#clmooc Reflection Open and Not

CLmooc is awesome!

I am so thankful for another opportunity to learn and grow and share with others who look forward to the possible, however adjacent it may be.


Some things were different and disappointing, but mostly CLmooc helped me gain new perspectives again.


So many people to thank for their encouragement and insights:

Karen Fasimpaur

Michael Weller

Julie Johnson

Terry Elliot

Kevin Hodgson

Susan Watson

Deanna Mascle

Melvina Kurashige

Janis Selby Jones

Wendy Taleo

Mallory McNeal

Charlene Doland

Scott Glass

Anna Smith

Christina Cantrill

Monica Multer

Simon Ensor

Christina DiMicelli

Jeffrey Keefer

Fred Mindlin

Tania Sheko

Daniel Basill

Annelise Wunderlich

Ida Brandão

Anu Liljeström

Helen DeWaard

and all of the #clmooc participants and facillitators…. all hundreds of you active and lurking connected learners!

Thank you!



#clmooc #connectedlearning principles

A Reflection on My #CLMOOC Work

Thanks to all for a marvelous, connected six weeks!

 Why connected learning? Why digital learning?




Thanks to Margaret Simon for hosting DigiLit Sundays where educators share how they are using technology in their classrooms.  Please visit her site to read other posts.

#clmooc Adjacent Possible and Embodied Learning

Adjacent Possible, Embodied Learning,  and Verbal Learning:


Connected Learning Principles and Values 

Reflection inspired by Terry Elliott

Note: Connected Learning Principles

ConnectedLearning_report.pdf. (n.d.). Retrieved July 7, 2014, from http://dmlhub.net/sites/default/files/ConnectedLearning_report.pdf

Interest Powered

“When a subject is personally interesting and relevant, learners achieve much higher-order learning outcomes.

Interest: I wanted something I could use with my class, so I invented the Poetry Tag activity. Others seemed interested in this as well and joined in. From that we learned new apps and connected. We found play in the remix. At the same time, Kim added several poetry/photo games, which added to our growing venue of poetry games to hack for our classrooms. From these we learned about tools to enhance the learning: Notegraphy, Painteresque, Google Storybuilder.  https://storify.com/grammasheri/poetry-tag

Peer Supported

In their everyday exchanges with peers and friends, young people are contributing, sharing and giving feedback in inclusive social experiences that are fluid and highly engaging.

Poetry Tag and Photo/Poetry contests: Lots of contributing and sharing in many ways, with choice being for the creator [ Google Plus, Blogs, Twitter, Notegraphy ] I think feedback came in the Google Storybuilder hacks of the poetry — the message from the poetry game was a shift in paradigms, emphasized by both Storybuilders.


Academically Oriented

Learners flourish and realize their potential when they can connect their interests and social engagement to academic studies, civic engagement, and career opportunity

Kim’s blog shows a blend of personal and career activities related to her passions: photography and poetry.
Janis Selby Jones added civic engagement to our Game Week with Litterati

Some of Kim’s #wabisabi combined the out place with nature, which could be related to Litterati.

The poetry, photography, interests, games, and posts/tweets demonstrated digital literacies: drafts, presentation, media, design, reflection, social action. That’s a lot of academics, and we didn’t post any objectives on the “directions.” We simply suggested; participants acted; we all learned. [adjacent possible]

Production Centered

Digital tools provide opportunities for producing and creating a wide variety of media, knowledge, and cultural content in experimental and active ways

Maha and Shyam reminded us of cultural differences.
Maha Bali 
Shyam Sharma

We produced to share: blogs, twitter, notegraphy, GPlus, tackk.com, hackpad, Storybuilder, Fold a Story

Openly Networked

Online platforms and digital tools can make learning resources abundant, accessible, and visible across all learner settings.

See production-centered

If we shared, we were networked.
Some were hackable; some like Poetry Tag, we hacked lines and carried them into the next iteration.

We gathered as in Storify.
We can use hashtags #clpoettag #clmooc #middleschool #25wordstory to gather our openly networked productions.

Shared Purpose

Experiences invite participation and provide many different ways for individuals and groups to contribute. when educational opportunity is available and accessible to all young people, it elevates the world we all live in.

I think  that Joe Dillon’s tweet presents our shared purpose: “identify entry points for play and learning for all. ‘’ We are reaching back for that joy of learning in play and purpose. Each activity blends academics and play; we explore language through our creations; we share language through our reflections and conversations. We are connected learning – embodied.


