CSIRI

Mission Statement

Tribute to Hopi Elder

CONTACT US

Andi Bowe

Events

HEALING WITH MUSIC

Ideal classroom

FEATURED ARTS APRIL 2018

ALPHABET BOOKS

VOICES by andi bowe

FEATURED ARTS MARCH 2018

About CSIRI.org

EBOOKS

CLIMATE CHANGE ADV

ALPHABET BOOK ONE A TO Z

ALPHABET BOOK TWO A TO Z

CLIMATE

MODEL RRX

MT BAKER

MT.BAKER TOUR

QUANTUM

PARKS AND SUNSETS

PHOTOPSYCH

PHOTOS AND BEAUTY EBOOK

SAILING SAN JUNAS

SAN JUAN SUNSET

SUNSET SUNRISE

Andi

LA REINA 1969

LOYOLA HONORS

OSU 1974 GRADUATION

POSTERS

GRADUATION 2013

GLOBAL PEACE WALK 2000

JOURNALS

RAISHA

Community Television

THE LITTLE GIRLS JOURNEY

Strathmore Prof BIO

TOP RANKED US EXECUTIVE

Books & Movies Andi Bowe

Santa Cruz First Night

Open Mic Performance

EARLY CHILDHOOD

Musical Intelligence

QUANTUM PHYSICS

MEDUSA EFFECT

CLIMATE CHANGE

Ode to Spring

posters community tv

Marine Videos

MODEL RAILROAD VIDEOS

Open Mic Solstice 2011

Puppies for Peace

Environmental Issues

AROUND THE WORLD

BIODIVERSITY

BANFF BEARS

THE BLUE RAY WILL OF GOD

Cantarra Spill

CLIMATE CHANGE VIDEO 2014

Earthspeak

Environment at risk

EXTINCTIONS

GCSC2

HOMELESSNESS

spiritualunitednations

WORLD FOOD PROGRAM

WORLD HUNGER & CLEAN H2O

BUFFALO

MONTANA BUFFALO

WHITE BUFFALO AND BOWES

WHITE BUFFALO STORIES

WHITE BUFFALO FLOAT

ORCA

ORCA BIRTH 2015

LOCAL ORCA PODS

ORCA RESCUE

LOLITA TOKI

MAUI WHALES

GIVING THANKS

BABY ORCA BORN

College of Synthesis

Books for Design Projects

Albaka Creations

SURVEY DEMO

HOW TO

AAA DESIGN SERVICES

CAMEL'S EMPIRE

CROCHETING A HAT

flutes

GUITAR TUNING

HOW TO PLAY GUITAR

UKELELE TUNUNG

SEWING 1909

MORE SEWING INSTRUCTIONS

NATIVE FLUTECARVING

NATIVEFLUTES

TWINKLE TWINKLE

WORKSHOP PROJECTS

spiritualUN

SPIRITUAL UNITED NATION

LET IT BE

ANACORTES MODEL TRAINS

White Buffalo Nation

Asha anuradhe videos

Healing sites

THE LITTLE GIRL WHO COULD

JESSIS FIRST RIDE

RAISHA RIDES

ISADORA DUNCAN QUOTES

ISADORA DUNCAN

ALPHABET BOOK 1

ALPHABET BOOK 2

GLOBAL WHO'S WHO

About Clara Bowe

LONGFELLOW ANCESTORS

BOWE BIRTH RECORDS

Darrel Sanders family

Green Longfellow

BROTHER HORATIO

FAMILY TREE

RELATIONS

BOWE FAMILY TREE

BOWE FAMILY

MORE BOWE RELATIONS

MORE RELATIONS

MORE SENFFS

SENFFS

MANSUR FAMILY TREE

MACOMBER

ISAAC DEXTER

Scottish descent

LONGFELLOW DESCENDANTS

WADSWORTH DESCENDANTS

LONGFELLOW HOME

LONGFELLOWS

ESTHER BARKER FAMILY TREE

MAMA AND PAPPA BARKER

MORE SENFF RELATIONS

SENFF FAMILY TREE

SOLOMAN SENFF

SENFFS & LONGFELLOWS

CLARA BOWE MEMORIAL

CLARA BOWE

ESTHER BARKER GRAVESITE

JENNIE O. SENFF/SMITH

GRANDMA CLARA AND RAISHA

DEDICATION TO COUSIN TIM

Sarah McConnell July 1912

30TH GREAT GRANDFATHER

CLARA BOWE PHOTOGALLERIES

CLARA SENFF BRIDESMAID

ESTHER BARKER FAMILY

ETHEL AND HARRY SENFF

ANDI BOWE'S HOMES

Memoirs

MEMOIRS EARLY YEARS

MEMOIRS: MORE PHOTOS

MEMOIRS OF CLARA BOWE

PHOTOGALLERY

Photogalleries

TRUDI SENFF

EBOOKS TOO

ANDI BOWE'S COLLEGE

COLLEGE OF SYNTHESIS 1

COLLEGE OF SYNTHESIS 2

MEDUSA EFFECT EBOOK

MEMOIRS PART ONE

MEMOIRS 2

MEMOIRS COMPLETE

PARADIGM SHIFTS

QUANTUM PHYSICS PARADIGM

RESEARCH PROJECTS

STANDARDS

STANDARDS IN DESIGN

HARDBACK PHOTOBOOKS

COLOURS 2

IS PEACE A SONG?

