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Gina Riley, PhD.
Homeschooling & Unschooling Research: Why It Matters Now More Than Ever.
In recent months, print and visual media surrounding homeschooling and unschooling has increased tremendously. However, what is missing from that media is actual research on outcomes of those who have engaged in self determined learning outside a traditional school environment. In this presentation, academic research on self-directed learning outcomes is presented and discussed. Finding research, evaluating research, as well as the importance and organizational process of doing research itself will be reviewed. Finally, together, we will examine how qualitative and quantitative research can be used as a tool to increase knowledge about and legitimacy of self-directed learning environments.
Gina Riley, Ph.D. is an educational psychologist and Clinical Professor/Program Coordinator of the Adolescent Special Education program at CUNY – Hunter College. She is a seasoned academic, with almost 20 years of teaching, research, and supervisory experience within the fields of special education, psychology, school psychology, and mental health counseling. For the past 18 years, Dr. Riley’s research has concentrated on topics relating to homeschooling, unschooling, and intrinsic motivation/self determination; an interest stemmed in part from unschooling her own child from birth through 12th grade. Recent peer reviewed articles have focused on young adult unschooling outcomes, homeschooling and intrinsic motivation, unschoolers who also identify as LGBTQ, and how unschoolers learn to read. Dr. Riley also has extensive experience in online education and distance learning at the college/university level.
In recent months, print and visual media surrounding homeschooling and unschooling has increased tremendously. However, what is missing from that media is actual research on outcomes of those who have engaged in self determined learning outside a traditional school environment. In this presentation, academic research on self-directed learning outcomes is presented and discussed. Finding research, evaluating research, as well as the importance and organizational process of doing research itself will be reviewed. Finally, together, we will examine how qualitative and quantitative research can be used as a tool to increase knowledge about and legitimacy of self-directed learning environments.
Gina Riley, Ph.D. is an educational psychologist and Clinical Professor/Program Coordinator of the Adolescent Special Education program at CUNY – Hunter College. She is a seasoned academic, with almost 20 years of teaching, research, and supervisory experience within the fields of special education, psychology, school psychology, and mental health counseling. For the past 18 years, Dr. Riley’s research has concentrated on topics relating to homeschooling, unschooling, and intrinsic motivation/self determination; an interest stemmed in part from unschooling her own child from birth through 12th grade. Recent peer reviewed articles have focused on young adult unschooling outcomes, homeschooling and intrinsic motivation, unschoolers who also identify as LGBTQ, and how unschoolers learn to read. Dr. Riley also has extensive experience in online education and distance learning at the college/university level.
Mara Linaberger, EDD
Business Strategies to Crisis-proof Your School.
In this time of pandemic, everything has changed. You've had to figure out how to take your students online, and how to do all of your communications with parents at a distance. After you've triaged those immediate needs, how do you map out your alternative school's marketing and enrollments going forward? Join us to learn more about how to focus in on your clients' precise needs, and to market in new ways, in order to pivot your school in ways that help to ensure its financial stability and continued viability in the future.
Dr. Mara Linaberger's essential belief is that each of us has chosen to be here on the planet at this moment in time for a specific reason - that we're all on a mission we chose for ourselves. And that figuring out what it is that we love, what we're good at, and why we've chosen to be her here now, is the main reason for continuing to engage in rich and meaningful learning throughout a lifetime. Mara also believes that many schools actually slow down or stifle those goals and outcomes. So she's passionate about helping parents and kids figure out the very best ways to harness learning in order to develop to their highest potentials!
In this time of pandemic, everything has changed. You've had to figure out how to take your students online, and how to do all of your communications with parents at a distance. After you've triaged those immediate needs, how do you map out your alternative school's marketing and enrollments going forward? Join us to learn more about how to focus in on your clients' precise needs, and to market in new ways, in order to pivot your school in ways that help to ensure its financial stability and continued viability in the future.
Dr. Mara Linaberger's essential belief is that each of us has chosen to be here on the planet at this moment in time for a specific reason - that we're all on a mission we chose for ourselves. And that figuring out what it is that we love, what we're good at, and why we've chosen to be her here now, is the main reason for continuing to engage in rich and meaningful learning throughout a lifetime. Mara also believes that many schools actually slow down or stifle those goals and outcomes. So she's passionate about helping parents and kids figure out the very best ways to harness learning in order to develop to their highest potentials!
Zoe Greenhouse
Education Through the Lens of Adventure.
Would students be more motivated to learn if they were given the opportunity to explore the outdoors, push themselves, and take risks? In this talk you'll learn about my experience of learning through adventure, others’ views on it, and why it should be done more often.
As a worldschooler, Zoe Greenhouse called everywhere from Guatemala to France home until sixth grade, when she decided she wanted to be normal. She spent the next five years at school, but in tenth grade finally realized traditional education wasn’t for her. Since then, she’s been planning adventures, doing self-directed projects, and encouraging others to think outside the box.
Would students be more motivated to learn if they were given the opportunity to explore the outdoors, push themselves, and take risks? In this talk you'll learn about my experience of learning through adventure, others’ views on it, and why it should be done more often.
As a worldschooler, Zoe Greenhouse called everywhere from Guatemala to France home until sixth grade, when she decided she wanted to be normal. She spent the next five years at school, but in tenth grade finally realized traditional education wasn’t for her. Since then, she’s been planning adventures, doing self-directed projects, and encouraging others to think outside the box.
Andrew Pudewa
Principles of Motivation.
A student of motivation for decades, Andrew has organized his most important discoveries about motivation into three categories: four forms of relevancy, three laws of motivation, and two secret weapons. Make the most of your mentoring with a deeper understanding of how motivation occurs!
