Finding balance in a self-paced process

Samantha Jansky and Janita Lavani are co-founders of Ascent: An Acton Academy in North-Central Austin. With many years of experience as Socratic guides and Acton curriculum developers, they have a lot to say about the balancing act required of both learners and adults in a flourishing self-paced learning environment. We’re pleased they agreed to share some of their wisdom with us on the Alt Ed Austin blog.

The ingredients of a healthy self-paced learning process can prove empowering and set learners up for success for life. However, there’s an element of balance required to pull them all together. Paradoxically, autonomy requires accountability, and flexibility requires structure. While it might seem as though these are in conflict, they work in tandem to give much-needed balance to an individual’s learning process.

Autonomy, as you could have guessed, is at the core of self-paced learning. At Ascent, the learners determine for themselves how and when to approach their work. They do so when they are motivated through pursuing their curiosities, when they are equipped to engage freely in their environment, and when they practice toward mastery. Learners are not bound by limits placed on them because of their age. They can go as far and beyond what is expected of them in a particular subject. They can also choose when to work on the material; perhaps they are someone who likes to focus on a certain subject for weeks at a time, or perhaps they like a little balance each day. Ultimately, it is up to them to decide how to approach their work.

The flexibility of self-paced learning plays into genuine autonomy. Learners practice adjusting timelines, revisiting concepts, and incorporating feedback, allowing them to navigate their learning journey with resilience and a growth mindset. it offers the opportunity to practice adaptability in the face of unforeseen challenges and push through when faced with resistance.

This flexibility, however, doesn’t imply a lack of structure or discipline; rather, it encourages individuals to take ownership of their learning journey and create the structure themselves through tools introduced to them (some examples include SMART Goals, the Urgent/Important Matrix, squad frameworks, and the badge system to stay on track). Self-paced learning means you work on each subject at your pace—slowing down when you need to grasp something, and accelerating once you’ve mastered a topic. Self-paced learning empowers individuals to keep moving forward.

One of the most important tools offered to learners in a self-paced environment is goal-setting: establishing realistic objectives and timelines to maintain a sense of purpose and direction. Goal-setting ensures that the learners stay focused, motivated, and accountable. In a learner-driven environment, the learners are accountable to their growth. A key difference between this and more traditional learning environments is that a learner’s standing in any subject area is not compared to a predefined standard; rather, their progress is measured against their past achievements and efforts. The practice of setting SMART (Specific, Measurable, Achievable, Relevant, Tough/Time-Bound) Goals is critical in this regard. A true SMART goal is challenging. It pushes your limits to see what you can do, and it is built upon past progress and learning. This is where the rigor of a learner-driven environment comes into play.

The combination of clear goals, accountability, and active engagement creates a tremendous amount of structure in a learner-driven environment—but it’s not a “top down” structure created by someone else. When the learners have autonomy over their learning and their work output, they are the ones creating the structure they need to thrive, leading to a strong sense of responsibility.

Here’s a story that pulls all of this together. It’s one of many examples we have seen over the years of the magic of balancing autonomy with accountability and structure with flexibility.

It was a chilly February morning, and one learner was celebrating. Running around the studio, she was ecstatic. “I got my level 2 Math badge, I got my math badge!” The other learners in the studio were not silent on the matter, either. Loud jubilation and high-fives took place all over the space.

This young hero had finally found her stride in math—a process that included a lot of help but that was hers to own. For a couple of years, she had struggled to find flow in this particular subject. Her squad frequently supported her in goal setting, and her guides engaged her with questions and challenged her to set tough goals and develop a regular practice. She had the tools, such as SMART goals, a watch that reminded her to take quick breaks before getting back to work, a badge system that offered extrinsic motivators in each subject area, and powerful online platforms. She had the support of her parents, who checked in with her frequently but were also aware of when they needed to give her space; they also left her plenty of space to fail (and to own that, too).

