August 8: Richard Clark's poster with four points.

What procedures will make the experience for the student flexible?

How does Neiman Marcus make the experience of shopping personal for the shopper?

How can we improve the experience in the classroom (and still serve many students)?

See the post called "The student is the class."



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The main point of the following email exchange is highlighted in RED below (about Richard Clark's posters)

ACTION POINTS
1)  Record when you can.   Give me the videos and I'll keep a collection
2)  Put posters on your classroom walls (reproduced below)
3)   Think about your mindset as a teacher.  Do you want to be included in the "visitor's tour"?  Is it okay for visitors to drop in unannounced to observe your classroom?  If so, please tell me so I can let my mentors (Dr. Fischler, Matt Blazek, Dennis Yuzeans, Mario Llorente) know.

I'm particularly interested in encouraging the principal of my school (wherever I work) to make time for visiting other schools and to make it possible for others to visit our school.

I will be willing to do that to whatever extent I can. Building two new schools to open next year. I will be very busy this year. I'll certainly try.

IB Schools have an interesting mantra:   "share the IB experience."

a)  the school is encouraged to give time to teachers to go out into the community and visit other schools to learn from other schools (and take time to proselytize about the 

Might difficult to do this in a regular basis due to student oversight and teacher coverage. But we can certainly do some visiting. Good idea.

b)  the school encourages visits by outsiders  ("please, come visit our school.   Drop in without notice and see what we do every day" -- there is an ethic of "catch us doing what we do best")

This is always great

c)  the school posts examples of their key concepts.   For example, Stonefields has interviews with students.   I disagree that the student's faces are put on the open internet, but i like the idea of having the students explain their key concepts.

We can do this. I'll teach you how to get around our website. I like a neat concise feel to web pages. Clarity is important.

You can find this video here:
 http://www.stonefields.school.nz/96/vision-movies/

http://www.stonefields.school.nz/

Here is a link to one of the stonefield's videos

http://www.stonefields.school.nz/96/vision-movies/

The purpose of this memo is to 

1.  ask you to consider the benefits of posting your themes on Youtube.    Lee Iacocca in the 1980s was the face of Chrysler.   The corporation became part of America when Iacocca went on TV.   "America, you lent us $2 billion and we have paid it back."    Your face does not have to be on the youtube, but your voice, your themes can be captured.

This is something I certainly want to do. But I want to keep a uniform look and feel to the website. We'll discuss more.

2.  spread the message via audio CD and youtube.   I've heard that you are spreading the schools, making more schools.   Having your voice on an audio cd is one way to spread the message.   The schools are like soap... they can be sold and we have to fight for the attention of the consumer.   

Agreed. Yes, there are more MACs in the works. I like the idea. Again, I'd probably be a bit of a perfectionist regarding the organization and presentation of the content. But I agree with your point regarding voice audio, etc. I'll need to set myself up (and other teachers as well) to be able to record on the fly professionally, clearly, sequentially and quickly. One of our new teachers this year will work as a language arts teacher and simultaneously develop a film program as an arts area for next year. She can probably help with that stuff. Also, my assistant orchestra director has a recording studio as well. I have recording experience as well but need to get some updated equipment.

You can find this video here:  http://www.stonefields.school.nz/96/vision-movies/

3.  capture your essence on audio.  As the Flip the Classroom guy (Dr. Cammeron, in North Carolina) puts it, "Stop repeating yourself."  hand prospects an audio CD or a DVD and let them experience the best presentation you ever gave.   

Very good idea. I like this a lot. Over time, I will have an inventory of audio recordings; a library or repertoire of my work.

4.   get permission from students and parents to spread the work of students who have graudated.   "You will know us by the fruits of the student's labors."   Dr. Fischler

We just purchased "Naviance". An excellent college counseling program that the finest schools use for college preparation and data mining. We can purchase and include an alumni tracking feature that does this. See our counselor, Luis Deschapelles; he is familiar with the program. I can include you in the training that comes along with the purchase package. 

I'm also following up with you to encourage you to make time to meet with Dr. Fischler next week.   I think Erika Twani

Let's review the calendar on Friday. I'll be happy to schedule something. One concern I have regarding true believers of the time-variable model (or even Fontan) is that they don't realize it is impossible for us to do away with state testing requirements. Erika is terrific but does not understand enough about what the current system is in Florida. My goal is to implement a sort of hybrid program that allows the time-variable model and still allows me into comply with stage law. 

In accepting the position of math teacher (and TD) at Miami Arts, I have reduced the time I invest in Dr. Fischler's work.  I consider the work here at MAC as an extension of the work of Dr. Fischler.  The classroom work is "Fischler in application."   I'd like to have your permission to video my presentations in class so that teachers who don't do projects can see how to embed "TIME IS A VARIABLE" into their procedures

Absolutely. We should discuss further in person on a regular basis. I like and agree with most of what you send me and all of what I have learned. Presentation is an area I think I might to assist you with to make sure the time-variable is properly understood and well received; above all: effective and evident through results including buy not limited to standardized testing scores. 

-- what does the teacher say

-- what posters are on the wall

-- how are the posters integrated in the flow of the day

-- how are procedures changed by the "flexible time" mantra

-- how are grades influenced

-- how is the student's work captured and reviewed

-- how is the student's work reflected on

-- how does the teacher make time to give the instant feedback that Richard Clark advocates  

This would be very helpful to share with teachers.