How Toasted Are Your Lessons?


Learning is a journey, and your students want to know you are with them. How do you let them know you truly are? In my experience, this is done by creating learning experiences that mean something. Experiences that live in real space. Experiences designed to be seen by more eyes than yours as the teacher. What do the other students think about the issue? What about experts in the field? I am a longtime proponent of designing lessons that do not live on the page alone. And yet, I also understand that every lesson on every day cannot possibly live such a contextualized life. There are skills to be learned. Basic facts to comprehend.


And yet, even these basic facts and skills can be presented in such a way that they feel intended for the learner alone. Customized. Toasted. A recent post by Seth Godin posited the value of things being “toasted.” In this brief post, he defines “toasted” as this:

“Here’s a little treat, something extra I did that wasn’t necessary, for you, right now, here, I made this.”

He’s right. As a fan of good food, I can honestly say that whether via restaurant chef or home-made, anything toasted carries with it that extra bit of “just for you” at that very moment. This can apply to every single experience in the classroom. But first, what might be the alternate view? McDonald’s burgers? Textbook-company-created worksheets? Lesson 3.1.1?

I remember many of my first experiences as a teacher back in 1993 as clear as if they happened yesterday. Back then I was handed a textbook and a course title. “Biology” is a really vague direction without articulated standards and learning targets to define the scope. I must state that my district had actually produced a curriculum charting the path more than others. However, it would be some years before strong instructional leadership helped to not only define the K-12 pathway, but also to align it with local assessment to check progress along the way. Prior to that time, my colleagues generally marched forward along a path prescribed by the textbook company we had adopted. And this…  this led to stepwise assigning of tasks, number by number until the end of May. Students catch on to this. And they catch on quickly.


It is here that I must say unequivocally that the job of a teacher  – 100+ students of all abilities, defined time spans, the sum total of the “school experience,” etc. –  is massive. I know the depth of that reality because I lived it for 25 years. I lived it in both face to face and blended environments. I lived it as a teacher, and later as a school instructional coach, a district instructional technology specialist, and a district instructional coordinator. I know the time it takes to design a solid lesson. Luckily, I did this for many years prior to the national standards movement, as well as for many years under such external pressures.

One thing I can honestly say I learned in year one: never photocopy a blackline master worksheet. No matter how well constructed or designed. Even prior to the equalizer we now know as the dawn of the Internet, students could easily see through the McDonalds-like automation of the worksheet. If they were asked to complete a task on paper for me… it was designed by me. It was designed by me, and customized directly for them… and I made sure in construction that they would know it.



Today we know far better. We have long lived in a world where media is created by anyone and everyone. Students know when you are creating a task specifically for them, and they appreciate it. The appreciate it by responding to a level we desire because they buy in to reality far more than into a false construct. Fast forward to today…  where I lead a virtual school of 19 teachers offering a total of 34 courses to a district of nearly 20,000 students and many more in the region we serve. And so, I ask the simple question: to teachers near and far: how toasted are your offerings for your students? How do you put those dark delightful grill marks onto your designs for learning?

Artwork thanks

*Robyn Lee for “Ham, Brie and Apple French Toast Panini” via CC on Flickr

*Ewan McIntosh for “She’s not so keen on worksheets – quite right!” via CC on Flickr


Conversations On An Instructional Gap

A Conversation

In 2007, a then virtual-only colleague asked whether it was, “okay to be a technologically illiterate teacher?” NETS-T provides one standardized, big-picture perspective. Many others speak of new literacies unleashed by the reach of the Internet. A few have mentioned “big shifts” that define the changes and challenges to educators in rather recent history. At the other end of the spectrum, the Edu-Twittersphere offers up a litany of “gotta be using” tools on a nightly basis. Here’s the problem from where I see it: we have a gap.

On Sunday, the 29th, I’m leading a session at Educon 2.4 to drag a room of interested educators into that gap to poke around for 90 minutes or so. It’s like this: to the typical classroom teacher, things like “new literacies” and cultural shifts are pretty stratospheric. That’s not a value judgement in any way- it’s just the way I see it in my experiences working with teachers. In defense of teachers, it is quite possible that this career has never been more challenging than it is today. But if you’re reading this blog, you likely aware of this fact already.

