3-D K-12 STEM

$25.00

What would teachers give to get all their K–12 students to be curiosity-driven, creative problem-solvers and critical thinkers in STEM? To indulge their curiosity for their own satisfaction? To routinely ace tests and wield AI like a rapier? What if there were only one cost: not fighting educational inertia, not permission from above or lengthy professional development, not expensive instructional materials or science labs or computers.  

Nor is the cost money. It is one every teacher can easily afford, but it is the most demanding of all: to think differently, very differently. The first challenge is to begin where K–12 educational change has never before ventured: at the grassroots of classroom teaching, where individual STEM teachers, many championed by their students’ parents, can each choose to act—any curricular mandate is easily incorporated. The second is absorbing a science of curiosity, a drive stronger than pain avoidance. Both didactic and inquiry-based instruction have largely circumvented it  The third is diving into groundbreaking cognitive science that bridges the interface with neurology. The minds-on and brains-on combination is precise enough to transform AI into AGI. Well over the horizon of current educational psychology, these two new scientific fields expand today’s tired paradigms of learning and teaching into three fully articulated dimensions.  

Thinking differently creates an educational explosion within any isolated classroom. 3-D teachers direct that energy through an online Curriculum Library designed by and for teachers who share 3-D lessons in a marketplace where they benefit financially in direct proportion to their instructional expertise. The Library is couched within an online Curriculum Cooperative that provides teachers with a supportive community, profit sharing, and a four-rung professional ladder planted in their classroom. For practitioners, this book is a minds-on how-to that inexorably leads to the operational Curriculum Library and Cooperative. It ends by describing how teachers monetize their local expertise and climb the ladder alongside their school employment, attracting budding scientists to become teacherpreneurs dedicated to spreading the fruits and joy of empowered curiosity. 

What would teachers give to get all their K–12 students to be curiosity-driven, creative problem-solvers and critical thinkers in STEM? To indulge their curiosity for their own satisfaction? To routinely ace tests and wield AI like a rapier? What if there were only one cost: not fighting educational inertia, not permission from above or lengthy professional development, not expensive instructional materials or science labs or computers.  

Nor is the cost money. It is one every teacher can easily afford, but it is the most demanding of all: to think differently, very differently. The first challenge is to begin where K–12 educational change has never before ventured: at the grassroots of classroom teaching, where individual STEM teachers, many championed by their students’ parents, can each choose to act—any curricular mandate is easily incorporated. The second is absorbing a science of curiosity, a drive stronger than pain avoidance. Both didactic and inquiry-based instruction have largely circumvented it  The third is diving into groundbreaking cognitive science that bridges the interface with neurology. The minds-on and brains-on combination is precise enough to transform AI into AGI. Well over the horizon of current educational psychology, these two new scientific fields expand today’s tired paradigms of learning and teaching into three fully articulated dimensions.  

Thinking differently creates an educational explosion within any isolated classroom. 3-D teachers direct that energy through an online Curriculum Library designed by and for teachers who share 3-D lessons in a marketplace where they benefit financially in direct proportion to their instructional expertise. The Library is couched within an online Curriculum Cooperative that provides teachers with a supportive community, profit sharing, and a four-rung professional ladder planted in their classroom. For practitioners, this book is a minds-on how-to that inexorably leads to the operational Curriculum Library and Cooperative. It ends by describing how teachers monetize their local expertise and climb the ladder alongside their school employment, attracting budding scientists to become teacherpreneurs dedicated to spreading the fruits and joy of empowered curiosity.