so imagine that everything you see hear
smell taste touch feel think do say
imagine that it’s all just language now
imagine that at the atomic level there
exists an intention to capture process
apply and transmit that language in
September 2014 a young physicists named
Jeremy England determined mathematically
that atoms function with intention that
they group and regroup with intention
and that intention is to construct the
most efficient machine for capturing
energy processing it and releasing it as
heat this suggests that with each new
experience each new grouping atoms
collect process apply and transmit
information and then they carry this
processed information this data into
their next experience all to construct
the most effective collective what I
think Jeremy England is demonstrated is
more than just atomic intention or
evolution what he’s demonstrated as
atomic language constructed from
experience we’re all just data
collection machines all of us and we’re
intentionally engineered to collect this
data to process this data and to apply
and transmit this data to build a more
effective collective we machines
we do this via many means and methods we
do this with sensorial input right we do
this with facial and physical expression
we do this with movement and motion we
do it with colors we do it with
migrations and trends it’s all just
energy its data its information its
communication its language it tells us
something but what does it tell us many
people define literacy as the ability to
read and write i define literacy as the
ability to interpret the world in which
we live and compose a meaningful
response in other words to capture
provides the broadest spectrum of data
collection for the broadest spectrum of
students
it creates context and meaning and
applies value to the one dimensional
less experience is proven time and time
again to work against our atomic drive
and to work against literacy to work
against the collection procession
application and transmission of data
Norway Finland Netherland and other
countries are all testament to
experience being a key factor in student
achievement in literacy Howard Gardner
and Richard Allington some of you may
have heard of either of them after
research for two decades in classrooms
they more than adequately illustrate
that experience deepens our
in 2014 I collaborated with Stetzer
Elementary Principal Janet Baldwin
several of our teachers and Widener
University and in this project their
entire fourth and fifth grade student
body studied estuaries and so on the
first day of this experiment this
experience learning project we took the
students to the John Heinz estuary and
we looked at estuaries wildlife
intertidal zones tidal impact and these
students had rarely been out of their
burrow so they were out of their element
and the slightest leaf rustle or a frog
jump startled them and they would scream
and squeal and jump and then break out
and laughter but by mid-afternoon these
kids had us chasing them down overgrown
paths and through mud bog looking for
wild turkeys that they heard calling all
day I watched these kids through
experience go from shy cautious
observers quiet under spoken learners to
these ravenous data collection machines
they were exploring and discussing and
asking questions and extrapolating and
and and finding meaning and applying
value and by the end of the entire
project these students were proficient
in the language of estuaries in the
meaning and value of estuaries
especially the estuary near their
community in 2014 that that same year in
the summer we applied this same
experience to the teachers of Pinellas
County elementary teachers in Pinellas
County
and we studied mangrove turns out
teachers of all ages are just as excited
to go wandering into bog and mangrove
and coastal waters and thicket to
explore and experience and collect and
process and fly and transmit data and
the transmission was to their students
in their classroom after they had
collected all the data and processed it
and applied it in in their experience
and this was so successful that we now
do it every year for Pinellas County
teachers this summer we’re doing turtles
and tortoises very exciting and they are
very excited so everything tells us that
experiencial learning works all the data
we have collected and processed and
applied and transmitted it tells us that
experiencial learning works it adds to
the collective it promotes literacy
which is the product the processing that
collecting the processing and the
application transmission of data ok
there are two big obstacles to this
heavily data-driven kind of learning one
is time more than two more than
one-third of our annual classroom hours
are spent on test prep and testing in
our schools and according to Gartner and
Allington test prep does little to add
to the collective it does little to
build context for students but it takes
a lot of our time in classrooms it does
so time is a big factor there isn’t any
left
we keep trying and there’s just no time
so we come in the back door sometimes
and we get the project in and we work it
the next big obstacle to experience your
learning
is money money many will argue there
isn’t any for providing two semesters of
experiencial learning for every grade
level in every school in the country I
contend that if we divert all of the
money back to the public schools from
private charter voucher programs from
private jets from luxury vacations from
high-dollar dining room sets from
private security teams from stadium
subsidies and corporate subsidies and if
we earn a fair share of any tax funded
corporate research and product revenues
then there’s plenty of money to convert
our schools into these powerful houses
of energy exchange balance sustainable
adding to the collective so here’s the
question if all of our collected
processed applied and transmitted data
says that experience of learning works
best and if our atomic drive is to
advance the collective then why are we
still investing all of our energies in
an unsustainable unbalanced exchange
system and how are we going to change this thank you
