Gates to the Garden Graph

Garden founded on 3 stories totaling 92 pages and 40972 words. 280 links can expand into the garden.

We've forked this work by Morrison et.al. as test data for experimental gardening in the super collaborator.

More Telling Jess's Story — Story of 31 pages with 15515 words and 77 more links. (15515)

More Telling Davids Final — Story of 30 pages with 13580 words and 116 more links. (13580)

More Telling Thompson's Story — Story of 31 pages with 11877 words and 87 more links. (11877)

It's Not Okay — Lean in, I’m going to tell you a story. My story. (486)

Seen, Heard, Transformed — I conquered the shame. (466)

The Soil — (561)

Conscious Cultivation — Opening a bright, shiny, new school with state-of-the-art facilities and a budding community to shape was no easy feat but Vicki set out the (797)

The Griffin Way — Griffin’s first year was full of intentionality, collaboration, 'cherry picking' best practice, questions, long hours, grit, celebration and (394)

Intentional Language — Language has played a significant role in the Griffin State School story. From very early on in our journey, we recognised the power that la (350)

Enculturation — Ron Ritchhart describes enculturation as the process of gradually internalising the messages and values that we repeatedly experience throug (319)

Mantras, Artefacts, Rituals and Traditions — In a sense, our mantras, artefacts, rituals and traditions ‘brand’ us. They allow others to see, hear and feel what we stand for. They ooze (497)

Keepers of the Culture — Culture is contagious, there's no doubt about it. It catches on, both positively and negatively, spreading like wildfire. We've all seen it. (610)

Wonder and Wander — In 2016 when Griffin opened, I was a confident teacher, self-assured in my practice but with a yearning for something more - a change, a cha (916)

Inquiry-Based Learning — At Griffin State School, Inquiry-Based Learning is embraced as a stance, a philosophy a way of being and teaching rather than a subject. It (168)

Learning-Orientated — Classrooms are interesting habitats. Twenty-five (or more!), little humans and one adult growing and learning together for over twenty hours (364)

Under the Influence — My first classroom was beautiful. Colourful and labelled and matching and themed. A place for everything and everything in its right place. (465)

Inquiry Stance — Inquiry is a ubiquitous approach at Griffin. It is our unwavering vision for learning. We recognise that in order to authentically harness [ (293)

Inquiry-Based Learning — At Griffin State School, Inquiry-Based Learning is embraced as a stance, a philosophy a way of being and teaching rather than a subject. It (168)

The Curious Child — During our preparation to open Griffin State School in 2015, Vicki connected us to the _Curiosity and Powerful Learning_ (CPL) Brisbane Metr (422)

Beginning to DIG — During the peak of our 2020 COVID-19 lockdown, the staff at Griffin were hooked by a new journey. One that awakened our wonder in ourselves, (630)

The Shared Truth — Thompson says, as we awaken wonder in ourselves, we awaken it in others; as we research, we become inspired; as we journey we are empowered (464)

Griffin Kids DIG Learning — With our dominant themes defined, we set off to design and conduct experiments in our Year Four, Five and Six classrooms. Guided by our inte (730)

Process Over Product — During a DIG learning journey, the focus is on intention and process, allowing the learning to have real purpose and meaning. Emphasis on th (491)

The Emotional Journey — Intriguing artefacts are emerging out of our experimenting. We’re gauging an impact on class culture, learning through a DiG is changing the (308)

Narrative Identity — One of the most profound impacts of the DiG learning framework that many of our teachers are noting is the shifting identity of learners. Th (529)

Empowering Potential — Capturing the narrative identity of our learners has been an intriguing experiment. It has surprised us and delighted us but mostly led us t (393)

The Linchpin — In the words of George Bernard Shaw, “What we want to see is the child in pursuit of knowledge, not knowledge in pursuit of the child.” Unle (501)

Storytelling — The power of storytelling is understood in many cultures. For us at Griffin, we too value it's power. We repeatedly tell our stories in an e (448)

Learners, Not Students — Our Bold Vision is just a 'bold vision' without our commitment to learning and action. In ambitiously striving to produce learners, not (445)

