A Design for Humans Intervention Copyright 2014
UPCOMING
THEMES
PREFACE
RECURRING DISRUPTIONS
CREDITS
GO BACKWARDS
COME BACK HERE
MOVE FORWARD
This handy virtual 'book' is in its 3rd iteration and emergent. The text is always  
commentary and will likely change in order to more accurately represent the current state of knowledge that the author (me) will diligently work at integrating, and revising.
evolving, influenced by reader and author
Once you get into a pattern of disrupting the way that you teach you will be constantly vigilant for new methods, improved techniques, and revised approaches that you will want to try to engage learners with more. 
The text will become adynamic interplay between intertextual authors, revealing a combined and  inter-connected intelligence not solely confined to a singular identity.
This text also tries to answers why disrupting the classroom is important, based primarily on my own experience, but also on previous research and theories of teaching and learning.
The purpose of this text is to encourage teachers to identify then disrupt the regular patterns of teaching that they employ.
Kristeva, J. (1986). The kristeva reader. Columbia University Press.
acquired, transferred and sustained. 
Despite the differences in teaching strategies that we use in the classroom that are contextually dependent and come from years of following traditional discipline specific models, we can probably agree that it is to the benefit of our learners that we need to consider renewed approaches to teaching. 
These words are targeted to those teachers in each of us who consider teaching and learning a transformative process, who are inspired to be learners as well as teachers, and who want to contribute to evolving how knowledge is shared, co-constructed, built or 
Sound familiar?
There is along history of disruption in the classroom, provoked by teachers who wish to improve learning for their students. Now, like yesterday, we are facing a crucial time where teaching and learning is in need of a revolution.     EndFragment    
While there are many different schools of thought around, how subject matter should be delivered, research proving and disproving an evolution of theories, instructional practices, methods, disagreements in what knowledge is and how people acquire it, retain it, transfer it to other contexts,participate in its co-construction, reflect upon it, etc...educators tend to agree on one important intention: to improve learning and how learners learn.The how, why, where and the what, however create a broad range of diverse opinions, pedagogical and design battles, apologists, technologists, reformists and political as well as capitalist motivations.EndFragment
While there are many different schools of thought around, how subject matter should be delivered, research proving and disproving an evolution of theories, instructional practices, methods, disagreements in what knowledge is and how people acquire it, retain it, transfer it to other contexts,participate in its co-construction, reflect upon it, etc...educators tend to agree on one important intention: to improve learning and how learners learn.The how, why, where and the what, however create a broad range of diverse opinions, pedagogical and design battles, apologists, technologists, reformists and capitalists.EndFragment
The call for revolutionis fueled by government and industry interests, technology trends and the ongoing need to  integrate new tech into the classroom or… to replace the classroom. The call can be traced as far back as Edison.
While there are many different schools of thought around, how subject matter should be delivered, research proving and disproving an evolution of theories, instructional practices, methods, disagreements in what knowledge is and how people acquire it, retain it, transfer it to other contexts,participate in its co-construction, reflect upon it, etc...educators tend to agree on one important intention: to improve learning and how learners learn.The how, why, where and the what, however create a broad range of diverse opinions, pedagogical and design battles, apologists, technologists, reformists and capitalists.EndFragment
“Books,” declared the inventor with decision, “will soon be obsolete in the public schools. Scholars will be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed inside of ten years."EndFragment
1913 July 9, The New York Dramatic Mirror, The Evolution of the Motion Picture: VI – Looking into the Future with Thomas A. Edison by Frederick James Smith, Page 24, Column 3, New York. (Old Fulton)EndFragment
The ideas presented here are dead until they are embodied and practiced.
The theme of disruption is not a theory or a framework. The concept of disruption is an idea, an approach to learning whose aim is to transform the way that we think about teaching and learning. Consider that all of the ideas presented in this text as have been put into practice with the intention of shaking things up. They are reactive, in that they are based on a persistent dialogue that I have with learners.  EndFragment
The  most complementary theoretical approach is social constructivism and since the teaching environment that these insights come from have been primarily situated, I will leave it to the reader as to what ideas, tools may fit their own. As teacher, we are being disruptive if we consciously want to transform the way that we teach and think about learning,  We are disruptive when we try new approaches to engage out learners more, iterate on our curriculum and constantly adapt to the changing needs of the learners in the class. EndFragment
How much more experience or expertise you have in the discipline that you teach with those who you teach it to should not create an artificial division of intelligence or status between you and the learner. We need to seperate the knowledge that we have, with the art of teaching this knowledge to others. We need to learn to be teachers just as learners need to learn to be teachers. Without treating learners as equal partners in learning you will be unable to build respect, trust or continuously improve the way in which you articulate your wisdom. 
The greatest delusion is thinking that because you’ve been hired as a subject matter expert that you are more intelligent that others who wish to learn from you. You begin to disrupt when you actively plan how you will learn from your teaching, and when you facilitate environments where learners summon their own intelligence to challenge the content that you teach and especially how you are teaching it to them.
Embracing a spirit of disruption in education means being open to iterating on our design of learning and constantly adapting to the changing needs of the learners in the class.
As teacher, we are being disruptive if we consciously want to improve our practice by transforming the way that we teach, and changing the ways that we think about learning. How open are you to trying new ways to engage learners in the classroom? 
When you wrap your head around the fact that the combined intelligence in a physical or virtual classroom far outweighs your own, then you can start to see that the biggest disruption to teaching environments is leveraging the intelligence of the learner. The greatest gift you can give is the humility to not just learn from your learners but to let them teach you and others as well. It also happens to be the one of the best ways for them to learn. 
Monkeys & Dinosaurs: Ivy Sang
Teachers & Learners: HaiWei Hu
Words & Maps: Patrick Pennefather
Monsters & Robots &…:  Mike Tam
Contact Patrick Pennefather for ebook release date
UPCOMING CHAPTERS
IT'S ALWAYS DIFFERENT AND CONTEXTUALLY MIND BOGGLING THE ONLY RULE IS THAT THERE ARE NO RULES CENTERING YOUR VERSION OF LEARNER-CENTERED DISRUPT BEFORE THEY DO THE MYTH OF THE 'EMPTY' LEARNER SUMMONING THE RINGMASTER FAILURE IS AN OPTION NEVER LET THEM SIT TWICE HOW TO REWARD RISK-TAKING IT'S OK THAT YOU'RE NOT A KNOW-IT-ALL LEVERAGE TECHNOLOGY IF IT MAKES SENSE