Friday, December 5, 2008
SYNOPSIS
SYNOPSIS
Mary Giacomarro & Joel V. Thornton
Council of Curriculum Development
Proposed Curriculum Change
The council of curriculum development is a group of administrators and teachers working together to promote success. The council’s responsibility is to review current curriculums and locate areas of improvement that should be made to promote student achievement. This year the council focused on the improvement plan to “UNLEARN” the passive learner in the mathematics classroom. It will also focus on one of the Five Theories of Learning, which is the experimentalist theory. Here students learn “by” doing or hands-on.
The first step of the council was to develop a three-stage learning curve that included the following: CONCRETE à ICONIC à SYMBOLIC. We identified these three characteristics based on the current curriculum. The current curriculum in place, teaches our students from the CONCRETE to SYMBOLIC stage. This means that our students are only memorizing the material. They truly never learn or understand the material to apply that knowledge to higher-order-thinking problems. The proposed curriculum will teach from the CONCRETE to ICONIC then SYMBOLIC. Through this sequence, students learn to make the connection and understand why they are solving the problem. With the connection, students are able to apply their knowledge and solve higher-order-thinking problems or real-life problems.
The proposed curriculum will also focus on three aspects: “UNLEARN” traditional assessment methods, improve technology and promote success for the 21st Century learner. The proposed curriculum will have teachers grading their students through projects, presentations, tests, quizzes, homework, research papers and bi-weekly blogs where students solve real-life problems and respond to team members. Teachers will also have a classroom set of graphing calculators that are connected to a computer that projectors their answers and individual screen. Here the teacher has a virtual classroom where everyone is interactive. Smart boards will be provided in each classroom with projectors and a mobile cart of laptops provided with mathematics features. The 21st Century learner must be able to adapt and reason. The world is forever changing and the successful student will be prepared for the rigorous road ahead. I would like to end with a quote by Nelson Mandela “Education is the most powerful weapon which you can use to change the world.”
Mary Giacomarro & Joel V. Thornton
Council of Curriculum Development
Proposed Curriculum Change
The council of curriculum development is a group of administrators and teachers working together to promote success. The council’s responsibility is to review current curriculums and locate areas of improvement that should be made to promote student achievement. This year the council focused on the improvement plan to “UNLEARN” the passive learner in the mathematics classroom. It will also focus on one of the Five Theories of Learning, which is the experimentalist theory. Here students learn “by” doing or hands-on.
The first step of the council was to develop a three-stage learning curve that included the following: CONCRETE à ICONIC à SYMBOLIC. We identified these three characteristics based on the current curriculum. The current curriculum in place, teaches our students from the CONCRETE to SYMBOLIC stage. This means that our students are only memorizing the material. They truly never learn or understand the material to apply that knowledge to higher-order-thinking problems. The proposed curriculum will teach from the CONCRETE to ICONIC then SYMBOLIC. Through this sequence, students learn to make the connection and understand why they are solving the problem. With the connection, students are able to apply their knowledge and solve higher-order-thinking problems or real-life problems.
The proposed curriculum will also focus on three aspects: “UNLEARN” traditional assessment methods, improve technology and promote success for the 21st Century learner. The proposed curriculum will have teachers grading their students through projects, presentations, tests, quizzes, homework, research papers and bi-weekly blogs where students solve real-life problems and respond to team members. Teachers will also have a classroom set of graphing calculators that are connected to a computer that projectors their answers and individual screen. Here the teacher has a virtual classroom where everyone is interactive. Smart boards will be provided in each classroom with projectors and a mobile cart of laptops provided with mathematics features. The 21st Century learner must be able to adapt and reason. The world is forever changing and the successful student will be prepared for the rigorous road ahead. I would like to end with a quote by Nelson Mandela “Education is the most powerful weapon which you can use to change the world.”
