1. Helping students imagine the future they want to create. Helping students imagine the future they want to create. The Real Game

2. Helping students imagine the future they want to create. How do you know what you want to be when you grow up, when you’ve never been there? You imagine it happening.

3. Helping students imagine the future they want to create. How do you know what you want to be when you grow up, when you’ve never been there? You imagine it happening. The Real Game, like no other educational experience I’m aware of, offers this opportunity. H B Gelatt Stanford University H B currently concentrates his writing on the Process of Illumination. His POI articles can be found at www.gelattpartners.com

4. Helping students imagine the future they want to create. Imagination Where Everything Starts If you can see it clearly enough, and want it badly enough, unforeseen forces start to conspire in our favor - Heliotropic effect

5. Helping students imagine the future they want to create. Imagination Where Everything Starts If you can see it clearly enough, and want it badly enough, unforeseen forces start to conspire in our favor - Heliotropic effect Dreams are completely personal, relevant, motivational, invoke passion and inspire action - they are how the future is created

6. Helping students imagine the future they want to create. Imagination Where Everything Starts If you can see it clearly enough, and want it badly enough, unforeseen forces start to conspire in our favour - Heliotropic effect Dreams are completely personal, relevant, motivational, invoke passion and inspire action - they are how the future is created With dreams we become intentional and purposeful - otherwise we drift in react mode

7. Helping students imagine the future they want to create. Imagination Where Everything Starts If you can see it clearly enough, and want it badly enough, unforeseen forces start to conspire in our favour - Heliotropic effect Dreams are completely personal, relevant, motivational, invoke passion and inspire action - they are how the future is created With dreams we become intentional and purposeful - otherwise we drift in react mode Dreams change lives, and they change the world (Dreams - Goals - Plans - Actions)

8. Helping students imagine the future they want to create. The Real Game An imaginary group journey into the future and then back from the future Some people who live in a dream world, some face reality; then there are those who turn one into the other. Douglas Everett

9. Helping students imagine the future they want to create. The Real Game An imaginary group journey into the future and then back from the future Unfolds over 15 - 25 or more hours in a classroom or group setting - over a number of days, weeks or months Some people who live in a dream world, some face reality; then there are those who turn one into the other. Douglas Everett

10. Helping students imagine the future they want to create. The Real Game An imaginary group journey into the future and then back from the future Unfolds over 15 - 25 or more hours in a classroom or group setting - over a number of days, weeks or months What participants see and “experience” in the future changes the way they see their world when they return Some people who live in a dream world, some face reality; then there are those who turn one into the other. Douglas Everett

11. Helping students imagine the future they want to create. Imaginary Journey to the Future Role play a single, independent adult 10-15 years in the future

12. Helping students imagine the future they want to create. Imaginary Journey to the Future Role play a single, independent adult 10-15 years in the future Have a home, a job, leisure items and activities, responsibilities - a life

13. Helping students imagine the future they want to create. Imaginary Journey to the Future Role play a single, independent adult 10-15 years in the future Have a home, a job, leisure items and activities, responsibilities - a life Are part of a virtual community with diverse roles and issues

14. Helping students imagine the future they want to create. Imaginary Journey to the Future Role play a single, independent adult 10-15 years in the future Have a home, a job, leisure items and activities, responsibilities - a life Are part of a virtual community with diverse roles and issues Budget time, money, priorities, values

15. Helping students imagine the future they want to create. Imaginary Journey to the Future Role play a single, independent adult 10-15 years in the future Have a home, a job, leisure items and activities, responsibilities - a life Are part of a virtual community with diverse roles and issues Budget time, money, priorities, values Plan a vacation, deal with job loss, address individual and community challenges

16. Helping students imagine the future they want to create. Back from the Future Reflect on their work role and lifestyle in the game, and everyone else’s

17. Helping students imagine the future they want to create. Back from the Future Reflect on their work role and lifestyle in the game, and everyone else’s Begin to identify the stepping stone work roles and lifestyle they truly wants - dreams

18. Helping students imagine the future they want to create. Back from the Future Reflect on their work role and lifestyle in the game, and everyone else’s Begin to identify the stepping stone work roles and lifestyle they truly wants - dreams Discover the importance of attitudes, skills, character, environmental awareness

19. Helping students imagine the future they want to create. Back from the Future Reflect on their work role and lifestyle in the game, and everyone else’s Begin to identify the stepping stone work roles and lifestyle they truly wants - dreams Discover the importance of attitudes, skills, character, environmental awareness Discover the importance of success in school in achieving their dreams

