metcenter.org/http://www.themetschool.org/Metcenter/Applied.htmlhttp://metcenter.org/


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2) List of Principles

Here are seven key principles selected by John Corlette , founder of Aigon College:Seven Principles for guiding educators

1. Education of the whole person

2. Systems of reward

3. Instilling self discipline

4. Leadership

5. Responsibility and maturity

6. Healthy lifestyle

7. Religion

Join the Facebook page " Seven Principles "

(described by Will Sutherland)

Here's how Aiglon College describes these principles:

Education requires the balanced development of the whole person; that is, its task is

to encourage an integrated development of human potential across a range of

different dimensions, including the spiritual, academic, moral, aesthetic,

emotional, social and physical.

This education must care for the individual so that their potential is progressively

developed within the context of the school community. This is encouraged by
http://knol.google.com/k/slartibartfarst-anon/john-c-corlette/3twzpmiarr7la/12#http://www.facebook.com/pages/Seven-Principles/373812746236?ref=tshttp://knol.google.com/k/slartibartfarst-anon/john-c-corlette/3twzpmiarr7la/12#http://www.facebook.com/pages/Seven-Principles/373812746236?ref=ts


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valuing and rewarding progress towards the fulfilment of this potential.

This education has a responsibility to encourage a process of dialogue whereby all are

inspired to set personal developmental goals and to pursue them with self

discipline.

The life of Aiglon College and its values are based on the teachings of Christ andother great teachers. This commitment should be seen in the quality of daily life,

our relationships with others and in our recognition of a common humanity which

transcends divisions of wealth, culture, religion and ethnic identity.

The qualities of humility and selflessness must characterise leadership at all levels in

the College. Leadership should be expressed ]through encouragement, example

and service to others.

Opportunities for personal initiative and self-discipline must exist. Greater personal

freedoms are permitted as individuals display responsibility and maturity.A healthy lifestyle is integral to the balanced development of the whole person.

Unhealthy lifestyles can limit potential and hinder progress in all dimensions.

From Aiglon.ch

One way to learn more about Corlette's principles and hisVISION is to study these websites

Knol of John C. Corlette , created by an alumnus

Wiki article about John C. Corlette

Wiki article about Kurt Hahn (a mentor of J Corlette)

Learn what motivated Corlette in July 1973
http://www.aiglon.ch/about/seven-principleshttp://knol.google.com/k/slartibartfarst-anon/john-c-corlette/3twzpmiarr7la/12#https://sites.google.com/site/johncorlette/Home/meditations/writingshttp://www.aiglon.ch/about/seven-principleshttp://knol.google.com/k/slartibartfarst-anon/john-c-corlette/3twzpmiarr7la/12#https://sites.google.com/site/johncorlette/Home/meditations/writings


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Some of his Meditations

What did some of his students say they remember?

Delayed grati cation, a little hardship, soup lunch, whole wheat bread, bloodoranges, planned deprivation, small towels (less laundry), cool showers,challenging corrosive cultural norms, at least two weekends a year in themountains (preferably in the rain or with cold ngertips),sitting in silence afterlistening to an old person talk about something that is important to him,eating with people that I normally wouldn't choose to eat with, pretending tolisten to an old guy trying to make small talk with teenagers. ...whatsoeverthings are Aiglon...

Tough love. Rugby scrimmages designed to thicken our skins. The sharp andalarming report of Tony Hyde's voice that turned mischief into mush in a

heartbeat. The look of astonishment with a soupc,on of encouragement whena physics concept wasnt immediately grasped.

The AIGLON ALUMNI NETWORK (uno cial) is growing. You can nd moreinformation at http://www.freeenglishlessons.com/ and click on the RIGHTside on AIGLON ALUMNI NETWORK == to participate, send the address of yournearest pub or cafe to [email protected] [email protected] and I'll add your pub to the "Alumni Cafe" list...

if a traveling alumnus is in your town, he can click on the link and nd a pubwhere you two can meet for co ee and talk about the school and old times ineach of your lives.

The Network is promoted by John Vornle, who rst had the idea more than 30years ago. There are CATEGORY, ALPHABETICAL and GEOGRAPHICAL listings.
https://sites.google.com/site/johncorlette/Home/meditationshttp://www.freeenglishlessons.com/https://sites.google.com/site/johncorlette/Home/meditationshttp://www.freeenglishlessons.com/


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=========

I remember meditation starting o . It always seemed like a good time to catchup on lost sleep... But even now I nd I require half an hour of quiet time everymorning to plan my day and get my brain organised. Co ee is also required atthat time, but I do think that the basic principle is the same.

The Aiglon web site states that:

...The intention [of Meditation] is to provoke students by creating an

appropriate atmosphere and then using the talk to "drop a single idea into thesilence" for students to re ect on....

The Meditation period is certainly a core piece of the Aiglon experience.

There is something fundamental about looking inside before proceedingoutside. I was always enthralled by the "whirring" and "intensity" of some of the silences...

I was always too busy to listen to the silence. Do you remember how longthose silences were when you nally plucked up the courage to give your ownmeditation? I can't even remember what I said... Can you?===============

Tough love. Rugby scrimmages designed to thicken our skins. Brutal sessionof impromptu karate on the Alpina eld which miraculously landed no one inthe hospital to my memory. The sharp and alarming report of Tony Hyde'svoice that turned mischief into mush in a heartbeat, and his look of astonishment when a physics concept wasnt immediately grasped, yet alwayswith a twinkle of amusement and discernible hope that we would prevail. --


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Scott Swerdlin

I heard that TODAY students routinely leave school and visit home during the

term. Some students just travel around the country. I dont recall thathappening when I went to Aiglon in 1973-76. I recall that we were onexpeditions or on the campus during the weekend, building relationships,working on clubs, enhancing the social life with our participation. Maybe Imold fashioned, but the purpose of the school was to create absences so thehearts can grow fonder and that meant a bit of homesickness. If a student isnot on campus, then the school community is poorer for the lack of thatperson. Just attending Sat. Night Dance was part of the culture-making.

(FULL DISCLOSURE: the school was nice about letting my dad take me out of school for 14 days or so so I could attend a conference in Nairobi in 1974.What an opportunity to meet Maurice Strong and see the EnvironmentalProgramme get started. I missed mid-term exams, but the school madeallowances -- I'm sure there are times and necessities that make it possiblefor students to get o campus, but they should be rare so as to build acampus "atmosphere" on the weekend).