LAST DAYS OF ENCHANTRESS

MY WORK

PUPPIES AND HUMANS

PARKS PUPPIES AND SUNSETS

SAN JUAN SUNSETS

SUNRISE SUNSET

SUNSETS AND CLOUDS CALL

WINTER MELODIES

PAPERBACK PHOTOBOOKS

BIOETHICS AND CLIMATE

COLOUS

ENCHANTRESS & RAINBOWS

MAJESTIC SUNSETS

ONE PERSON

PHOTOGRAPHY OF THE NW

Photopsychotherapy

THRU THE LOOKING GLASS

WHAT HAPPENED

WHERE THE COLORS ARE

PHOTOBOOKS

HEART OF THE WORLD

LOVE IN SAN JUANS

SAN JUAN ISLAND MEMORIES

SUNRISE HAIKU

PUPPIES FOR PEACE PHOTOS

HOPI COLLAGE

MY PHOTO BOOK

SUNRISE SONGS

JESSICAS 16TH

TINA TURTLE IN VEGAS

SARAHS WEDDING

PHOTOS AND BEAUTY

40TH REUNION

AndiBowePoetry

WEBQUESTS

ANACORTES FARMERS MARKET

DYNAMIC SYSTEMS DESIGN

HEART RADIO

MICHAEL WERNER

NASA EARTHSONG

PEACE CALM HARP MUSIC

PETE SEEGER DEDICATION

MAMAS WISDOM

TOMMY THOMPSON TRAIL

Tommy Thompson Train

WOLF HOLLOW RESCUE

WEBQUESTS FOR TEENS

ASHA

BIOETHICS

Buffalo Need OUR help

Chinese Cure for Cold

Enchantress Videos

High school bioethics

How to self publish

IDEA EVOLUTION

Tesla Coil

CSIRI DUNS NUMBER

Alphabet Book 1-1

A Little Bird

Big sur

Cycles returning

Dream Home

Ears to Hear

Father made

Glory

Heart

Alphabet Book 1-2

IHERE

JAH

Kauai

Love

Mother

New Land

OLD RIVER

PEGASUS

QUESTION

Alphabet Book 1-3

RAIN OF HEALING

STOREY OF THE TREE

TEMPLE OF BEAUTY

U for Haiku

Voice of the Wind

Walk through the Rain

X-Ray vision

Yes

Zebra's Tale

Alphabet Book 2-1

AshaSong

BIG MEDICINE

COLOURS

DOLPHIN

EARN EARS TO HEAR

FALLING

GRADUATION

Alphabet Book 2-2

HABITAT 2002

I HAD A DREAM

JESSICA

KEYS 2 LIFE

LIBERATION

LIFE & DEATH

LOVE IS THE CAR

MEMOIRS OF WAR & PEACE

Alphabet Book 2-3

NOWHERE LIKE HERE

ODE TO A LOST PEN

PARADE

PLANT THE TREE

QUEEN

RAP

SONGBIRD

TRIBULATION

Alphabet Book 2-4

UNICORN

VAGABOND

WAR

WHITE BUFFALO

WRITING

"X" MARKS THE SPOT

YOU & ME

ZOO

Alphabet Book 3-1

Andrew Tosh

Birthday Poem

Blessings

Celebrating

Declaration of Intent

Drawing

Expecting Angels

Alphabet Book 3-2

For Ancient Times

Going to Believe

Haiku Page

HER STOREY

I Will

John

JOINED IN LOVE

Keys 4 You

Lily Calker

Maui

Alphabet Book 3-3

New Haiku

Of Things I Teach

Paia

Poems of Freedom

Quiet: A Sacred Song

Real Turtle Tribes

Sword in the Stone?

Take Me Lord

Alphabet Book 3-4

Under a Harvest Moon

Victory

Waiting

Who Is?