Experiences invite participation and provide many different ways for individuals and groups to contribute. when educational opportunity is available and accessible to all young people, it elevates the world we all live in.

Equity in Opportunity. With such a plethora of choices, those who lurked, observed and did with that on their own; those who were interested, chose and shared. We don’t really know the effect, but we do know in the sharing, that interest creates action; action inspires sharing; sharing builds connections and iterations; connections spawn conversations, reflections, and revisions. The equity is in the opportunity to participate; it is up to participants and those who know who the lurkers are to encourage participation through invitation and relationship.

In the Poetry Tag, people chose GPlus, Twitter, Notegraphy, Visual Poetry to share — choice.

Social Connection

Young people are provided with multiple learning contexts for engaging in connected learning—contexts in which they receive immediate feedback on progress, have access to tools for planning and reflection, and are given opportunities for mastery of specialist language and practices.

Perhaps so far we haven’t conveyed feedback, except in the participation of the activities and in #f5f and reflections. As teachers, we need to be cognizant of this and plan for it. But, once again, students need to explore through observation of those ready to reflect and critique before they participate in it themselves. Our feedback is in the positive: emphasizing what worked for each of us so that others may try. It builds relationships and possible ideas for our next attempts. Positivism gives us strength and courage to continue. As we build our strengths, we prune our weaknesses. We are evergreen and growing.

Full Participation

learning environments, communities, and civic life thrive when all members actively engage and contribute.

Here we see flux, according to our needs and time. I think the keys are caring, relationships, choice, autonomy. People need to know they are cared for and about, they need to relate to [interest] the situation, they need choice in actions, and they need the autonomy to do it in their way as their contribution to the larger picture.

Learning participation is a continuum of actions, skills, and progress.

Theses? Antitheses? Syntheses? *
A place for string to small to save or ideas out of network, perhaps an unknown unknown that has come to light. 


Tellio from Vialogues: “You must live in the world the language is about for the language to make sense.”

Yoda: The key, passion is.  Yeesssssss.

Our current education system was designed for a factory of skilled, repetitive workers. Today’s world needs the passion of multi-talents to solve our world issues. Students learn through their passions. Isn’t that why “interest-powered” is first?

#clmooc Play is the game

Play / Collaboration

Play is the game, and collaboration is the strategy. Mindshift’s Jordan Shapiro article reiterates this:

          • Play is useful because it simulates real life experience — physical, emotional, and/or intellectual — in a safe, iterative and social environment, not because it has winners and losers.





        • There are connected, networked ways of knowing that will dominate the digital future. Sharing and collaboration go hand-in-hand with integrating non-competitive and non-commodified ways of playing. The way students play and learn today is the way they will work tomorrow.




So, how do we play and collaborate? In our CLMOOC, we have done both this week [ see my #f5f ]. We are still playing:

Each of us took the invitation to a game of our interest, or we followed the games of others just to observe. We incorporated interest, peers, and sharpened our writing skills (academics).  Through our shared purpose, we created products openly. I’d say we met the criteria of Connected Learning:  


We even confirmed our participation and paradigm shifts by observations, through f5fs, and  in reflections [this is mine], sharing badges of accomplishment.   Have you applied yours [ unofficial f5f and CLmooc ].

Connected Learning: Play, Connect, Collaborate, Create

So, how do I carry this into my classroom — and connect to yours? Our planning and designing is based on Connected Learning Principles through the framework of Thinking Frames, adapting the “Writing Frames” of Liz Stephens and Kerry Ballast.

Inside Thinking: investigating, discovering, and documenting a topic of interest to you by connecting with text, images, sounds, videos, etc. I saw this as we connected to our own game-playing and our own lives living through our poetry.

Responsive Thinking: communicating successfully face to face and online to collaborate and create through interactions and feedback to make sense of a topic by defining, labeling, questioning, challenging, and validating topic information. We tweeted, posted, and joined in #25wordstories and more. Some people met in Hangouts. We moved from our “inside,” personal ideas to sharing and discussions.

Purposeful Thinking: investigating and presenting one’s own or one’s collaborative team’s interpretation of the topic for an audience to review, be that notes, media, image, text, etc. We folded a story and Kevin Hodgson presented it to us orally.

Social Action Thinking: exploring and collaborating to create a multimedia production to move others to action using reasoned argument with digital tools that emphasize the message. Ah! Litterati! I bet you didn’t think we’d get to “social action” while playing, but there it is!  Thank you, Janis Shelby Jones!

