Sounds like a great way to ease children into project-based education. I don't know about the "they aren't born" thing. I actually think if they are allowed the freedom of SDE from the beginning, they do this much more naturally. However, SDE is growing fast, so there will be many older kids who are new to it. Parents and education officials will like that there is an underlying curriculum plan. When my kids were in school, I personally would have loved something like this for them.
Sorry, I’m confused. I’m referring to this: “The challenge is that project-based learners are rarely born—they’re made. When I say “made,” I mean that the self-management skills required to become genuinely self-driven and self-aware develop over time if students are fortunate enough to be encouraged to evolve their sense of purpose.” I don’t see a joke. 🤷🏻♀️
Sunnyside sounds lovely. I know many 2e kids who would thrive there!
I do have a question. What is your experience with kids who are in an intensely monotropic stage? I know some kids who need to be engaged around their particular interests, rather than being exposed to a rotating variety of topics. Were those kids able to thrive at Sunnyside? If so, how did you see them participating, or how did you differentiate your approach for them?
Thanks for this question! They did! We held the line at "from each according to his ability, to each according to his needs" and were quite transparent about holding that philosophy. It was important to have a framework for learning in place for those without aim or who were simply open or thrived with input. Connection, Agreements, and Requests OVER Demand always (barring needs for safety, of course.)
Sounds like a great way to ease children into project-based education. I don't know about the "they aren't born" thing. I actually think if they are allowed the freedom of SDE from the beginning, they do this much more naturally. However, SDE is growing fast, so there will be many older kids who are new to it. Parents and education officials will like that there is an underlying curriculum plan. When my kids were in school, I personally would have loved something like this for them.
Ah yes, I see my little joke didn't quite land. The gist of the joke is that I agree with you. 😂
Sorry, I’m confused. I’m referring to this: “The challenge is that project-based learners are rarely born—they’re made. When I say “made,” I mean that the self-management skills required to become genuinely self-driven and self-aware develop over time if students are fortunate enough to be encouraged to evolve their sense of purpose.” I don’t see a joke. 🤷🏻♀️
Sunnyside sounds lovely. I know many 2e kids who would thrive there!
I do have a question. What is your experience with kids who are in an intensely monotropic stage? I know some kids who need to be engaged around their particular interests, rather than being exposed to a rotating variety of topics. Were those kids able to thrive at Sunnyside? If so, how did you see them participating, or how did you differentiate your approach for them?
Thanks for this question! They did! We held the line at "from each according to his ability, to each according to his needs" and were quite transparent about holding that philosophy. It was important to have a framework for learning in place for those without aim or who were simply open or thrived with input. Connection, Agreements, and Requests OVER Demand always (barring needs for safety, of course.)