My daughter went to Sherborne Girls School in Dorset. The longest she everhad to stay at school was 3 weeks at the start of the Autumn term. Every otherweekend the school was actually closed. She also had a mobile phone andcalled home most evenings. So homesickness was never a real issue like it wasfor us.

Being able to educate the mind and the body at the same time.Allowing one to feel that anyone can be or become a leader.Making all the students feel equal regardless of who the parents where.-- Bahman Azarm


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1. Wednesday night and being a gentleman to the ladies.... walking the invitedstudent back to her dorm.

2. A sense of community on weekends (when we created activities likeSaturday Night Dance)

3. Eating in dining rooms with sta members (I remember Mr. Hyde talkingabout grand issues during lunch).

1. The view. I still think it's the best view of the Alps anywhere!2. The opportnities we had to learn things not of an academic nature (egpottery, music, sewing.).3.The education we got didn't suck either -- Fu y King

http://www.facebook.com/group.php?gid=43110069748&v=app_2373072738
http://www.facebook.com/group.php?gid=43110069748&v=app_2373072738http://www.facebook.com/group.php?gid=43110069748&v=app_2373072738http://www.facebook.com/group.php?gid=43110069748&v=app_2373072738http://www.facebook.com/group.php?gid=43110069748&v=app_2373072738


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3) List of Skills

Working with your handsSculpting

Woodwork

Plumbing

Sailing, Running a boat

Study Skills

Taking notes

Organizing notes

Learning Methods (the skill of knowing your styles of learning and knowing other

styles so you can present information effectively)

Brain Styles

Nancy Snyderman's "Brain Game"

Rob Becker's presentation "Defending The Caveman"

Gregorc Styles search: concrete abstract

random sequential (step by step)

Howard Gardner

Jung's Personality Types KnowYourType.com

Domestic skills (how to keep a home)

Sweeping
http://knowyourtype.com/http://knowyourtype.com/


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How long is food safe to keep?

Organizing

How many particles of skin fall to the ground in a typical house?

Gardening

Computer Skills

Can you create a website?

Can you develop and edit a wiki article?

Can you use Skype?Can you use OpenOffice.org and Gimp and other p?

Social Skills

Motivational Skills

Ability to manage your emotions

What do these experts recommend?

A. Robbins, Z. Zigler,

Physical Skills (athletic endurance)

What is the right level of physical exertion that you

What are your limits?
http://openoffice.org/http://openoffice.org/


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Free Agent Skills

See Dan Pink, Free Agent Nationa) Marketing Skills

b) Organizational Skills

c) People Skills (telephone, communication, cold-calling)

Take the Free Agent Self-Assessment
http://www.amazon.co.uk/Free-Agent-Nation-Working-Yourself/dp/0446678791http://www.amazon.co.uk/Free-Agent-Nation-Working-Yourself/dp/0446678791


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4) School Jobs (with Erik Erikson's IndustriousStage)

Here is a list of "potential jobs" that you (as a student) can apply to perform.

Weeding

Kitchen Help

Kitchen Manager

Video Editing

Video making

Video Posting

post videos to locations like this one:http://www.5min.com/Video/How-To-Sharpen-Your-Knife-24861220

Wiki posting

Promoting "Penpals for Building International Bridges"

PENPALS

The theory behind "why do you ask students to become industrious? Shouldn'tthey spend their time preparing for university?"

==================
http://www.5min.com/Video/How-To-Sharpen-Your-Knife-24861220https://sites.google.com/site/languageacademyflorida/home/penpalshttp://www.5min.com/Video/How-To-Sharpen-Your-Knife-24861220https://sites.google.com/site/languageacademyflorida/home/penpals


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Erik Erikson's Theory

WIKI article

http://en.wikipedia.org/wiki/Erikson's_stages_of_psychosocial_developmentErikson's stages of psychosocial development as articulated by Erik

Erikson explain eight stages through which a healthily developing human should passfrom infancy to late adulthood . In each stage the person confronts, and hopefullymasters, new challenges. Each stage builds on the successful completion of earlierstages. The challenges of stages not successfully completed may be expected toreappear as problems in the future .

Competence: Industry vs. Inferiority (Childhood, 7 to 12years)

Psychosocial Crisis: Industry vs. InferiorityMain Question: "Am I successful or worthless?"

Virtue: Competence

Related Elements in Society: division of labour

The aim to bring a productive situation to completiongradually supersedes the whims and wishes of play. The

fundamentals of technology are developed. To lose the hopeof such "industrious" association may pull the child back tothe more isolated, less conscious familial rivalry of theoedipal time.

"Children at this age are becoming more aware of themselvesas individuals." They work hard at "being responsible, beinggood and doing it right." They are now more reasonable toshare and cooperate. Allen and Marotz (2003) also list someperceptual cognitive developmental traits specific for thisage group: Children understand the concepts of space andtime, in more logical, practical ways, beginning to grasp, gain
http://en.wikipedia.org/wiki/Erikson's_stages_of_psychosocial_developmenthttp://en.wikipedia.org/wiki/Erik_Eriksonhttp://en.wikipedia.org/wiki/Erik_Eriksonhttp://en.wikipedia.org/wiki/Eighthttp://en.wikipedia.org/wiki/Developmental_stage_theorieshttp://en.wikipedia.org/wiki/Humanhttp://en.wikipedia.org/wiki/Infanthttp://en.wikipedia.org/wiki/Adulthoodhttp://en.wikipedia.org/wiki/Developmental_stage_theorieshttp://en.wikipedia.org/wiki/Problemshttp://en.wikipedia.org/wiki/Futurehttp://en.wikipedia.org/wiki/Erikson's_stages_of_psychosocial_developmenthttp://en.wikipedia.org/wiki/Erik_Eriksonhttp://en.wikipedia.org/wiki/Erik_Eriksonhttp://en.wikipedia.org/wiki/Eighthttp://en.wikipedia.org/wiki/Developmental_stage_theorieshttp://en.wikipedia.org/wiki/Humanhttp://en.wikipedia.org/wiki/Infanthttp://en.wikipedia.org/wiki/Adulthoodhttp://en.wikipedia.org/wiki/Developmental_stage_theorieshttp://en.wikipedia.org/wiki/Problemshttp://en.wikipedia.org/wiki/Future


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better understanding of cause and effect and understandcalendar time. At this stage, children are eager to learn andaccomplish more complex skills: reading, writing, telling

time. They also get to form moral values, recognize culturaland individual differences and are able to manage most oftheir personal needs and grooming with minimal assistance(Allen and Marotz, 2003). At this stage, children mightexpress their independence by being disobedient, using backtalk and being rebellious.