Andrew Pudewa is the founder and director of the Institute for Excellence in Writing and a father of seven. Traveling and speaking around the world, he addresses issues related to teaching, writing, thinking, spelling, and music with clarity, insight, practical experience, and humor. His seminars for parents, students, and teachers have helped transform many a reluctant writer and have equipped educators with powerful tools to dramatically improve students’ skills.
A student of motivation for decades, Andrew has organized his most important discoveries about motivation into three categories: four forms of relevancy, three laws of motivation, and two secret weapons. Make the most of your mentoring with a deeper understanding of how motivation occurs!
Andrew Pudewa is the founder and director of the Institute for Excellence in Writing and a father of seven. Traveling and speaking around the world, he addresses issues related to teaching, writing, thinking, spelling, and music with clarity, insight, practical experience, and humor. His seminars for parents, students, and teachers have helped transform many a reluctant writer and have equipped educators with powerful tools to dramatically improve students’ skills.
Julie Schiffman, M.Ed.
Community Connections.
Ideas and solutions for building a thriving homeschool community, including connecting with local and online homeschooling families; resources for starting your own group; planning field trips and community events; the significance of Park Days; and the value of volunteering We'll cover information about legal and logistical concerns for running a homeschool group or co-op, and we’ll be addressing tough issues like how introverts can participate and create lasting friendships; strategies for dealing with difficult situations concerning those who create disharmony among members; and overcoming the unique challenges among teen/tween-age youth.
Julie has 30 years of experience working with children and families throughout her career from public school teacher to homeschool advocate. An active member of her community, she is passionate about sharing the joy of living life without school and has helped hundreds of families make their transition into homeschooling as president/founder of Marin Homeschoolers (501c7) and as a Regional Representative.
Ideas and solutions for building a thriving homeschool community, including connecting with local and online homeschooling families; resources for starting your own group; planning field trips and community events; the significance of Park Days; and the value of volunteering We'll cover information about legal and logistical concerns for running a homeschool group or co-op, and we’ll be addressing tough issues like how introverts can participate and create lasting friendships; strategies for dealing with difficult situations concerning those who create disharmony among members; and overcoming the unique challenges among teen/tween-age youth.
Julie has 30 years of experience working with children and families throughout her career from public school teacher to homeschool advocate. An active member of her community, she is passionate about sharing the joy of living life without school and has helped hundreds of families make their transition into homeschooling as president/founder of Marin Homeschoolers (501c7) and as a Regional Representative.
Debbie Michaud & Carlo Ricci
Healing Through Unschooling.
Together Carlo Ricci and Debbie Michaud will discuss the potential of unschooling to heal trauma. A parent of children with Fetal Alcohol Spectrum Disorder (FASD), Debbie Michaud began homeschooling one of her children when he was unable to cope in the mainstream system. When the supports that were working for the child at school were removed, he became violent and aggressive causing him to face multiple suspensions. Together she and her child explored homeschooling, then unschooling where they found hope and healing.
"Debbie Michaud is a Phd Student and Registered Social Worker as well as a former child welfare worker. She is a foster parent who specializes in attachment related trauma as well as Fetal Alcohol Spectrum Disorder.
Dr. Carlo Ricci is a Professor at Nipissing University and the author of ""The Willed Curriculum, Unschooling and Self-Direction: What do love, trust, respect, care and compassion have to do with Learning.
Together Carlo Ricci and Debbie Michaud will discuss the potential of unschooling to heal trauma. A parent of children with Fetal Alcohol Spectrum Disorder (FASD), Debbie Michaud began homeschooling one of her children when he was unable to cope in the mainstream system. When the supports that were working for the child at school were removed, he became violent and aggressive causing him to face multiple suspensions. Together she and her child explored homeschooling, then unschooling where they found hope and healing.
"Debbie Michaud is a Phd Student and Registered Social Worker as well as a former child welfare worker. She is a foster parent who specializes in attachment related trauma as well as Fetal Alcohol Spectrum Disorder.
Dr. Carlo Ricci is a Professor at Nipissing University and the author of ""The Willed Curriculum, Unschooling and Self-Direction: What do love, trust, respect, care and compassion have to do with Learning.
Peter Gray & Kevin Currie-Knight
Leaping the Gap Between Paradigms.
From Conventional Schooling to Self-Directed Education - This workshop explores the differences in paradigm between conventional schooling and self-directed education (ex: the former sees learning as a necessarily planned act done through a set curriculum; the latter moves away from this idea). Exploring how these paradigms differ will help advocates of self-directed education address common objections.
"Peter Gray is a Research Professor at Boston College, the author of Free to Learn, and president of the Alliance for Self-Directed Education.
Kevin Currie-Knight is a Teaching Assistant Professor in East Carolina University's College of Education, the author of the book Education in the Marketplace, and the cohost/producer of the Learning by Living Podcast. "
From Conventional Schooling to Self-Directed Education - This workshop explores the differences in paradigm between conventional schooling and self-directed education (ex: the former sees learning as a necessarily planned act done through a set curriculum; the latter moves away from this idea). Exploring how these paradigms differ will help advocates of self-directed education address common objections.
"Peter Gray is a Research Professor at Boston College, the author of Free to Learn, and president of the Alliance for Self-Directed Education.
Kevin Currie-Knight is a Teaching Assistant Professor in East Carolina University's College of Education, the author of the book Education in the Marketplace, and the cohost/producer of the Learning by Living Podcast. "
Tracy Hanson
ReFraming Education: Putting the Pieces Together.
