Topics: Learning & Education Self-Directed Learning
Core assumption: some well-designed external structures can help a student learn how to learn on their own. That is, on the path to Autodidacticism it, ironically, helps to have a mentor.
- Foundational Linear Scaffolding (“classes”)
- Meta-concepts: Learning, Thinking, Communication, People, etc.
- Baseline standards
- Ex. students need to complete 1 “Science” project
- Student A: Physics project
- Student B: Chem/Biology project
- Both pass
- Non-linear Grading system (x^a + b)
- Younger ⇒ more balanced, reward wider exposure. Closer to linear grading
- Older ⇒ more T-shaped, emphasize depth (but not in all subjects). Parabolic grading
- Ex. students need to complete 1 “Science” project
- Facilitated touch-points
- Discussions
- 1:1s
- Custodial duties
- Emotional and social spaces
- Managing behavior
- All environmental factors (Guiding Structure1)
- Hub & Spoke Environment: Mix “work-study” focus periods with “whiteboard” idea discussion2
- The Junto - friends meeting regularly for mutual self-betterment
- Spaces for quality Leisure (Leisure is active contemplation)
- Peer teaching and grouping: respective SME’s learn from each other because you learn by teaching (forces verbal externalization and formation of ideas).
”Daily life”:
- Seed interest with wide variety of topics (“How does a recipe get smaller when you’re cooking for fewer people” not “fractions”)
- Measure excitement, inspiration, energy, etc on each topic via an Internal Scorecard (Internal scorekeeping is a virtuous cycle)
- Explore the most interesting topic(s) and build a knowledge base through nonlinear, spiral learning (Self-Directed Learning). This is deep & wide.
- Create (internally-defined) SMART goals defining an ‘A+’ (challenging, just within reach, but rewarding ) vs. ‘C’ (minimum acceptable understanding floor)
- Work on deep, cross-disciplinary projects towards these SMART goals.