MEMO
Life Long Learners Institute
3.14 Aim High Lane
Motion, New Jersey 02468
Mary Giacomarro & Joel V. Thornton Telephone: (201) 527-4961
Council of Curriculum Development Fax: (201) 301-2546
MEMO
Date: December 4, 2008
To: Barry A. Bachenheimer, Superintendent
From: Mary Giacomarro, Principal
Joel V. Thornton, Vice-Principal
Re: Proposed Curriculum Change
Education is the key element for success in our student’s lives. The future of our society rests in the hands of our students. To prepare our students for their roles in the current society and future we have proposed the following. We need to “UNLEARN” the passive learner in the mathematics classroom. We will apply a three-stage learning curve: CONCRETE à ICONCI à SYMBOLIC. Here our students will make the connection and understanding to the material being taught and apply that knowledge in the 21st Century.
The reason for the proposed curriculum change came from the following data. The Passing Rate for students in our school taking the HSPA Mathematics is 63.3% proficient and 16.6% advanced proficient. The state average for advanced proficient is 23.2%. The Passing Rate for students in our school taking the GEPA Mathematics is 61.5% proficient and 13.5% advanced proficient. The state average for advanced proficient is 22.5%. Our scores in the advanced proficient are below average. Our student’s performance is based on the CONCRETE and SYMBOLIC stages. Students never learn to make the connection of material learned and apply that knowledge to higher-order-thinking problems and real-life problems. Our current curriculum does not apply the ICONIC stage where the connection is made. Schools that applied the three-stage learning curve have improved advanced proficient on the GEPA Mathematics from 12.4% to 32.1%. The data clearly shows students who learn from CONCRETE TO ICONIC THEN SYMOBLIC have a meaningful understanding of knowledge that promotes success. When students make the connection, they are able to see the larger picture “The key to success is to risk thinking unconventional thoughts. Convention is the enemy of progress. As long as you’ve got slightly more perception than the average loaf, you could invent something” (Pink, 2005).
3.14 Aim High Lane
Motion, New Jersey 02468
Mary Giacomarro & Joel V. Thornton Telephone: (201) 527-4961
Council of Curriculum Development Fax: (201) 301-2546
MEMO
Date: December 4, 2008
To: Barry A. Bachenheimer, Superintendent
From: Mary Giacomarro, Principal
Joel V. Thornton, Vice-Principal
Re: Proposed Curriculum Change
Education is the key element for success in our student’s lives. The future of our society rests in the hands of our students. To prepare our students for their roles in the current society and future we have proposed the following. We need to “UNLEARN” the passive learner in the mathematics classroom. We will apply a three-stage learning curve: CONCRETE à ICONCI à SYMBOLIC. Here our students will make the connection and understanding to the material being taught and apply that knowledge in the 21st Century.
The reason for the proposed curriculum change came from the following data. The Passing Rate for students in our school taking the HSPA Mathematics is 63.3% proficient and 16.6% advanced proficient. The state average for advanced proficient is 23.2%. The Passing Rate for students in our school taking the GEPA Mathematics is 61.5% proficient and 13.5% advanced proficient. The state average for advanced proficient is 22.5%. Our scores in the advanced proficient are below average. Our student’s performance is based on the CONCRETE and SYMBOLIC stages. Students never learn to make the connection of material learned and apply that knowledge to higher-order-thinking problems and real-life problems. Our current curriculum does not apply the ICONIC stage where the connection is made. Schools that applied the three-stage learning curve have improved advanced proficient on the GEPA Mathematics from 12.4% to 32.1%. The data clearly shows students who learn from CONCRETE TO ICONIC THEN SYMOBLIC have a meaningful understanding of knowledge that promotes success. When students make the connection, they are able to see the larger picture “The key to success is to risk thinking unconventional thoughts. Convention is the enemy of progress. As long as you’ve got slightly more perception than the average loaf, you could invent something” (Pink, 2005).
The three-stage learning curve: CONCRETE à ICONCI à SYMBOLIC will offer the teachers involved with an abundance of Professional Development. Each Professional Development session will focus on a different aspect. Such as team teaching, use of technology, alternate assessment methods and teaching to the 21st century classroom. Team teaching is one factor that assists the three-stage learning curve through teacher consistency. It is stated in a quote by James Surowiecki “A successful face-to-face team is more than just collectively intelligent. It makes everyone work harder, think smarter and reach better conclusions than they would have on their own.” We have received a grant through the Mathematics Association of Growth, to purchase textbooks, supplies, materials, professional development, laptops, smart boards and projectors. Also through the Mathematics Association of Growth grant, we will have a math tutor to help students with their homework and answer any questions for an hour after school each day of the week for the school year. Our student’s achievement will come from the connection made in the ICONIC stage. When our students make the connection, their success in life has endless possibilities.