The Matrix of a Learner is a clear and visual picture that asks questions to better understand the global devastation our educational system has on learning, how it relates to our lack of progress in solving SDGs, and what we can do to change that. Like a broken wheel, nobody and nothing will move forward unless and until it is fixed.
"Tracy Hanson is the Founder and CEO of Next Generation Global Education, Inc and the developer of the Matrix of the Learner. She entered the field of education in 1979 with a focus on ensuring each learner had many opportunities to explore questions and find the answers. Her goal was always to empower each learner to reach for his/her individual potential. She holds a Masters in Reading and Curriculum Development and a second in Educational Administration.In her recent book, she reflects, “I now have thousands of “brothers and sisters of another mother.” It was a time filled with song and dance, a sharing of cultures and traditions, and coming to an understanding; we are all facing the same problems regardless of our country. It was a time of discovering the value of the Matrix of a Learner beyond the walls of traditional education, as a philosophy and model that could help the coming together of humanity for a better world. I was raised to believe that when you visit a place, it should be left in better shape than when you arrived. The Matrix of a Learner is my contribution”.
She has received 2 awards for her work in 2018: World Icon of Peace Through Transformation of Learning and the Vigor International Humanitarian Award.
The Matrix of a Learner is a clear and visual picture that asks questions to better understand the global devastation our educational system has on learning, how it relates to our lack of progress in solving SDGs, and what we can do to change that. Like a broken wheel, nobody and nothing will move forward unless and until it is fixed.
"Tracy Hanson is the Founder and CEO of Next Generation Global Education, Inc and the developer of the Matrix of the Learner. She entered the field of education in 1979 with a focus on ensuring each learner had many opportunities to explore questions and find the answers. Her goal was always to empower each learner to reach for his/her individual potential. She holds a Masters in Reading and Curriculum Development and a second in Educational Administration.In her recent book, she reflects, “I now have thousands of “brothers and sisters of another mother.” It was a time filled with song and dance, a sharing of cultures and traditions, and coming to an understanding; we are all facing the same problems regardless of our country. It was a time of discovering the value of the Matrix of a Learner beyond the walls of traditional education, as a philosophy and model that could help the coming together of humanity for a better world. I was raised to believe that when you visit a place, it should be left in better shape than when you arrived. The Matrix of a Learner is my contribution”.
She has received 2 awards for her work in 2018: World Icon of Peace Through Transformation of Learning and the Vigor International Humanitarian Award.
David Marshak
Inviting Youths to Claim the Power of Their Imaginations.
Participants will engage in a guided imagery activity in which they may access their own energetic idealism, feelings of great expectations, and feeling of ""hidden greatness"" from their youth.
I will assert that the concept of adolescence is a fundamental cultural error, a profound misunderstanding of the capacities and gifts of youth—and of what youth need to unfold into their potentials as adults. The years from 13-19 are a time when youths can explore and manifest their creative idealism and their ""hidden greatness."" We will then engage in a conversation about these assertions and their implications.
"Founding President, SelfDesign Graduate Institute
Professor, College of Education, Seattle University
Author of The Common Vision and Evolutionary Parenting"
Participants will engage in a guided imagery activity in which they may access their own energetic idealism, feelings of great expectations, and feeling of ""hidden greatness"" from their youth.
I will assert that the concept of adolescence is a fundamental cultural error, a profound misunderstanding of the capacities and gifts of youth—and of what youth need to unfold into their potentials as adults. The years from 13-19 are a time when youths can explore and manifest their creative idealism and their ""hidden greatness."" We will then engage in a conversation about these assertions and their implications.
"Founding President, SelfDesign Graduate Institute
Professor, College of Education, Seattle University
Author of The Common Vision and Evolutionary Parenting"
Carl Rust
When we go back, what will it look like?
How can we follow CDC and state guidelines and still have learning opportunities for all our students? Let's brainstorm together with AERO Think Tank members to identify what is important, what is trivial, and how we can meet needs of children, family, and staff going forward. This will just be the beginning of the conversation. We will explore ways to keep it going all Summer and next year.
Carl Rust is a retired educator who spent 30 years in public education as a teacher, assistant principal and Director of Elkhart Elementary Academy, a self-directed learning program for public school elementary students. He has studied revolutionary schools and programs around the world and is the author, of Get Out of the Way and Let Kids Learn, How We Can Transform Schools and Reintroduce Natural Learning. He is currently Educational Facilitator at Woodlawn Nature Center in Elkhart Indiana and a member of Woodlawn Learning Community, a group of learners of all ages that work and play together naturally in nature.
How can we follow CDC and state guidelines and still have learning opportunities for all our students? Let's brainstorm together with AERO Think Tank members to identify what is important, what is trivial, and how we can meet needs of children, family, and staff going forward. This will just be the beginning of the conversation. We will explore ways to keep it going all Summer and next year.
Carl Rust is a retired educator who spent 30 years in public education as a teacher, assistant principal and Director of Elkhart Elementary Academy, a self-directed learning program for public school elementary students. He has studied revolutionary schools and programs around the world and is the author, of Get Out of the Way and Let Kids Learn, How We Can Transform Schools and Reintroduce Natural Learning. He is currently Educational Facilitator at Woodlawn Nature Center in Elkhart Indiana and a member of Woodlawn Learning Community, a group of learners of all ages that work and play together naturally in nature.
Micki O'Brien.jpg
On Transitioning from Conventional Education to Alternative Education.
A Practical Support Guide for Parents, Teachers, and Students"" - ""The system is not broken, it was designed this way."" This statement has become a rallying cry around the injustices inherent in the police systems of the United States. As a teacher and student of conventional and alternative education systems, Micki O'Brien argues that the conventional education system is the same. It was designed to teach us to listen and follow directions, and to repress our own knowing and innate curiosity and interests.
