How little we know of the opportunities life has ahead of us.
I often follow my hunch – that warm fuzzy feeling compelling me to go in a particular direction. I need to know some stuff – but not too much – otherwise I’d talk myself out of it.
Who knows where it might lead?
Joining up informal learning opportunities in a locality makes a lot of sense to me.
The Cities of Learning programme has its roots in the Chicago summer of learning – which was instrumental in the use and promotion of Open Badges back in 2013. It gathered together over 100 organisations, a lot of them civic institutions, to provide small connected programmes of learning throughout the summer. Open Badges were used to recognise achievement and gather data. It was funded by the MacArthur Foundation.
I recently attended an event hosted by the RSA exploring the possibility of applying some of that methodology in the UK. Watch this space…
Every time I find myself on a beach, I’ll be looking for a pebble that catches my eye. I’ll pick a few contenders, and over the course of a two week holiday will end up with maybe 100 pebbles. At the end of the holiday, I’ll take maybe two or three home. I have attached meaning to them.
I hired our first Rookie at wapisasa because of his ability to solve a Rubik’s Cube in under a minute, amongst other things. To me (as someone who needs somewhat longer than a minute) I saw persistence and a pattern-oriented mind that enjoyed solving problems. The small stuff matters, but is often unnoticed or undervalued.
Primary schools in the UK have gone grammar mad. Essentially, although a kid may be dynamite in other areas, they can be labelled “below age related expectations”. What does that even mean?
In actual fact, we are natural grammarians. Kids sponge-brains can soak up new languages amazingly quickly, without any formal learning. It seems we are built to communicate. However, we are not natural statisticians. The brain has all sorts of clever short cuts (or biases) when it comes to making decisions. One of these biases is known as “post hoc ergo propter hoc“, (after this, therefore because of this). Essentially it’s the brain linking cause and effect between unrelated events, and the reason why the personal experience of a politician’s education gets turned into education policy.
For “smart” people, this isn’t very smart…
P.S. Here’s Michael Rosen’s take on the fronted adverbial…