- Apr 2016
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archive.nwp.org archive.nwp.org
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the unique learning contexts to which these teachers adapted, including consideration of their students’ cultural, social, geographical, and interest-driven backgrounds.
This seems as close to CRE practices as anything I have seen.
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The best practice for my classroom is going to be different both from a classroom anywhere else and from my classroom a year down the road.
So much for "laminated plan books."
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Like the design of that class, this book is not one full of how-tos. It is a book that highlights why: why educators can adopt a connected learning framework to help meet the needs of their students in their indi-vidual contexts.
Is this a parallel approach...we stop teaching the HOW and launch WHY so that educators and students begin to explore and design rather than repeating pre-packaged programs that promise (falsely) student achievement (based on generalities rather than specific users)
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Where do parents fit into this. This is going to be a huge shift from how they learned and we will probably have some back lash.
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but also pioneering much needed new forms of learning within our classrooms
how then do we support, encourage and provide endless design resources to these pioneers? Here lies our work in Teaching and Learning!
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Connected learning within classrooms is an approach to embolden and revolutionize today’s teaching labor force.
What does a culture that supports and insists upon "embolden and revolutionize" -ing our teachers look like? Who must we become in this way of learning and leading?
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“banking” models of education (Freire 1970)
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Taken together, these core values, the expertise brought by students, and the adaptability of teachers bring to life the rich ecosystem in which educators are enmeshed today
How frequently do we honor the rich ecosystems in which both students and educators are enmeshed? If learning is to be designed as relevant to students' everyday lives, then there most certainly is a need to teach and learn across multiple settings - school, community, civic, online, and peer culture settings.
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What follows is not a how-to guide or a set of discrete tools, but a journey to rethink, iterate, and assess how we can make education more relevant to today’s youth.
This reminds me of someone's comment from last Tuesday's T&L meeting: "It's not about the technology!" Indeed, connected learning is not a how-to of best practices or a list of silver bullets. And note Peppler's emphasis here on making "education more relevant to today's youth" - this aligns very well with APS' CRE pillars/themes.
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he online community, Digital Is (digi
You'll recall that this is the website that we accessed during last Tuesday's T&L meeting when we examined the six connected learning focal cases.
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The Oregon Trail a
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Kids today are learning, engaging, and producing in richly productive and collaborative ways.
This is an asset-focused assertion about youth. Do we accept it?
We look for evidence of this when we go into classrooms. That's an asset-focused lens.
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