SCHOOLIO

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1 EDUCATING for AUTONOMY

at the LEVEL of the SCHOOL SYSTEM

The LEAD OUT METHOD

EDUCATES and EXERCISES growing AUTONOMY.

We lead students through a series of INNER psychological EXERCISES designed as part of a NEW SYSTEM.

Students EXERCISE listening to the wise part within.

Students EXERCISE the SKILL-OF-THE-WILL.

As READINESS for AUTONOMY emerges over time, GUIDED with EDUCATING, it does become safe to GRANT more AUTONOMY.

The 1-size-fits-all method

STUNTS BUDDING INDEPENDENCE.

Students PREVENTED from EXERCISING naturally developing INDEPENDENCE.

At the LEVEL of the SCHOOL SYSTEM:

AUTONOMY is NOT developed, NOT PRACTICED and NOT ALLOWED.

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2 GRANTING AUTONOMY

The LEAD OUT METHOD method ALLOWS educators to GRANT students more autonomy

Without autonomy, how would students get in their own learning zone?

How would they exercise the independence developing inside?

Granting autonomy is IN CONFLICT with a 1-size-fits-all schedule.

One can't GRANT AUTONOMY — AND — keep a 1-size-fits-all schedule.

The independence students crave, the autonomy students need, teachers do NOT have authority to grant.

There is a schedule to follow.

MANY educators ALREADY EDUCATE for AUTONOMY.

When educators do EDUCATE for AUTONOMY they do so
NOT BECAUSE of but IN SPITE of
the 1-SIZE-FITS-ALL method.

However, the 1-SIZE-FITS-ALL method PROHIBITS educators
FROM allowing students to EXERCISE AUTONOMY.

There is a 1-SIZE-FITS-ALL schedule to follow.

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3 ACTIVATING MOTIVATION

The LEAD OUT METHOD ACTIVATES MOTIVATION,

because students choose challenges IN THE ZONE.

ALL THREE of the SCIENTIFICALLY proven conditions for ACTIVATING MOTIVATION are present.

The 1-size-fits-all method SUPPRESSES MOTIVATION.

When the challenges are TOO easy, it's boring. That SUPPRESSES motivation.

When the challenges are TOO difficult, it's frustrating. That also SUPPRESSES motivation.

Three conditions are SCIENTIFICALLY proven

to ACTIVATE the DRIVE to LEARN.

AUTONOMY, MASTERY and PURPOSE

See Daniel H. Pink's 2009 book,

DRIVE: The Surprising Truth About What Motivates Us.

AUTONOMY

Not control. Not "Learn this. Now stop. Now learn that."

Autonomy

MASTERY

Mastery is a challenge, not TOO EASY, not TOO DIFFICULT, but JUST RIGHT, in the zone, AND with rapid feedback.

PURPOSE

A good reason to learn something,

or an inner interest in the subject.

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What about PARENTS?

PARENTS DON'T GO TO SCHOOL.

HOW MANY PARENTS know verb conjugation, paradigm shifts, algebra, trigonometry?

That's why they send their children to school.

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What do EXPERTS say?

WHAT EXPERTS?

Plumbers are experts.

Unlike well-meaning education"experts" who HAVE NOT DEMONSTRATED EXPERTISE by fixing schools,

plumbers CAN and DO fix one plumbing system after another.

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SCHOOLS
FAILING WITH
SPONGES OF LEARNING

ARE WE

MISSING SOMETHING BASIC?

YES! EDUCATING for AUTONOMY

at the LEVEL of the SCHOOL SYSTEM.

IN 46 SECONDS — the NATURE of the ONE POSSIBLE SOLUTION

EVERYONE AGREES.

TO CHANGE THE SCHOOL SYSTEM

CHANGE THE METHOD.

BREAKTHROUGH

The NEW LEAD OUT METHOD

WORKS NO MATTER STUDENTS' COLOR, BACKGROUND OR ZIP CODE,

WHEN SCHOOL DISTRICT SUPERINTENDENTS
MAKE THE CHANGE.

