The Dynamic Education Program is a curriculum constructed to carefully build neural collaboration and prepare learners for real-world success. It employs and expands the Guided Participation Relationship to develop dynamic processing, transferring the learning process to parents, teachers, coaches and eventually to the child. To begin, families will have either completed the Family Guided Participation Program or already have the Guided Participation Relationship firmly established.

The Dynamic Education Program teaches abilities for thriving in the real, messy world. Almost from the beginning, we introduce the concepts of change amidst continuity, uncertainty within predictability, grey-areas of thinking and multiple perspectives and solutions. The term "student" is used to denote the apprentice in the Dynamic Education Program. It replaces the term "child" used in the Family Guided Participation Program. Students learn that most real-world problems do not have perfect solutions. Success depends on learning to operate on a good enough basis, differentially allocating sufficient resources to meet standards based on the context in which the problem resides. They learn that expectations and predictions must be tempered by knowledge that the unexpected can occur at any time and that if we take the surprise out of life it becomes hardly worth living.

The curriculum begins at the simplest levels and progresses systematically. Each learner begins at their assessed "edge" of competence. The curriculum integrates the development of mental processes, with important, traditional academic mastery. As the curriculum gains complexity, we gradually add greater real-world difficulty. Students learn to solve increasingly multifaceted problems, with many different partners in changing and less predictable environments. As the program evolves, progress requires competence in noisier, less familiar settings. Stimuli that once distracted the student and created too much competition for his attention are gradually re-introduced. Similarly, when competence is achieved with adults, the experience may change to introduce a familiar peer, followed by a small group setting and so on. 

The program begins the gradual process of transferring essential tools of Guided Participation – Framing, Scaffolding and Spotlighting – from consultant to parent. Presented in a straightforward manner beginning with Framing, proceeding on to Scaffolding and Spotlighting and ending with Elaboration, guides learn to carefully determine how to start with initial prototypes and gradually embed, expand and evolve them so that they have far greater real-world applicability and sophistication. During this time students should be ready to enter into the main body of the Dynamic Intelligence Curriculum, providing guide and student the opportunity to explore many dimensions of dynamic intelligence.  

Later work focuses on helping the guide and student take on more responsibility, as students engage in a parallel internalization process. Now fully participating apprentices, they are taking on increasing responsibility for problem-solving, self-regulation and social coordination. Students make their own discoveries during the course of the day and some competencies will emerge without ever being formally addressed. Teen and adult apprentices become part of the team, helping to choose their own objectives and lessons. Some are given their own assignments and produce their own work products.  

Who is it for?

Professionals have the ability to construct a customized family-based remediation program for students with the following types of problems: continuous processing, regulating and adapting, flexible problem-solving, dynamic analysis, experience sharing, episodic memory, self-evaluation, self-regulation, and simulations-flexible-contextual content use. 

How does it work?

The consultant continues to be involved with the guide and student. However, in this program the emphasis is on both the consultant and the guide working themselves out of their roles, transferring the responsibility to the apprentice. Consultant and parent continue to participate in the Learning Support Communities.  

Families interested in beginning their own Dynamic Education Program need to connect with a professional who has completed the Consultant Training Program. Click here to locate a consultant.

Professionals interested in training for the Dynamic Education Program and access to our Learning Support Community for Professionals should click here.