This recipe was one for success, but she needed time to find her stride—to accomplish big wins in math on her timeline, at her pace. This allowed her gradually to build up confidence. She faced setbacks and learned to lean on her support system when she got an answer wrong—asking for help when she needed it—and eventually built up the mental muscle she needed to resist the urge to give up when she got an answer wrong. After months of setting daily math goals to create a habit, having the discipline to tell friends she was working, using her watch, and rewarding herself with reading after she finished her math goal, she created a structure that worked for her and found flexibility in her practice.

She had full autonomy (no one was going to make her do her work) but was also accountable to her goals and to the people she pulled in for support. She felt pressure, but it was rooted in her self-paced striving toward mastery. Most importantly, she owned the whole process, all the ups and downs, and so in the end, she realized her potential all on her own.

Samantha Jansky and Janita Lavani | Ascent: An Acton Academy

Tips for decreasing sensory overload in your highly sensitive child

We’re pleased to welcome Laura Sanders, MA, LPCA, as a guest contributor to the blog with two pieces this week aimed at helping parents and educators better understand and support highly sensitive children. Laura is a licensed counselor, EMDR trauma therapist, author, and mindfulness teacher specializing in working with highly sensitive children and adults at Cosmic Heart Counseling in South Austin and online.

Photo by Arwan Sutanto on Unsplash

When a child becomes overwhelmed, their nervous system is in overload. To prevent a meltdown or diffuse one that has already started, you have to work to get the nervous system regulated again. Remember, their capacity to hold sensory information and emotions has a lower threshold than that of neurotypical children. Here are some tips to help things run more smoothly in your household!

Increase communication.

Give your child language so they can tell you when they are getting overwhelmed. Have them pick an animal that they think best embodies their meltdown. For example, they may call big scary feelings “an angry monkey.” When they start to feel it coming on, they can say, “Angry monkey is here,” or you can ask, “Is angry monkey coming?” and you can try to intervene before it gets out of control.

Many times, there is a physical cue causing your little one to react.  It could be as simple as being hungry or tired. While most children get cranky when they are hungry, thirsty, or tired, an HSP child is even more sensitive to these physical cues, meaning their reaction to the sensations of hunger or tiredness will increase. When we need to eat, a stress hormone called cortisol is on the rise. HSPs are also more sensitive to any hormonal fluctuations, which may also contribute to extra discomfort.  

Ask them where they are on their sensory meter (you can come up with a fun name for it together) but on a scale of 1–10, they can tell you how overwhelmed they are. If they are at a 7 or higher, it’s time to take a break.

Strive for a more natural lifestyle.

Decrease the use of chemicals and fragrances in the house. Free and clear laundry detergent and dishwashing soap can help their sensitive noses and skin. Watch processed foods. Chemicals, dyes, and sugars in food will lead to more dysregulation, hyperactivity, and meltdowns. Certain medications can interact with brain chemistry and can cause a sensitive person to become dysregulated, and many HSPs do not react well with pharmaceuticals made for neurotypical brains and bodies.

Create a chillout spot.

Find a spot in your home that you can make a comfort zone. Have your child help build it with blankets, soft lighting, snuggle friends, and anything they will find comforting. This can be a place for them to retreat to when they begin to feel overwhelmed. It can also be a place for them to go to as an alternative for punishment. Many times, a less than ideal behavior reflects a need for a calmer environment, rather than a need for punishment.

Photo by Vitolda Klein on Unsplash

Take breaks.

A full day of running errands and playdates may be fun, but it could lead to overwhelm by the time you are ready to come home and relax. Checking in with your child frequently about where they are on their sensory meter or whether they are hungry can go a long way.

Let the child pick fabrics and clothing.

Allowing the child to tell you which clothing and fabrics they find overstimulating can be a game changer. Your day is doomed if your child starts out overloaded with tactile discomfort. Involve them in the process, and once you find what works, stick with it. As they get older, their clothing and fabric needs will change, so check in often.

Get tested for food allergies or cut out common allergens.

Food allergies are everywhere these days. Most HSPs are allergic to many different foods, and this can cause not only physical discomfort but also inflammation, brain fog, and even behavior changes. Getting tested can be pricey and time consuming. Many people choose to follow an elimination diet and see what works from there. You could also just cut out common allergens (dairy, gluten soy, sugar) and see what miracles happen!