smell taste touch feel think do say
imagine that it’s all just language now
imagine that at the atomic level there
exists an intention to capture process
apply and transmit that language in
September 2014 a young physicists named
Jeremy England determined mathematically
that atoms function with intention that
they group and regroup with intention
and that intention is to construct the
most efficient machine for capturing
energy processing it and releasing it as
heat this suggests that with each new
experience each new grouping atoms
collect process apply and transmit
information and then they carry this
processed information this data into
their next experience all to construct
the most effective collective what I
think Jeremy England is demonstrated is
more than just atomic intention or
evolution what he’s demonstrated as
atomic language constructed from
experience we’re all just data
collection machines all of us and we’re
intentionally engineered to collect this
data to process this data and to apply
and transmit this data to build a more
effective collective we machines
we do this via many means and methods we
do this with sensorial input right we do
this with facial and physical expression
we do this with movement and motion we
do it with colors we do it with
migrations and trends it’s all just
energy its data its information its
communication its language it tells us
something but what does it tell us many
people define literacy as the ability to
read and write i define literacy as the
ability to interpret the world in which
we live and compose a meaningful
response in other words to capture
provides the broadest spectrum of data
collection for the broadest spectrum of
students
it creates context and meaning and
applies value to the one dimensional
less experience is proven time and time
again to work against our atomic drive
and to work against literacy to work
against the collection procession
application and transmission of data
Norway Finland Netherland and other
countries are all testament to
experience being a key factor in student
achievement in literacy Howard Gardner
and Richard Allington some of you may
have heard of either of them after
research for two decades in classrooms
they more than adequately illustrate
that experience deepens our
in 2014 I collaborated with Stetzer
Elementary Principal Janet Baldwin
several of our teachers and Widener
University and in this project their
entire fourth and fifth grade student
body studied estuaries and so on the
first day of this experiment this
experience learning project we took the
students to the John Heinz estuary and
we looked at estuaries wildlife
intertidal zones tidal impact and these
students had rarely been out of their
burrow so they were out of their element
and the slightest leaf rustle or a frog
jump startled them and they would scream
and squeal and jump and then break out
and laughter but by mid-afternoon these
kids had us chasing them down overgrown
paths and through mud bog looking for
wild turkeys that they heard calling all
day I watched these kids through
experience go from shy cautious
observers quiet under spoken learners to
these ravenous data collection machines
they were exploring and discussing and
asking questions and extrapolating and
and and finding meaning and applying
value and by the end of the entire
project these students were proficient
in the language of estuaries in the
meaning and value of estuaries
especially the estuary near their
community in 2014 that that same year in
the summer we applied this same
experience to the teachers of Pinellas
County elementary teachers in Pinellas
County
and we studied mangrove turns out
teachers of all ages are just as excited
to go wandering into bog and mangrove
and coastal waters and thicket to
explore and experience and collect and
process and fly and transmit data and
the transmission was to their students
in their classroom after they had
collected all the data and processed it
and applied it in in their experience
and this was so successful that we now
do it every year for Pinellas County
teachers this summer we’re doing turtles
and tortoises very exciting and they are
very excited so everything tells us that
experiencial learning works all the data
we have collected and processed and
applied and transmitted it tells us that
experiencial learning works it adds to
the collective it promotes literacy
which is the product the processing that
collecting the processing and the
application transmission of data ok
there are two big obstacles to this
heavily data-driven kind of learning one
is time more than two more than
one-third of our annual classroom hours
are spent on test prep and testing in
our schools and according to Gartner and
Allington test prep does little to add
to the collective it does little to
build context for students but it takes
a lot of our time in classrooms it does
so time is a big factor there isn’t any
left
we keep trying and there’s just no time
so we come in the back door sometimes
and we get the project in and we work it
the next big obstacle to experience your
learning
is money money many will argue there
isn’t any for providing two semesters of
experiencial learning for every grade
level in every school in the country I
contend that if we divert all of the
money back to the public schools from
private charter voucher programs from
private jets from luxury vacations from
high-dollar dining room sets from
private security teams from stadium
subsidies and corporate subsidies and if
we earn a fair share of any tax funded
corporate research and product revenues
then there’s plenty of money to convert
our schools into these powerful houses
of energy exchange balance sustainable
adding to the collective so here’s the
question if all of our collected
processed applied and transmitted data
says that experience of learning works
best and if our atomic drive is to
advance the collective then why are we
still investing all of our energies in
an unsustainable unbalanced exchange
system and how are we going to change this thank you
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