Erikson viewed the elementary school years as critical for thedevelopment of self-confidence. Ideally, elementary schoolprovides many opportunities for children to achieve therecognition of teachers, parents and peers by producingthings- drawing pictures, solving addition problems, writingsentences, and so on. If children are encouraged to makeand do things and are then praised for theiraccomplishments, they begin to demonstrate industry by

being diligent, persevering at tasks until completed, andputting work before pleasure. If children are instead ridiculedor punished for their efforts or if they find they are incapableof meeting their teachers' and parents' expectations, theydevelop feelings of inferiority about their capabilities.


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5) Internships

Here is a list of potential internships for QBE schools.

...for VIRTUAL internships, click here

If you are a shop owner or business owner or a manager in a service sector

organization and you want to become a mentor, contact [email protected]

RETAIL

Local Stores

MEDICINE

Hospital

MEDIA

Newspaper

Manual Professions

Plumber
https://sites.google.com/site/qbeschool/virtual-internshipsmailto:[email protected]://sites.google.com/site/qbeschool/virtual-internshipsmailto:[email protected]


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Why do people become mentors?Why do businesses and organizations commit resourcesto offer internships?

From Littky's book (pages 128-132):

When people ask me how we get people to be mentors, I tellthem what they already know: People love to help others; itmakes them feel good. And there are lots of people who want tofeel good.But most people hardly have any time. To be a Big Brother orBig Sister, you have to give up your Saturdays. But as aninternship mentor, you are being paid to do your regular job andhelping a kid at the same time. You are getting someone who

wants to ask you questions about your work: "How do you makethat?" "How do you do that so well?"

Every time we get a kid an internship, we are adding a newteacher to our staff.

Internships and mentors, jut like field trips an guest speakers,make the world the Met's classroom.

"Not I, but the city teaches." -- Socrates

From a webpage with "information about internships"Are you seeking assistance with a project or searching for prospective employees?

WHAT IS AN INTERNSHIP?An internship is a supervised, educational work experience that supports a studentscareer interests and exposes them to industry organizations and opportunities. Students


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are eager to enrich their academic career with industry knowledge and provenaccomplishments.

Employers can gain new energy and skills from student contributions to neededassignments and projects.

Why Offer An Internship?Use "talent in the making" for projects and programs that need assistance.

"Try out" top-notch prospective employees.

Share your professional knowledge to enrich, encourage, and support futureprofessionals.

Reinforce your organization's commitment to education and workforce development.

The Theory of Internships..."Internships are bigger than an apprenticeship. This is not a traditional vocational program, which prepares kids for oneparticle job and teaches them on particular skill. Every childshould use his or her hands and mind while learning. Aneducator's goal is to help kids think, not to each them to be anarchitect or filmmaker or auto mechanic. We want them to learnhow to identify a problem and how to follow through on a

solution. We want them to learn how to be with people, how toget to meeting on time, and so on. These are the things thatevery student in our world should learn.Traditional schools want kids to engage in real work, but theykeep the kids and the teacher locked up inside the classroom,away from the people and resources that would make the workreal." -- Littky, page 123

Deschooling Society:

"We can depend on self-motivated learning instead of employing teachers to

bribe or compel the student to find the time and the will to learn. We can

provide the learner with new links to the world instead of continuing to funnel

all educational programs though the teacher."


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Ivan Illich

Internships are "real work integrated into the everyday world of the school, not

an add-on or as fluff. Internships are the best way to create opportunities forkids to do real work and learn the things that are really important for successful

life..... Internships are real projects and real consequences that are connected

to the students' interests and hands-on work out in the community, where

students can really contribute and see their effect on the world." -- Littky, page

124

Shouldn't every school include these words on their website?

===========================================

Learning Through Internships (LTIs) are a core of the Littky School inMetCenter.org (see the extracts from the MetCenter website below)

LEARNING THROUGH INTERNSHIPSThis program takes place in MetCenter.org. QBE schoolsaim to maintain similar opportunities for internships.

See the Internship portion of the Metcenter.orgwebsite
http://metcenter.org/http://metcenter.org/


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6) Virtual Internships

This article first appeared on myaiglon.com

These ideas could be adapted to the needs of the QBE student.

============

The Virtual InternshipThe current student at Aiglon contacts the alumni that work in areas of interest

to the current student. The Alumni assign work that is real and useful. If the

task is completed, payment is given to the current student, teacher, and school

endowment (according to the guidelines given below).This idea builds on suggestions made for years by Bibi Parsons.

The burden of contact is on the TEACHER or the CURRENT STUDENT. The

alumni are not gooing to scour the school looking for interns. The assumption

is that if an alumnus submits a listing on this CATEGORY page, then there is

some possibility of an internship. Interning can be done in person or virtually.

Current Students will enjoy a VI because any internship with an alumnus/a will

convey value on the student's curriculum vitae. Let's show some REAL

WORLD work before the age of 18, which is useful for university applications.

The Administration of the School will find Virtual Internships useful because

ALumni will pay for services rendered and any value that is transmitted to the

Alumni's businesses. It is proposed that 10% of the value of the project's profit

could be donated to the school's endowment. An additional 10% of the profitgenerated could be distributed to the virtual interns and the teacher who

coordinated the activity.

Alumni will find VIs useful because they will connect with the school, they will

interact with smart teenagers, and they will have the input from the next

generation.
http://myaiglon.com/http://myaiglon.com/


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Teachers will find Virtual Internships useful because an internship can link the

student's passion to a real-world application of math or language or science.

("Let's contact Raymond Merz and see how he has used Boyle's law this week."

-- Raymond can be reached at [email protected] )EXAMPLES

=============================================

HERE IS A SUGGESTED FORM:

Project:

Description of the task:

Product:

IDEA #1

Project: Submission of articles to support a web site

Description of the task: I have articles that need to be submitted and I need

more articles written. Please contact me for further description. Possible areas

of interest are MATH and LANGUAGE SKILLS

Product: Articles for submission and for press releases to support my web

sites www.FreeEnglishLessons.com and www.Roadlovers.com

IDEA #2

Project: Oral History Project

Description: Student goes to Gordon Dyke's house with a digital camera and

records one of Gordon's meditations and asks him to talk about expeditions. Ayearbook could be brought to stimulate the memory.

