Learn to Start Model (Pedagogy)

The LTS Model drives a transformative model of learning that empowers students to develop voice, choice, and independence in their formative years of education, and enter their field of interest with a portfolio that proves their value and the confidence to claim it. We call this student Market-Ready™.

The Only Three Questions that Matter: How Do I Prove it?

There are three questions that can bridge the divide between education and industry: “Who am I?”, “What can I do?”, and “How do I prove it?” Industry has for too long relied on filtering through resumes built up like checklists that mark the gateway into desired jobs, without having a hiring system that leads to […]

The Only Three Questions that Matter: What Can I Do?

There are three questions that should be the foundation of all formative development: “Who am I?”, “What can I do?”, and “How do I prove it?” Learn to Start uses these three questions as the guiding principles of all pedagogy and curriculum because they maintain the integrity needed for students to experience true formative environments […]

The Only Three Questions That Matter: Who Am I?

There are only three questions that matter when assessing the value of a person in the marketplace: “Who am I?”, “What can I do?”, and “How do I prove it?” These are the questions that ground people in the journey to self-awareness, confidence, and societal impact. These are the three questions Learn to Start uses […]

Siloed Subjects Create a Myopic View of Learning

In a traditional academic system of education, subjects and levels are separate entities rather than an interconnected experience. A student’s day is separated into periods/classes that do not need to connect to each other, erasing any responsibility on the part of the institution, administration, or teacher to create through-lines for the student experience.

The A-F Grading System Prevents Students from Learning the Value of Failure

In a traditional academic system of education that institutes an A-F or 0-100 grading system, students learn to fear failure rather than embrace the essential learning that comes from experiencing it. K-12 school is supposed to be a time of formative development for students, meaning a time of students receiving ongoing feedback as they take […]

Arbitrary Standards of Assessment Are Disconnected from Real-World Accomplishments

In a traditional academic system of education, the measurements used to assess student development and outcomes are disconnected from real-world accomplishments. Every student takes tests and quizzes, answers questions in homework assignments, takes notes, writes papers, completes oral presentations, and potentially does seemingly creative assignments like creating videos or doing skits.

Disruption Through Relevance

Many people have been in my classroom and have spoken to the value of the program, the desire to continue participating, and thanked me for letting them be a part of relevant education.

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