Once there was a girl who was intensely curious about the world around her.  Her parents, who happened to be educators, recognized very quickly that not only did their child love learning but was continuously seeking out connections between ideas.  They decided to homeschool her.  Her age was quite young to begin learning according to outsiders, but her parents noticed all the readiness signs and dove right in.  Whatever the child was interested in, that was what learning was based upon.  If she was obsessed with learning about animal habitats, all the learning revolved around planning and establishing an aquarium.  If it was Abraham Lincoln, everything revolved around that time period, including planning a trip to Kentucky and Springfield.  

As for the child, she didn’t know she was learning reading, writing, calculating, hypothesizing, estimating, problem-solving, analyzing, etc., and she certainly never showed her learning through a multiple-choice test.  All the girl knew was that she was spending time with her parents.  She knew she was safe to share ideas and ask questions.  Her parents didn’t tell her the answers,  but instead guided her on how to discover where to find information from books, libraries, primary sources, and computer databases and draw her own conclusions.  They provided her with opportunities to work collaboratively with other children, but also other adults of all ages as she was also able to incorporate her love of piano, singing, and art into her day.  One of her favorite weekly activities was playing the piano for seniors at a senior living center and reading devotionals out loud to them over a plate of cookies. She loved "publishing" her stories using Corel Word Perfect, creating the final art in "Paint", and after printing and tearing off the guides, making bracelets or houses for insects from the edges.  She never felt negatively stressed by all she was accomplishing.  Each day brought new adventures of meaningful activities she was ready to journey through.  

As the child grew, she eventually had to attend public school.  Her teachers were quite shocked at the levels of learning she had accomplished in her short years, and she left her lower elementary class and joined upper middle schoolers for reading and math.  That brought an awareness that maybe not everyone learned how she learned, as she was quite literally the only one her age in those classes.  She continued to love school, even though it was very different.  She continued to have her own “real projects” at home in addition to her assigned projects. As for multiple-choice and true and false?  Once she figured out the pattern, those were a breeze! Yet, she often had misunderstandings with her teachers who weren't used to students asking so many questions, or reading texts well above grade level and thinking creatively to connect the dots of ideas. She didn't understand why her teachers felt defensive. She missed the days of learning about science outside in nature and writing about the latest invention she made to make storing all the PE equipment more efficient.  She began to do all she could to blend in.  Be smart, but not too smart.  Ask some questions, but ask your real questions at home.  Help lead your partner to the answer, but don't take credit.  Show creativity, but don't "show off".  She got so used to the standardized approach to school; that it began to fade from memory.  She never let it steal her joy, her learning was hers and her curiosity and passion remained.

Until one class junior year of high school,  American Dream, helped her remember. It was a class that masterfully taught American History through the teaching of Classic Literature of the period, with an independent learning project on a self-selected topic. That girl was in learning heaven for 2 hours every other day. Her joy of learning had always remained, but this was the experience that she was longing for.  This is when her questions, curiosity, and creativity were clearly beneficial.  Her other classmates struggled.  The girl couldn't understand why.  That is when she realized that this was their first time to experience this type of learning. They had never had the joy of learning for themselves.  They didn't know how.  She quickly transformed into the class tutor in sharing what she knew of how to be a self-directed learner, so much so that the school gave her a permanent computer corral in the library and volunteer credit.  The classmates connected.  They were talking about literature and history, connecting the dots of ideas to modern days.  They formed friendships and began learning from each other.  The girl didn't have to work so hard to blend in anymore. Her creativity, ability to connect ideas, and ask questions was something her peers and teachers valued in that setting. That is when another new awareness came. The type of learning the girl experienced in her early years with her parents could work within the school system.  These teachers were doing it. It also led to a new question- “Why aren’t more teachers doing this?”

I am that girl.

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My learning manifesto is rooted in the belief that our educational system should be student-centered, inclusive, and aligned with the latest research on how the brain naturally acquires information. Every person is capable of learning how to learn, to continue growing in confidence and competence, and deserves the opportunity to experience the joy of learning. I believe significant transformation is essential in our current educational system at large to align with research-informed practices. I believe that educators should strive to create a significant learning environment where learners feel safe, valued, empowered, and equipped with the skills and mindset needed for continuous lifelong learning and success. Through the pedagogical practices based on constructivism and play-based learning alongside the integration of digital tools, educators can provide authentic learning experiences that prepare learners to thrive in an ever-changing world. 

My top beliefs are as stated below: