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	<title>Faces of Learning</title>
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	<link>http://www.facesoflearning.net</link>
	<description>What&#039;s your story?</description>
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		<title>My New School</title>
		<link>http://www.facesoflearning.net/2013/03/my-new-school/</link>
		<comments>http://www.facesoflearning.net/2013/03/my-new-school/#comments</comments>
		<pubDate>Thu, 28 Mar 2013 01:07:19 +0000</pubDate>
		<dc:creator>Kristin</dc:creator>
				<category><![CDATA[Stories]]></category>
		<category><![CDATA[Change]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[Professional Learning Communities]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1974</guid>
		<description><![CDATA[The most recent and perhaps most powerful learning community experience has to be the movement to my new school. Change is always hard but who should know that better than a teacher of 18 years. I was starting all over again. My new school was a totally new experience with new staff and students. I have never worked in a school that exhibited true professional collaboration. We had team meetings regularly and were constantly asked to get involved in decision making. Teacher leadership was promoted and staff members were encouraged to use their creativity in all situations. We were given the autonomy to choose our own lessons and collaborate with one another across grade levels. We have true PLC’s in action. I am glad that I made the move to an environment in which I am celebrated and not tolerated. Walking into my classroom everyday and being greeted with an excited “Good Morning” and “What are we doing today?” reminds me of why I teach and the importance of my job.]]></description>
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		<title>The Learning Revolution, Circa 2012</title>
		<link>http://www.facesoflearning.net/2012/12/the-learning-revolution-circa-2012/</link>
		<comments>http://www.facesoflearning.net/2012/12/the-learning-revolution-circa-2012/#comments</comments>
		<pubDate>Mon, 10 Dec 2012 14:23:58 +0000</pubDate>
		<dc:creator>Sam Chaltain</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1868</guid>
		<description><![CDATA[Six years ago, a funny Englishman gave a stirring speech about how schools were stifling the creativity of their students. Today, Sir Ken Robinson is a worldwide celebrity, and his TED talk has been seen by as many as 100 million people. How did that happen, exactly? And what is the state of the learning revolution Robinson urged us to launch? The first answer has a lot to do with TED, and the ways it has become an unparalleled global phenomenon and idea accelerator. But it has more to do with Robinson, and the ways he was able to – clearly and cleverly– articulate our education system as it is, and as it ought to be. “If you’re not prepared to be wrong, you’ll never come up with anything original,” he argued. “By the time we get to be adults, most of us have lost that capacity. We have become frightened of being wrong. We’re now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities.” The second answer has a lot to do with the impact of those words, and the ways ]]></description>
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		<title>The Power of Outrospection</title>
		<link>http://www.facesoflearning.net/2012/12/the-power-of-outrospection/</link>
		<comments>http://www.facesoflearning.net/2012/12/the-power-of-outrospection/#comments</comments>
		<pubDate>Tue, 04 Dec 2012 20:47:45 +0000</pubDate>
		<dc:creator>Sam Chaltain</dc:creator>
				<category><![CDATA[Organizational Change]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1866</guid>
		<description><![CDATA[Did you get the memo? Apparently, introspection is out, and outrospection is in. Actually, as philosopher Roman Krznaric explains in this cool new RSA Animate video, what&#8217;s really in is empathy, and what&#8217;s really required is a systemic effort to drive social change by stepping outside ourselves. See for yourself &#8212; and see what you think.]]></description>
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		<title>Best Questions</title>
		<link>http://www.facesoflearning.net/2012/11/best-questions/</link>
		<comments>http://www.facesoflearning.net/2012/11/best-questions/#comments</comments>
		<pubDate>Thu, 29 Nov 2012 20:39:14 +0000</pubDate>
		<dc:creator>Sam Chaltain</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1864</guid>