Wednesday, December 3, 2008
Results Now
The first quote I have decided to use is "We have created a system in which generations of talented, hard-working teachers have engaged in inferior practices without receiving feedback that would alert them to this fact". I am the superintendent and here is my stance.
We as a whole, administrators and teachers need to work together as a team to promote success for our students. If teachers are talented and hard-working but lack the experience through inferior practices then the administrators must work along with that teacher to improve teaching strategies. Teachers need to realize that their jobs are not being threatened and that comments and suggestions are used to help the teacher improve. During observations, administrators will focus on one to two areas of improvement. The administrators and teacher will work together such as professional development, team teaching, teacher observations and one-on-one guidance. The district will have a philosophy of "if the teacher fails then the administration had failed".
The second quote comes from page 26 and states "isolation ensures that new learning seldom leads to changes in practice-in what teachers teach or how well they teach". I am a supervisor and I would recommend the following.
To end teacher isolation, it would be mandatory that all teachers teaching the same subject matter will meet once a week. During these meetings, teachers will discuss lesson objectives, pace, tests, quizzes, homework, planning, share ideas and talk about student progress. Here teachers are working together in teams or team teaching. Teachers will improve and benefit from each other while promoting success for their students.
The third quote comes form page 163 and says "There are a lot of children who are suffering, and we should not have to wait another generation before we get things right". I am the schools principal and I offer the following position.
If your sink is leaking, you fix it. If your light bulb burns out, you change it. Why is this philosophy or motto not applied to schools? If your school is failing then fix. If your school is lacking then change it. To complete this statement, I will have the vision statement of the school re-modified or replaced. As principal of a school in need of change, I will start with the vision statement. Here the school and community will know the purpose and outcome set forth by school’s faculty and staff.
We as a whole, administrators and teachers need to work together as a team to promote success for our students. If teachers are talented and hard-working but lack the experience through inferior practices then the administrators must work along with that teacher to improve teaching strategies. Teachers need to realize that their jobs are not being threatened and that comments and suggestions are used to help the teacher improve. During observations, administrators will focus on one to two areas of improvement. The administrators and teacher will work together such as professional development, team teaching, teacher observations and one-on-one guidance. The district will have a philosophy of "if the teacher fails then the administration had failed".
The second quote comes from page 26 and states "isolation ensures that new learning seldom leads to changes in practice-in what teachers teach or how well they teach". I am a supervisor and I would recommend the following.
To end teacher isolation, it would be mandatory that all teachers teaching the same subject matter will meet once a week. During these meetings, teachers will discuss lesson objectives, pace, tests, quizzes, homework, planning, share ideas and talk about student progress. Here teachers are working together in teams or team teaching. Teachers will improve and benefit from each other while promoting success for their students.
The third quote comes form page 163 and says "There are a lot of children who are suffering, and we should not have to wait another generation before we get things right". I am the schools principal and I offer the following position.
If your sink is leaking, you fix it. If your light bulb burns out, you change it. Why is this philosophy or motto not applied to schools? If your school is failing then fix. If your school is lacking then change it. To complete this statement, I will have the vision statement of the school re-modified or replaced. As principal of a school in need of change, I will start with the vision statement. Here the school and community will know the purpose and outcome set forth by school’s faculty and staff.
Reflection on UbD
I enjoyed reading the book Understanding by Design by Grant Wiggins and Jay McTighe. Writing the lesson plan in UbD format was even more beneficial. I was observed earlier this year and my only suggestions were to have key questions ready throughout the lesson to help student understanding. When I started to read the book and write the lesson plan in Ubd format, I thought back to my lesson when I was observed. Now I understand what my observer was looking for. Every lesson I write from daily lessons to weekly lessons, I always think about the Essential Questions first. This helps me to guide my lesson with the end result. I apply the following quote by Stephen R. Covey when writing any lesson plans "To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction."