Whether we are writing posts, comments, or tweets; poetry; annotated images; podcasts: we are composing and revising for the digital literacies for which our students need fluency. And we did this through playing collaborative literary games. William Zinsser explains:

“Writing is thinking on paper.” “Writing and learning and thinking are the same process.”

Our brains solve puzzles. Transferring ideas onto paper is a puzzle; it’s a process that requires careful thought, and the puzzling, although hard, is fun — we feel accomplished when we’ve done it right. And doing it right means, according to Zinsser,

“Four basic premises of writing: clarity, brevity, simplicity, and humanity.”

I believe we accomplished  that. We should design a “Zinsser” badge! I’m really not into objectivized anything because we all learn what we need to learn at different times and in different ways. At any one time, we are expert and novice; so data and rubrics and badges don’t fit what I see as a lifelong learning continuum. And if we are moving towards interest-based learning, then even in similar projects, each person will learn something different, at a different level. To me, it’s too hard to quantify. So, yes, I accept that I’m shifting paradigms and will display the badge. I did attempt to welcome and guide #clmooc-ers and I know I provided guidance to several, so I will accept the Learning Concierge badge. But that’s not the end. I’m going to get better in both arenas. It just says that I’ve started my journey, and when you ask me at the end of CLMOOC, I’ll have more to add to a reflection on both. So, in my classroom, we’ll start with the Thinking Frames — and I’ll perhaps create a card/badge for each, but I’ve got a thinglink ready for all of them:  
So, I’m thinking of the writing class teacher with the elaborate game for his six trait writing class. I’d love to design that, but it isn’t going to happen. But I could create a card game of sorts using the Thinking Frames — a royal flush with all of the drafts completed, for instance. Some may be drafts, some ideas, some finished, and could be different projects — but the frames are iterative, so that’s OK. It shows learning and progress. It’s like Scott Glass considers with his first student projects:

…these kind of projects immediately introduce to the students a few critical ideas:

  1. They will use their devices to create,
  2. They will consider what is meaningful to them,
  3. They will share their work.

By setting up a framework of thinking about their work in our class — the work of authors of media — students have an idea of the flow of our time together, and that the ideas come from themselves as much as from me. Hack is a good word for prompts and interests while they are developing.

But we all know it’s more than a framework; we need some guidance for what that work might look like.

How will our play, our work, our inquiry, our interests develop in process and product? Inquiry Frames.

Embrace a story.

Tell your story — how the project developed and why.
Explain a story — what’s the issue?
Create a story — narrate a fictional, nonfictional, or remixed story.

Create quality contributions.

As you inquire on the narration or facts of your story, contribute to the topic so that others may learn or question more.
Develop your story and document its formation and process.
Create a path for others to follow.
Create multi-media that explains, questions, invites, or solves the ideas of your topic, your story.

Consider worthy intentions.

Thoughtfully dig into your topic. Consider the facts and the story. Consider its value to yourself and others. Choose to matter; your time and others’ time is valuable.

Value and provide critiques.

Communicate your ideas to others — get suggestions, and help others with their topics. Value the input into your drafts and creations. Consider the feedback as from your audience — what they understand and need. Give feedback that improves others’ work and ideas in a positive way. A critique helps you and others expand ideas and revise confusion.

Share inquiry and results.

As you learn your topic and work with others, share your process and questions; get critiques. Share your results and reflections so others understand your process and the product.

Engage connections.

During your inquiry, engage others in research and conversation. Perhaps collaborate on the drafts, research, and product. Discover more ideas and expand your own. Find commonality in differences, and decide on the most relevant and possible of your ideas and suggestions. If needed, provide more than one opinion or solution. Let your audience decide — or ask them for more ideas.

Mesh all in academic goals.

As you inquire, research, connect, collaborate, analyze, and create, consider the academic goals learned: content, process, collaborative, design, etc. Be clear about your learning in your documentation, products, and reflections.

What I’m thinking about here are expectations as starting points for conversation on what we’re learning and how to develop ideas, which will depend on the student’s audience and purpose. I appreciate the ideas for games from Jennifer Denslow, which will help develop a sense for connectedness and conversation. These inquiry frames provide guideposts for connected learning. So, as Scott Glass said in his blog:

 “I suggested that teachers early on challenge students with quick creative challenges aimed at having students reflect on and create multimedia statements about themselves.”

