Watch Seva Gandhi and James Addington describe a collaborative learning project that involved classes from 7 universities more than 200 interns in 77 Chicago neighborhoods for a city wide “Share Fair”. Their work is an interesting example of project based learning.  Collaborative Learning Project

A girl in Haiti making images…”I am moving closer to my dream”

what master class shall we teach now, do you think?

https://www.youtube.com/watch?v=Ead_7gIYZ9M

Q: How do you teach 20 Somethings to take a stand in their life and work, lean forward and lead?

Jeanette has designed a workshop  with four great questions that gets people started on an inquiry.

If you want to hear her read from Brian’s book and explore her work please add a comment [contact-form] 

Jeanette Stanfield’s Courage to Lead Workshop

When students are sent to the principal because of their misbehavior, Mr. ORID takes charge of the conversation and guides the students (ORID facilitation method) to reflect and solve their social-emotional difficulties.

At the end Francois learned that he has to wait for his turn or ask if he can play with the toy instead of the way he reacted. Mathias learned that he has to say ‘No’ and not to stay quiet but was praised for notifying the teacher.

The Principle, Mr. Gino Vrolijk is learning imaginal education practices in the post-secondary certificate program called Education Leadership for Collaboration offered by the University of Aruba and taught by Jan Sanders, Robertson Work, Skye Burn and Doug Banner.

Earlier, Pratima had made a commitment: “I want the children to talk more with each.” Today we were discussing ways she could use real objects, and have small groups or partners label them in Nepali and English.

Here is a link showing more detail about teaching, mentoring & education at Glen Buds School

Central Questions for Educators:

What is the role of a coach (or mentor)  in your own setting, in supporting teachers, first to set their commitments for change, then to follow through with those changes?

How do you help teachers and caregivers make changes in their practice that:

• Engages children
• Creates knowledge and new actions/behaviors
• Becomes a lasting part of the practice
• Applies to new situations

Oliveann Slotta: I edited a book on Imaginal Education to try to answer that exact question: Image-based Instruction – Foundations and Pedagogy was designed so that anyone, [even someone not specifically trained in Imaginal Education  could teach using one or more of the methods.

The book is really a workbook or manual – it  has all the charts, handouts, lecture notes that anyone would need to get started using basic immaginal education tools.

1. Chapter 1 describes and analyzes Kenneth Boulding’s “theory of knowledge” and applies it to address individual students’ mental models toward improved motivation and attention.  Specifically, Boulding theorizes on how a student’s images effect his or her behaviour and how changed images make a substantial difference (see The Image.)

   Chapter 2 features the ICA’s “Conversation Method” of designing an intentional conversation flow with any group of students using a carefully crafted sequence of questions. An acronym for the question flow is conveniently referred to as “ORID” which stands for Objective, Reflective, Interpretive, and Decisional level questions.

   Chapter 3, my personal favorite! It empowers my daily teaching, and is the ultimate Curriculum Design model. This is a wholistic system of designing curriculum using a three-part “symphony” image to plan curriculum for any period of time, whether an entire unit or a daily lesson. The product of this approach is a pallet of objectives—both measurable and experiential—as well as learning activities, which results in scripted notes to guide both classroom presentations and future planning.  This chapter also shares the Kaleidoscope symbol, featuring fifteen different aspects of carefully planned curriculum that can be used by the teacher or professor to prompt her or his planning to be learner-centered and to ultimately “Reveal the Wonder” of learning.

   Chapter 4 shares the image of a Community of Practice about how you might apply a collaborative method of teachers working together as learning facilitators.

   Elsewhere in the blog are chapters that discuss current education themes, such as “Flipped Lessons“ where students are given the lecture on video as homework, then the teacher/professor spends more time answering follow-up questions, mentoring individual students and coaching small working groups doing “project-based inquiry”

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Training Futures is an award winning adult skills training program of Northern Virginia Family Services. Watch Susan describe how Imaginal Education makes the program successful.

This is a very good comprehensive overview of Imaginal Education written in 1988.

http://www.context.org/iclib/ic18/seagren/