In 2012, there is much chatter in social spaces that are loosely-tied by educators. Collections of teachers joined by technological tendrils tend to spout the virtues of every new digital tool to hit cyberspace. So many of these startups seem to vault into the limelight in no time flat, each in turn destined to set the educational world right again. Hype travels fast in a world devoid of complexity and nuance. Take Twitter for example. Twitter has been co-opted by educators in what is perhaps one of the most productive uses of its potential to date. That said, the media always affects the message, and 140 characters leaves much nuance at the door. Sure, you can hyperlink to meatier reflections, but that isn’t the norm.


So what do we discuss on the Twitter? More often than not: tools. We all get value out of the “head’s up” links on Twitter to new and interesting digital applications that -on the surface- promise innovation. And yet, I’d argue that tip-offs to shiny apps do little on their own to advance our understanding of the effects of this communications revolution. Who knows, perhaps we’re not meant to grasp the breadth and depth of a revolution in its very midst? Personally, I think education has to make an attempt to fly the ship while installing more effective wings. To ignore the challenge is to allow children fly a plane alone- and with untested wings. Life moves too fast and recent changes seem too profound I do know this: digital tools won’t educate a child any more than a hammer will build a house. Think of it this way: what does a carpenter need to know, and be able to do in 2012? And if you’re an administrator, perhaps you’d better think like a contractor. Yes, the metaphor is a mess, but it’s worth the ride. Take it…

Think of it this way: what does a carpenter need to know, and be able to do in 2012?

The Gap

So that’s it? Pin the standards to your chest and guess…  or chase each and every new app to debut? Is that the life of an enlightened educator in 2012? I doubt it. And yet, I’m also pretty certain that the classic ostrich pose in these times won’t cut it either. I’m betting a solid path to improvement is to be found within the gap. I was once a somewhat “reluctant technologist.” I never wanted to be seen as an evangelist of shiny gadgets. Now, I’m proud to say that I live my professional life within that gap. I spend my days helping teachers connect tools and processes to concepts, and sometimes rather lofty instructional goals and ideals. I work with principals and building administrators in seeing the big picture of how instruction can look. It is my role to assure that solid instruction leads the way in any implementation of technology… as opposed to gadgets.

So what exactly is this “gap,” if indeed it does exist? Well, that’s just it. That gap is why I decided to attempt to frame this question. It is also why I intend to leave my opinions out of this preview, as well as the framing of the question to begin my session.

One thing I do know: the room that day will be full of smart, passionate educators with varied knowledge and experiences. I already know what I have experienced. I want to learn more. I want input, and I don’t want that input clouded in any way by my own ideas at the outset. I want to walk away from Philly with either a disrupted or a clarified vision. Either way, it will help me refine, in at least some small way, what I do on a daily basis. It will shape how I think, what I plan, how I talk, and what I do in the months to come. A conference where the presenters themselves come to learn? That is pretty big from where I sit. Come to Educon. Join us. Come to my session, and let’s chat. Thanks again, Chris and team, for doing it this way…


 *”Educon 2.4 Icon” from the Educon 2.4 website
*”email symbol” by Micky Aldridge via CC from Flickr
*”Educon21_satsun_110” by Sarah Sutter via CC from Flickr



Facilitating A Squirrelly Strategy


The following video was recently posted by a colleague on a nascent district network that will go “public” in a few short weeks.  In what I see as an emerging “best practice” in setting up and facilitating online networks, we are busy adding rich instructional content prior to inviting members.   In other words, making it look -even upon first glance- as if “someone is home.”  Far too many folks try to set up a network on the Ning platform only to have it flail about in cyberspace because it doesn’t immediately grab people as a place where they can imagine investing a little of their time.  Take five minutes to watch the video before reading further…

How great is that?  In Angie’s (a fellow instructional coach) description immediately below the video, she said: “A great video with amazingly appropriate music to show goal setting and teamwork to achieve a goal.” I certainly do see those ideas reflected within the video.  However, I clicked to view the video full screen before reading, and my personal reaction was somewhat different.


To me, even more than goal setting and teamwork… this video speaks to the idea of honoring a constructivist approach to learning… and the gentle scaffolding required to get students to the ultimate goal within such a framework.

It seems that I chose to see the video not through the interactions with “momma squirrel” but instead through those that happened between the baby squirrel and the human observer. To me, the human (with the bigfat human brain) was the person in that situation who clearly knew how to achieve the objective.  You could easily argue that the momma squirrel didn’t get it.  Although, we truly have no idea what the ultimate goal was.  Perhaps going a different route, one that avoided the wall altogether, was not an option.  Though perhaps it was.  This we’ll never know.