By starting out with word play and memes, we can discuss the process through the Thinking and Inquiry frames. From there, the game is on — I don’t know what it will look like, but I’ll take advice from my students. My feedback usually includes specific information, and those students become the teachers for the others who don’t get it. We usually get wrapped up in knowing that by the end of the time, all of us will understand, demonstrated through their project. It just seems like we are already collaborating and playing.  I think we just need to celebrate it — the completion, the process, the products — as another level of our learning game. I’ll let my students design the concept and badge. We’ll start and end the year with this one:



And finally, how do we connect to learn? Hmmm, it just so happens I started this last year, and as I continue on my learning continuum, I’ve revised it. So, I’d like to invite the middle school teachers to help me with this, if it fits their interests. We’ve all got our own standards to meet, but we’ve learned through CLMOOC that those can be met in a variety of ways, and that connections and collaborations deepen the learning of more than finite objectives. So, what if a group of middle school teachers collaborated on a blog of makes and prompts that promote the Connected Learning Principles through the lens of the Thinking Frames? The blog would suggest the prompts and makes; the students could write about their projects in their own blogs or Google Docs [ and collaborate in Google Docs or Wikis ], and share their play/work in comments on the blog prompt. Whether we incorporate prompts from Digital.IsCLMOOC Make Bank, or our own prompts, the blog will be the hub for our connected classrooms. Here’s what it might look like:  Blog, Connected Learning and Writing Frames, Guidelines.

I’m excited to be more playful this year, to bring joy back to the classroom. I want my students to expand their worldview carefully and become more digitally literate. And maybe together we can make it “Game on!”

How about you?

Will you connect 2 learn to keep the game going?




 keepthegamegoing visual

#clmooc Reflections and Connections 2 #digilit

#clmooc Reflections and Connections 2




What am I learning? More than I thought!

Digital Literacies and Connected Learning

Today I attended Doug Belshaw’s The Essential Elements of Digital Literacies (@dajbelshaw) session to introduce his new book of the same name. I listened because, as he said, I want “to have a different attitude and lens on the world.” He has presented an umbrella of concepts to guide our focus, to find a lens that may vary with context. He admits his is not “one definition to rule them all,” but rather another lens from which to view the changing landscape of digital literacy.

In the presentation, he asked us to 1) use  #digilit, 2) find definitions of digital literacy, 3) take a selfie of ourselves not the usual [see slide 4 #contextselfie cartoon], and 4) create a meme. Of course, as a “connected learner,” I participated. These tasks reflect our work in #clmooc, because that work is Digital Literacy.  Therefore, I shared my  definitions of digital literacy with a link to a search on National Writing Project’s Digital.Is. In CLMOOC, we had created avatars, selfies of sorts, as introductions. And this week we created memes, which Doug used to illustrate contextual literacies, a topic much discussed in our Connected Learning CLMOOC Google Plus community. Context Matters, and Doug Belshaw’s  Eight Elements of Digital Literacies [slide 16] provide a context to discuss digital literacy– in any of its contexts.

So could the Connected Learning  Principles be discussed as The Essential Elements of Digital Literacies ? I briefly reflected on that in this ThingLink [note: there’s a big white space after this  and before the next section –for which I have no idea how to eliminate; can’t see it in the code]
Context Matters

As I thought about this lens, I realized that in our Connected Learning CLMOOC Google Plus community, our discussions reflect our contexts, our perspectives, or lens with which to view our world. We learned that we must expand our local and personal ideas to include an openness to ideas and perspectives new to us. Shyam Sharma and Maha Bali wrote about such ideas in their joint reflection of week with memes in CLMOOC:

“In this context, the concept of memes reminded us how local popular culture practices, educational contexts/systems, and linguistic/cultural frames of reference can complicate the opportunity for making learning connected.” “But context-awareness is an important training that we all need to have, not only if we want to engage in educational activities across contexts but also for teaching context-awareness in our physical classrooms.”

But it’s not just across borders that context matters; sometimes it is just across the street, or the bridge in my town. As the blog reminds us, “we need to open our ears and eyes and hearts” because we cannot be stuck in our own world if we are to grow to understand others, which is the dream we have. Even as cultures vary, so do our needs to understand why and how we teach what we do. Rebecca Powell‘s post started a diverse discussion, including the concept of viral memes, and how do we discuss their value [or popularity], good or bad with students? You see, context matters. Because there is interest, what is the critical consideration of them? What fuels these ideas and that power?