When we decide, or are circumstantially directed, to engage in alternative education, after experiencing conventional education, it can be challenging to switch from the direction following, inner-guidance repressing modality to a more self-directed, interest-engaging, natural way of learning. And this can be all the more difficult for those of us who experienced conventional education as traumatic, telling us that we were bad, broken, and wrong because we could not meet the expectations the system values.
Using an understanding of neurology, Integral Theory, and personal experience as both a student and teacher in conventional and alternative settings, Micki will offer insight, re-framing, and practical tools you can use to transition from conventional education to alternative education, as a student, teacher, or parent. Please come to this workshop with curiosity, and be ready to play a bit.
"Micki O’Brien, M.A., is a graduate of Naropa University’s Master’s of Environmental Leadership program, where she wrote her thesis on applying Integral Theory to education systems. A former board member for the National Coalition of Alternative Community Schools, Micki originally trained in the Montessori model, and went on to student teach at Jefferson County Open School in Colorado, followed by stints at a charter school, a non-public school, and running a Life Skills program.
Currently launching The Sovereign Heartland: An Integral School of Unlearning, Micki serves as an education consultant, leadership coach, mindfulness teacher, and, what she calls, an “accidental to conscious” entrepreneur. A strengths-based autism expert, who is neurodivergent herself, Micki coined the term “NeuroUniqueness,” and has a documentary and TEDx talk conveying a message of what is possible when we each understand and use our unique neurology well.
She looks forward to playing with you around transitioning from the conventional education model, to an alternative education mindset!"
A Practical Support Guide for Parents, Teachers, and Students"" - ""The system is not broken, it was designed this way."" This statement has become a rallying cry around the injustices inherent in the police systems of the United States. As a teacher and student of conventional and alternative education systems, Micki O'Brien argues that the conventional education system is the same. It was designed to teach us to listen and follow directions, and to repress our own knowing and innate curiosity and interests.
When we decide, or are circumstantially directed, to engage in alternative education, after experiencing conventional education, it can be challenging to switch from the direction following, inner-guidance repressing modality to a more self-directed, interest-engaging, natural way of learning. And this can be all the more difficult for those of us who experienced conventional education as traumatic, telling us that we were bad, broken, and wrong because we could not meet the expectations the system values.
Using an understanding of neurology, Integral Theory, and personal experience as both a student and teacher in conventional and alternative settings, Micki will offer insight, re-framing, and practical tools you can use to transition from conventional education to alternative education, as a student, teacher, or parent. Please come to this workshop with curiosity, and be ready to play a bit.
"Micki O’Brien, M.A., is a graduate of Naropa University’s Master’s of Environmental Leadership program, where she wrote her thesis on applying Integral Theory to education systems. A former board member for the National Coalition of Alternative Community Schools, Micki originally trained in the Montessori model, and went on to student teach at Jefferson County Open School in Colorado, followed by stints at a charter school, a non-public school, and running a Life Skills program.
Currently launching The Sovereign Heartland: An Integral School of Unlearning, Micki serves as an education consultant, leadership coach, mindfulness teacher, and, what she calls, an “accidental to conscious” entrepreneur. A strengths-based autism expert, who is neurodivergent herself, Micki coined the term “NeuroUniqueness,” and has a documentary and TEDx talk conveying a message of what is possible when we each understand and use our unique neurology well.
She looks forward to playing with you around transitioning from the conventional education model, to an alternative education mindset!"
Katherine Farr & Walker Meyn
Interview Panel on Mental Health
Katherine from the US. I'm 17 years old, and I escaped conventional school two years ago for unschooling. Walker is a 20 year old college student in the US. He’s the author of the Academia Manifesto and supporting committee member of the Alliance for Self Directed Education
Katherine from the US. I'm 17 years old, and I escaped conventional school two years ago for unschooling. Walker is a 20 year old college student in the US. He’s the author of the Academia Manifesto and supporting committee member of the Alliance for Self Directed Education
Peter Gray
Peter Gray is a Research Professor at Boston College, the author of Free to Learn, and president of the Alliance for Self-Directed Education.
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10:30 - 11:30 am
10:30 - 11:30 am
10:30 - 11:30 am
10:30 - 11:30 am
10:30 - 11:30 am
1:00 - 2:00 pm
1:00 - 2:00 pm
1:00 - 2:00 pm
1:00 - 2:00 pm
1:00 - 2:00 pm
1:00 - 2:00 pm
2:30 - 3:30 pm
3:30 - 5:00 pm
7:00 - 8:30 pm
8:30 - 9:30 pm
9:30 - 10:00 pm
10:00 - 11:00 pm
Cindi Fisher
Top 5 STRATEGIES from book "HOW TO TALK SO KIDS WILL LISTEN" plus the profound ""Do Over Strategy"" - This will be a presentation and interactive discussion based on the book ""How to Talk So Children Will Listen."" These strategies are so relevant to communication that the books subtitle could be How to Talk so your partner, or your friend, or yourself will listen!
It will also include one profound strategy not included in the book that is a huge contribution to success of those parents who have finally figured out the art of effective communication with their children!
If there is enough interest there is the possibility of an ongoing practice group via the Internet."
Cindi Fisher, a grandmother of 3 young children and a mother of 4 adult children, is passionate about empowering children. She has worked as an elementary teacher, Challenge Ropes Course Facilitator, Family Advocate, and has hopes of cocreating a Self-Directed Learning Center for all ages in her neighborhood. She believes positive communication is one of the foundational stones of empowering children and ourselves!
It will also include one profound strategy not included in the book that is a huge contribution to success of those parents who have finally figured out the art of effective communication with their children!
