In today’s multi-media-user-controlled world our active listening skills are as sharp as a bowling ball (to use bluntly a quote from Foghorn Leghorn). When I ask you to listen to me and you start by giving advice, you have not done what I have asked. When I ask you to listen to me and you begin to tell me why I shouldn’t feel that way, you are trampling on my feelings. When I ask you to listen to me and you feel you have to do something to solve my problem, you have failed me, strange as it may seem. When you do something for me that I can and need to do for myself, you contribute to my fear and inadequacy.
But when you accept as simple fact that I do feel what I feel, no matter how irrational, then I can quit trying to convince you and get about the business of understanding what’s behind this irrational feeling. One interpretation of all this is that building deep, conceptual understanding and higher-order thinking requires intensive teacher-student interactions, and technology sometimes distracts from this valuable human engagement. OECD (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing.
For too long we have tried to define educational quality on knowledge – recall – whereas we should truly consider the qualities of success.  How do we assess these properties? The Menzies Research Institute in Tasmania released a paper (June 2013) that tracked the success of workers over nearly 30 years from their schooling back in 1985.  It found “liking” school is more important than the grades you achieved. In 2011 the Times Educational Supplement  in England initiated an online debate around the purpose of education. Drive, Empathy, Respect, Grit, Responsibility, Creativity, Relationships, Empowerment, Ambition, Bounce, Focus, Passion. Commitment, Service, Engagement, Rigour, Empathy, Collaboration, Life Long Learners, Positive Communicators, Technology Savvy, Worldly, Passion.
Trust, Objectivity, Acumen, Entrepreneurialship, Communication, Decisiveness, Detail Oriented, Passion.
These are just some of the qualities of stakeholders – and I am sure there are many more that factor in the complex art of schooling. Interestingly, there is not much improvement when we use big data – only more stakes in the ground to which our schools get nailed. As a person whose career has been to lead learners and schools, I start to question the purpose of schooling quite a lot.
We have a millennial generation that has more choice and more knowledge than any preceding it. This global world is now so local you can communicate anywhere, observe anyone, access nearly anything. I don’t wish to be too negative but I do worry about some of the issues that are festering in our community’s underbelly. This is how we are being brainwashed – a term not often used any more (Google ‘brainwash’ and there are over two million links; Google ‘spin’ and there are over two hundred million links!). We are evolving people with a cause for short energy-bursts who have great influence but are not sustainable, who are campaign-conscious but civically and socially removed from their local community’s needs. We – as a global nation MUST have a generation of empathetic, respectful, culturally sensitive, environmentally aware citizens. As an educator with international schooling experience, we cannot continue to see a “nation” – as bound by a river or mountain chain – or contained within a demographic, as if it is our “football team”. Modern mass schooling originated to fill a labour force – the industrial revolution; or a social computer – empire building with a public service. We now need schools to educate us on how to escape the vices of information manipulation – or “Newspeak” to borrow a term from author George Orwell. A recent study found girls aged 16-25 in the UK are spending five hours a week – on average – to take selfies. Resting heartbeats in boys in the UK aged between 9-11 have increased by two beats per minute over the past 30 years. We are walking quicker – studies compared pedestrians in 34 cities around the world – at the relative same time – ten years apart and our pace has increased by one-tenth. Our mobile phones are fueling the devastating war in the Democratic Republic of the Congo – by using tantalum: made from Coltan, a mineral that is mined under the control of armed groups.
Did you know that a Microsoft study in Canada has found human attention span has dropped to 8 seconds in 2015 thanks to smartphones – that’s less than a goldfish! I would argue our new future needs people to commune not consume, to preserve not look for the last oil reserve… in the Arctic, and to collaborate not rape this small beautiful blue planet. Our schooling purpose should be to empower a community for the future, to be better than what we left behind. We must not be focused on developing the skills for students just to cope (or be controlled).
This panel will explore education methodologies and approaches that can effectively develop the knowledge, skills and attitude to enable youth to cope with an increasingly complex world. When I was in Grade 3, growing up in a small country town in Australia, I remember still my teacher – Mr Mac – telling me the population of the planet was just over 3.5 billion people. When I look back on my own schooling – I have to say things haven’t really changed that much: the tools have but not the structures or the pedagogy. I believe there are alternatives that can educate learners better, provide a better learning experience.
I believe millennials have such potential to do really amazing things: they have the technology, the intelligence, they multi-task better and they have a global network.