What’s the fuel?   idea_power_clmooc_konruff   All of this is literacy, each within a different context as Doug Belshaw presents and CLMOOC participants discover. Connected educators are aware of these issues, and strive to find strategies to continue building connected communities, doing so with both Connected Learning Principles and Elements of Digital Literacies. We will continue to fuel our CLMOOC activities that help us uncover more strategies to be better connected and more digitally literate. But there’s one more  thing about which I tweeted during the presenation:   My Tweet

Education Memes

We need a different attitude about learning, and digital literacies. There is no “A” or “4” or “400 point cut off” for digital literacy. There is no threshold. We are learners. Period. We are all at a different point with different interests and talents. And when we are in the ‘zone,’ we’re maximizing our learning. Whatever we are doing, we are learning, and even if we think we’re teaching “inference,” the student may be learning “verifying sources.” Today’s students demand personalized learning because that is what they do outside of school. Our lens should be on the students, no matter what the politicians say. That’s why Kevin Hodgson and Scott Glass started a politically-charged gathering of attitudes that promote 1) what education should not be and 2) what education should be. The messages of educators need to be heard because context matters. As someone said, “We need education memes.”  Our classrooms are not props for political maneuvering; they are inspirations for future innovators, but only if we change our focus, our lens, to see and encourage each student’s passions and interests which will guide them to their future opportunities. Our context is not what politicians and corporations understand; they need a real context. Would you add yours? As Peter Kittle said,

And Joe Dillon and others:

  So, help spread the word for what is true about education: Would you add yours?   Community in the Classroom Finally, fuel in the classroom, what would it look like? Jennifer Denslow suggests:

Building community is what Connected Learning is all about. Look what has been learned through our sharing and connections in our shared purpose of #clmooc ! We are learning through interest and passion with peer support at our own paces. And we want to replicate this personalized, connected learning in our classrooms.


Memes for good, a fuel for ideas and solutions and community.


So, I have dug deeper into Connected Learning Principles by continuing my journey to understand what I need to do, discovering yet another way to consider my classroom practice. If not for the Connected Learning CLMOOC Google Plus community discussions, my mind might be wearing a single lens, but now I’m wearing  a transformable set complete with questions and connections. And, as Verena Roberts tweeted after the presentation, together is better for the long haul:


So, here we go into Week 3 as connected learners. I’ve thanked my #f5f with a reflection here, and I’m ready for more fuel… How about you?


Connected Learning Infographic

Connected Learning Principles

Connected Learning CLMOOC Google Plus community

Connected Learning CLMOOC

Doug Belshaw Slideshare

Doug Belshaw The Essential Elements of Digital Literacies

My ThingLink

#clmooc Make Log List Reflection

Reflections and Connections

#clmooc             Make Cycle 1 Make Log


Questions from our Reflections and Connections suggestions:

What I’ve Made So Far

What did you learn from what you’ve already made?

What makes inspired you to try a new tool
or to explore a topic you hadn’t thought of?



Before #clmooc began, invitations provided announcements via social media so people could join. How could I help?

Terry Elliot shared a new app for me, canva.com. I created two invitations with Canva from his inspiration:

Join #CLMOOC  and Meme

I learned that CLMOOC helps me keep up with new tech apps that are very helpful in creating professional artifacts for teaching and learning. Canva.com is an amazing tool for this — I like it’s format — free and paid items so that everyone who can connect to the internet can participate. Equity is important to me.

Remix or Relearn Inspiration

Molly Shields inspired me in her blog post with her work and with this statement:

a maker is, first and foremost, a mistaker

This is a keeper statement, so I created two poster images for it:
Mistaker / Failure Quotes

Mistaker Visual Poetry
I’m not sure I can handle a Zombie Attack — I’m much too shy, and I was a way that day. But I so admire the idea and the people, that I had to create a Meme for participants in a way that I could participate [which is a tenet of #clmooc]:
These are not the Zombies you’re looking for…

Wordfoto again appeared this year, and I finally tried one. They have the potential for important messages. Sheri: Go boldly and scatter seeds of kindness

When George Salazar shared his beautiful penmanship, images of my past play with calligraphy inspired me to dig into the closet for pens and nibs and ink. Fortunately, the ink after probably twenty years was still usable.

