{"id":237,"date":"2023-12-08T02:52:11","date_gmt":"2023-12-08T02:52:11","guid":{"rendered":"https:\/\/greenleaflearning.com\/?page_id=237"},"modified":"2023-12-19T02:55:47","modified_gmt":"2023-12-19T02:55:47","slug":"dna","status":"publish","type":"page","link":"https:\/\/greenleaflearning.com\/dna-of-learning-blueprint\/dna\/","title":{"rendered":"DNA of Learning Blueprint Introduction"},"content":{"rendered":"
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When Teaching Mirrors Learning<\/strong><\/h1>\n

Introduction <\/strong><\/p>\n

Article 1   Timeless:  The Thirst for Learning<\/a> <\/strong><\/p>\n

Article 2   Kids Leading the Learning Journey<\/strong><\/a><\/p>\n

Article 3   Requisites-Navigating Uncertainties<\/a> <\/strong><\/p>\n

Article 4   Requisites-The Art of Relating<\/strong><\/a><\/p>\n

Article 5   Requisites-Understanding Cognition<\/a> <\/strong><\/p>\n

Article 6   Wings of Instruction<\/strong><\/a><\/p>\n

Article 7   Engagement<\/a> <\/strong><\/p>\n

Article 8   The Context Neuro-Move<\/strong><\/a><\/p>\n

Article 9   The Classification Neuro-Move<\/strong><\/a><\/p>\n

Article 10   The Dual Coding Neuro-Move<\/a> <\/strong><\/p>\n

Article 11   The Emotional Tags Neuro-Move<\/a> <\/strong><\/p>\n

Article 12   The Social Functions Neuro-Move<\/strong><\/a><\/p>\n

Article 13   Bundling Competencies<\/strong><\/a><\/p>\n

Article 14   Assessment Dualities<\/strong><\/a><\/p>\n

Article 15   Timeless Learning<\/strong><\/a><\/p>\n<\/div>\n<\/div>\n

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Introduction<\/strong><\/h2>\n

How did we get here?<\/em><\/p>\n

     We did what any concerned educator would do.  We met at an outdoor picnic table with extra-large take-out coffees, sharing concerns about what the COVID pandemic would bring.  We could hardly fathom the evolution of thought we were about to embark upon.  I shared how my granddaughter\u2019s eyes spoke clearly to me as I home schooled her in the last half of her first-grade year. This prompted me to publish an article in a national journal depicting the social, mental and emotional fallout about to befall our youth upon being sent home to use laptops in place of teachers, peers, classrooms–school.  I shared the article and my saga with my good colleague. <\/p>\n

     As early as five weeks into home-schooling during the pandemic, I saw fear in Caitlyn\u2019s eyes.  The barrage of TV news and public reaction was already taking a toll on her well-being.  \u201cI\u2019m noticing you are distracted,\u201d I said to her.  \u201cWhat\u2019s happening?\u201d  She looked down, welled up with tears and said, \u201cI don\u2019t want anybody to die.\u201d  She continued, \u201cThe \u201cTV\u201d keeps talking about people everywhere dying.  I can\u2019t see my friends or Ganny (great-grandmother) because I don\u2019t want to be the reason anyone dies.\u201d  The fear was palpable for Caitlyn… and for millions around the world.  The long-range ramifications for this to go unchecked were more frightening than the pandemic.<\/p>\n

     <\/span>Caitlyn already felt the absence of interaction in her life.  I suggested we gather information to determine how we all<\/span> might navigate the uncertainties we were confronted with.  We sorted information about the virus into categories of health concerns, social concerns, emotional concerns, and school\/learning concerns.  Once organized, we generated a list of things we would NOT do, a list we would like to do and a third list of possible options to consider at a later time.  We asked ourselves, \u201cHow close to others are we willing to get?\u201d  and \u201cWhat could we do where there were fewer people around that might align with schoolwork?\u201d  We decided to go on \u201cfield trips\u201d each week.  The first trip was to a local fishery. We\u2019d be outside.  We could keep our distance from others.  At the Shy Beaver Trout Farm we discussed types of fish, habitats, their growth, and the purpose of hatcheries.  Big fish, little fish, green fish, lots of fish!  Where was Dr. Seuss?!!  A list of questions was generated about the hatchery to explore. We reflected on our visit, both agreeing it was safe AND <\/em>an interesting, fun way to learn!  A \u201clight of hope\u201d with respect to people, pandemic and circumstances flickered that day.  Navigating the mental, social, emotional and learning challenges would take thought and effort, but the impact on Caitlyn\u2019s engagement into the  learning  process was incredibly moving.<\/p>\n

     Elaine and I recalled investing a lifetime working to improve the learning journey for youth and their worlds to come.  Having taught in classrooms, led, administered, and coached at the department, school, and district levels we were poised with varied perspectives.  Having professed in several institutions of higher education, including an Ivy League University, and traveled the world organizing and conducting workshop sessions for educators, surely our ideas would be fertile ground to help others. <\/p>\n

     At all turns we heard and read about student capacity to persevere being compromised.  The toll of isolation plagued everyone.  Educators sought fixes and hastened to cover as much ground as possible.  Completion anxiety grew to a cacophony of \u201ccatch them up\u201d echoing between school walls.  The compulsion to check off boxes overrode the connections required for learning.  Relevance, interest… learning itself, had been jettisoned. along the recent intrusion to what we have all known as schooling.<\/p>\n

     <\/span>Looking across the picnic table wondering why, for as long as we could remember, we\u2019d been involved in one initiative after another yielding no clear breakthroughs in reform.  Obviously, it made little sense to reconstitute what had already been done and generate yet another program to dangle in front of hopeful, yet beleaguered, educators.  We understood that this was going to take time\u2014lots of time.  Could we tap into the interests of practitioners with a relevant offering that would be purposeful for learning as well as doable within the scope of today\u2019s schooling practices?  We cared.  This mattered to us. <\/p>\n

     We looked at the works of many credible, influential minds asking, \u201cWhy had these ideas not been embedded in the culture of teaching and learning ? What will it take to help our field let go of never-ending trends that haven\u2019t lived up to the hype, and embrace the science of learning in a more functional way with promise for classroom practice?  <\/em>How do we stop doing what doesn\u2019t work?<\/p>\n

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     Three years in the hot sun, rain and chilly breezes at the picnic table elapsed.  We asked teachers and administrators where it hurt, what was missing and the sources of distress.  We kept asking what needed to be different in the work… and gradually, the \u201cDNA of Learning Blueprint\u201d emerged and evolved. <\/p>\n

     Keeping the purpose of schooling in focus, we cross-walked what it takes for a student to engage in learning, what it takes for an educator to facilitate learning and what makes for a sustainable practice in which both leader and learner thrive.  The Blueprint elaborates and congeals the essence of learning<\/em>, not teaching; the basis of guiding<\/em> learning, not managing others; the intersection<\/em> of human need with the building of capabilities and competencies. <\/p>\n

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So why this book now?<\/em><\/strong>           <\/strong><\/p>\n

What does When Teaching Mirrors Learning<\/em> bring to the field?<\/p>\n

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THE PERFECT STORM MAY STILL BE ON ITS WAY<\/p>\n

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           The Hollywood box office hit, The Perfect Storm<\/em>, is a story about a commercial fishing vessel,  the Andrea Gail, that was lost at sea with all hands during the Perfect Storm of 1991.   After a successful haul was made, the crew failed to return due to a set of circumstances that simultaneously created the storm of the century.   Our ship will not sink; however, the urgency is now to collectively understand the multiple circumstances before us that is creating our perfect storm:<\/p>\n