20. Helping students imagine the future they want to create. Back from the Future Reflect on their work role and lifestyle in the game, and everyone else’s Begin to identify the stepping stone work roles and lifestyle they truly wants - dreams Discover the importance of attitudes, skills, character, environmental awareness Discover the importance of success in school in achieving their dreams Gain increased respect for adults - including their parents and teachers

21. Helping students imagine the future they want to create.

38. Play is Learning Our school system is based largely on conditioning rather than learning. The only way children can learn is through what adults interpret as play. This is why students retain so little of what they are taught in school. (Children retain 3-5% of curriculum - Carnegie Foundation, 1963). What is learned in a state of play becomes a permanent neural pattern in the brain. It is never lost. If we recognized the direct correspondence between play and learning, and the dramatic difference between learning and conditioning, schooling would vastly more successful. John Chilton Pearce with Michael Mendizza

39. Helping students imagine the future they want to create. What Students Say What did you learn from The Real Game? o “If you don't try your hardest and you don't care about school or grades you are going to end up in a bad situation.”

40. Helping students imagine the future they want to create. What Students Say What did you learn from The Real Game? o “If you don't try your hardest and you don't care about school or grades you are going to end up in a bad situation.” o “I learned what life is like in adult shoes. Our parents go through this every single month.”

41. Helping students imagine the future they want to create. What Students Say What did you learn from The Real Game? o “If you don't try your hardest and you don't care about school or grades you are going to end up in a bad situation.” o “I learned what life is like in adult shoes. Our parents go through this every single month.” o “I’m am in charge of my life and what I want to do with it”.

42. Helping students imagine the future they want to create. What Students Say What did you learn from The Real Game? o “If you don't try your hardest and you don't care about school or grades you are going to end up in a bad situation.” o “I learned what life is like in adult shoes. Our parents go through this every single month.” o “I’m am in charge of my life and what I want to do with it”. o “I learned to achieve what I want to do in life so I don't get stuck with the job I got in this game.”

43. Helping students imagine the future they want to create. What Students Say What did you learn from The Real Game? o “If you don't try your hardest and you don't care about school or grades you are going to end up in a bad situation.” o “I learned what life is like in adult shoes. Our parents go through this every single month.” o “I’m am in charge of my life and what I want to do with it”. o “I learned to achieve what I want to do in life so I don't get stuck with the job I got in this game.” o “Your salary isn't what makes you happy with your job.”

44. Helping students imagine the future they want to create. What Students Say What did you learn from The Real Game? o “If you don't try your hardest and you don't care about school or grades you are going to end up in a bad situation.” o “I learned what life is like in adult shoes. Our parents go through this every single month.” o “I’m am in charge of my life and what I want to do with it”. o “I learned to achieve what I want to do in life so I don't get stuck with the job I got in this game.” o “Your salary isn't what makes you happy with your job.” o “I learned how much a big income is actually worth after bills, clothing, food, shelter and taxes.”

45. Helping students imagine the future they want to create. What Students Say What did you learn from The Real Game? o “If you don't try your hardest and you don't care about school or grades you are going to end up in a bad situation.” o “I learned what life is like in adult shoes. Our parents go through this every single month.” o “I’m am in charge of my life and what I want to do with it”. o “I learned to achieve what I want to do in life so I don't get stuck with the job I got in this game.” o “Your salary isn't what makes you happy with your job.” o “I learned how much a big income is actually worth after bills, clothing, food, shelter and taxes.” o “Doing bad in school won't get me where I want to go.”

46. Helping students imagine the future they want to create. What Students Say What did you learn from The Real Game? o “If you don't try your hardest and you don't care about school or grades you are going to end up in a bad situation.” o “I learned what life is like in adult shoes. Our parents go through this every single month.” o “I’m am in charge of my life and what I want to do with it”. o “I learned to achieve what I want to do in life so I don't get stuck with the job I got in this game.” o “Your salary isn't what makes you happy with your job.” o “I learned how much a big income is actually worth after bills, clothing, food, shelter and taxes.” o “Doing bad in school won't get me where I want to go.” o “Now I have something to work for not just graduating.”

47. Helping students imagine the future they want to create. Toll-free: 1 888 533-5683 Email: info@lifework.ca The Real Game™ 2.1 www.realgameonline.ca