Wishlist

X-rays

Yes 2 Prayer

YOU ARE THE TRUTH

Zed

MORE WEBQUESTS

ANACORTES FIDALGO TRAINS

BLIND COURAGE

CHILDRENS MUSEUM

COMMUNITY TV PROJECTS

EARTH FIX

HEALING

HOPI MOTHER SYMBOL

JOHN HULING NATIVE FLUTES

MARVINS LOG CABIN

PICTURES OF MASCOTS

SKAGIT COUNTY MUSEUM

STILLY RIVER BAND

2017

CHRISTMAS IN TUCSON

Climate Change & CSIRI

Eagle Bear

EAGLE BEAR YOUTUBE

Poetry Award

RAINBOW VISIONS

Petition: Civil Rights

ARCHIVES 2018

FEATURED ARTS JAN 2018

FEATURED ARTS FEB 2018

MOUSSA ALBAKA CREATIONS

ARCHIVES 2017

FEATURED ARTS JAN 2017

FEATURED ARTS FEB 2017

FEATURED ARTS MARCH 2017

FEATURED ARTS APRIL 2017

FEATURED ARTS MAY 2017

FEATURED ARTS JUNE 2017

FEATURED ARTS JULY 2017

FEATURED ARTS AUG 2017

FEATURED ARTS SEPT 2017

FEATURED ARTS OCT 2017

FEATURED ARTS NOV 2017

FEATURED ARTS DEC 2017

ARCHIVES 2016

FEATURED ARTS JAN 2016

FEATURED ARTS FEB 2016

FEATURED ARTS MARCH 2016

FEATURED ARTS APR 2016

FEATURED ARTS MAY 2016

FEATURED ARTS JUNE 2016

FEATURED ARTS JULY 2016

FEATURED ARTS AUG 2016

FEATURED ARTS SEPT 2016

FEATURED ARTS OCT 2016

FEATURED ARTS NOV 2016

FEATURED ARTS DEC 2016

ARCHIVES 2015

FEATURED ARTS JAN 2015

FEATURED ARTS FEB 2015

FEATURED ARTS MARCH 2015

FEATURED ARTS APRIL 2015

FEATURED ARTS MAY 2015

FEATURED ARTS JUNE 2015

FEATURED ARTS JULY 2015

FEATURED ARTS AUGUST 2015

FEATURED ARTS SEPT 2015

JADE WAHOO

FEATURED ARTS OCT 2015

FEATURED ARTS NOV 2015

FEATURED ARTS DEC 2015

ARCHIVES 2014

Featured Arts JAN 2014

Featured Arts Feb 2014

Featured Arts March 2014

FEATURED ARTS APRIL 2014

Featured Arts May 2014

Featured Arts June 2014

FEATURED ARTS JULY 2014

RIVERTALK

FEATURED ARTS AUGUST 2014

FEATURED ARTS SEPT 2014

FEATURED ARTS OCT 2014

FEATURED ARTS NOV 2014

SUNS OF THE EARTH

dcastroarts

FEATURED ARTS DEC 2014

NEW YEARS EVE 2014

PIANO CONCERT 2014

DECEMBER CONCERT 2014

ARCHIVES 2013

Arts JAN 2013

ART FEBRUARY 2013

Arts March 2013

Featured Arts April 2013

Jessi waving for Liberty

Featured Arts MAY 2013

Featured ARTS JUNE 2013

Featured Arts 2013 July

Featured Arts August 2013

Arts Sept 2013

Featured Arts Oct 2013

Featured Arts NOV 2013

FEATURED ARTIST DEC 2013

ARCHIVES 2012

Featured Artist Jan 2012

Featured Artist Feb 2012

February Library program

New Artist March 2012

April 2012 Artist

New Poetry Award

Featured Arts May 2012

Featured Arts June 2012

Featured Arts July 2012

August 2012 Art/Music

Piano September 2012

Featured Arts Sept 2012

Stellar Flutes

Featured Arts Oct 2012

Featured Arts NOV 2012

Featured Arts Dec 2012

Sara

Christmas Concert 2012