A Culture for Innovation — There is no recipe for innovation, no pathway illuminated, little guidance but mantras like the old ‘think outside the box’. Not always help (473)

Purposeful Change — Change requires us to hover between the known and unknown. To journey into that uncomfortable space where there’s uncertainty and often a lo (858)

Stepping Into Potential — (454)

Our Legacy — Our stories are powerful. They are our wisdom that often lies hidden within us. When we are called to reveal our stories by others, we are c (507)

Constructive Discontent — I've accepted that I'm a constructive discontent. I have been accused by friends of wearing the 'black hat' too often and I do have a health (474)

Boys in an Industrial World — I am an introvert and, like many I suspect, have felt the insecurities that come with not being heard, and the debilitation of the imposter (614)

Dobbiamo Fare — My Dad passed away recently. He slowly declined over years with the cruel theft Parkinson's Disease inflicts on the body. It was a devastati (484)

The Power of the Status Quo — Schooling is a social construct. The often lamented lack of change in how schools have been constructed and operate can be attributed to our (824)

Fast and Remarkable — In 1903 the first powered flight took place in Kitty Hawk, a small town in the United States. The Orville and Wilbur Wright story is folklor (415)

Frustratingly Stubborn — We appreciate it is difficult to effect change in a school... to turn around a school. It has been generally accepted it takes years, a cont (423)

My Why — I have found being perfectly clear about one's purpose is no simple an undertaking. We spend so much time in our careers, and lives, in the (525)

Aligning of the Planets — When I talk about an ‘aligning of the planets’ I’m referring to that rare occasion in which a number of factors, perhaps seemingly unrelated (442)

Learning Architect — What I find great meaning in is being in the service of others, and in particular of their learning, and especially when that learning is co (352)

Designing Experiences — Introverted as I am, I've always enjoyed leading others to experience learning. Discovering things, and then sharing that discovery, is a jo (408)

Designing Experiences — Introverted as I am, I've always enjoyed leading others to experience learning. Discovering things, and then sharing that discovery, is a jo (408)

Learning Generosity — Learning Generosity is the willingness to facilitate, or support, a colleagues' professional curiosity and growth. It can be easy to say ‘ye (429)

NOII — In early 2016 a fortuitous meeting occurred at Queensland’s Noosa Heads. 'Learning First' had just released the report 'Beyond PD: Professio (581)

What Motivates Complex Work — The 2017 QASSP International Study Tour that traveled to British Columbia to learn more about NOII highlighted the similarities between the (264)

Purpose, Mastery, Autonomy — British Columbia is a high performing system. One of the features of this system is the existence of a voluntary network of educators with a (269)

Dayton Experienced — Another fortuitous meeting for me emerged in April 2019 in Dayton, Oregon. I had organised QASSP's third study tour to the USA to investigat (441)

The Pivot — Following the success for the 2019 QASSP Study Tour, and the wonderings about what was experienced in Dayton, the 2020 Study Tour was to inv (459)

Designed InGenuity (DIG) — **Designed inGenuity (DIG)** is a learning framework for the creative mind. (212)

Accepted and Respected — Psychological Safety is an important factor in team performance. Its how members of the group feel about their making a contribution to (233)

Pondering the Path — What have I learned from opening Multiple Windows over the last few years, and especially from the windows opened on study tours? There (431)

Multiple Windows — # Intention (176)

Meso Level Activity — The macro level in education is where politicians play, and where bureaucrats set policy and funding methodology. It is the place where stan (675)

New Leadership — I am reluctant to bring a new leadership model into existence. Take a walk through the isles of 'Leadership and Management' in the local boo (234)

Learning Rather Than Schooling — Schooling was designed for sorting children to meet the needs of an industrial society. It has been evaluated by evaluating outcomes, be tha (385)

New Story — There are many reasons we require a new story for schooling. Three are related to our current story: Industrial age mindsets continue to dom (336)

Literate, Numerate and Curious — One narrow train of thought I've been exposed to is that the purpose for school is that it should be a place in which we skill children in t (420)

