healthy -> designers -> collaborators -> mentors
Our teachers are seen as learning experience designers, masters in their craft,
grounded in their hearts and act as catalysts collaborating in healthy teams to
design curriculum with the students igniting creativity, passion and purpose.
If you redesign how you see and build
students, then have to redesign the teachers
and how they teach and see themselves.
• We empathized with teachers, designers, physicians what they
needed to do their job well.
• What emerged across the board—SELF CARE, TIME TO
PRACTICE THEIR CRAFT, TIME TO COLLABORATE, TIME TO
DESIGN AND THEN TIME TO GIVE to OTHERS (students, clients,
• Our teachers are catalysts of the passion and purpose within
each of our students.
• They are healthy, whole, impassioned, paid well. The schedule
was designed to support this.
Our program is purpose-driven, not just academic driven, because students
invest in their own learning when the curriculum is relevant to their own lives.
Students will build their purpose by practicing the purpose of math, science,
history and language arts within irresistible learning experiences no student
would cut school to miss.
If you redesign the student and the teacher,
their needs in the new context of 2016 and an
unknown future, then you need to redesign
Our program will prepare DSX students to ﬂourish on any
path they choose.
For Maths, in particular, DSX sees the learning of
mathematics like learning of a foreign language with
emphasis on communication through skills in reading,
writing, listening and speaking
Designers have analyzed and organized common core math
standards to help navigate the future of integrative and
meaningful math education
I like to read and draw as well as learn about various pro-
pulsion methods for vehicles such as electric, hydrogen fuel
cell and turbine engines. I enjoy doing these thing because
they are my passions.
Another thing I enjoy doing is building. In 6th grade I dis-
mantled my bunk bed to make a catapult. I had no idea how
to make a catapult but it turned out pretty good. at was
when I gured out that I love to build stu.
You oen feel “when can we start?” is a recurring question
in your life., “Wouldn’t it be great if …” e future fascinates
you., You collect information – words, facts, books and
quotations., You like to think. You like mental activity., You
love to solve problems.
If I could teach in a school I would teach alternative fuel
sources because we are ruining the earth at our own ex-
pense. I would teach this by having the students design a
vehicle that would run on a alternative fuel source. e fuel
source would depend on what type of vehicle it would be
running my own company, running a design lab, building
What I enjoy doing best is...? My strengths are...
What would you teach in school and how would you do
I see myself...
Living Learning Portfolio: X = YOU
If you redesign the student, teacher and
program, the you need to redesign what, how
and why you assess within the program.
• Here is a prototype of a student’s Living Learning Portfolio
(LLP) and how it connects with our Learning Partners and a
student’s four year (and beyond) scope and sequence. A
student’s LLP grows with them and is engaged even when not
in school, so they see the whole world as their learning
landscape much like a skater does.
• At key points during students' work days, they are prompted
to "check in” on their mobile devices to document their
progress, observations, and questions, and to initiate
assessments. The assessments are tailored to each student’s
individual course of study, and may draw from a mix of free
response and multiple choice questions, as well as questions
that allow for images, or video and audio recordings as
• In addition to the quantitative benchmarking that results from
the assessments and is shared with the students' teachers,
advisors and parents, our assessment model also collects
qualitative feedback from students so that advisors get real
time feedback on student engagement.