And the real challenge is we must counter recall as the method of defining quality by developing assessments that distinguish personal progress in each of the above seven domains; developing assessments that allow the public to trust that we can measure and track achievement and effort as effectively as a test result based on recall. To build drive – effort – we need to see these seven intelligence domains as capacities – not outcomes based on five-level gradings or social status. We hear much about motivating students – that assumes we are coaches – we are not, we are teachers. Synthesising – taking in, discerning and filtering the masses of information to garner accuracy and importance.
And – at the centre of all quality learning – lies Creating, where we innovate on the ideas we have mastered.
Overarching these big four is how we relate internally (spiritually) and externally (socially). How we relate is dependent on our values – and so schools must first define and then teach explicitly key community values. We can teach these explicitly via community gatherings, a focus on each value each week – with references to Ted talks, Youtube clips, famous leaders, speeches, student definitions, surveys and social media links.
It is important to note, we all have these attitudes to some degree but we need to be conscious of their importance so we can increase the frequency and capacity.


Experiential – where we actively and purposefully place the concepts learn in the Proficiency frame into context so learners develop the A-ha moment – signifying learning ‘makes sense’. In the experiential frame we should not be afraid to offer activities that run off-campus (such as surfing), which allows the students to be active and pursuing a specific passion as part of the start to the school day. Each frame has a specific purpose and when connected broadens and deepens our understanding and engagement. Middle School has such potential for vitalising learning through projects and exploration – we break age cages into concept groups (not ability groups), where students mix from different grades and are arranged regularly based on their skill level and mastery of specific concepts related to Maths and English.
We should also offer certificates in key areas of vocational training, such as a dive master, surfing coach, permaculture, dance, barista, first aid, responsible service of alcohol – all which build up a portfolio and increase a student’s chance for part-time or full-time employment. The intention is to ensure the upper levels of higher education are not just directing students to a tertiary degree but cater for various possibilities. To make it authentic we adopt the same scope of the Estoril conferences – Global Challenges, Local Answers. We make learning engaging because we draw in our community to be part of our educational programs – I introduced a program where we tapped into our parents’ expertise and offered high school students a two day workshops in entrepreneurship, stock markets, leadership, sleep and learning, goal setting, etc.. We have our parents committed to Green projects – coordinated by our Director of Entrepreneurial Enterprise Programs (Deep). If we want to commit youth into a civic role, then we need to provide opportunities for schools to be connected with the community, such as studio labs – where students are linked with a business outside of school as part of their school timetable.
We must teach kids how to set goals and reflect on these to refine and improve their mastery. We should focus less on teaching content but how to be content, excited and active – enthusiastic about learning new things. I conclude with a story about Ghandi which I hope resonates with the importance of ensuring values underpin all our education for the millennials.
Whilst boarding a train with his minders, and swamped by his supporters all trying to reach out to Ghandi, he was hoisted up into the train carriage as it was about to depart.
Put simply, ensuring that every child attains a baseline level of proficiency in reading and mathematics seems to do more to create equal opportunities in a digital world than can be achieved by expanding or subsidising access to high-tech devices and services… students who spend more than six hours on line per weekday outside of school are particularly at risk of reporting that they feel lonely at school. I have a dilemma – schools are quite static but learning is so fluid – more so now than ever before. For the first time, we have a generation that knows more about things than its elders – how to browse the internet, how to use apps, how to text, how to change your smartphone settings! The web has given us access to information we immediately ‘trust’ without investigating the source. With all the things listed above, where in our curriculum are schools contextually countering and educating our youth? We need to educate the next generation to be ecologically sensitive – to each other, to the environment, and to the systems they use. We need to develop solution finders who can think on a global scale but actively contribute to local needs. As educators, we need to develop purposefully the Values, Attitudes, Habits, Skills and relevant Knowledge to thrive – not just to survive. I would like them to be garnered with the values of community, empathy, respect sustainability and responsibility!! This complexity is reflected for example on early study and career choices with a multitude of options, dealing with an overflow of information, the need for a more proactive civic involvement and living in a multicultural interconnected society. The world is more complex because we have access to information, to communities, to tools that create greater choice and awareness. I believe schools need to promote in each student a compelling desire to give of their best – and find rewards in doing so – intrinsic rewards. I believe we can simplify this with just three – Respect, Responsibility, and Relationships: what I call the New 3Rs.
Having a house family system helps – where we draw kids into groupings across all grades – and they stay in these groupings with the same house tutors for their entire time at the school.
And we need to know the blockers – the slugs that eat away at our positive attitudes. We have students choosing topics of interest for every six weeks – and then they are assessed every six weeks – and get to elect new topics after every six weeks. Our focus is to capture the students’ voice – and make learning fun, creative and sustainable. At Green School we focus on letting the local be our guide – and the Balinese have such a beautiful culture.