Product: short videos that can be uploaded to the Oral history project

on www.MyAiglon.com

IDEA #3
mailto:[email protected]://www.myaiglon.com/mailto:[email protected]://www.myaiglon.com/


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PROJECT: Recording of meditations for uploading to Youtube

Description: Current staff can sit with a student (the virtual intern) and the VI

records the staff person reading a meditation while the camera is pointed at Les

Dents du Midi.

Product: a video with a good audio recording of an inspiring meditation toshare with the world and remind alumni of the power of the Aiglon Meditation.

TS, ES, DR, LL and others need to be recorded, too.

This letter was posted on myaiglon.com to the students of Aiglon College...

Dear Current Student,

You have dozens of opportunities connected to the links below. You can go to the

GEOGRAPHY of your choice (Australia? Florida? Canada?) and find an alumnus or

alumna who can connect you to a network of job or internships.

You can look through the CATEGORIES and find some alumni who are working inyour field of interest. You can approach them and write, "Hi, I am at your old school

and I'm looking for an internship or I'm looking for a short-term position as a virtual

consultant to assist your company to reach the youth of today or at least a segment of

that group of teenagers and consumers under 30 years of age. Is there some work

that I could do for your company..." Or "I've looked at your web site and I have three

suggestions on how you can appeal to a wider group of my peers. Please reply

to_____"

The doors are here. We welcome you.

================================


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An article about REVERSE INTERNSHIPS

The article REVERSE INTERNS is in the archives of the Spirit Magazine

Jay Heinrichs recommends letting the students do the teaching in the office.

I had this terrific idea the other daytwo ideas, actually. My daughter inspired the first

one. Dorothy is one of those kids who collect skills the way other people collect coins

or stamps (she just turned 25, but Im still her dad, so shes still a kid): woodworking,

sewing, wilderness rescue, emergency medicine, ambulance driving, andmost

importanttrendspotting. She loops me in on new bizarre stuff on the Internet.Because of her, I was an early adopter of lolcat and Steampunk. Dont know them?

Google them. Better yet, get your own Dorothy. Hey, Im not just bragging here. This is

about Terrific Idea No. 1:

Instead of hiring young people as interns at our offices, we older types should try

interning with them. Kids simply do some things better. Anyone with a 12-year-old

knows who solves the family computer problems. The next social trend, the new new

tech thing: These are mostly the bailiwick of the young.

Sure, kids have much to learn from their elders. In my own business of magazines, for

instance, its nearly impossible to qualify for an editorial job without at least one

internship. This is true of most professions. Education only takes a kid so far; after

that, its a matter of learning by doing, of imitating ones betters. As a result, Ive done

my part for the editing and writing professions by hiring interns and giving them as

much personal attention as possible. They often do very good work, too. But to be

honest about it, a good intern benefits most from a good internship. Which makes mewant to be one. Not a magazine intern, but a novice in something a youngster knows

and I dont.

Which leads to Terrific Idea No. 2: the remote internship. What if we hired young

whizzes as consultants and communicated with them via some youth-friendly


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technology? Fly them in at the beginning and end of the contractwhich, because of

the remote nature, could last as long as a yearor, better yet, fly to them. The kids

benefit from the experience, and you get cheap work in a field you know nothing

about. In other words, while students bear the title of intern, youre the real apprentice.

Call it remote internships, distance student consultation, junior outsourcing, or

whatever. The important thing is the learning experiencenot so much for them, but

for you. Ive discovered over the years that the happiest interns are the ones I exploit

most fully, tapping into the weird, next-level minds of smart young people. And Im

happiest with the interns who teach me something. Past interns have taught me

everything from rock climbing to fantasy sports, and now Im ready to graduate into an

altogether different learning experience: new media.

Take the murky realm of Wii and Mario, Halo 3, and Grand Theft Auto IV. No matter

what you think about the explosion in video games, theyre the biggest, most profitable

medium out there right now. Revenue from the release of a top video game now tops

that of any movie premiere. More modestly, take those phone apps that happily clutter

BlackBerries and iPhones. Or, more modestly still, take the latest trends in digital video

and website architecture. Wouldnt it be great to get even a tiny share, to attach

yourself like a grateful remora to the ever-moving, trend-gulping media shark?

This is why I hope to try the remote-intern concept myself with Champlain College , an

innovative school in Vermont that gives its 2,000 students a healthy dose of the liberal

arts while teaching them the skills to enter their first jobs. The college boasts an

innovative upside-down curriculum that lets freshmen start their major in their first

semester. But the coolest thing about the school by my way of thinking is its Emergent

Media Center, a converted mill where more than 100 students work for pay under the

direct supervision of faculty. These kids can whip up an iPhone app or a rich-media file

faster than you can say C Plus Plus. If you dont know what this is either, youreproving my point. The center also creates computerized serious games for causes as

diverse as cystic fibrosis and Third World violence against women. The students

recently completed two new levels for American Army, a game distributed by the

Pentagon. Oh, and then theres a virtual archaeology museum and a disaster

response computer simulation, among other projects. (Full disclosure: Im on the board
http://www.champlain.edu/http://www.champlain.edu/


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of the college division that includes the Emergent Media Center. For some reason, the

dean thought they needed a print guy to balance the filmmakers and programmers.)

One visit will tell you it would be hard to get these students to intern far afield. For one

thing, the place is about 170 miles from the Manchester, New Hampshire, airport. For

another, its as close to heaven as a geek or gamer can get: dozens of high-end work

stations, a conference room with Play-Doh for 3-D doodling, a big flat screen with a

couch for game playing, and a disco ball for impromptu dancing. We work hard and

play hard, says Ann DeMarle, the centers energetic-to-the-point-of-vibrating director.

She shares an office with Ray McCarthy Bergeron, a soft-spoken, soul-patched recent

graduate of Champlain, who hires the students for each project. The biggest problem

is that they graduate, he says. Meanwhile, they do what kids do best: master the tools

and break the rules.

The first thing Id have them do is teach me how actually to do a remote internship. Id

need to see what theyre making on their computers while we speak to one another

live and vice versa, so they can critique my pitiful efforts at getting more digitally

creative. For other professions, the effort may not be so technical, but frequent

meetings would seem essential in any case. You could even have the students

complete a project: create a guide to whatever theyre teaching youPowerPoint,

video; heck, even actual writing.