Consider supplements.

There are lots of supplements out there that be helpful to calm down an overwhelmed nervous system, or ease anxiety. Some are branded for children, and some are branded for adults. Talk to a doctor or herbalist about which supplements can help with daily brain function and acute stress.

Practice breathing exercises.

My favorite exercise to do with kids is “Sniff the Flower, Blow out the Candle.” This has them take a big inhale through their noses and slowly exhale through their mouths.

Try physical helpers.

Sensitivity to the environment doesn’t mean that zero stimulation is ideal. A physical helper like a weighted blanket or a giant stuffed animal can provide much-needed comfort to an overstimulated child and help them get back to their baseline.

I hope you found this list helpful! If you are not sure if your child is highly sensitive, check out my related blog post here on Alt Ed Austin, “Is your child highly sensitive?” For more information on this topic, visit therapyforsensitives.com.

Laura Sanders, MA, LPCA | Cosmic Heart Counseling

Is your child highly sensitive?

Laura Sanders, MA, LPCA, is a licensed counselor, EMDR trauma therapist, author, and mindfulness teacher specializing in working with highly sensitive children and adults at her private practice, Cosmic Heart Counseling, in South Austin and online. We’re happy to welcome her as a guest contributor to the blog with two companion pieces this week to help parents and educators better understand and support highly sensitive children.

Photo by Ksenia Makogon on Unsplash

High sensitivity is a form of neurodivergence that is gaining in recognition and popularity. An highly sensitive person (HSP) is just that—highly sensitive. Their ability to tolerate sensory information and emotions is smaller than that of others, leading to overwhelm. A highly sensitive person has a finely tuned nervous system that can prime them for anxiety and stress. Without positive coping skills, this sensitivity can be overwhelming and lead to a host of behavioral issues in childhood and beyond.

With knowledge, understanding, and positive coping skills, sensitivity can be a superpower! Although navigating the challenges of sensitivity can be difficult, your child’s sensitivity can wield multiple gifts, including creativity, empathy, and even intuition.

Many adults are becoming aware of and owning their sensitivity, gaining coping skills, and thriving. For children, it can be more difficult as their brains, bodies, and nervous systems are constantly growing and changing. They have little control over their daily activities, foods they eat, and clothing they wear. An HSP child is even more vulnerable to the environment as exposure to even small amounts of stimulus may be too much.

To a neurotypical (NT) adult, the sensitive child might seem over reactive, overemotional, and dramatic. To the NT parent, the child is having an absolute meltdown because they don’t want to wear the shirt that was picked out for them. To the child, the physical body has become so incredibly uncomfortable that it causes stress hormones to spike. In turn, the child’s nervous system is activated, and they are flooded with emotions that they don’t know how to process. Screaming ensues.

To sensitive children, the world can seem entirely overwhelming. They may recognize that they respond differently to the world than their peers and not understand why. Arming them with knowledge, tools for self-care, and nervous system regulation at an early age can change the trajectory of their lives so they can use sensitivity as a superpower and avoid having to go through so much heartache.

Image by Rod Long on Unsplash

So, how do you know if your child is highly sensitive? Here are some signs that might indicate your child has a finely tuned nervous system and might need some additional tools to thrive in our crazy world.

Sensitivity is threefold—physical, emotional, and energetic. Physical sensitivity affects the five senses: touch, taste, sound, smell, and sight. When any of these senses start to get overwhelmed, a highly sensitive person’s nervous system detects a threat and goes into hyperdrive.