Like a teacher honoring the fact that all true learning takes place within the brain of the learner… the observer(s) didn’t intervene at first.  They allowed the most powerful personal learning (in the brain of the baby squirrel) to take place first. They gave credit to the struggle that is inherent in accomplishing anything of real and lasting worth. They allowed small failures themselves to “teach.”

However, they ultimately they chose a strategy in which to intervene in a “least invasive” way… and then carried it out.  This initial strategy did not prove immediately successful for the learner.  The baby squirrel simply didn’t succeed after the “help” was applied.  The observers then took a step back, rethought the situation, likely looked around for other pertinent resources, and then applied another strategy to facilitate the baby squirrel’s accomplishment.

Pink Pearl

This series of calculated interventions is a good metaphor for what I see as one best case scenario for teaching and learning. Of course with today’s tricky world, and the complex sphere of standardized assessment we live within… allowing this full continuum of experience to play out with every learning objective is just not feasible. Yet, if we are truly focused on constructivism as a “best case scenario” for learning, then we will all make room for that very thing within our classrooms.  We can’t exist in a purely constructivist world today.  However, this is not an “out” for studying and practicing this approach to learning.  It is merely something to consider as you map out the classroom environment for you and your students as learners.

Once a teacher gives credit to the power of this approach to learning… they then begin to see its potential in more and more places. I think this is the point where we become sharp about when to allow this type of learning to run its course and when we have to “cut and run” to nail down the less “essential” objectives in order to allow the time for everything we want (and are responsible to) for our children.


So yeah, in short… I love the video as a reflection and teaching tool. In fact, I wrote 75% of this blog post in the comments section of that particular video on our network.  I could link to my comment there, but then I’d have to break my rule of going public with a network before it is already a microcosm of what I want it to eventually become.  You wouldn’t want me to hedge on my own philosophy for this would you?


So what do you think?  Did you see something different?  What metaphors did you see in the video?  How might you use this little clip as a teaching tool?


Pink Pearl by Heather Beltz Ingram on Flickr

Four Pillars of Technology Integration

I spent far too much time today on this image…….

Four Pillars of Technology Integration

But first

What are the key elements required for a transformation of teaching and learning through the use of technology?  There are obviously many reasonable ways to look at this.  From what position do you view this issue?  Are you a teacher, instructional coach, building principal, technology facilitator, director of technology, chief administrative officer of some flavor, superintendent, parent, or student?  For you, this issue will likely run through the filter of your current position.

It will also run through the filter of your experience.  Are you an eighteen year old student who lives a life that is highly digitally integrated, or are you a teacher of 20 years or more who is just now trying to become familiar with the Internet as it relates to teaching and learning?  Are you a superintendent or head of school who is beginning to open to the importance of a smart approach to technology integration, or are you a technology facilitator who has been a digital evangelist for the past five to ten years?

Those filters should all be applied to the problem of how to retool schools along the lines of technological transformation.  (Though I didn’t think it worked in the title of this post, you will see below that I would rather use the term transformation as opposed to integration.)  At this point, the vast majority of school systems are behind the curve in this area.  Being this far behind might just have one distinct advantage.  If there is no way to see any of the individual trees in a forest, you are likely going to be forced to start your mission with a whole-forest view to begin with.  This is not a bad thing.  It allows you to realize two important things:

1) You don’t need a flashlight.  It’s not that dark in there anymore.  Trust that there are others who have proceeded down this path before you, and they have learned many important lessons.  Collaborate.  Learn from their successes and failures.  Do not go it alone.  Resist the temptation to slap a digital device in the hands of each student and call it success.  Have a plan.

2) Rarely do we get to make decisions with the clarity that a little distance provides.  Take your time (but hurry).  Ask yourself: what can we do with these new tools available today that we couldn’t do before?  If we could remake our curriculum any way we wanted, how would we do it?  Think transformation of the way teaching and learning is done in your district, as opposed to integration into it as it exists.

Allow me to run this challenge through my own filter for the next several paragraphs.  For more on my filter for these ideas, consult the About page.  Also-  I certainly do not profess to know all of the answers.  I am currently sitting on top of a nice little foothill of educational technology leadership…  and staring up at some pretty massive peaks ahead.  Allow me to talk about a few things that make these peaks seem climbable from where I stand.

