Welcome to the home page of Landmark Collegiate's team wiki for a new pilot initiative called The Learning Project.
Learning Project Brochure. (PDF)

21st Century Fluency Project

Check out some Ted videos on learning.
Sugata Mitra: The child-driven education (his wiki)
Sir Ken Robinson: Schools kill creativity Bring on the learning revolution! and Changing Education Paradigms
Barefoot College

Adam Savage (Mythbusters): Problem solving--how I do it

Educators who blog:
Dave Cormier http://davecormier.com/edblog/

Kids also must learn to think across disciplines, since that's where most new breakthroughs are made. It's interdisciplinary combinations--design and technology, mathematics and art--"that produce YouTube and Google," says Thomas Friedman, the best-selling author of The World Is Flat.

"People are very good at developing theories about why things work the way they do. I knew that these theories are almost always wrong. What I did not realize is that if you give the person a way to test their theory, the person will keep devising new theories until they hit on one that works. What is usually missing in education is the means to allow that testing to occur." (Donald Mitchell)

From The Schools our Children Deserve: Moving Beyond Traditional Classrooms and "Tougher Standards" by Alfie Kohn:
"If I were asked to enumerate ten educational stupidities, the giving of grades would head the list...If I can't give a child a better reasons for studying than a grade on a report card, I ought to lock my desk and go home and stay there, " Dorothy De Zouche, junior high school teacher in Missouri, 1945.

“Constructivism is derived from the recognition that knowledge is constructed rather than absorbed: we form beliefs, build theories, make order. We act on the environment rather than just responding to it—we do it naturally and continually. It’s part of who we are. Learning isn’t a matter of acquiring new information and storing it on top of the information we already have. It’s a matter of coming across something unexpected, something that can’t easily be explained by those theories we’ve already developed. To resolve that conflict, we have to change what we previously believed. We have to reorganize our way of understanding to accommodate the new reality we’ve just encountered" (pp.132-3).

"Jerome Bruner once said that we should try to create an environment where students can "'experience success and failure not as reward and punishment, but as information'" (191).

Successful learning is like “a map that must be produced, constructed, a map that is always detachable, connectible, reversible, modifiable, and has multiple entryways and exits and its own lines of flight” (Deleuze and Guattari 1987, p.21).

It is that map that I think successful learning looks like. Not a series of remembered ideas, reproduced for testing, and quickly forgotten. But something flexible that is already integrated with the other things a learner knows. Most things that we value ‘knowing’ are not things that are easily pointed to. Knowing is a long process of becoming (think of it in the sense of ‘becoming an expert’) where you actually change the way you perceive the world based on new understandings. You change and grow as new learning becomes part of the things you know. Dave Cormier (http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/)