Speaking of writing, across the river from the Emergent Media Center, on its main

campus in Burlington, Champlain College has just launched a small publishing

company to take advantage of new book-printing technology called print-on-demand.

The school currently has 80 majors in professional writing and another 205 in graphic

design and digital media. Theyre already working closely with a faculty of

professionals to produce textbooks for their own classes.

Both of the colleges creative operations could work with my idea. If you flip back a few

pages in this magazine to the Life Apps section, youll find infographics packed with

juicy interactivity. Theyre hugely labor-intensive, entailing trendspotting, research,

fact-checking, and clever design. Id like to convert some of the sexier ones to actual

mobile apps and interactive Web features, but we dont have a big staff or budget. So

why not connect with Champlain College, training students to produce infographics


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and hiring them to do the computer part? And why not get them to do some games for

us while were at it? What I saw during my visit impressed me mightily. The games

have brilliant graphics, catchy music, and fun twists, all crafted by students. I can use

all those skills; not just to publish, but to learn. Its like my family life. When my kids are

home from college, I do the dishes and quietly observe their skilled labor in thekitchen. Theyre alway s experimenting with new dishes to cook, and Im the biggest

beneficiary. Similarly, Im willing to trust my youthful betters to teach me media skills.

The same might go for you. After all, if youre in any kind of business, youre probably

also in the media business to some degree. You do presentations, right? Have a

website? Try to keep up with social networking, or actively avoid it? Whatever. If youre

like me, you have some embarrassing gaps in knowledge and skills. And those gaps,

Im convinced, are a reason God created the young adult.

Jay Heinrichs is the editorial director of Spirit.

http://www.spiritmag.com/click_this/article/reverse_internships/

Letter to the editor of Southwest Airline magazineVirtual Internships (update in Feb 2010)

Heres the letter that I wrote to Spirit:

Thank you for highlighting my letter. In answer to your question, the school has not yet

implemented the "Ask a current student to help your business by telling you how to

improve your website" but I have hopes...

I'm delighted with the T shirt and I'm showing my students the power of the pen... I

wrote a thank you letter and I got a shirt in the mail. I'm even posting my delightonline: SOUTHWEST AIRLINES LOVES LETTERS is the name of the movie that i put

on youtube. www.youtube.com/mistermath

By the way, 95% of the students who enter Bigpicture schools graduate: 5% dropout

rate. T he Nation has a 91% success rate, so that's a 9% dropout rate... The status

dropout rate declined from 14 percent in 1980 to 9 percent in 2007. A decline was also
http://www.spiritmag.com/click_this/article/reverse_internships/http://www.youtube.com/mistermathhttp://www.spiritmag.com/click_this/article/reverse_internships/http://www.youtube.com/mistermath


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seen between 2000 and 2007, the more recent years of this time span (from 11

percent to 9 percent).

According to US data: http://nces.ed.gov/FastFacts/display.asp?id=16

However among certain populations, the rates are different. Hispanic populationshave 21% dropout rates, so Littky schools have a 75% lower rate for Hispanics.

Steve McCrea, annoyed taxpayer, happy Southwest passenger and proud Spirit

reader.

I hope schools will indeed think about the Virtual Intern program proposed in

myaiglon.com

http://sites.google.com/site/myaiglon/Home/internships

Steve class of 1976, Alpina 1973-76
http://nces.ed.gov/FastFacts/display.asp?id=16http://myaiglon.com/https://sites.google.com/site/myaiglon/Home/internshipshttp://nces.ed.gov/FastFacts/display.asp?id=16http://myaiglon.com/https://sites.google.com/site/myaiglon/Home/internships


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7) End of the Term (Products by students)

What will each student have in hand at the end of the term?What will the student have completed? What will the studentbe able to show as "this is what I did during the past nineweeks"?

At the beginning of the term, teachers will give the students alist of 200 videos and websites.

If the teachers are nice, they will have downloaded all of the items onto a hard drive or burned them onto several DVDs.

The students can work in pairs, small groups or solo inorganizing these videos as they like:

alphabetically

by subject

by subdivision

by time (Bernoulli's principle was discovered before the

Heisenberg uncertainty principle)


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your new title for the video is Bernoulli45a2.mp4 then youget full marks.

The Performance of Understanding will be straightforward: Atsome point, the teacher will take the student aside and ask,"What do you know about these fifteen subjects?" A camerais turned on and the student begins to speak.

The recordings made f the POU are placed in the DigitalPortfolio .

The list of videos and websites goes into the student's DigitalLibrary.

The student's DIGITAL PORTFOLIO contains the student'sPerformances of understaning (POUs) and any writings thatthe student has presented to the teacher/advisor. A digitalJournal can be included in the Digital Portfolio, as well as anyinformal or formal assessments and evalutations given by theteacher or peers.

The studetn's DIGITAL LIBRARY is the collection of anyreferences that the student used. Instead of just LISTING abook, why not take a photo of the pages of the book that wereviewed by the student?If the student read a website, then DOWNLOAD that website,highlight the parts of the webiste that the student read, and
https://sites.google.com/site/qbeschool/home/readings-and-references/digital-portfoliohttps://sites.google.com/site/qbeschool/home/readings-and-references/digital-portfoliohttps://sites.google.com/site/qbeschool/home/readings-and-references/digital-libraryhttps://sites.google.com/site/qbeschool/home/readings-and-references/digital-libraryhttps://sites.google.com/site/qbeschool/home/readings-and-references/digital-portfoliohttps://sites.google.com/site/qbeschool/home/readings-and-references/digital-portfoliohttps://sites.google.com/site/qbeschool/home/readings-and-references/digital-libraryhttps://sites.google.com/site/qbeschool/home/readings-and-references/digital-library


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store that material in a way that the student can TEACH fromthat material in the future. "Here's what I read two years ago.I found this paragraph particularly helpful." -- the student willuse this information when tutoring future students and when

revisiting the material and creating projects with synthesis.

The DIGITAL LIBRARY is the student's TEXTBOOK (This iswhat I studied and you can ask me any questions about whatis in here).

The DIGITAL PORTFOLIO is the student's independentoriginal work.

If the student found a wkipedia article particularly helpful, thena copy of that link or at least the link goes into the LIBRARY.

If the student wrote a paper about whales, that paper and thevideo about the performance of understanding goes inot theDIGIAL PORTFOLIO.

