201 Matching Annotations
  1. Last 7 days
    1. for the often frustrating feelings of uncertainty inherent in the re-cursive process of improving one’s practice.

      This is SO helpful and validating.

    2. xacerbating the commonly held belief that when it comes to theory and practice, never the twain shall meet

      It truly does feel this way sometimes! A lot of things are great in theory, but in practice things change... For example, things that take 10 minutes in theory take 20+ in practice.

    3. writers should write the books they wish to come upon.

      I've heard something like this before... If what we want doesn't exist, we can make it happen!

  2. Feb 2018
    1. For instance, when students’ learning needs differ across a particular class, it can be difficult to find one teaching approach that will accommodate and en-gage all of them.

      This is my wobble. I teach ESL where my students are in different grades and at different levels of English language proficiency. I want to get better at differentiating for my lower level students.

    2. dual sense to refer to both the moments of psychological well-being one experiences in singular moments during the everyday course of teaching, and the larger overall project of linking complementary poses together over the span of one’s teaching career.

      It is important to see and realize the accomplishments you are making as a teacher. Data is important to help show student and teacher growth.

    3. This week for the first time, I allowed my students to be the "teachers" and they loved it. It was hard for me to give up some control, but it ended up paying off and benefiting the students!

    4. When wobble occurs, you may feel as if nothing in your teach-er education program has prepared you for this, and you may very well be right. Because teaching and learning are complex and alinear processes, because the classroom is a dynamic context, and because students can be mercurial, wobble is guaranteed.

      Wobble is unpreventable and is part of the job. Working through the "wobble" is difficult, but must be done to reach all students.

    5. adopting a pose requires considerable mindful-ness, for poses focus on the “why of teaching: why teaching methods work in particular ways in particular settings”

      Including ESL standards into my teaching plans. Using hands on games and learning strategies. Each class is different, depending on the students. Something that works for one child may not work for another one.

    6. not about an endpoint;

      About the process

    7. even teachers whose practice is apparently seamless to the outside eye will continue to wobble in response to changes in their teaching contexts

      Every teacher "wobbles" even if it does not seem like it. Do not be hard on yourself if things aren't working "perfectly." That is part of the job, and things can improve.

    8. Differentiation I differentiate all of my lessons due to my ELs' varying levels.

    9. Do not view challenges as defeat, but as areas to grow.

    10. I hear teachers questioning themselves on a weekly basis. Teachers without experience or with experience still question their practices. Collaboration and discussion can help with this.

    11. Teachers must welcome difficulties and not see them as failures. Trying new strategies should be welcomed and encouraged.

    12. These texts routinely problematize that alluring notion that there’s a set of best-practice teaching methods some-where out there that are so foolproof they should come with a money-back guarantee.

      There is not one perfect method for teaching. Some strategies work for some students, and other strategies do not. Teaching may change day-to-day or year-to-year. One must be flexible and willing to differentiate instruction.

    13. teachers have a special responsibility to teach from a social justice perspective, tack-ling issues of privilege, problems of equity and access, and the possibilities inherent in social and civic action.

      We must teach our students how to be active citizens who participate in our government and continue to learn about our world, not just academics.

    14. writers should write the books they wish to come upon.

      If you want to see a change, you need to be the one to go get it/make the change. You cannot wait around for it.

    15. In other words, when you wobble, it doesn’t mean that you’re failing. Rather, it signals that you are pursuing worthwhile poses that require learning, reflection, and professional growth.

      I love the positive spin that this places on "wobbling". Just as we encourage our students to learn from their mistakes... it is important for educators to follow their own advice. The emphasis should be on professional growth when individuals wobble, and I think that this quote really hits it home...

    16. you’re never “finished”

      TRUTH!

    17. pause, observe, and critically read the demands of the context, unpack the assumptions embedded within those demands, and determine mindfully how to respond

      While this is important to us as teachers, this equally is just as important to our students.

    18. attempts to do so vary according to the specific challenges presented in the circumstances and context at hand.

      Teachers all are different and have a variety of teaching styles. The same can be said of our students. They all are different and learn very differently. Therefore, it is important to be flexible in a classroom because what works for one student might not work for another student, especially when working with special education students!

    19. Wobble occurs routinely in the classroom when something unexpected emerges, such as an unpredictable question that neither the students (nor you, for that matter) can adequately address, or a spat that breaks out be-tween students that has absolutely nothing to do with the academic subject at hand. When wobble occurs, you may feel as if nothing in your teach-er education program has prepared you for this, and you may very well be right.

      Constant. Working with autistic kids, I constantly question myself. Why is this behavior occurring? What can I do to prevent the behavior from occurring again? Am I actually helping at all? Who, in their right mind, thought it would be a good idea to have me teach and be in charge of children? Am I in the right profession? Am I doing enough? What can I do to be a better teacher?