Penmanship: A Thanks to George

When Terry Elliot shared his Learning Walk around his place, what he’d learned to do and not to do, I thought I would do the same, but with ideas from a walk around my town. Instead, as I began the captions in Animoto, the playful connected ebb and flow of #clmooc took over and inspired this invitational #clmooc learning walk:   Learning Walk ( also an invitation ).

As you can see, I relearned many more apps again this year, and hope they are an inspiration that others can follow.

 How Tos / About Me

Superpower: The week began with superheros and so I needed to discover mine —

As you can see, I’m an environmental water person, collaborating with others to save the world as my colleagues and I connect and create together, ready to add color and creativity to any situation, as my sunflower colors indicate.

One of my favorite ways to share is through Google Apps. In reviewing Chris Butts How To Guide, he mentioned ‘recipe,’ and since I do like to cook and have used this as an activity with my students, I created a story on a slide on Google Slides, which would contain links to images, artifacts, and videos of How to Be Sheri Edwards.
How to Be Me

In the spirit of HowTo Guides, I created How to Survive Ms Edwards Class in Thinglink for my students and families, as a talking point for our learning community. It’s small to embed in a sidebar of a blog or web page. #clmooc and the Connected Learning Pedagogy inspire me to discover how to create real and true learning in my classroom, instead of the rote and tote, teach and test, variety now in vogue. Please read an inspirational post at Hybrid Pedagogy for a How To and Why To of sorts this topic: Beyond Rigor.

Something New

So as my second year in #clmooc, I thought I better not be a slug, but should put my learning hat on and step up to learning something new.  Michelle Stein shared her telligami and I was hooked. I didn’t really understand it until her post. So thanks, Michelle.

My first one was a summary of our Make With Me for Cycle 1:

Gami on Make With Me June 17th

Gami Introduction to CLMOOC reflection for this Post: BlogAMonth Learning Walk )

Like Twitter, Gami requires you to be concise. I think this is good for kids to try — they both require a thoughtful wordsmith to get the message just right. Telligami is an iOS / Android app for mobile devices. In thirty seconds your avatar speaks your message in front of the background you choose.

And finally, TACKKS, which I reblogged here and can be found on TACKKS here. I wanted to try a new way to share my reflection list, and this seemed a good place to start since I can easily add my own or use their search for images, gifs, videos, etc. It’s easy to add headlines, images, etc. And there is a classroom edition perfect for schools.



What I’m Working On:

I’m currently working on Memes. I’m amazed how people just whip these out. It will take me a while to think of something. I’m wondering, how do you get started choosing an idea?

I’m also working on continuing to encourage others. I think this week I will learn a lot doing so. [See above paragraph.]
What I Want to Work On in the Future:
What I’m always working on: how do I implement this in my test-focused, objective-spewing situation? I think Scott Glass has the right idea. He suggests three ideas as important in his new 1:1 classroom in his “How To Ignore a List“:

  1. They will use their devices to create,
  2. They will consider what is meaningful to them,
  3. They will share their work.

See the Connected Learning concepts here?  This is my work for now and in the future; I hope I can inspire my colleagues as well.

About Makes
What did you learn from what you’ve already made?

I’ve mentioned this in comments above, but the most important things are those that are of connected learning:

Someone shares

It inspires

Interest is sparked

Peers support

Academics is embedded

Purpose is shared

Products developed

Openly networked

for a new cycle
What makes inspired you to try a new tool or to explore a topic you hadn’t thought of?

Terry Elliot, Scott Glass, Michelle Stein, Molly Shields, Kevin Hodgson all provide makes that are doable and remixable with plenty of support.

But it’s not just the makes; it’s the conversation that inspires — the peer support. When Michelle talked about her gami and provided links to information, that inspired me. When the superheroes appeared again and again with explanations, that inspired me. When Terry shared his self-conversation on his learning walk, that showed how our own interests are valuable and we need to share; again, an inspiration.

How about you? Is it the make or the conversation that inspires you?
What do you see as the purpose of making this week?

To me the purpose of this week was to see the value in others’ interests, which spark us to know we have things to share too. It builds community, and serves as a model for building community anywhere. Share. Learn about each other. Accept. Share more.
What were your purposes did you have in mind for making and sharing at the beginning of the week? How have they changed or remained constant?

The purposes at the beginning were to invite new participants and welcome them, but by the end of the week that was expanded to join in, jump in, and be a part of the playful learning– a community of support in learning.

How about you? How has your participation changed?

My grandson. He doesn’t learn this at school. Shouldn’t students be able to pursue their talents?