SCHOOL DISTRICTS are VERY GOOD at making change at scale.

WORKS WITH INDEPENDENCE NATURALLY DEVELOPING IN STUDENTS.

The CAUSE & EFFECT theory of the LEAD OUT METHOD

STUDENTS ARE ALL DIFFERENT.

ONLY IF ABLE TO USE AUTONOMY

CAN students LEARN JUST RIGHT FOR EACH.

1 IF we EDUCATE (psychology) so students better use AUTONOMY,
and instead of "goofing off", are ABLE to hear the WISE PART WITHIN and use the SKILL OF THE WILL

2 AND students EXERCISE AUTONOMY to help each other choose challenges,
IN THEIR OWN ZONE,

ACTIVATING MOTIVATION,

3 THEN each student
is MOTIVATED and LEARNING IN THEIR OWN ZONE.

And it GETS BETTER.

It makes LOGICAL SENSE.

HOW THE LEAD OUT METHOD

gets BEAUTIFUL RESULTS:

1 The MISSING BASIC WORKS!

EDUCATING for AUTONOMY

2 EXERCISING AUTONOMY WORKS

to ACTIVATE learning MOTIVATION!

3 BEAUTIFUL RESULTS

from EXERCISING AUTONOMY!

NOW IT IS OBVIOUS

WHY SCHOOLS FAIL

WITH SPONGES of LEARNING.

COMPARING the LEAD OUT method with the 1-SIZE-FITS-ALL method.

1 EDUCATING for AUTONOMY

2 GRANTING AUTONOMY

3 ACTIVATING MOTIVATION

WHAT ABOUT...?

What about PARENTS?

What do EXPERTS say?

PEOPLE ADOPTED the 1-SIZE-FITS-ALL METHOD.

PEOPLE can CHANGE to a NEW METHOD.

NOW YOU KNOW

EDUCATING for AUTONOMY

is the MISSING BASIC students NEED to get into THEIR OWN LEARNING ZONE.

JOIN

FORMER K-12 STUDENTS, PARENTS, PSYCHOLOGISTS, EDUCATORS, ORGANIZATIONAL DEVELOPMENT CONSULTANTS and EXECUTIVE COACHES, BUSINESS LEADERS, MEDICAL PROFESSIONALS and COMMUNITY LEADERS

IF WE'RE SERIOUS about ALL children able to pursue their dreams LET'S GET SERIOUS about EDUCATING for AUTONOMY.

HELP build a CONSENSUS

for the BEAUTIFUL NEW LEAD OUT METHOD,

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1 EDUCATING for AUTONOMY

with PSYCHOLOGY really WORKS!

(45 seconds)

Why EDUCATE for AUTONOMY?

SIMPLE!

IF we SKIP STEP 1

EDUCATING for AUTONOMY

AND go directly to STEP 2

GRANTING freedom to EXERCISE AUTONOMY

THEN in STEP 3, INSTEAD of learning IN THE ZONE,

too many "GOOF OFF", text, talk, jump on the internet.

GOOD NEWS!

READINESS for INDEPENDENCE develops NATURALLY.

While NO ONE would ALLOW a 3-year-old to go around the block, the INDEPENDENCE and judgment of a 9-year-old has developed enough.

But READINESS for AUTONOMY does NOT always HAPPEN.

FOR EXAMPLE: too many students leave high school UNREADY for the independence of REAL LIFE.

EDUCATING and EXERCISING AUTONOMY gets students MORE READY for this REAL-LIFE INDEPENDENCE.

A SMALL SAMPLE OF INNER SKILLS AND EXERCISES,

which COMBINED develop HEATHY & WHOLE human beings,

able to AUTONOMOUSLY learn AND lead their OWN LIVES.

BASIC EXERCISES

Guided imagery Feelings and re-framing Setting and achieving goals Neuro psychology informed exercises Trauma reduction Disidentification Seeing the good in oneself Seeing the good in others

EXERCISES FOR STRENGTHENING MODES

Listening, inquiry Decision making Planning, detail oriented Vision, big picture Imagining, opening up to Awe, inspiration, beauty Gratitude Leading

BOTTOM LINE

Students are MORE and MORE READY

for MORE and MORE AUTONOMY

to LEARN JUST RIGHT FOR EACH.