HAPPY NEW YEAR 2012

ARCHIVES 2011

JANUARY 2011 FEATURED ART

February 2011

March 2011 Featured Arts

March 2011 Events

May 2011

July 2011 Featured Artist

Featured Artist August

Artist September 2011

NOVEMBER CELEBRATION

Featured Artist Dec 2011

December 2011

2011 Christmas Program

HAPPY NEW YEAR 2011

ARCHIVES TOO

Walk Your Talk-a-Thon

Sparkie Awards Ceremony

Adopt-a-Muse

New Pictures 2011

Sole2Soul Walk

2011 Calendar

Leaf

Leaf And I

Piano Concert

Andi Bowe Plays 8/2011

September 18 2011 Piano

SONG OF THE ISLANDS

HONOLULU MOONLIGHT

NOW IS THE HOUR

SOS

ARCHIVES 2010

Open mic I am

January 2010 Artist

Feb2010FeaturedArtist

Andi Bowe on YOUTube

Montreville

Piano on you tube

November 2010 Artists

December 2010 Artist

Christmas Program

ARCHIVES 2009

SPIRITDANCER

Artist September 2009

Billy Starr

Past Artists

NOVEMBER2009

December 2009

ALLAN SITAR BROWN

MORE ARTISTS

TIBETAN MEDITATION

Healing Tips from Mom

Dancing for Liberty

Sans Souci

Orca Flute

Jacque

STANDARDS FOR TEACHERS

Bill of Spiritual Rights

Alphabet Poetry

Productivity

Staff Development

ADE AFRICANA

CSIRI ALOHA EVENT

You tube Artists

Archives

CPS THE AWFUL TRUTH!

DR. FRED B. WOOD SPEAKS

ENCHANTRESS

HAND CRANK FILMS

HAPPY HOLIDAYS

JOHNNY PICASSO

MARKUS DAVIDS

OLALANI

QUICKSILVER.COM

SARA MAYS REGGAE

SHORTEE CHRISTINA

MORE ARCHIVES

Bambi

Bill Mitchell

Chelsea

Chinese Classical Flutes

David Babin

hungerlinks

Indigo Children DNA vids

Johhny Picasso

Manya and the Whale

Rain

CSIRI.ORG

PEACE ON EARTH

PRODUCTIVITY & PROFESSIONAL PRACTICE


csiri logo
CSIRI ART projects include systems sciences as well as the design of social systems to enhance cultural heritage and to preserve and document indigneous lifestyles

 

 

 

 

 

 

 

 

Standard 5:

Teachers use technology to enhance their productivity and professional practice, including effective professional development participation in order to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

I will learn multi-camera techniques and to increase my skills in audio recording. I founded a non-profit and writing fellowship proposals, scholarships and grants to implement goals. I was pleased to see my own philosophies of education, developed over many years of independent observation, echoed and clarified by such implements as Edutopia (glef.org) (Chen, 2002) and Interactive Online and print-based Study guides, reflecting the ongoing arrival of distance learning at the forefront of the new paradigms in education that offer the most hope, in my opinion, for improvement in the areas of the whole child.