It is my belief that all schools (and/or school systems) need the following four pillars below any technology “integration” effort…


An Innovation engine

All systems need what I will call an “innovation engine.”  Whatever the system, whatever the setup, schools and school systems need pockets of sponsored innovation.  Without some folks directly charged with instructional innovation with digital tools, we will always be just trying to fit technology into what we do on a day to day basis.  It is far better to build innovation directly into the system, and to foster it purposefully.  I know this may seem somewhat fringe in the world of public education, but it can’t afford to be much longer.

“At enlightened, forward-thinking companies, managers understand the connection between learning, innovation, and higher productivity — in fact, employees at these companies may even be encouraged to spend time learning and experimenting with new technologies.”

~Joe McKendrick, FASTforward

So who will drive this engine of innovation in your school?  Will this be a technology facilitator?  Will it be a technology coach?  Perhaps an instructional coach.  An ad-hoc committee of teachers?  A requirement of your leadership team or department heads?  If you are thinking of this from a district perspective, where does this responsibility land?  Will you just hope for it, or will you truly sponsor innovation in new approaches to teaching and learning afforded by digital technologies?

Erector Set

Administrative support

An innovative technology leader will be of little use beyond their immediate world without direct, purposeful and inspired administrative support.  Administrators:  join forces with your innovation team.  Learn what they learn.  Push them to new heights.  Allow them to bring innovative approaches to the classrooms and teachers of your school.  Support your teachers every step of the way as they slowly transform the classroom environments they create toward new and better approaches to learning…

…and then hold them to it. Hold staff accountable for bringing their skills up to the present realities of the 21st Century.  We’ve been living passively in this century for almost ten years now.  It is time for all of us to sit up and take a direct and active role in the changes happening within the learning profession.  Without strong administrative support, advocacy, and supervision, no real and lasting changes of this magnitude are possible.  Guidelines for such leadership aren’t exactly guesswork.  Grab a copy of the NETS and familiarize yourself with these standards today if you have yet to.  They come in three fine flavors:  for students, teachers and administrators.

wwwwwwwwwwwwwww access

Unfiltered ubiquitous access

So now you have innovation closely coupled with administrative support.  With those two things, you can get a pretty immediate return for your buck, provided one more terribly important thing:  that you don’t filter the very usefulness out of the web. A school can have instructional innovation and local administrative support and still fail with regard to technology integration.  How do you kill innovation quickly?  Tie it down.  Even today, many schools filter all of the good, interactive raw materials right out of the web, just when it is becoming increasingly important.  Figure it out.  Ask a school who only lightly filters.  Ask.  Don’t assume there isn’t another way.

Our school system does currently block Facebook and MySpace.  However, our general approach is to put the filters in place required by law, (keeping out the really creepy things) and then keep the real Internet open for education.  Yes, that means we have open access to YouTube, Flickr, UStream, Ning, Twitter, Blogs, Wikis, etc…  We have our hands on far too much fuel for innovation to even worry about looking at Facebook and MySpace at this moment.  They are where our students already are.  But for now, we are luckier than 95% of school districts I encounter with regard to open access.  This fact has allowed us to move quickly toward figuring out the advantages and disadvantages of these powerful new tools in an educational setting.

Oh, and ubiquity.  Access to these tools must be easy and everywhere.  Soon after access is all around you, it doesn’t even feel like “technology,” it just feels like the way things are done.  This is a good thing, for when technology becomes invisible, we can finally focus on the value added from new uses of these tools.  The world is moving quickly toward wireless access in all corners.  If your school isn’t wireless, then only your students have wireless access.  That’s right-  via their phones.  You have a cell phone policy that bans their use in your school?  How is that working out?  You might be surprised.  Many of your students likely are on the raw, unfiltered Internet via the 3G connection of their cellphone more often in the classroom than you care to admit.  Why ignore this,  or worse yet, why punish it?  Embracing might just be the answer.  Some serious thought, study, and stakeholder input should be focused in this direction.

If your school isn’t at a 1:1 ratio of students to laptop computers… and the students don’t take them home with them night by night, all year long… then you don’t yet have an ideal learning environment for 2009 by most accounts.  Until then, however, there are other ways until that time to assure ubiquitous access.  Our school currently employs laptop carts at a ratio of better than 2.5 students to one computer.  60 of these machines will also be available for checkout from our Media Center in the fall.  Our Media Center/Library will also be open well beyond school hours.  It isn’t perfect, but it is allowing us to move ahead intelligently.  We are moving quickly toward the 1:1 environment that seems inevitable in schools.  Moving in that direction in a smart and purposeful way is the strategy we’re employing.