Bye Bye Plastic Bags campaign to ban plastic bags from Bali, Nalu – shirts that are sold by our kids and money goes to buy school uniforms for Indian children, board bags made out of political posters – recycling and re-purposing, Quest projects that teach entrepreneurialship. Every Wednesday we offer Jalan Jalan courses for our Middle School and High School students – which means our children travel out into the community to work in civic areas, sustainability fields, or entrepreneurial challenges. I caution, we need to be considerate of the risks associated with too much choice: we can get lost – just ask anyone who has been buying cereal down an aisle in a supermarket in the USA! It is easier to be fascinated, talk about it at a party and then move on to the next riveting piece of information.
The global web for the first time has broken the barriers of wealth and the tyranny of distance to allow anyone with the Internet access to education.
Is knowing a spelling rule more important than knowing how to clean out cookies from your browser? It was based on the ideal that education could lead individuals to escape the oppression of poverty. If we just focus on intellectual – we disenfranchise students who have great strengths in other areas.
This structure gives the learner an anchor and allows the tutor to witness and celebrate each child’s growth and development. By focusing on local needs action creates real change – and teaches our students each small action improves the larger global challenges. The teachers were able to have planning time – and the courses offered were delivered by experts with market skill-sets beyond the teachers’ domain of experience. I see this as something that can be expanded further – with mentorship and good preparation. We create learning pathways where students learn on their way to learning pods (smaller learning areas). The service model is where the leader is at the bottom empowering not overpowering – trying to boost everyone to give of their best so the system can be better. Ghandi reached down and took off his other sandal – and, to the shock of his minders, threw his sandal back down the tracks where he had lost the other. Teaching is controlling learning – and we teach in age cages, we teach in classroom boxes, we teach on school campuses.


My focus is to allow students to select a learning course from a selection of modules before the start of a school’s academic year, thus promoting goal-setting and increased awareness.
Schools can incorporate Ph testing kits, puzzles, and have QR codes linked to the internet for augmented reality, delivering learning from the web, which has been created by students for students – and each year can be refined and improved. All schools should connect students with mentors – not just teachers – mentors are leading life-coaches from career fields in which kids are interested.
Governments are bound by the competition of high stake global tests – PISA and TIMS – and then create high stake national tests – which in turn make school become a test-taking factory.
THESE VERY SAME ENFORCEMENT AGENCIES, WHO HAVE SWORN TO PROTECT AND SERVE, OUR COUNTRY, AND CITIZENS ,ARE BUT SOME, OF THE CORRUPT,GREEDY TRAITORS .ENGAGED IN THE TYRANNY AND TORTURE.
The school district has moved to a biometric identification program, saying students will no longer have to use an ID card to buy lunch.A  BIOMETRICS TO TRACK YOUR KIDS!!!!!i»?i»?A TARGETED INDIVIDUALS, THE GREEDY CRIMINALS ARE NOW CONDONING THEIR TECH! Paul Weindling, history of medicine professor at Oxford Brookes University, describes his search for the lost victims of Nazi experiments. The chairman of the board at ESL a€” then proprietor of the desert wasteland in Nevada known as a€?Area 51a€? a€” was William Perry, who would be appointed secretary of defense several years later.
EUCACH.ORG PanelIn a 2-hour wide-ranging Panel with Alfred Lambremont Webre on the Transhumanist Agenda, Magnus Olsson, Dr. Henning Witte, and Melanie Vritschan, three experts from the European Coalition Against Covert Harassment, revealed recent technological advances in human robotization and nano implant technologies, and an acceleration of what Melanie Vritschan characterized as a a€?global enslavement programa€?.Shift from electromagnetic to scalar wavesThese technologies have now shifted from electromagnetic wave to scalar waves and use super quantum computers in the quantum cloud to control a€?pipesa€? a reference to the brains of humans that have been taken over via DNA, via implants that can be breathed can breach the blood-brain barrier and then controlled via scalar waved on a super-grid.
Eventually, such 'subvocal speech' systems could be used in spacesuits, in noisy places like airport towers to capture air-traffic controller commands, or even in traditional voice-recognition programs to increase accuracy, according to NASA scientists."What is analyzed is silent, or sub auditory, speech, such as when a person silently reads or talks to himself," said Chuck Jorgensen, a scientist whose team is developing silent, subvocal speech recognition at NASA Ames Research Center in California's Silicon Valley. We numbered the columns and rows, and we could identify each letter with a pair of single-digit numbers," Jorgensen said. People in noisy conditions could use the system when privacy is needed, such as during telephone conversations on buses or trains, according to scientists."An expanded muscle-control system could help injured astronauts control machines. If an astronaut is suffering from muscle weakness due to a long stint in microgravity, the astronaut could send signals to software that would assist with landings on Mars or the Earth, for example," Jorgensen explained.