 Here are some physical sensitivity signs that your child might be an HSP:

• allergies to perfumes and other synthetic fragrances in detergents, scented candles, and even dishwashing soap

• an aversion to certain types of fabrics or shapes of clothing

• complaints that certain environments, video games, or television shows are too loud

• multiple food allergies

• proprioception or tactile sensitivity

• meltdowns after time spent in big crowds or places with bright or fluorescent lights

 Emotional sensitivity can look like:

• crying easily

• having feelings hurt easily

• bursts of anger

• feeling overcome when watching television and movies

• feeling a high level of empathy for animals, stuffed animals, or other people

• a sense of not belonging

• asking deep questions or having deep thoughts

• being described by others as “an old soul”

Energetic sensitivity shows up in some children and adults as:

• a strong sense of overwhelm in crowded places

• connection to spirituality

• having an increased sense of imagination

• possessing “second sight” or psychic abilities

• heightened creative abilities

If you think you or your child might be a highly sensitive person, don’t worry! It’s not a mental illness, and it doesn’t mean anything is wrong. It just means that your child might need a little extra care in navigating the world. Little changes in the household can decrease sensory overload. Using fewer chemical cleaners and fragrances in the home, dimming the lights, and making time for “chilling out” in between activities can give your child’s nervous system a much-needed break.

For more tips on decreasing sensory overload, check out this blog post on Alt Ed Austin. For further information on this topic, visit therapyforsensitives.com.

 
Laura Sanders, MA, LPCA | Cosmic Heart Counseling

Paper, please

Guest contributor Ken Hawthorn is back with a great art + geometry activity you can try with your family. Ken is the founder of Austin School for the Driven, a unique environment of experiential learning, the hacker mindset, and outdoor education, all curated by community. He is the author of Super Arduino and consults with both Austin Community College and the University of Texas at Austin on makerspace education and design.

Paper is a structural material that forms the basis for so many wonderful math, science, and art projects at school and at home. From slide rules to “sharks with frickin laser beams,” paper is an amazing place to start!

Today I want to share some recent explorations of pop-up card geometry and even provide you, dear reader, with the actual files we used in class at Driven so you can make the same project at home with a Cricut, scissors, or an X-ACTO knife.

The below picture is a prototype pop-up card design students constructed in the third week of school at Driven. The genesis of the idea was a collaboration between Adam Soto, a literacy teacher at Griffin School, and me, Ken Hawthorn. Adam works with his students to individually go through the process of writing their own novel. Adam and I were looking for meaningful project-based intersections that combined the makerspace and the novel-writing project.

We realized that cards people give each other are really about the story of two people and the relationship between them. A spouse purchases a card that has symbols and words that proclaim appreciation and love for a partner, mom might get a handmade card from a child with a drawing of the whole family, or a co-worker might select a card that expresses how good the recipient is at being an inclusive member of the team. Whatever the occasion, the well-chosen card will usually express not just a particular sentiment, but also images and words that reflect a relationship and shared experiences between two people. When a third party reads a card, originally given from one person to another, they can infer a lot about the story of that relationship based on the design of the card and the words used.

With this in mind, why not have students make cards that are not from one person to another, but that encapsulate the important parts of the novel they are reading or writing? In this case, students at Driven wanted to look at a fairytale castle. Below are the steps they took to create a pop-up castle card.

 
Here is a link to the svg file you can use for your own geometric explorations.

Ken Hawthorn | Austin School for the Driven

A chat about AI and the new learning landscape

Photo by Levart_Photographer on Unsplash

You’ve probably seen funny, intriguing, or scary news items popping up over the past few weeks about Artificial Intelligence (AI) in the form of ChatGPT, Claude, LLaMA, and other interfaces. You might have heard podcasters explaining or bemoaning the revolutionary new world that’s about to replace our old one. At this point, for me, it’s all still pretty confusing in terms of how it will affect my day-to-day life, but I’m curious and very cautiously optimistic.

One thing that’s pretty certain: Our kids’ lives will be dramatically shaped by AI—and in ways we can’t possibly predict.

In education, two big names—Khan Academy and Duolingo—announced last week that they are on board the ChatGPT train, having been granted early access to develop and test ideas. We’ve already seen both learning platforms suggest some of the benefits they anticipate for learners and educators, but let me preface this short summary by saying I have no idea what the real-world educational outcomes will be because we are so early in the exploration stage. Having said that, here’s a rundown of what’s happening at Khan Academy and Duolingo, along with some links that will take you on a deeper dive, if you’re interested. 