Nice Helvetica.

Instructional model

So now you have innovation on the ground level, administrative support, and unfiltered access.  Be proud.  If you can honestly say this characterizes your school or school system, then you are in a very small but fortunate minority.  You work with smart, visionary people who know how to plan and have been doing so for some time now.  If your lone goal is to have students, teachers and administrators all gleefully pushing buttons and gazing at computer screens…  then your work here is done.  Congratulations.  However, if what you were wanting out of this nationwide technology push was something a bit more…  substantial, then you had better finish reading.

The fourth pillar of “instructional model” is more than a quick soundbyte allows.  I see three levels of this notion with increasing value as follows:  1) You have thought about and encouraged good instructional practices in your building/district.  2) You have a well-articulated plan for effective instructional practice that is building or districtwide.  3)  You have a true learner-centered instructional model in place in grades K-12 that credits the constructivist nature of human learning.

I am fortunate to say that though our district has awakened late to the call of real and purposeful transformation via educational technology, the toughest of our four pillars has already been built.  The final pillar of a student-centered model for instruction that is carefully stated, professionally-developed, supported, and supervised…  is just freshly in place.  This is not so say that fluency in adopting this philosophy of approach is yet there, but the crucial first step is complete.

As I stated earlier, we are looking up at some pretty tall challenges ahead of us.  Locally, we have unfiltered access to all of the content and interactivity the web affords.  We have pedagogical experts in district leadership positions who have put in place an ideal instructional model for the future.  We have a quickly multiplying group of administrators at both the district and building levels who are responding to the call of the digital world, and we are making plans to foster innovation and creativity in our classrooms.

I feel like I am at the foot of a mountain that a handful of good people have climbed…  20,000 feet below the summit, yet armed with the best climbing gear and support I can get my hands on.  The immediate future should be interesting indeed.

I don\'t understand the question...

Where are you?

So where does all of this leave you?  How many of these pillars have been already constructed around you?  What have you done to help in that construction?  What do you see as the greatest challenges in this mission?  What can I or others do to help?  Are there other pillars that you believe I have missed here?

This post was initially intended to be a part of Leadership Day 2009 as conceived by Scott McLeod.  I am posting it at 1:30am on July 13th instead of on July 12th.  This is not to shabby considering my two baby girls thought that since it is technically summer here…  it should feel like it today.

Leadership Day 2009

***This post ended up being nominated for “Most Influential Blog Post” at the 2009 Edublogs Awards.  Nifty nomination.  Thanks much:


*I created the Four Pillars image above from the original raw image: “OSU Columns 1” by Steve Betts (Zagrev) on Flickr.
*Catracas by [ cas ] on Flickr
*Erector Set by vgm8383 on Flickr
*wwwwwwwwwwwwwww access by squacco on Flickr
*Nice Helvetica. by William Couch on Flickr
*I don’t understand the question… by flynnkc on Flickr


Good conversations

This rather dull snapshot was taken with my phone at the recent NECC 2009 conference in Washington, DC.  Funny.  Sometimes it’s the non-conference things that really push my thinking forward.  EduBloggerCon was one of those, “sit around with smart folks and discuss and debate self-selected topics of interest in education” kind of days.  What, you don’t have those every day?  Ok, I’ll admit it- sadly neither do I.  One of the sessions in particular, led by Jonathan Becker was entitled: “Where School Reform Meets Madonna:  Can public schools fundamentally reinvent themselves?”  The rule in this one was that if a “tech tool” was even mentioned that the violator would have to stand on the table and sing.  EduBloggerCon is certainly an “unconference” about more than edtech tools.  Good conversations do more than stimulate your brain during the immediate time in which they are occurring.  Good conversations are those that change the way you see the world in some small way from that point on.

Washington Public Library

The building above is found in Mt. Vernon Square and has an interesting history.  A much better close-up view from Wikimedia shows that this was one of Carnegie’s libraries.  The building was also recently a City Museum and still serves the Historical Society of Washington, DC.