Wednesday, October 29, 2008
Lesson Plan (Algebra 1)
Understanding By Design Lesson Template
Title of Lesson:Solving Multi-Step Inequalities
Grade Level:9th Grade
Curriculum Area:Mathematics (Algebra 1)
Time Frame:45 Minutes
Developed By:Joel Thornton
Identify Desired Results (Stage 1)
Content Standards
4.1.12 B.1 (The Distributive Property)
4.1.12 B.4 (Order of Operations)
4.5 E.1a, 4.5 E.1c, 4.3.12 C.1a, 4.5.B.1a (Solving Two-Step Equations)
4.1.12 B.1 (Solving Multi-Step Equations)
4.3.12 C.1d, 4.3.12 B.2g (Equations with variables on both sides)
4.3.12 D.1a, 1b, 2a, 4.5.E.1b (Equations and Problem Solving)
4.5 E.1d (Inequalities and Their Graph)
4.5 D.4, 4.3.12 D.2a, 4.5.E.1d (Solving Inequalities using addition and subtraction)
4.3.12 D.2a, 4.5 D.4, 4.5 E.1d (Solving Inequalities using multiplication and division)
4.5 E.1a, 4.5 E.2, 4.3.12 D.2a (Solving Multi-Step Inequalities)
Understandings Essential Question(s)
Overarching Understanding
Students will learn how to:
Solve multi-step inequalities with variables on one side.
Solve multi-step inequalities with variables on both sides.
Applying the rules of simplifying the inequality to solve for the given variable.
Overarching
What is the difference between an equation and inequality?
When do we use an inequality?
When do we use an equation?
How do we know if a value is a solution to the inequality?
Topical
What are we solving for in the inequality?
Name the following inverse operation?
Which direction will we shade when we graph the inequality?
Related Misconceptions
When graphing inequalities should an open circle or closed circle be used to represent the solution?
When to reverse the inequality symbol?
When solving an inequality how many possible solution?
Knowledge
Students will know…
Students will be able to…
Solving 1-step equations.
Solving 2-step equations.
Solving multi-step equations.
Solving equations with variables on one side.
Solving equations with variables on both sides.
Solving word problems with equations.
Solving 1-step inequalities.
Solving inequalities with a negative factor.
How to graph inequalities.
Skills
Combine like terms before solving for the variables.
To use the distributive property before solving for the variable.
Solve real-life problems where you compare two situations.
Compare numbers.
Comparing situations.
Applying the rules of inverse operations.
Applying the rules of order of operations.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
My students will be able to solve inequalities by applying their rules of inverse operations and simplifying. Then graph and check their solution.
Role
Assist students in applying previous learned material to solve inequalities.
Audience
Students at their desk and teacher using the overhead projector with transparencies.
Situation
Large group lecture with class notes and examples to guide students on transparencies. Break down to smaller groups during lesson.
Product/Performance
Verbal responses to open ended questions. Students solving practice problems individually. Students completing Lesson Quiz at the end of the lesson as a review.
Standards
See content Standards from (Stage 1)
Other Evidence
Section Quizzes. Chapter Test. Homework assignments. Working in Groups. Students present solutions on the board. Group activities.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
My students are heading to compound inequalities and absolute value equations and inequalities. They have recently learned the rules of solving equations and word problems. My students realize that math is similar to building a house. They need a strong foundation so they can build up to the next level.
How will you hook students at the beginning of the unit?
I will start the lesson with a "DO NOW" of previous material that my students know how to solve. Here they will feel confident and ready to move on.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
I always state the objective for my students. Today I will learn how to solve multi-step inequalities with variables on one and both sides. I will complete 1 example for each type of problem my students will see. Then I have my students work on practice problems individually. Students will complete problems on the communicators to display their answer.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
At the end of the lesson, I will give the students a Lesson Quiz which is a review of the entire lesson. Each students completes 1 problem at a time on the communicators. They must show me the correct answer before moving to the next. Students use their class notes to help them solve each problem. Students are reviewing each problem and completing it themselves while having fun using the communicators.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Throughout the lesson I call on all of my students to answer at least one question. The questions could be basic to complex. It is also review questions from previous material.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
After the lesson is complete and students have a good understanding of the basic rules and procedures for solving multi-step inequalities, I will play a game. The game is when students are put in teams. Each team is completing against each other. Teams are put in rows and given 1 communicator and they will solve multi-step inequalities. Each member will solve only 1 step and pass it to their teammate until the problem is complete. The first team to have the correct answer receives bonus points. Here students are reviewing the lesson and having fun.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
I start with basic problems and progress to more difficult ones. The previous problems are also used to help answer the next problem. Students are excited to get the correct answer in the beginning and see how they can apply the basic problem when they get to a complex one. Also students need to practice the problems as the lesson moves on.