Each professional skill will be addressed, such as technological updates and the addition of interesting graphics and pages based on constructivist pedagogy of education I like to call Design by TEAMS and other ongoing updates to resume and Web Quests. I still hope to found the Dr. Fred B. Wood Memorial Library.

The resume and technology competencies I have managed in my lifetime (what I consider to be my teaching career), reach across all the ISTE NETS Standards, because they invariably use systems sciences approaches that start at the big picture and work backwards to establish feedback loops (Wiggins & McTighe, 1998) that allow and encourage the students to launch themselves on the Ocean of Information we call the World Wide Web to take their own voyages on what I like to call the Ship of Discovery (Dils, 2004). Then the teacher becomes the guide or navigator and helps the student learn by experience how to "take the helm and steer" or "set or reef the sails!" (Tomlinson, 1999).

Here is my proposal:

-------------------------------------------------------------------------------- PROPOSAL FOR A COLLEGE OF SYNTHESIS

Under the sponsorship of The spiritualUN

and CSIRI, (Computer Social Impact Research Institute, Inc. A NON-PROFIT 501(c)(3) founded in 1978 by

Dr. Fred B. Wood, III, and the Compassionate Democracy Division thereof,

as a mechanism of education to promote the use of

"Computers for Peace, Freedom and Prosperity"

we propose the immediate formation of a

"COLLEGE OF SYNTHESIS"

and the Dr. Fred B. Wood Memorial Library with cafe

DEDICATING OUR RESEARCH TO THESE GOALS, WE STUDY THE SOCIAL IMPACTS OF COMPUTING, INCLUDING THE INTERNET AND RELATED SCIENCE AND TECHNOLOGY.

CSIRI is already involved in several areas of interdisciplinary research and is attempting to further educate the public and private sectors on the efficacy of integrating the Social and Natural sciences by founding

"Science of Learning Centers"

where intergenerational experiments in human cognitive faculties and cognition systems,

including motivational and memory processes (Dils, 2004),

confront less innovative approaches to learning head-on with the challenging of "received" wisdom and the bedrock of childhood curiosity (Vygotsky,1978).

Using the innate desire to learn (Chen,2002),uncolored by grades or age segregation (Noll, 2005), the ability of children of all ages and backgrounds may be stimulated by the genius of their elders (Jensen, 1998), (Kim & Sharp, 2000), proving the efficiency of integrating several generations into research projects, where the design services group methodology allows and encourages rapid and innovative approaches to motivational learning and models of creative and practical solutions to all world and community problems (Wiggins & McTighe, 1998).

 

References

Chen,Milton (executive editor). (2002). Edutopia:Success Stories for Learning in the Digital Age. http://www.glef.org SF CA: Jossey-Bass.com

Dils, A. Keith. (2004) “The Use of Metaphor and Technology to Enhance the Instructional Planning of Constructivist Lessons”. Retrieved from Contemporary Issues in Technology and Teacher Education [Online Serial], 4(2).

http://www.citejournal.org/vol4/iss2/general/article2.cfm

Jensen, Eric. (1998). Teaching with the Brain in Mind. Alexandria, VA: ASCD.