If there is enough interest there is the possibility of an ongoing practice group via the Internet."
Cindi Fisher, a grandmother of 3 young children and a mother of 4 adult children, is passionate about empowering children. She has worked as an elementary teacher, Challenge Ropes Course Facilitator, Family Advocate, and has hopes of cocreating a Self-Directed Learning Center for all ages in her neighborhood. She believes positive communication is one of the foundational stones of empowering children and ourselves!
Carmen Gamper
Supporting the Flow State of Optimal Learning in Children – Introduction and Book Presentation - Flow is the focused, fulfilling state of learning that children and adults naturally experience during movement and hands-on activities they love. Flow is increasingly recognized as the ideal state for learning because it consists of optimal experiences where self-motivated focus naturally leads to expanding one's comfort zone in perfect alignment with a learner's inner world. Flow To Learn, the book, guides readers week by week in creating authentic learning opportunities, becoming a true mentor, and increasingly inviting flow into one's life with children.
Carmen Gamper loves to spend time with children. She has worked as an educator, advisor, coach, and speaker for child-centered education for over fifteen years. She became an expert on childhood “flow states” by supporting and witnessing hundreds of children learning on their own terms in carefully prepared, hands-on learning environments of innovative schools and summer camps.
Carmen Gamper loves to spend time with children. She has worked as an educator, advisor, coach, and speaker for child-centered education for over fifteen years. She became an expert on childhood “flow states” by supporting and witnessing hundreds of children learning on their own terms in carefully prepared, hands-on learning environments of innovative schools and summer camps.
Farish & Haqeem
Embracing the journey to New Places - In Malaysia, the resources in Self-Directed Education is scarce. Public Schooling and Academic Orientated Private School may not guarantee students such as ourselves to fully dive into our interest and goals as we would be too busy trying to catch up in getting good grades in exams to stand out. Apart from that, there are no special classes or streams to help facilitate us in reaching our ultimate goals or ambitions. We were brought up by our parents to aim for our ambitions and goals with the understanding that schools would facilitate us in achieving that, and that University is the ultimate of success, that guarantees a job. The journey we had to take to learn more about ourselves and what to embark in was achieved through SDL. With SDL we had a choice to freely explore what we like as well as to rediscover our curiosity to try new things. This is our journey from public and private schooling to unschooling. As we embark to our journey in reaching self- achievement and fulfillment in our goals and ambition through SDL.
"Farish is 14 and is still exploring his interest. He has now been making a lot of things involving woodwork and editing videos, also exploring piano self directedly. He was born in England and had his early years schooling there, until 6 years old. He was such a bubbly boy until he returned to Malaysia and attended the public schools. He started regressing, and became quiet. His journey from a good Early Childhood background, to a public school in Malaysia, then at 9 he started going to private schools. The scenario was similar until he started unschooling at Sri Aria to begin his journey of SDL. When asked about how he now feels, here is his reply:
“Happy knowing that there is actually a way to follow my passion. I was born in the United Kingdom and the school there was very nice, you always have time to play and it is very easy to make friends. I even remember jumping into tyre parts and climbing the rock wall, it is just so fun when you get to play with all the other mixed aged students. The teachers do not force you to learn, they most likely make you learn while playing, but here the schools in Malaysia is very different, everything is just so focused on learning, no fun, just books and reading. The only time you get to play is lunch time, and that was only 30 minutes. From my perspective, doing the same schedule five days a week will waste your skills, and based on my experience the teachers do not really care about their student’s welfare that much. There is something missing. I think it is the good relationship and trust. Ever since my mother created Sri Aria where everything is self-directed learning, I get to learn anything I want (based on my passion and interest). From then on, a whole different story begun.”
Haqeem is 15 and would like to be an animator with the goals of opening an animation company. He was in a private international school for 5 years before he came to Sri Aria to begin his journey of SDL before it all changed. This is what he feels:
“That all the years spent in a school where you struggle to catch up or fit in to their expectations which is to succeed in written exams are a complete waste. Since the main motive was to get all A’s or to not fail makes him realize he never actually learnt anything. All he did was being forced to learn something he doesn’t enjoy or taint his enjoyment in a certain subject, when he looks back to what he has done, most of the subjects he mostly enjoy are not that exciting to him anymore. And what comes with that is the added stress of expectations whether intentional or not, the expectations come into play when learning, revising and taking the exams, without the teacher even saying a word he felt like he needed to succeed in the exam to meet their expectations. But with the new school, he feels that he was released from the shackles of expectations and from the stress and struggle that comes with learning, with having the freedom to learn what he wants to learn he feels that he won’t have to destroy his enjoyment on a subject he loves. With Sri Aria he feels he is able to try everything while not being forced to do it, which is how he found out he wants to be an animator, without Sri Aria maybe he wouldn’t have found out that his passion lies in animating. And he also feels that there isn’t any expectations because he does what he wants to do, whether the work is bad or good there is no one to tell him that it is but himself. To sum it all up, Haqeem feels free, not just from the difficulty in a normal school’s subjects, he feels free from all the restriction of things he wants to try, all the subjects he doesn’t really enjoy, he feels free from the struggle to meet the non-existent expectations. He feels free.”