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2 EXERCISING AUTONOMY

to ACTIVATE learning MOTIVATION.

GREAT!

Students are now MORE READY for MORE AUTONOMY which

EACH can EXERCISE to get into their OWN LEARNING ZONE!

But, HOW?

SPECIFICALLY:

HOW do we PLAN the learning JUST RIGHT, for EACH and EVERY student EACH and EVERY day?

HOW DO WE DO THAT?

The ANSWER:

INVOLVE students in the planning!

ONLY THEN CAN EACH student get into their OWN LEARNING ZONE.

There are several ways to approach this.

One technique we really like is SCRUM, a lean/agile technique widely used in Silicon Valley.

Start by DIVIDING the class (grades 3+) into small groups of 3-6 students each, THEN follow the process below.

On DAY ONE of a TWO WEEK SPRINT:

EACH student CHOOSES challenges from the OFFICIAL CURRICULUM

not TOO EASY, not TOO DIFFICULT, but JUST RIGHT, IN THE ZONE,

maybe ABOVE grade level, maybe BELOW grade level.

Still on DAY ONE :

Students HELP EACH OTHER tie these challenges to THEIR OWN INTERESTS as much as possible.

Next students HELP EACH OTHER bite-size these challenges.

Now we go HIGH TECH, and place the tasks onto STATE-OF-THE-ART YELLOW STICKY NOTES.

For the rest of the TWO WEEK SPRINT:

TO DO

Move the TASKS, the YELLOW STICKY NOTES,

FROM the TO-DO column

IN PROCESS

to the IN-PROCESS column,

where students learn IN THEIR OWN ZONE,

TESTING

to the TESTING WHAT IS JUST RIGHT FOR ME column

versus WAITING six weeks to find out that I never learned it,

DONE

to the DONE column!

CONGRATULATIONS! MOTIVATION is ACTIVATED,

as each student is learning in THEIR OWN ZONE.

There are many OTHER WAYS, individually and in groups,

for students to INVOLVE their OWN INTERESTS, get in THE ZONE, and help each other learn.

BOTTOM LINE

Students are MORE and MORE READY

for MORE and MORE AUTONOMY

to LEARN JUST RIGHT FOR EACH.

CLICK ANYWHERE to CLOSE.

CLICK ANYWHERE to CLOSE.

3 BEAUTIFUL RESULTS

EDUCATING for AUTONOMY

at the LEVEL of the SCHOOL SYSTEM .

is the MISSING BASIC REQUIRED to get these BEAUTIFUL RESULTS.

While NO ONE would ALLOW a 3-year-old to go around the block,
the INDEPENDENCE and judgment of a 9-year-old has developed enough.

FOR EXAMPLE: too many students leave high school
UNREADY for the independence of REAL LIFE.

EDUCATING and EXERCISING AUTONOMY gets students
MORE READY for this REAL-LIFE INDEPENDENCE.

Guided imagery

Feelings and re-framing

Setting and achieving goals

Neuro psychology informed exercises

Trauma reduction

Disidentification

Seeing the good in oneself

Seeing the good in others

Listening, inquiry

Decision making

Planning, detail oriented

Vision, big picture

Imagining, opening up to

Awe, inspiration, beauty

Gratitude

Leading

Students are now MORE READY
for MORE AUTONOMY which

One technique we really like is SCRUM,
a lean/agile technique widely used in Silicon Valley.

Start by DIVIDING the class (grades 3+) into small groups of 3-6 students each,
THEN follow the process below.

Now we go HIGH TECH, and place the tasks onto
STATE-OF-THE-ART YELLOW STICKY NOTES.

When educators do EDUCATE for AUTONOMY they do so
NOT BECAUSE of but IN SPITE of
the 1-SIZE-FITS-ALL method.