ChatGPT-4, which stands for Generative Pre-trained Transformer 4, is a sophisticated AI model that can understand the context of questions and create written responses that are much more “human-like” than past versions. Khan Academy, a nonprofit dedicated to free, high-quality education for all, has been around since 2008 and is well known in the alt ed community for its library of outstanding YouTube video lessons on math and a vast array of other subjects. Duolingo is a for-profit language learning company that has been on the scene for 12 years. Duolingo teaches more than 100 languages to people all over the world in gamefied lessons, primarily through phone apps. 

There is a free version of Duolingo, but the new AI-assisted features will be offered only within a $30-per-month paid premium version. These features will offer learners more detailed explanations of how a language works in a feature called Explain My Answer. But most fascinating and useful will be the option for learners to role-play and interact with the AI tool like a personal tutor. After a conversation, users will get specific feedback they can use to improve their responses in their next Duolingo conversation or in real life.

Even more powerful possibilities seem to lie in the approach Khan Academy is taking to this new AI tech. Khan is calling its AI-powered platform Khanmigo. It is still in the development stage and open primarily to educators and school districts that are already working with Khan Academy on other projects, but it’s likely that more and more features will be rolled out to ordinary users in the near future.

Because each learner is different, the value of Khanmigo is that it will immediately adapt its tutoring in any subject to meet the individual’s needs, just like a one-on-one tutoring session with a human teacher. So, if a student is struggling with a particular type of math operation, Khanmigo will ask questions that direct the student toward a deeper understanding, rather than providing quick answers. And if a student needs to understand a controversial current news story, the Khanmigo tutor could gather information in order to debate multiple sides of the issue with the student in real time.

Khan Academy also wants its AI tool to become a valuable assistant for educators as well as students, removing some of the time-consuming work of lesson planning and grading so that educators can spend more time engaging with each student.

Sensibly, the folks at Khan are carefully communicating with users and adapting their projects to make sure they are safe and that kids are truly getting an enhanced learning experience rather than simply getting all the answers to their questions from Khanmigo. The short demonstration founder Sal Khan did on YouTube reminded me of a Socratic back-and-forth between students and teachers.

Next week, I’ll take a look at the world that’s opening up for students with disabilities as a result of AI learning tools. If you have hopes, fears, or experiences to share regarding AI and learning, please comment!

Here are a few links to learn more:

• John Fensterwald, “AI in School: Virtually Chatting with George Washington and Your Personal GPT-4 Tutor,” EdSource, March 20, 2023.

• Khan Academy, “GPT-4 In-Depth Demo,” March 14, 2023 (YouTube video).

• Aisha Malik, “Duolingo Launches New Subscription Tier with Access to AI Tutor Powered by GPT-4,” TechCrunch, March 14, 2023.

• John Spencer, “We Can’t Predict How AI Will Change Learning,” February 4, 2023 (podcast).

• Tyler Cowen, “AI Is About to Transform Childhood. Are We Ready?” Bloomberg, March 16, 2023 (opinion); and “How to Learn and Teach Economics with Large Language Models, Including GPT,”  SSRN, March 17, 2023 (academic paper, with Alexander T. Tabarrok).

• Ray Schroeder, “AI Is Impacting Education, But the Best Is Yet to Come,” Inside Higher Ed, March 15, 2023 (opinion).

Shelley Sperry | Sperry Editorial

Hiding scary things from kids

Deborah Hale, founder and director of the Inside Outside School, kindly granted Alt Ed Austin permission to republish this timely and soul-searching piece. It originally appeared on her school blog earlier this month, soon after large protests against police brutality and racism began in Minneapolis, Austin, and many other communities throughout the world.