While walking the city with Jeanette and Luke (Principal and Asst. Principal at BHS) during lunch at EduBloggerCon, we ran across this building.  Initially, I was interested in the architecture.  However, upon closer inspection I became much more interested in the three bold words embedded into the marble front of the building:


These three words, especially appearing below the phrase: “DEDICATED TO THE DIFFUSION OF KNOWLEDGE” were enough to haunt me the next couple of days.  By the way, I had probably better let you know that if you came to this post looking for answers… prepare for a 10:1 question vs. answer ratio from this point.  Sorry about that.

A light word study

Let’s talk about those three little words.  Do you have thoughts on this triplet as it was laid out so many years ago?  Truly any three words could have been chosen, yet these are the three that were cut into rock.  For one, I am a pretty big fan of all three of those words.  If you dig through the “poetry” tag here on the blog, you’ll certainly find a thing or two that relates over the past year.  Science is the obvious one.  I have been a science teacher since 1992.  Further… for me, history so often provides not only context to the world in which we live, but also connections in and amongst all fields of study.

But I live out my days in an American high school.  Where are the other two great core areas of study?  Where lies Communication Arts, or English, or Language Arts, or…?  Where do we fit Mathematics?  Perhaps the folks who laid out this building saw those as modes of communicating the ideas of science and history.  And poetry?  Perhaps this is the art that takes human communication to creative and innovative heights.

altered playing card - inspiration - davinci

Step outside a moment

Imagine a school where the base subjects are those three: science, poetry, and history.  What would that look like?  Now of course I’m not suggesting we look away from all of the other myriad courses in our world such as practical arts, physical education, etc.  My friend and Principal, Jeanette Westfall, would be quick to remind anyone discounting the importance of the “non-core” subjects, that these courses (and their teachers) represent about 60% of our school today.  Anyone pushing this part of high school life aside would be someone with a rather narrow view of the American high school scene of 2009.

But instead of seeing a focus on science, history, and poetry as narrow…  what if we saw it as something much larger?  What if we found a way to teach all of the subjects we care about today within this framework?  Could that be done?  What if we dissolved our hallowed curricular walls and found a way to deliver all of those wonderful bits of learning through very broad lenses such as these three?

I can see a million problems.  Where does engineering fit?  Engineering isn’t really science.  It is most usually an outgrowth of science.  Engineering is science applied to life.  However, aren’t the best examples of engineering a marriage of art and science?  There are others of course.  I welcome the discussion following this post.  Writing online is great like that, right?

23, 24


Perhaps the largest thorn in the side of such an experimental approach is our compartmentalized teacher certification system.  Not only that, but with most of us as products of such a linear, territorial system- could we even create a small number of schools that could do this at a high level?  I understand why this is different in secondary vs. the elementary world.  The content knowledge required in the higher grades in 2009 is daunting for sure.  I get it that most folks couldn’t deliver calculus.  Most of us couldn’t prepare teenagers for college-level physics or a journalism program either.  And yet, what percent of your student body did I just include by mentioning those two courses?  More importantly, perhaps restructuring schools toward a more integrated nature seems more daunting to the “closed four walls” of the typical classroom.  Perhaps those who have opened up the walls of their classroom to colleagues near and far can more easily imagine a new and innovative structure for schools.

Of course this couldn’t really fly in a public school today, could it?  But then again, how is what are are doing right now working for us?  Many universities have “honors” programs within the normal school.  These programs are often about collaboration and integration of subject matter to create a more relevant and rigorous environment.  The same goes for gifted ed classes.  It seems that we continue to create opportunities for both our most talented kids as well as those who display “buy-in” to the system of schooling as it is today.  Of course I think this is a great thing.  But, what about the massive chunk of the teenage populace who see school as not immediately relevant to their lives?  What needs to happen for us to imagine a learning environment that is chunked up in some way different than we have already tried?  The huge numbers of disaffected or otherwise uninterested teens can’t wait much longer.  I wonder if their vision could be any more comprehensive.

3d glasses

As is often the case…  far more questions than answers here today.  Once again, I’m appreciative for the ability to think aloud in a loose forum full of smart and enthusiastic people.  What about those three overarching “subjects” mentioned above?  Are there three you’d propose alternatively?  Hopefully an idea or two will be left stirring in your head.  Feel free to share below if so.


*science:poetry:history via iPhone by me
*altered playing card – inspiration – davinci by Blazing Moon on Flickr
*23, 24 by Rob Shenk on Flickr
*3d glasses by dryxe on Flickr