"Farish is 14 and is still exploring his interest. He has now been making a lot of things involving woodwork and editing videos, also exploring piano self directedly. He was born in England and had his early years schooling there, until 6 years old. He was such a bubbly boy until he returned to Malaysia and attended the public schools. He started regressing, and became quiet. His journey from a good Early Childhood background, to a public school in Malaysia, then at 9 he started going to private schools. The scenario was similar until he started unschooling at Sri Aria to begin his journey of SDL. When asked about how he now feels, here is his reply:
“Happy knowing that there is actually a way to follow my passion. I was born in the United Kingdom and the school there was very nice, you always have time to play and it is very easy to make friends. I even remember jumping into tyre parts and climbing the rock wall, it is just so fun when you get to play with all the other mixed aged students. The teachers do not force you to learn, they most likely make you learn while playing, but here the schools in Malaysia is very different, everything is just so focused on learning, no fun, just books and reading. The only time you get to play is lunch time, and that was only 30 minutes. From my perspective, doing the same schedule five days a week will waste your skills, and based on my experience the teachers do not really care about their student’s welfare that much. There is something missing. I think it is the good relationship and trust. Ever since my mother created Sri Aria where everything is self-directed learning, I get to learn anything I want (based on my passion and interest). From then on, a whole different story begun.”
Haqeem is 15 and would like to be an animator with the goals of opening an animation company. He was in a private international school for 5 years before he came to Sri Aria to begin his journey of SDL before it all changed. This is what he feels:
“That all the years spent in a school where you struggle to catch up or fit in to their expectations which is to succeed in written exams are a complete waste. Since the main motive was to get all A’s or to not fail makes him realize he never actually learnt anything. All he did was being forced to learn something he doesn’t enjoy or taint his enjoyment in a certain subject, when he looks back to what he has done, most of the subjects he mostly enjoy are not that exciting to him anymore. And what comes with that is the added stress of expectations whether intentional or not, the expectations come into play when learning, revising and taking the exams, without the teacher even saying a word he felt like he needed to succeed in the exam to meet their expectations. But with the new school, he feels that he was released from the shackles of expectations and from the stress and struggle that comes with learning, with having the freedom to learn what he wants to learn he feels that he won’t have to destroy his enjoyment on a subject he loves. With Sri Aria he feels he is able to try everything while not being forced to do it, which is how he found out he wants to be an animator, without Sri Aria maybe he wouldn’t have found out that his passion lies in animating. And he also feels that there isn’t any expectations because he does what he wants to do, whether the work is bad or good there is no one to tell him that it is but himself. To sum it all up, Haqeem feels free, not just from the difficulty in a normal school’s subjects, he feels free from all the restriction of things he wants to try, all the subjects he doesn’t really enjoy, he feels free from the struggle to meet the non-existent expectations. He feels free.”
Olga Leontyeva
Theoretical foundation for a versatile educational environment - We introduce a conceptual and methodological foundation in order to support personalised educational environments for developing universal individual capabilities.
The prior value of the proposed approach is the development of such an educational methodology, which opens a real prospect to revolutionarily improve mass schooling education system. It permits (i) the organisation of productive educational space, (ii) the organisation of personalised education within the frame of mass schooling, (iii) to take into account the quickly changing social, scientific and technological environment, (iv) to stop the contradiction between the educational goal of the society and that of the individuals.
"Olga Leontyeva
Started the project “Park of Open Studious” in the School of Self-Determination, Moscow - 1996. This project developed for 10 years within a large public school and laid the foundation for the project ""Educational Park of Open Studios”. 50 to 75 pupils from 10 to 14 years old were studying at the first Park, in total more than 200 people passed the project, were at least four educational spaces (park-studios) were opened for the students at the same time. The result of the scientific analysis of a new educational model, based on a permanent activity-based mutual evaluation and democratic co-management, was the defense of PhD thesis.
Passed PhD in education – 2000. The theme of PhD was ""Activity-based mutual evaluation as a condition for the formation of an innovative educational model"". It describes the structure of the experiment, analyzed the reasons for choosing by learners park-studios, changing the ways teachers work, the integrity of the whole space.
In 2002 she became a participant of the conference ""Free schools of the Pacific Region"" (Japan). Communication with colleagues who open similar schools but describe them in another terminology led to the study of the diverse types of schools in Denmark: there the state supports financially parents who want to create schools for their children; there is a constant competition between state and parental educational orders. Wrote the book “Danish Education: what could we take in our school” – 2003
In order to analyze the ways in which schools are organized in Productive Education (a system based on the same educational values and goals as the Educational Park), she attended Productive Learning projects in Germany, observed, analyzed and described what she had seen. Wrote the book “Insights into Productive Learning” – 2009
Started autonomous non-profit organization Center of Educational Strategy and Methodology ""School as an Educational Park"" – 2016. The Center was open as an Autonomous Non-profit Organization that is engaged in the finalization and dissemination of the methodology ""School as an educational park"", methodical support and advice for new educational projects of this type. At present, several small family schools are open on this methodology, cooperation with a large governmental school begins.
Tamas Gergely Dr, Ph.D. in Cybernetics, D.Sc. in Mathematics, Honorary Professor at Budapest University of Technology and Economics, Fellow of the Russian Academy of Natural Sciences, Director of Applied Logic Laboratory (Hungary, Budapest)"
The prior value of the proposed approach is the development of such an educational methodology, which opens a real prospect to revolutionarily improve mass schooling education system. It permits (i) the organisation of productive educational space, (ii) the organisation of personalised education within the frame of mass schooling, (iii) to take into account the quickly changing social, scientific and technological environment, (iv) to stop the contradiction between the educational goal of the society and that of the individuals.
"Olga Leontyeva
Started the project “Park of Open Studious” in the School of Self-Determination, Moscow - 1996. This project developed for 10 years within a large public school and laid the foundation for the project ""Educational Park of Open Studios”. 50 to 75 pupils from 10 to 14 years old were studying at the first Park, in total more than 200 people passed the project, were at least four educational spaces (park-studios) were opened for the students at the same time. The result of the scientific analysis of a new educational model, based on a permanent activity-based mutual evaluation and democratic co-management, was the defense of PhD thesis.