These are processed to remove noise, and then we process them to see useful parts of the signals to show one word from another," Jorgensen said.After the signals are amplified, computer software 'reads' the signals to recognize each word and sound.
Our Research and Development Division has been in contact with the Federal Bureau of Prisons, the California Department of Corrections, the Texas Department of Public Safety, and the Massachusetts Department of Correction to run limited trials of the 2020 neural chip implant. We have established representatives of our interests in both management and institutional level positions within these departments. Federal regulations do not yet permit testing of implants on prisoners, but we have entered nto contractual agreements with privatized health care professionals and specified correctional personnel to do limited testing of our products.
We need, however, to expand our testing to research how effective the 2020 neural chip implant performs in those identified as the most aggressive in our society.
In California, several prisoners were identified as members of the security threat group, EME, or Mexican Mafia.
They were brought to the health services unit at Pelican Bay and tranquilized with advanced sedatives developed by our Cambridge,Massachussetts laboratories. The results of implants on 8 prisoners yielded the following results: a€?Implants served as surveillance monitoring device for threat group activity. However, during that period substantial data was gathered by our research and development team which suggests that the implants exceed expected results.
One of the major concerns of Security and the R & D team was that the test subject would discover the chemial imbalance during the initial adjustment period and the test would have to be scurbbed.
However, due to advanced technological developments in the sedatives administered, the 48 hour adjustment period can be attributed t prescription medication given to the test subjects after the implant procedure. One of the concerns raised by R & D was the cause of the bleeding and how to eliminate that problem. Unexplained bleeding might cause the subject to inquire further about his "routine" visit to the infirmary or health care facility.
Security officials now know several strategies employed by the EME that facilitate the transmission of illegal drugs and weapons into their correctional facilities. One intelligence officier remarked that while they cannot use the informaiton that have in a court of law that they now know who to watch and what outside "connections" they have.
The prison at Soledad is now considering transferring three subjects to Vacaville wher we have ongoing implant reserach. Our technicians have promised that they can do three 2020 neural chip implants in less than an hour. Soledad officials hope to collect information from the trio to bring a 14 month investigation into drug trafficking by correctional officers to a close. Essentially, the implants make the unsuspecting prisoner a walking-talking recorder of every event he comes into contact with. There are only five intelligence officers and the Commisoner of Corrections who actually know the full scope of the implant testing. In Massachusetts, the Department of Corrections has already entered into high level discussion about releasing certain offenders to the community with the 2020 neural chip implants. Our people are not altogether against the idea, however, attorneys for Intelli-Connection have advised against implant technology outside strick control settings. While we have a strong lobby in the Congress and various state legislatures favoring our product, we must proceed with the utmost caution on uncontrolled use of the 2020 neural chip. If the chip were discovered in use not authorized by law and the procedure traced to us we could not endure for long the resulting publicity and liability payments.
Massachusetts officials have developed an intelligence branch from their Fugitive Task Force Squad that would do limited test runs under tight controls with the pre-release subjects. Correctons officials have dubbed these poetnetial test subjects "the insurance group." (the name derives from the concept that the 2020 implant insures compliance with the law and allows officials to detect misconduct or violations without question) A retired police detective from Charlestown, Massachusetts, now with the intelligence unit has asked us to consider using the 2020 neural chip on hard core felons suspected of bank and armored car robbery. He stated, "Charlestown would never be the same, we'd finally know what was happening before they knew what was happening." We will continue to explore community uses of the 2020 chip, but our company rep will be attached to all law enforcement operations with an extraction crrew that can be on-site in 2 hours from anywhere at anytime. We have an Intelli-Connection discussion group who is meeting with the Director of Security at Florence, Colorado's federal super maximum security unit.
The initial discussions with the Director have been promising and we hope to have an R & D unit at this important facilitly within the next six months.
Napolitano insisted that the department was not planning on engaging in any form of ideological profiling.
I will tell him face-to-face that we honor veterans at DHS and employ thousands across the department, up to and including the Deputy Secretary," Ms.
Steve Buyer of Indiana, the ranking Republican on the House Committee on Veterans' Affairs, called it "inconceivable" that the Obama administration would categorize veterans as a potential threat.



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