A New Narrative — The power of story telling is evident throughout human history. Human beings are literally hardwired for narratives. For millennia, stories (462)

Leaders as Learners — Its common knowledge that Australia's performance on international PISA comparisons has been declining. And that the evidence about improvin (309)

Finding Courage — I have been challenged again to go deeper as I reflect on what may have contributed to me not pursuing my creative potential earlier in my c (448)

Finding the Why — We learn, deeply learn, when there is a personal purpose and personal meaning. (703)

Compulsive Questioning — I used to drive my Dad crazy – I remember the day he had enough. We were driving and he turned to me said, with a sigh of exasperation, "Tho (352)

Unfolding Wonder — Let's start here, pondering how it is that wonder unfolds. (294)

The Black Hole — Light can't escape from a black hole. (327)

Technology of Thought — Before we further explore Descartes, let's take a moment and reflect on the impact of an invention that set the stage for his time, that of (315)

Taking Things Apart — Descartes felt that our intellectual capacity was a divine gift. In fact, he believed that it was through a special gland in our brain, the (243)

Other Knowing — Let's pause here. (373)

Sensing the Garden — Cracks in the universality of the mechanistic worldview birthed by the Enlightenment began to appear in the dawning of the 19th century. (406)

Genius Heard — We hear the word 'genius' and we think of those of exceptional intellectual or artistic prowess, those who are Profoundly Gifted. These (193)

A New Altar — Yes, this is a story about reimagining education. But before we get there, we have more of the cultural backstory to tell. A story that now (274)

The Eliot Model — Our current education model was developed in the late 19th and early 20th centuries to produce a useful workforce for an industrial economy. (549)

A New Era — We see a new creative economy emerging around the globe, one that is being empowered by new computer technologies. (204)

The Dawning — We find ourselves, at this moment in history, in the liminal stage of a new age, the Creativity Age. A liminal stage is a time of transition (478)

Whitehead's Impact — Despite being little recognized today, one can't underestimate Whitehead's impact. (262)

Imagination Unleashed — It has been said that what separates humans, _homo sapiens_, from all other living creatures is our ability to think abstractly – that is, t (136)

Poetic Magic — Math is said to be the language of the universe. Through math, we hoped to describe the laws that govern all relationships – in math lies ou (300)

Many Paths — Also influenced by Whitehead, Jorge Luis Borges published _The Garden of Forking Paths_ in the 1940s, a short story that explored new constr (285)

Verbs, Not Nouns — It's with David Bohm's writings that appeared in the 1950s that we began to open the door further to the potential sensed in Whitehead's ear (365)

Sensing Surprise — The work of the neuroscientist Karl Friston has transformed our understanding of the brain. But the impact of his current explorations is ta (435)

Weaving Together — Wow, that was a lot. Let's take a moment and reflect on what we just explored as we briefly plunged into the worlds of not only Church, Borg (317)

Dayton Revisited — When Jami Fluke and I started our partnership together, we defined an Audacious Aspiration, that of unleashing the Creative Genius o (236)

Gobsmacking the Aussies — Jami knew that when a delegation of twenty-five Australian educators came to visit her school there would be little time to share a very com (253)

Digging Deeper — No one expected it. (493)

Awakening Wonder — It has been widely said that our current education paradigm destroys innate curiosity and produces 'compliant learners' who are woefully un (512)

Experiencing Emergence — The essential experience of creative learning is the feeling of emergence. (316)

Peeling the Onion — We are curious about this experience of learning. Why, we wonder, is this joy so powerful and becomes an experience that has a deep impact? (487)

Finding the Why — We learn, deeply learn, when there is a personal purpose and personal meaning. (703)

Appreciating Friston — Earlier in this story, we introduced the thinking of four people who might, we hope, illuminate the meaning of this journey at a deeper leve (465)

Sense Making — We are left wondering, what does this story mean as we ponder the Audacious Aspiration of reimagining education? (508)

Magic Felt — As we end this story, it may be helpful to recall the words of Lao Tzu, spoken some 2,500 years ago: (190)