Passed PhD in education – 2000. The theme of PhD was ""Activity-based mutual evaluation as a condition for the formation of an innovative educational model"". It describes the structure of the experiment, analyzed the reasons for choosing by learners park-studios, changing the ways teachers work, the integrity of the whole space.
In 2002 she became a participant of the conference ""Free schools of the Pacific Region"" (Japan). Communication with colleagues who open similar schools but describe them in another terminology led to the study of the diverse types of schools in Denmark: there the state supports financially parents who want to create schools for their children; there is a constant competition between state and parental educational orders. Wrote the book “Danish Education: what could we take in our school” – 2003
In order to analyze the ways in which schools are organized in Productive Education (a system based on the same educational values and goals as the Educational Park), she attended Productive Learning projects in Germany, observed, analyzed and described what she had seen. Wrote the book “Insights into Productive Learning” – 2009
Started autonomous non-profit organization Center of Educational Strategy and Methodology ""School as an Educational Park"" – 2016. The Center was open as an Autonomous Non-profit Organization that is engaged in the finalization and dissemination of the methodology ""School as an educational park"", methodical support and advice for new educational projects of this type. At present, several small family schools are open on this methodology, cooperation with a large governmental school begins.
Tamas Gergely Dr, Ph.D. in Cybernetics, D.Sc. in Mathematics, Honorary Professor at Budapest University of Technology and Economics, Fellow of the Russian Academy of Natural Sciences, Director of Applied Logic Laboratory (Hungary, Budapest)"
Kirk Cunningham
Public High School Concealed Democratization - What happens when a teacher creates a space for students longing for democratization? How does the administration respond? The twists, turns, & lessons make for an intriguing story at a minimum, and a topic for discussion, as we think about the future of truly student centered schooling.
Public High School "teacher" of 27 years, predominantly, & currently in urban schools in the South & Midwest. PhD abD whose published research focuses on Democratic Free Schools, and how we can make them available to every student who wants & needs them, today arguably more than ever.
Public High School "teacher" of 27 years, predominantly, & currently in urban schools in the South & Midwest. PhD abD whose published research focuses on Democratic Free Schools, and how we can make them available to every student who wants & needs them, today arguably more than ever.
Sharyl Allen
You Can't See New Things from Old Places - The building of partnerships with industry can be done in a way that honors student voice, choice, and creates purpose in the lives of HS students.
"Sharyl Allen
Ollin Education
Senior Partner & Founder
Sharyl thrives on confirming and challenging one’s thoughts about what’s possible in the world of teaching, learning, and acting on the opportunities change brings. She is a teacher at heart, with a wealth of skills and experience teaching learners of all ages. She is the architect of the Trades Academy incubator that was introduced with Conrad Public Schools and Frontline Ag as partners in the first John Deere University access high school program, in the country. Prior to that Sharyl was instrumental in the Holbrook Schools firsts in technology and learning, creating the first rural public school internet access using frame relays, creating distance learning partnerships using this ‘new’ technology, supporting interactive programming and teacher course design, and building a comprehensive dual enrollment program where the first associates degree was issued with the HS diploma in 1989.
Her work in public education has spanned over 35 years including: 6-20 instructor, director of CTE, Athletic Director, Coach, Assistant Principal, Principal, Assistant Superintendent and Superintendent. She has been involved in entrepreneurial work since she was ten. Service work has included: two years as the International President of the Virtues Project, six years on the Northern Arizona University Alumni Board, over twenty years as a Rotarian, United Way Education chair. and a lifetime of church and community volunteerism. You’ll have to ask her about Ollin when you get a quiet moment with Sharyl.
She is currently working with The Office of Public Instruction as the short-term manager for Transformational and Personalized Learning.
On a more personal note, Sharyl is a 4th generation farming/ranching Montanan. She is the first female in her these generational relationships to get a college degree. She tried to compete in punt-pass and kick at age 12 and on the day of the competition told she could not participate because she was a girl. She has an adult daughter, scads of nieces and nephews and a cherished extended family.
"Sharyl Allen
Ollin Education
Senior Partner & Founder
Sharyl thrives on confirming and challenging one’s thoughts about what’s possible in the world of teaching, learning, and acting on the opportunities change brings. She is a teacher at heart, with a wealth of skills and experience teaching learners of all ages. She is the architect of the Trades Academy incubator that was introduced with Conrad Public Schools and Frontline Ag as partners in the first John Deere University access high school program, in the country. Prior to that Sharyl was instrumental in the Holbrook Schools firsts in technology and learning, creating the first rural public school internet access using frame relays, creating distance learning partnerships using this ‘new’ technology, supporting interactive programming and teacher course design, and building a comprehensive dual enrollment program where the first associates degree was issued with the HS diploma in 1989.
Her work in public education has spanned over 35 years including: 6-20 instructor, director of CTE, Athletic Director, Coach, Assistant Principal, Principal, Assistant Superintendent and Superintendent. She has been involved in entrepreneurial work since she was ten. Service work has included: two years as the International President of the Virtues Project, six years on the Northern Arizona University Alumni Board, over twenty years as a Rotarian, United Way Education chair. and a lifetime of church and community volunteerism. You’ll have to ask her about Ollin when you get a quiet moment with Sharyl.
She is currently working with The Office of Public Instruction as the short-term manager for Transformational and Personalized Learning.
On a more personal note, Sharyl is a 4th generation farming/ranching Montanan. She is the first female in her these generational relationships to get a college degree. She tried to compete in punt-pass and kick at age 12 and on the day of the competition told she could not participate because she was a girl. She has an adult daughter, scads of nieces and nephews and a cherished extended family.