Title of Lesson:Solving Multi-Step Inequalities
Grade Level:9th Grade
Curriculum Area:Mathematics (Algebra 1)
Time Frame:45 Minutes
Developed By:Joel Thornton
Identify Desired Results (Stage 1)
Content Standards
4.1.12 B.1 (The Distributive Property)
4.1.12 B.4 (Order of Operations)
4.5 E.1a, 4.5 E.1c, 4.3.12 C.1a, 4.5.B.1a (Solving Two-Step Equations)
4.1.12 B.1 (Solving Multi-Step Equations)
4.3.12 C.1d, 4.3.12 B.2g (Equations with variables on both sides)
4.3.12 D.1a, 1b, 2a, 4.5.E.1b (Equations and Problem Solving)
4.5 E.1d (Inequalities and Their Graph)
4.5 D.4, 4.3.12 D.2a, 4.5.E.1d (Solving Inequalities using addition and subtraction)
4.3.12 D.2a, 4.5 D.4, 4.5 E.1d (Solving Inequalities using multiplication and division)
4.5 E.1a, 4.5 E.2, 4.3.12 D.2a (Solving Multi-Step Inequalities)
Understandings Essential Question(s)
Overarching Understanding
Students will learn how to:
Solve multi-step inequalities with variables on one side.
Solve multi-step inequalities with variables on both sides.
Applying the rules of simplifying the inequality to solve for the given variable.
Overarching
What is the difference between an equation and inequality?
When do we use an inequality?
When do we use an equation?
How do we know if a value is a solution to the inequality?
Topical
What are we solving for in the inequality?
Name the following inverse operation?
Which direction will we shade when we graph the inequality?
Related Misconceptions
When graphing inequalities should an open circle or closed circle be used to represent the solution?
When to reverse the inequality symbol?
When solving an inequality how many possible solution?
Knowledge
Students will know…
Students will be able to…
Solving 1-step equations.
Solving 2-step equations.
Solving multi-step equations.
Solving equations with variables on one side.
Solving equations with variables on both sides.
Solving word problems with equations.
Solving 1-step inequalities.
Solving inequalities with a negative factor.
How to graph inequalities.
Skills
Combine like terms before solving for the variables.
To use the distributive property before solving for the variable.
Solve real-life problems where you compare two situations.
Compare numbers.
Comparing situations.
Applying the rules of inverse operations.
Applying the rules of order of operations.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
My students will be able to solve inequalities by applying their rules of inverse operations and simplifying. Then graph and check their solution.
Role
Assist students in applying previous learned material to solve inequalities.
Audience
Students at their desk and teacher using the overhead projector with transparencies.
Situation
Large group lecture with class notes and examples to guide students on transparencies. Break down to smaller groups during lesson.
Product/Performance
Verbal responses to open ended questions. Students solving practice problems individually. Students completing Lesson Quiz at the end of the lesson as a review.
Standards
See content Standards from (Stage 1)
Other Evidence
Section Quizzes. Chapter Test. Homework assignments. Working in Groups. Students present solutions on the board. Group activities.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
My students are heading to compound inequalities and absolute value equations and inequalities. They have recently learned the rules of solving equations and word problems. My students realize that math is similar to building a house. They need a strong foundation so they can build up to the next level.
How will you hook students at the beginning of the unit?
I will start the lesson with a "DO NOW" of previous material that my students know how to solve. Here they will feel confident and ready to move on.
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?