The student is responsible for maintaining two external harddrives -- original and backup. (In fact, the two drives will bemirrors of each other. For convenience, the BACKUP harddrive can be stored in a different building than the ORIGINALhard drive that is used every day). Contents of the hard drivesneed to be transferred to disk storage (burned onto DVD,

whatever) to assure redundant protecton of pastwork...perhaps at least once every six months?

Here's why we use videos and websites to


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build a curriculum...

Rudolf Steiner's Waldorf schools ask the

students to build their textbooks. This process starts with children dancing their alphabet. ("M is for MOUNTAINS, make thevalley, peak, valley, peak, valley...").

The class time at QBESchools is for theteacher to give students a basic outline, but transfer of information takes place inindependent learning and in pair work and small-group work.

======

What principles are used in determining what constitutes"work" for a student?

What quotations guide QBESchools in determing what isin and what is not required in a student's work?

How are deadlines established? What quotations willteachers use to guide their students toward achievement?

See READINGS in VisualandActive.com
https://sites.google.com/site/visualandactive/Home/about-us/thats-edu-tainment/readingshttps://sites.google.com/site/visualandactive/Home/about-us/thats-edu-tainment/readings


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See also the key points below:

a) The grades and NARRATIVES given atthe end of a term go into the student'sDIGITAL PORTFOLIO.

b) There is continual assessment (bothformal and informal) and students receive

informal and formal on-going feedback andevaluations. Copies of the formalassessments and evaluations are placed inthe DIGITAL PORTFOLIO. (It is suggestedthat the student should keep a digital journal torecord the informal assessments.)

c) Performances of Understanding can be written or spoken. When spoken, the POUsare recorded and the materials are digitizedand kept in the school's archives.

d) Future students will have access to thearchives of past students (if the paststudents give permission). Learning frompeers and near-peers is encouraged.


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Time as a Variable-----------------------------

From TheStudentIsTheClass.com by Dr. Fischler

Beyond Memorization: Give 21st Century Students Time toUnderstand

We can all agree that it is important for students to graduate from high school.However, what happens when graduating from high school does not necessarily

represent an understanding of the basic skills needed in college and the workplace? According to the Sun-Sentinel, more than half of the students entering public collegesand universities in Florida need remedial classes in math, reading, and writing prior tostarting their college classes. The problem is NOT the amount of money we are puttinginto our public schools; rather, the structure and curriculum of public education needsreform. Memorizing information for the FCAT or College Placement Test is not goingto equip students with the skills needed for the 21 st century.Students need to learn to analyze, understand, and explainrather than memorize, recite, and regurgitate facts andinformation. A student cannot be expected to master division if he or she does notknow what dividing numbers truly means . Subjectsparticularly reading and math

need to be taught on a students individual timeframe. Learning should be measuredagainst each students past markers of progress. We must enable students to learn at varying rates so they come to understand and analyze information in a way that isuseful and accessible both to them personally and for the 21 st century.

We must change our expectations about time and make conceptual understanding (not wrote repetition) our first priority.

For more information, please see " College Students Lack Math, Writing Skills: 55% AreTaking Remedial Classes After Entering Schools in Florida " by Scott Travis. Sun-Sentinel, March 1 st, 2010.
http://thestudentistheclass.com/http://pqasb.pqarchiver.com/sun_sentinel/access/1972856371.html?FMT=ABS&FMTS=ABS:FT&date=Mar+1,+2010&author=Scott+Travis&pub=South+Florida+Sun+-+Sentinel&edition=&startpage=A.1&desc=COLLEGE+STUDENTS+LACK+MATH,+WRITING+SKILLS+55%25+ARE+TAKING+REMEDIAL+CLASSES+AFTER+ENTERING+SCHOOLS+IN+FLORIDA;+DOCKERY+LOOKS+TO+ROOTS+FOR+SUPPORThttp://pqasb.pqarchiver.com/sun_sentinel/access/1972856371.html?FMT=ABS&FMTS=ABS:FT&date=Mar+1,+2010&author=Scott+Travis&pub=South+Florida+Sun+-+Sentinel&edition=&startpage=A.1&desc=COLLEGE+STUDENTS+LACK+MATH,+WRITING+SKILLS+55%25+ARE+TAKING+REMEDIAL+CLASSES+AFTER+ENTERING+SCHOOLS+IN+FLORIDA;+DOCKERY+LOOKS+TO+ROOTS+FOR+SUPPORThttp://thestudentistheclass.com/http://pqasb.pqarchiver.com/sun_sentinel/access/1972856371.html?FMT=ABS&FMTS=ABS:FT&date=Mar+1,+2010&author=Scott+Travis&pub=South+Florida+Sun+-+Sentinel&edition=&startpage=A.1&desc=COLLEGE+STUDENTS+LACK+MATH,+WRITING+SKILLS+55%25+ARE+TAKING+REMEDIAL+CLASSES+AFTER+ENTERING+SCHOOLS+IN+FLORIDA;+DOCKERY+LOOKS+TO+ROOTS+FOR+SUPPORThttp://pqasb.pqarchiver.com/sun_sentinel/access/1972856371.html?FMT=ABS&FMTS=ABS:FT&date=Mar+1,+2010&author=Scott+Travis&pub=South+Florida+Sun+-+Sentinel&edition=&startpage=A.1&desc=COLLEGE+STUDENTS+LACK+MATH,+WRITING+SKILLS+55%25+ARE+TAKING+REMEDIAL+CLASSES+AFTER+ENTERING+SCHOOLS+IN+FLORIDA;+DOCKERY+LOOKS+TO+ROOTS+FOR+SUPPORT


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W E D N E S D AY , J U LY 2 9 , 2 0 0 9

Time Must Be A Variable For Student Success

The Obama administration is now putting out a monetary package to encourage statesto be a catalyst for change. In order for a state to qualify, it must demonstrate that it istying student performance to teacher performance so as to determine effectiveteaching. But, where is the recognition that we need to modify the system rather thatask teachers and students to do more with something guaranteed not to engendersuccess for so many?

Nowhere in my readings have I found encouragement and funds to reward systemsthat are trying to build an educational environment based on students mastery andmaking time a variable. As long as time is fixed, then student progress is what is variable within the fixed time frame. Thus, 30% of the student population is punishedthrough failures.

If we moved in core areas - mainly English and Math - toComputer Based Learning ("CBL" or Computer AssistedInstruction CAI), the student becomes the class and eachstudent is given time to master the materials. Further, what islearned becomes a tool for future learning. In science and socialstudies, projects that are meaningful to students can be agreedand assigned. Small groups then may use technology forresearch purposes as well as to make powerpoint presentationsto fellow students. This transformation cannot be done withoutthe community, without curriculum design and without teacherswho are trained to utilize the environment correctly.