Judy Arnall
Self-Directed Education: How Unschooling fits with brain development learning stages - In this session, we will distinguish the learning needs of the 7 stages of childhood and how self-directed education fills those needs.
Judy Arnall, BA, CCFE, DTM is a certified brain and child development specialist and master of non-punitive parenting and education practices. She is the President of Unschooling Canada Association and bestselling author of 5 print books on child development as well as Unschooling To University: Relationships matter most in a world crammed with content.
Judy Arnall, BA, CCFE, DTM is a certified brain and child development specialist and master of non-punitive parenting and education practices. She is the President of Unschooling Canada Association and bestselling author of 5 print books on child development as well as Unschooling To University: Relationships matter most in a world crammed with content.
Manasi Thacker
OF CURRICULA AND LEARNING SPACES - This workshop aims to focus discussion around the question: How does curricula shape spaces of learning in primary and secondary schools? I will structure my discussion based on the findings of my ongoing research on Delhi’s state schools. My findings are that currently space is shaped only based on administrative convenience. It does not respond to the diverse structure of the curricula. I used the curricula framework of the 3H (Head, Hand and Heart) along with Architect Herman Herzberger’s framework of space in which he looks at the School as a combination of the Home, Street, Neighbourhood and City to redesign a government school where there is a relationship between curricula and space.
"Presenter Bio – Manasi Thacker is an undergraduate student studying architecture at the School of Environment and Architecture in Mumbai. Her current research and design interests revolve around understanding the role that space plays in the process of learning. She learns from children and educators about curricular structures and the role of space in learning, and aims to contribute to educational dialogues by opening out possibilities of spatial organization to enhance children’s learning.
"Presenter Bio – Manasi Thacker is an undergraduate student studying architecture at the School of Environment and Architecture in Mumbai. Her current research and design interests revolve around understanding the role that space plays in the process of learning. She learns from children and educators about curricular structures and the role of space in learning, and aims to contribute to educational dialogues by opening out possibilities of spatial organization to enhance children’s learning.
Kate Robinson & Michael Hynes
Panel - Dr. Michael Hynes & Kate Robinson
Dr. Michael Hynes works as a Superintendent in New York. He is a Fulbright Specialist and an associate professor of education and leadership at Stony Brook University and Long Island University. His mission is to spread the message of the importance of a holistic approach to educating children around the world. He emphasizes the importance of play, recess in schools, mental health and yoga and mindfulness in the classroom. Dr. Hynes is a former assistant superintendent, principal and teacher.
He's also a TEDx and keynote speaker who is the author of the book Staying Grounded. Dr. Hynes has published numerous articles and has been featured on several podcasts related to school leadership and education. Hynes has focused his work on transforming schools by focusing on wellness, which articulated the significance of social, emotional, physical and cognitive development for students. He also develops strategic plans for schools and school districts. Dr. Hynes educates organizations on global school initiatives and universal best practices and has worked with the Finnish school system.
Hynes received his undergraduate degree in psychology from Bethany College and his doctorate in educational administration from Dowling College. He has undergone professional training to integrate organizational learning and school leadership into programs at New York University, Stony Brook University and Harvard University. Dr. Hynes has been awarded the "Friend of Education Award" and the "Distinguished Leadership Award" by Phi Delta Kappa as well as the Visionary Leadership Award from the Family and Children’s Association. Kate Robinson -
Director, Nevergrey
Kate Robinson is an international consultant in creativity and innovation in education. She is Director of Nevergrey, which, amongst other activities, serves as the global head office of her father Sir Ken Robinson, and was the founding Editor in Chief of HundrED.org. Kate's expertise lies in raising the profile of inspiring initiatives, with a particular focus on start-ups, and building strong partnerships with purpose. Her passion lies in engaging youth voice, and through this work has been awarded a thought leadership award for Outstanding Contribution to Education Empowerment.
Dr. Michael Hynes works as a Superintendent in New York. He is a Fulbright Specialist and an associate professor of education and leadership at Stony Brook University and Long Island University. His mission is to spread the message of the importance of a holistic approach to educating children around the world. He emphasizes the importance of play, recess in schools, mental health and yoga and mindfulness in the classroom. Dr. Hynes is a former assistant superintendent, principal and teacher.
He's also a TEDx and keynote speaker who is the author of the book Staying Grounded. Dr. Hynes has published numerous articles and has been featured on several podcasts related to school leadership and education. Hynes has focused his work on transforming schools by focusing on wellness, which articulated the significance of social, emotional, physical and cognitive development for students. He also develops strategic plans for schools and school districts. Dr. Hynes educates organizations on global school initiatives and universal best practices and has worked with the Finnish school system.
Hynes received his undergraduate degree in psychology from Bethany College and his doctorate in educational administration from Dowling College. He has undergone professional training to integrate organizational learning and school leadership into programs at New York University, Stony Brook University and Harvard University. Dr. Hynes has been awarded the "Friend of Education Award" and the "Distinguished Leadership Award" by Phi Delta Kappa as well as the Visionary Leadership Award from the Family and Children’s Association. Kate Robinson -
Director, Nevergrey
Kate Robinson is an international consultant in creativity and innovation in education. She is Director of Nevergrey, which, amongst other activities, serves as the global head office of her father Sir Ken Robinson, and was the founding Editor in Chief of HundrED.org. Kate's expertise lies in raising the profile of inspiring initiatives, with a particular focus on start-ups, and building strong partnerships with purpose. Her passion lies in engaging youth voice, and through this work has been awarded a thought leadership award for Outstanding Contribution to Education Empowerment.
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