		<description><![CDATA[Just because. Ask them, answer them, share them. If you have a favorite, tweet it along with the hashtag #bestquestions. If you have one that isn&#8217;t here, add it. And if you want to see what happened when a whole community asked these questions of themselves and each other &#8212; and then co-created a public portrait series, check out Who Am I in This Picture? What does the term &#8220;learning&#8221; mean to you? How has your life journey helped you to determine what learning means? Who/what has been your most influential teacher? There are many different ways by which people acquire knowledge. Under what conditions do you feel you learn best? Is it possible to learn everything about yourself? How has learning helped you to have better personal relationships in your family, school and community? When does your community feel loneliest to you? When is it a good place to be alone? Where, when, and with whom do you feel invisible in your community? When do you feel that other people feel invisible? Which is the better course, the one that challenges you to learn new things or the one that challenges you to reexamine what you have already learned? ]]></description>
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		<title>The New Ninth Ward</title>
		<link>http://www.facesoflearning.net/2012/10/the-new-ninth-ward/</link>
		<comments>http://www.facesoflearning.net/2012/10/the-new-ninth-ward/#comments</comments>
		<pubDate>Wed, 31 Oct 2012 12:58:18 +0000</pubDate>
		<dc:creator>Sam Chaltain</dc:creator>
				<category><![CDATA[Democracy]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1859</guid>
		<description><![CDATA[If you’re one of the folks that stopped watching Treme after its first season (“Too boring! Too slow!”), or if you just never bothered to check it out, you might want to check back in. Now in its third season, Treme is proving itself adept at mirroring what creator David Simon’s more celebrated predecessor, The Wire, did better than any show before or since: depict characters struggling and surviving amidst the dysfunctional, intractable, and dialectical systems holding them – and us – prisoner. In The Wire, the city was Baltimore, and the systems were the drug trade, the public schools, the municipal government, the press, and the police. In Treme, the city is New Orleans, and several of the systems – the schools, the police and the elected officials – make a return appearance. This time, however, Simon adds some new storylines and characters, all of which ride in on the destructive current of Hurricane Katrina, and all of who exist to tell a different story. Indeed, if The Wire was about the older, less visible systems that are holding us prisoner, Treme is about the newer, more visible ones that are being created in the name of progress. The ]]></description>
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		<title>How to Balance the Art &amp; Science of Teaching</title>
		<link>http://www.facesoflearning.net/2012/10/how-to-balance-the-art-science-of-teaching/</link>
		<comments>http://www.facesoflearning.net/2012/10/how-to-balance-the-art-science-of-teaching/#comments</comments>
		<pubDate>Thu, 25 Oct 2012 21:26:35 +0000</pubDate>
		<dc:creator>Sam Chaltain</dc:creator>
				<category><![CDATA[Learning]]></category>
		<category><![CDATA[Teacher Quality]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1856</guid>
		<description><![CDATA[Recently, I gave a TED talk outlining why I think we’re in the midst of the most exciting and difficult time to be a teacher in American history. These sorts of talks are always imperfect (and timed) efforts to inject new ideas into the stratosphere, but I received lots of nice comments and feedback, including some observations that only a mom – my mom, actually – would share (“Your posture was very relaxed, and you never even said ‘um’!”). It was another thing my mother said that struck me, though. “Do you feel sure that your audience knows what to do with all you&#8217;ve said?” she wrote. Great point, and I’m not sure. So here, as simply as I can say it, are three specific things – some big, some small – we need to do to help teachers get better at helping children learn and grow. 1. Follow the Med School Model – As any M.D. knows, different medical schools have different strengths and weaknesses. But one thing every medical school shares is the belief that a strong medical training is built on a dual foundation of two courses: anatomy and physiology. In education, no similar consensus exists. Worse ]]></description>
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		<item>
		<title>Mr. Halvorson</title>
		<link>http://www.facesoflearning.net/2012/10/mr-halvorson/</link>
		<comments>http://www.facesoflearning.net/2012/10/mr-halvorson/#comments</comments>
		<pubDate>Sat, 20 Oct 2012 19:06:37 +0000</pubDate>
		<dc:creator>Angela Hinkle</dc:creator>
				<category><![CDATA[Stories]]></category>
		<category><![CDATA[Caring Adult]]></category>
		<category><![CDATA[relationships]]></category>
		<category><![CDATA[Visible]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1852</guid>