Student management also is important so that the teacher, the student and the parent


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see the progress of each student. This type of system provides accessibility to allpartners, including the principal and state, as well as a vehicle to help determine theeffectiveness of the learning environment in the classroom.

If you know of locations where the above model is being used, please let me know.Overall, appreciate your thoughts on transforming our educational system to treateach student as the class.

POSTED BY DR. ABRAHAM (ABE) S. FISCHLER AT 1:56 PM

M O N D AY, M AY 2 5 , 2 0 0 9

'Disrupting Class' - Highly Recommend!

Just finished reading 'Disrupting Class', by Clayton M. Christensen, Michael B. Hornand Curtis W. Johnson, published by McGraw-Hill. I highly recommend this excellent book to administrators, teachers, politicians and others. The authors explain why major changes are required in public education if we are to educate every child of every parent to finish high school with the knowledge and skills needed either to go into the world of work or continue their education in the 21st century. This book appreciatesthe uniqueness of each student (referencing the Multiple Intelligences theory introduced by Dr. Howard Gardner) and recognises that we need to adapt instructionalmethods to match the learning styles of each student. Its 'disruptive innovation theory'

explains why it is so difficult to move public education from its current focus on the'class' to a new and needed focus on the 'student'. The authors' concept of a futureclassroom is one that incorporates technology and software to provide alternativemethods and options for students to achieve the required objectives. They alsoencourage an environment in which students work together onprojects and share and conceptualise learnings rather than
http://abe.thestudentistheclass.com/2009/07/time-must-be-variable-for-student.htmlhttp://abe.thestudentistheclass.com/2009/07/time-must-be-variable-for-student.html


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memorise bits of information. Whilst this book recognises the need forflexibility within the organisation and structure of the learning environment toaccomodate individual variations, it does not spell out sufficiently the need to vary time because students learn at different rates. I would not want to conclude without

mentioning that the book is extremely well written and contains extensive research.

S U N D AY, J U LY 1 5 , 2 0 0 7

Steven Wolk on 'Why go to School?'

The May 2007 issue of Phi Delta Kappan has a wonderful article written by Steven

Wolk entitled Why go to School?. It is a critique of what we are teaching and how weare teaching. In the article, he states the following: If the purpose of our schools is toprepare drones to keep the U.S. economy going, then the prevailing curricula andinstructional methods are probably adequate. If, however, we want to helpstudents become thoughtful, caring citizens who might becreative enough to figure out how to change the status quorather than maintain it, we need to rethink schooling entirely.

Mr. Wolk outlines what he considers to be the essential contentfor a new curriculum. The essence of what the article states is similar to theessence of the early writings found in this blog.

T U E S D AY, D E C E M B E R 0 5 , 2 0 0 6

Each Student Needs Creativity, Time and the Basics

On Monday, December 4, 2006, I read a wonderful article by Dorothy Rich in theMiami Herald. In the article, she incorporates much of what I try to say in my blog. Forexample, she states there are no magic answers for the many teachers and students inour many classroomsI would like to have a magic bullet. She points out that in every classroom there are individual students, each with different sets of genes, learning at


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different rates, and having different strengths.

Because of the states emphasis on testing, teachers are under such pressure that thereis little time for creativity, for allowing students to derive joy from learning. Learners

need hope and optimism but unfortunately in our educational environment theirnatural imaginations are often stifled.

In New York City, there is an area superintendent by the name of Kathleen M. Cashin, who is responsible for one of the roughest areas in the New York City School System.In her schools she reinforces the opportunity for students to utilize their creativity through group learning. She encourages students to write stories and discuss theirideas. She also encourages the teachers to take the time to get toknow each student. Through her efforts the scores in Region 5 have beensteadily increasing.

I call this blog The student is the class. I reiterate that we must allow time forstudents to learn the basic core (English and Math), allow them also to acquire theability for self-learning through working in groups, and finally do written and verbalpresentations where they can utilize their higher learning skills and interact with theirpeers. The teacher is like a conductor blending all three modes in a classroom setting, while the utilization of computers facilitates in the process.

AT U R D AY, J U LY 2 9 , 2 0 0 6

Vision for Educational Change

Thank you for your interest in educational change. I started this blog to discuss a vision and strategy for educational change. This strategy reflects that learning takesplace inside and outside of schools and is an individualized process. With more than1/3 of 9th graders not graduating from high school in the US, I see us using a band aidapproach rather than having the courage to transform the system.


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The Problem

At the present time, teachers are working hard but we are still not fulfilling thedemands of our students or our society. Why not? The schools are set up with an

agrarian calendar and teachers are responsible for teaching to a class as a unit. Time isfixed and the only variable is performance some pass and others fail. And, if thepersons who fail do not make up and achieve the proficiency that the test is measuring,they drift further and further behind. The consequences are numerous and punishing.How does this instill a love of learning? This approach does not take into account atruism: all students can learn but they learn at different rates and have differentpreferential learning styles.

Instead of asking the student to fit the administrative structure (i.e., the class andarbitrary time periods for learning subjects and achieving competencies), we mustprovide each student with the time and means to succeed. Rather than punish thestudent who learns more slowly than the arbitrarily chosen period, we must treat eachstudent as the class.

We must find a way of doing this. Other industries have made similar changes* and itis now time for education to do the same.

*Take FedEx, who can tell you where any package is at any time. Look at banking, which is now available 24 hours a day through ATMs and you can go to almost any ATM to withdraw or deposit funds. Both industries invested in information anddelivery systems to meet the needs of their clients rather than asking their clients toaccommodate to a fixed structure. Now the automobile industry is enabling customersto order on demand rather than requiring them to accept whatever is available in the

dealers lot. In the business world, however, there is competition that requirescompanies to adapt education has not had this catalyst.

What is my vision and strategy for educational change?

I believe that we in education must make the investment to do the same for our clients,


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i.e., each student. What investment is needed?

There are three modes of instruction: 1) self-paced or CAI, 2) project or problem-solving and 3) discussion. Self-paced or CAI requires that each student have access to a

computer and modem and access to the curriculum on a server on a 24/7 basis.Projects and problems should be relevant to students so they can relate to the givensubject area.