Kim, M.K., & Sharp, J. (2000).” Investigating and measuring pre-service elementary mathematics teachers’ decision about lesson planning after experiencing technologically-enhanced methods instruction.” The Journal of Computers in Mathematics and Science Teaching, 19, 317-338. Noll, J.W., (2005). Taking sides: Clashing views on controversial educational issues. Dubuque, IA: McGraw- Hill/Dushkin

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Simonson, Michael, et.al. (2003, 2000). Teaching and learning at a distance: Foundations of distance education, 2nd Ed. Columbus, Ohio: Merrill Prentice Hall

http://www.prenhall.com/simonson

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.

Wiggins and McTighe, (1998). Understanding by design.Alexandria, VA: Association for Supervision and Curriculum Development

 

 

by Andi Bowe

7/21/04

Behavior Content Matrix for my discipline.

Since my discipline spans several ages and systems science is really what I teach, I have a lot of trouble assigning specific objectives to my coursework. They will be more general because they apply across all disciplines and I use only criterion-referenced assessments or portfolios of projects completed or in process.

Knowledge Two examples across disciplines: History: Know the culture and history of music in North America by studying Love flutes or drums.

Mathematics: Know measurements (metric vs. inches) and how to estimate an angle to the sun (for solar ovens) or how to draw and measure a personal healing flute with a ruler and pencil after determining diameter, length, etc.

Comprehension: History: comprehend the role of music in Native American Indian culture (or dyes and weaving or baskets, etc.) Math and Science: Understand how angles to the sun determine solar oven cooking times. Understand the difference in the abundance of Nature vs. industrial age extinction of species.

Application: We will actually construct a flute or basket to experience the hands-on process, while seeing the social and natural changes involved in cultural extinction of crafts and customs. Like a scientist whose genius may have several projects going that might take several years to produce a viable model, I give my children time to work on pet projects over many years if they like. In this way, my 15 year old was able to show her work at a Santa Cruz art show and I myself have papers I am writing that are 30 years in the making, because I really want them to answer the questions I have posed for myself, not for a grade or even the reward of publication.

Analysis: Feedback loops and rubrics designed by and for the child are my primary tool for analysis and further design improvement. I consider every objective I have in teaching to be an "affective objective" because I believe the attitude of the child toward learning is way more important in the long run than what they actually learn. I design every instructional workshop I offer in a way that these skills in development of pro-social, cooperative attitudes, confidence through hands-on experience assisted by other siblings or friends and, most important of all, the Love of Learning, are a built-in part of each design process.

Synthesis: I see how what and how I teach shows the innate nature of systems theory and it's obvious success as a tool that can be used, taught and developed by the children themselves. They may become, through self-interest, able to see the "big picture" of bioethics and the ecosystem's inter-dependence, perhaps even better than an adult could, because they have a fresh and innovative way of seeing things if we only allow it. The flute shows the healing power of music and the advanced methods of hands-on learning processes like the design method I teach as soon as the child can talk by example and application to everyday life. The flute or basket or Native recipe shows understanding and compassion for the Native plight through role playing (history, archaeology, government, global warming, etc.)

Evaluation Assessment of Project by Group or Class or School or Parents or community. Online Records Kept in Journal Mode by each student document the design process and it's successful outcome. Rubrics and index cards and feedback loops of any kind the student prefers are included and an online portfolio and/or Power Point Presentation, video, audio, dance, dramas or any method of documentation the student or group chooses is allowed and all suggestions are considered in the brainstorming initial phase of the design process and are modified in the course through discussion and critical debate. The student will be evaluated only by their own progress in understanding and participation, not on past successes or failures.

 

 

 

Everyone I shared my curriculum map with thought it a good approach to letting student interest lead educational objectives, while still making sure the student has learned and retained enough factual knowledge to meet standards for their grade level.

They critiqued me about not enough detail, but this is always dependent on the students themselves and each class or workshop may have a different set of projects or working models, so details are not as essential to me as qualities I see the child evincing in their continued interest and attention to their own chosen project and it's successful completion or as an opportunity for further research and development on the student's own time.

Using a working model and Show and Tell strategy also helps prepare the child for presentations of a more professional nature and we address how the design process may be extrapolated to the workplace, or even how the child might start their own "business" based on principles of bioethics and compassionate service.