		<description><![CDATA[My most powerful personal experience in a learning community did not take place inside of classroom walls. In fact, I was in bed, missing my sixth-grade Christmas party due to the dreaded chicken pox. What timing! I had been looking forward to the event for weeks. Everyone was bringing in treats, and our teacher had a number of games and prizes planned. Meanwhile, I was miserable at home, trying not to scratch myself silly. About an hour after school had ended for the day, a knock sounded on our door. This might be a good time to mention that I lived a half-hour from town, at the top of Mount Kilkenny. Our driveway (AKA York Pond Road) was about five miles uphill. There were only three houses at the top of the mountain, all lived in by employees of the Berlin Fish Hatchery. Knocking at the door was a foreign occurrence. My mother opened the door to find my teacher, Mr. Halvorson, complete with bow tie and sweater vest, standing in the frigid mountain air. In his hands he held a bakery box. He had personally stopped at a bakery and bought me an assortment of goods. On top of ]]></description>
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		<item>
		<title>This is How Youth (&amp; YOU) Learn</title>
		<link>http://www.facesoflearning.net/2012/10/this-is-how-youth-you-learn/</link>
		<comments>http://www.facesoflearning.net/2012/10/this-is-how-youth-you-learn/#comments</comments>
		<pubDate>Thu, 04 Oct 2012 13:30:46 +0000</pubDate>
		<dc:creator>Sam Chaltain</dc:creator>
				<category><![CDATA[Learning]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[video]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1846</guid>
		<description><![CDATA[Imagine if we acted on these insights?]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>My Most Inspiring and Connected Learning Community</title>
		<link>http://www.facesoflearning.net/2012/09/my-most-inspiring-and-connected-learning-community/</link>
		<comments>http://www.facesoflearning.net/2012/09/my-most-inspiring-and-connected-learning-community/#comments</comments>
		<pubDate>Mon, 03 Sep 2012 08:33:26 +0000</pubDate>
		<dc:creator>Michelle A Sloan</dc:creator>
				<category><![CDATA[Stories]]></category>
		<category><![CDATA[relationships]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1842</guid>
		<description><![CDATA[I grew up in a middle class Catholic family. Even though both my parents worked in the field of public education me and my siblings attended various Catholic schools while growing up. I entered Holy Rosary in 3rd grade. My family had moved to the small town I grew up in when I was 5 years old. I did not enter Catholic school until 3rd grade due the school not being able to accommodate me and my 4 siblings when we first moved. For the next 6 years I was in the same class with the same, give or take, 25 students. We experienced many things together. There is a huge difference between attending a local neighborhood public school versus a small Catholic K to 8th grade where students, parents and parish are all linked due to religious beliefs. We recently met at a fellow classmate&#8217;s home for our 35th class reunion and after 20 minutes it seemed as though we were right back in our small school.]]></description>
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		<item>
		<title>Sometimes when you fall, you fly.</title>
		<link>http://www.facesoflearning.net/2012/08/sometimes-when-you-fall-you-fly/</link>
		<comments>http://www.facesoflearning.net/2012/08/sometimes-when-you-fall-you-fly/#comments</comments>
		<pubDate>Tue, 07 Aug 2012 01:54:02 +0000</pubDate>
		<dc:creator>Nathan Townsend</dc:creator>
				<category><![CDATA[Stories]]></category>
		<category><![CDATA[Engaging]]></category>
		<category><![CDATA[great teacher]]></category>
		<category><![CDATA[Risky]]></category>

		<guid isPermaLink="false">http://www.facesoflearning.net/?p=1837</guid>
		<description><![CDATA[I&#8217;ve always profited from taking risks with my education. Not to say that my most insightful papers were written in a batting cage, or that I had a moment of enlightenment whilst reading poetry on a 10 story ledge, but my experience has been that when you ignore that little doubtful voice in the back of your mind and jump in before testing the water, you can circumvent comfort and open yourself to experiences that many people deprive themselves of due to irrational caution. Don&#8217;t do this. The water is fine. An example. I was a transplant my sophomore year of college at UNH. I found myself with two years of college level learning under my belt, but was denied a higher level seminar-style class in anthropology that was reserved for juniors and seniors. I had heard that it was a really good class&#8230; So I went anyway. This was an advanced class in anthropological theory and we spent a lot of time pouring over very old texts written in the most dense language that one can imagine this side of a legal notice of foreclosure. But the other students were &#8220;on&#8221; the moment they walked in to the class ]]></description>
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