For English and Math, we should implement CAI in the 1st grade (and continuethereafter). The reason English and Math are chosen is that these are the two culturalimperative languages. If you know these two languages and are motivated as a self-learner, you can teach yourself almost anything you want to learn. And, one of the

goals of education is to create self-learners.

For all other subjects, the teacher can pose a project or problem that is relevant to thestudent. Once the problem is defined, the class can be broken down into groups of 4-5students in order to research the solution to the problem. If complex, each of thegroups may study an aspect of the problem. With these subjects, the student uses thecomputer as a research tool (after having learned to read). Students are taught to usesearch engines such as Google or Yahoo as well as the intranet made available by teachers gathering information relevant for the students.

Students working in a group learn cooperation, sharedresponsibility and communication (face-to-face as well as e-mail). Having produced a written solution to the problemutilizing the computer (power point) as a tool, they can thenpresent to the class for discussion. They can also use email or a writtenreport to other students as well as the teacher.

Arbitrary learning within fixed time periods would beeliminated, i.e., no 1st, 2nd, 3rd, etc. grades. Instead, studentswould be grouped chronologically with materials appropriate totheir learning level and style using the CAI approach for English


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and Math, and the project/problem/discussion modes for othersubjects. The projects given to the students match the level of English and Mathcompetencies and are related to the students (their interests and their lives). Forexample, in 3rd grade, how would you study the amount of water that a plant needs to

grow? I would utilize the students Math knowledge (learned through CAI) for sciencelearning. Likewise, rather than studying history through memorization andchronology, it can be studied through problems based on the immediate environmentfor younger children and more abstract concepts in later grades.

What do we need to make this happen?

In order for this to be implemented, what do we need?

1) We need the people on board parents, teachers, community leaders, etc.2) We need the hardware computers with modems and Internet access for eachstudent.3) We need the management system (many existing solutions can be adapted).4) We need the curriculum Computer Assisted Instructions (CAI) for Math andEnglish and creative, relevant problems and projects for other subjects.5) We need teacher training.

In order to begin to implement change, we need all of these things in place. In 2007, I would like to see a group of elementary and middle schools, and the high school into which they feed (a demonstration zone) of some size agree to adopt a vision wheretime is a variable and mastery what is expected from each student. A computercompany can be found to donate (or the zone can buy) a laptop with a modem for eachstudent. The zone needs to build an integrated management system in order to be

responsive to what students do and how they learn. Part of the management system isadministrative, part is the CAI component, and lastly, the management system needsto record and reflect the students learnings in non-CAI instruction (studentportfolios). The CAI component must be self-correcting and use artificial intelligenceso that the component improves as more students utilize the program for English andMath. Teacher training is critical and must be done during the summer prior to


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implementation.

PERFORMANCE OF UNDERSTANDING (Howard Gardner)

Howard Gardner Alternative Methods of AssessmentKey quotes from GardnerMultiple Intelligences is most usefully invoked in the service of two educational goals.The first is to help students achieve certain valued adult roles or end-states. If onewants everyone to be able to engage in artistic activities, it makes sense to developlinguistic intelligence for the poet, spatial intelligence for the graphic artist and

sculptor, movement intelligence for the dancer and musical intelligence for thecomposer. If we want everyone to be civil, then it is important to develop the personal intelligences.

The second goal is to help students master certain curricular materials. Students might be encouraged to take a course in biology so as to better understand the development of the living world. If individuals indeed have different kinds of minds, with varied

strengths, interests and strategies, then it is worth considering whether pivotal curricular materials like biology could be taught AND ASSESSED in a variety of ways.Intelligence Reframed, p. 167

Performances of UnderstandingWhen it comes to probing a students understanding of evolution, the shrewd pedagoguelooks beyond the mastery of dictionary definitions or the recitation of textbook

examples. A student demonstrates or performs his understanding when he canexamine a range of species found in different ecological niches and speculate about thereasons for their particular ensemble of traits. A student performs her understanding of the Holocaust when she can compare events in a Nazi concentration camp to suchcontemporary genocidal events as those in Bosnia, Kosovo or Rwanda in the 1990s.


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Measures of understanding may seem demanding, particularly in contract to current,often superficial, efforts to measure what students know and are able to do. And, indeed,recourse to performing ones understanding is likely to stress students, teachers, and

parents, who have grown accustomed to traditional ways of doing (or NOT doing)

things. Nonetheless, a performance approach to understanding is justified. Instead of mastering content, one thinks about the reason why a particular content is being taughtand how best to display ones comprehension of this content in a publicly accessibleway. When students realize they will have to apply knowledge and demonstrate insightsin a public form, they assume a more active stance to the material, seeking to exercisetheir performance muscles whenever possible.


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8) Respect

Examples of "Respect" from Dennis Littky's book

I once heard a student say, "At school, I need a pass to go the bathroom, but at

3 p.m. I'm an assistant manager at McDonald's."

What are we teaching our kids? How unlike the real world are we trying to make

our schools? Passes are disrespectful. Bells are disrespectful.

(Littky, page 44)


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9) Important Resources (Selected)Readings and References

https://sites.google.com/site/qbeschool/home/readings-and-references

Some of these books and websites are mentioned in the videos thatappear on QBESchool (the youtube channel).

Abraham Fischler

The Student is the Class (blog) TheStudentIsTheClass.com

Annette Breaux

1001 Answers for Teachers

Dan PinkFree Agent Nation

A Whole New Mind

Dennis Littky

The Big Picture: Education is Everyone's Business

How do Littky's schools integrate the curriculum?The link to ACADEMICS on MetCenter.org

Dennis Yuzenas

Portfolios DVD

Classroom Methods for the Project-Based Curriculum (DVD)
https://sites.google.com/site/qbeschool/fischlerhttp://thestudentistheclass.com/http://www.themetschool.org/Metcenter/Applied.htmlhttp://metcenter.org/https://sites.google.com/site/qbeschool/fischlerhttp://thestudentistheclass.com/http://www.themetschool.org/Metcenter/Applied.htmlhttp://metcenter.org/


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Edward Hallowell

Answers to Distraction

Howard GardnerIntelligence Reframed

Lois Hetland

Portfolios: Educating for Understanding

Malcolm Gladwell

The Tipping Point

BlinkOutliers

Mel Levine

various books

Thomas Friedman

Hot, Flat, Crowded

The World is Flat

Thomas

Documents

QBEschool Site Curriculum Aug 2010 Will Sutherland's School