Some colleague's have started their own Junior High here in Santa Cruz, CA, based on just such principles of student motivation and hands-on or one-on-one" interaction and feedback to change behavioral problems often caused by ADD or environmental responses shaped by generational poverty and learned helplessness.

These colleagues agreed with my assessment methods and curriculum plan, but emphasized they would spend more time on more conventional testing methods and memorization of facts and would also spend a lot more time making sure the student could pass the standardized tests for their age level. Since my son tested eighth grade level in the first test he took in fifth grade, I was not too worried about whether my approach worked or not, at least in his case.

The models can improve the teaching/learning process because they point out ways in which children may be assisted in the learning process by principles of backward design, utilizing proven ways in which children process information in the brain both to retain learning and to unlearn behaviors that are detrimental or ineffective in the long run.

I can improve both my teaching and learning processes by being more aware of how the brain is involved in learning and it will also cause me to be more aware of nutrition and water intake, something I feel we really need to work on in public schools, especially when the water from the fountain may be toxic and lack of money prevents the student from buying spring water. I would include principles of water purification (like evaporative and condensation methods) in early childhood and parent education.

My only questions in this module is "How fast can we implement brain-based learning and backward design principles into the mire of programmed education?

 


 

 


Two instructional objectives I use are:

1) How to build a Native American flute
2) How to build and use a cardboard solar cooker or how to grow an organic garden
Both of these objectives start at Level 4 or 5 of Daggett's Application Model, something I have used without knowing his particular terminology but that my own experience has led me to use because it works! The Level 1 Knowledge is obtained by the nature of the Project. I use Daggett's Application Model by starting with a beginning at the end. I use the final project as both goal and assessment, thus saving precious time that we spend instead in discussion, brainstorming, hands-on learning, etc.

Every class and/or workshop I teach begins with an overview of the finished project, either as an actual working model for demonstration

or as a one page plan or an outline of a workshop that includes diagrams and directions that, if followed, will ensure not only the completion of a project or working model but also leads, through further research and development, done individually or as a team, to Level 5 knowledge that will apply to other studies and examples of hands-on research.
For instance, in the case of an objective of learning to hand-carve a Native American Flute, learning about the Native culture is inherent in the process of both learning to carve and learning to play the Native Love or Healing Flute and that will tell me the child has learned not only carving skills, such as the correct way to hold the knife or gouge and the correct way to carve by learning to read the way the grain goes in the wood itself, but also has learned by doing how to complete a project that has functional long-term learning values inherent in it's use, such as playing the flute enhancing listening skills, compassion for the birds who sing along, and other not so apparent "learning stories" that may take a decade or more to experience everything there is to be learned in a story or project through the hands-on process. The child also learns to value and appreciate their own growing skills and yearns to teach and share them with others without being forced to.
The same Daggett model would apply to building a solar oven with the project's completion as both objective and assessment tool.
Another objective I use is also one that employs and educates in several disciplines. This is how to grow a garden and leads to the child not only learning principles of agriculture and horticulture and flower arrangement and composting, etc., but also, by feeding others with the produce they have grown with organic love, the child learns principles of social and community responsibility and interaction. I take the children to the free meals to sit with the homeless who may be angels in disguise. The child is taught by example not to lose the wonder and awe that is so necessary to survive unscathed in a world rebelling against the beauty and infinite love of the Father.
Thus, by employing hands-on methodologies and extracting the essence of a discipline through systems science principles, I am able to make every learning project ultimately into a Level 5 Learning Model and to present lifetime learning opportunities no matter what the subject matter or discipline.
Also, the model of a design process that I teach my children at an early age through discussion, brainstorming and cooperative learning projects, allows the same level 5 distillation of learning, like a perfume or fine essence, to feed the growing brain and critical learning skills developing naturally in the motivated student learner.

 


CSIRI INC. Copyright 2007-2018