 
Recent events following the murder of George Floyd have offered me, a white woman born in the 1950s, an opportunity for self-reflection. I am not doing a good enough job of growing anti-racist children. I’ve always taken the approach with environmental education that we don’t focus on what is wrong like glaciers melting; instead we help children fall in love with nature, so that one day they will harness that love in a way that actively protects the environment. Playing in a creek, gardening, and feeding chickens are our methodology of raising an environmental activist.  We address race issues mostly through literature. We teach respect for everyone. The students study the Civil Rights movement, Jim Crow laws, slavery, the Underground Railroad, segregation, and prejudice. 
​ 
In her book Not My Idea: A Book about Whiteness, Anastasia Higginbotham shows a mother saying, “Oh no, not again.” Her daughter hears her and says, “Mom. What ‘not again?’” The mother doesn’t want to tell her child about the George Floyd, Breanna Taylor, Mark Ramos news break of the day. She wants to “hide scary things” from her kid. Boy, do I get that! I really want children to enjoy their sacred childhood, running, playing, laughing. The dangers they face at school are poison ivy, sharp rocks under their bare feet, snakes, and puss moth caterpillars. Their parents might worry about that a bit, but they don’t have to worry that their child will be murdered by police. I can protect them from the horrible, frightening details in today’s news, but because there is not a lot of diversity, I cannot help them fall in love with people of color through direct experience. Our school isn’t free, there is no free breakfast or lunch, we are not on a bus route. We lack socio-economic diversity. As a private school, we serve privileged children. That’s not what I want, but that is what I created.

Our family has recently had our own run-in with racist police brutality. Like many white grandparents, we have grandchildren, daughters-in-law, nieces, and nephews who are people of color. Our grandson was peacefully protesting in Austin and was shot at close range by a police officer’s rubber bullet.

Our grandson, now 20, is a photographer. The bullet hit his right arm. He required emergency surgery to save his arm. He has a huge scar which runs down the center of his Texas tattoo. He was holding a camera, not a gun. 

He is a peaceful man. He eats a vegan diet so that he may do no harm. I adore my grandchildren. They matter to me deeply and personally. Our grandson recently shared with us how difficult it has been for him, growing up black. I heard his pain, the things he has faced that our other grandchildren will never have to face because they are white. I do want them to know what happened to their cousin. I know it is a scary thing, but knowing about this is important. We cannot let them grow up thinking that the color of your skin doesn’t matter. It makes all the difference if your skin color isn’t white. I knelt in the grass on a recent Sunday at Huston-Tillotson College listening to the heartbreaking words of Brenda Ramos, whose son, Mark, had been killed by police in Austin 6 weeks earlier. Mark was unarmed and had his hands up in the air.  There has been no justice, no arrest. My heart is hurting for her and for all mothers and grandmothers whose children are people of color.

One of the reasons we don’t teach our students at IOS about deforestation and climate change is that these big problems can paralyze children into a fear that they can only shut down around. I feel this paralyzing fear about our world right now. Are we facing civil war? Are people trying to stir up such an unimaginable evil in the year 2020? I cannot remain frozen in fear. I have to use my voice to speak out against racism. It was not my idea, and if you are reading this, it was not yours either. We do not support it, but are we fighting it?

My grandfather introduced racism into our home when I was in kindergarten or first grade. He said the N word at the dinner table in reference to his co-workers at the post office. My mother bravely ripped her father in law a new one in front of his granddaughters. It made an indelible impression on me. I thank God that my mother shaped my belief system, not my grandfather. When we saw the race riots on the television, she did not send me out of the room. I saw. I see. I cannot look the other way.

Our next module in our Wit and Wisdom curriculum at the Inside Outside School is “Civil Rights.” We will open with this integrated theme in our pandemic world classroom, whatever that looks like. I will help shape the belief systems of my students. I will continue to teach them the Three Respect Agreements of our school: Respect Yourself, Respect Others, Respect the Environment. I will continue to teach them about a growth mindset and about the Dimensions of Human Greatness. But, when we talk about interaction, I want them to actually have interactions with people of color. I don’t want it to all be book learning. 

My semester reports are all written, and now I am trying to plan for a world where students can’t be closer than 6 feet from each other, where I may be teaching with a mask over my mouth and nose in triple-digit Texas heat. But just as importantly, I also am imagining how to plan a world where the student population at our school reflects the diversity of our wider community. I can stand against racism by not being satisfied with my white privilege. I can ask for the means to serve more intentionally in creating a more just and loving world. I can reach into the greater field of life where this school originated and find the next upgrade. Through our shared intention, let us see that manifesting. 

Please join me. Namaste.

Deborah Hale