I always state the objective for my students. Today I will learn how to solve multi-step inequalities with variables on one and both sides. I will complete 1 example for each type of problem my students will see. Then I have my students work on practice problems individually. Students will complete problems on the communicators to display their answer.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
At the end of the lesson, I will give the students a Lesson Quiz which is a review of the entire lesson. Each students completes 1 problem at a time on the communicators. They must show me the correct answer before moving to the next. Students use their class notes to help them solve each problem. Students are reviewing each problem and completing it themselves while having fun using the communicators.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
Throughout the lesson I call on all of my students to answer at least one question. The questions could be basic to complex. It is also review questions from previous material.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
After the lesson is complete and students have a good understanding of the basic rules and procedures for solving multi-step inequalities, I will play a game. The game is when students are put in teams. Each team is completing against each other. Teams are put in rows and given 1 communicator and they will solve multi-step inequalities. Each member will solve only 1 step and pass it to their teammate until the problem is complete. The first team to have the correct answer receives bonus points. Here students are reviewing the lesson and having fun.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
I start with basic problems and progress to more difficult ones. The previous problems are also used to help answer the next problem. Students are excited to get the correct answer in the beginning and see how they can apply the basic problem when they get to a complex one. Also students need to practice the problems as the lesson moves on.
Wednesday, October 1, 2008
Pink
I decided to read Chapter 9, which focused on MEANING. MEANING is one of the six senses that Daniel Pink elaborated in his book. The six senses are essential in supporting the R-Directed side of the brain to complement our L-Directed reasoning.
MEANING has forced a new approach called logotherapy, which became an influential movement in psychotherapy. "Logos" the Greek word for meaning. MEANING is more then a definition according to Frankl "man’s main concern is not to gain pleasure or to avoid pain but rather to see a meaning in his life." The main goal in one’s life or drive is the pursuit of meaning. To find the MEANING is a drive that all human beings hold. It is possible to find MEANING through suffering or without any situation of hardship. Think about your life if it had no meaning.
Pink talked about two practical ways to begin the search for MEANING, which is spirituality and happiness. There is a strong relationship between the brain and spiritual experience. Such as reduced stress, heart disease and cancers. Spirituality shows us that life has some higher purpose and that will help lead to MEANING. Happiness will lead to the MEANING because an individual will look towards the good and fight off negative feelings. Pink explained three levels, which are "Pleasant Life", "Good Life" and "pursuit of meaning". When you reach the "pursuit of meaning" you know your highest strengths and you use them.
Pink ended with a summary of a best-selling book "Who Moved My Cheese?" The moral of the story is that change is inevitable, and when it happens, the wisest response is not to wail or whine but to suck it up and deal with it. This lead to the idea of a labyrinth where your goal is to follow the path to the center, stop and turn around and walk back out. So when you walk into the labyrinth, you begin to see your life because the purpose is the journey itself.
MEANING has forced a new approach called logotherapy, which became an influential movement in psychotherapy. "Logos" the Greek word for meaning. MEANING is more then a definition according to Frankl "man’s main concern is not to gain pleasure or to avoid pain but rather to see a meaning in his life." The main goal in one’s life or drive is the pursuit of meaning. To find the MEANING is a drive that all human beings hold. It is possible to find MEANING through suffering or without any situation of hardship. Think about your life if it had no meaning.
Pink talked about two practical ways to begin the search for MEANING, which is spirituality and happiness. There is a strong relationship between the brain and spiritual experience. Such as reduced stress, heart disease and cancers. Spirituality shows us that life has some higher purpose and that will help lead to MEANING. Happiness will lead to the MEANING because an individual will look towards the good and fight off negative feelings. Pink explained three levels, which are "Pleasant Life", "Good Life" and "pursuit of meaning". When you reach the "pursuit of meaning" you know your highest strengths and you use them.
Pink ended with a summary of a best-selling book "Who Moved My Cheese?" The moral of the story is that change is inevitable, and when it happens, the wisest response is not to wail or whine but to suck it up and deal with it. This lead to the idea of a labyrinth where your goal is to follow the path to the center, stop and turn around and walk back out. So when you walk into the labyrinth, you begin to see your life because the purpose is the journey itself.
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