    20. we collaborate with colleagues who provide moral support and at the same time challenge our thinking.

      I am so lucky and so blessed to have such awesome colleagues. Not only am I able to go to them for advice, but I also continuously am able to bounce ideas off of them and grow with them. I would not be able to survive work, were it not for my colleagues.

    21. increase mindfulness through fo-cused breathing and concentration

      Many teachers at the high school, where I work, attempt to utilize mindfulness techniques to help the students do exactly that --> focus on their breathing or some other activity to get them in a learning mindset.

    22. “how-to” aspects of teaching: writing standards-based lesson plans, designing mean-ingful projects for their future students, figuring out how to grade them fairly, and so forth

      I remember this so well. I always was so focused on creating "perfect" lesson plans and projects, making sure that I correctly wrote objectives and incorporated the standards. It wasn't until I was in the field that I realized how much more there was to the art of teaching. There's so much that occurs that never is taught in an undergraduate classroom.

    23. In so doing, they experience “wob-ble” as a guaranteed and necessary part of the growth process. While wob-ble may initially cause frustration, it also signals a commitment to increased discipline and deepened practice. Persisting through wobble produces a sat-isfying sense of being “in the flow,” of focusing oneself so intently on the activity of the moment that time seems to disappear.

      As I mentioned earlier, I love the yoga metaphor. Specifically, from own experience, the concept of growth process is integral for educators. Recognizing one's limitations but always striving for self-improvement is important to maximize the impact for students. While I do not necessarily place complete credence "in the flow" of the metaphor, but I think that for educators when one has the self-awareness of one's inherent limitations, an individual becomes so much more effective within the classroom.

    24. After years in the profession, shouldn’t teachers eventually figure out how to get it right? Maybe not. Personally speaking, we know that though our uncertainties and apprehensions differ from those we experienced in our early years of teaching, we have them all the same. What’s changed is that we don’t view them as liabilities, but as challenges that can further our pro-fessional growth.

      Perhaps I have been preoccupied myself into viewing education through through the same biased context. Especially, with the apt yoga metaphor (which I will mention in a subsequent annotation), I forget that while policymakers and educators preach about the changing K12 demography-we forget that experienced educators evolve as well...? Not only do students change-but educators grow as well... We need to remember that since educators have such an important role...

    1. en. As Bakhtin(1986) explains, “there can neither be a first nor a last meaning,” but instead the totality of meaning exists in an infinite chain and “each individual link in it is renewed again and again, as though it were being reborn” (p. 146). In such a cosmos, change might not be a new perspective, but a deeper and more clarified affirmation of an existing one. Change might not be that I’m thinking something entirely new, but that I’m thinking in new or deeper ways about something I’ve come to accept.

      This to me is an expression of life-long learning but also speaks to the fact that learning is not a destination but a never-ending process through which we journey together. In my experience, wobbling and deeper understandings rarely come on their own but rather are initiated by outside forces such as colleagues, teachers, and world events.

    2. A common conception often characterized by teachers is theidea that the classroom is rarified space, somehow different and perhaps also protected from “the real world.” I argue that such has never been true, that “the real world” or, more accurately “the wider world,” has always impinged on c

      In many ways, this is what Paulo Freire's pedagogy is telling us. Equally, considering Maslow's hierarchy of needs, if a student is in constant fear of being deported or family being deported, their sense of safety is threatened and if basic needs, of which safety is one, are not met, then students will struggle more with learning.

      Of course what goes on outside the classroom inevitably impacts what occurs in it.

    1. Academic and scholastic, instead of being titles of honor, are becoming terms of reproach.

      This still seems to be the case. Why is it that the pursuit of knowledge in itself is no longer valued. In order to find new applications, often times, exploration with no specific purpose is needed. The practical application is often discovered afterwards. How can we know that a new drug on mars will cure cancer unless we go to Mars to explore?

    2. It is an anachronism

      Yes we still see this today. Dewey's ideas are certainly still relevant in the 21st century.

    3. It is through what we do in and with the world that we read its meaning and measure its value.

      The value of the earth certainly seems to be a politicized topic in the 21st century. The earth is invaluable yet some do not see it as having any value.

    4. certain disorder in any busy workshop; there is not silence;

      The word "certain" struck me here. It is not true disorder, rather a type of organized chaos. To the unfamiliar eye though it may appear as disorder. The working classroom can be a great learning environment for students!

    5. A spirit of free communication, of interchange of ideas, suggestions, results, both successes and failures of previous experiences

      We can learn much from our failures, often times more so than success. It is equally important to share failures and examine them carefully so as to improve.

    6. improvement

      "Advance...growth...improvement" These words all show that it is increasing knowledge, as opposed to the amount of knowledge which is important to Dewey. I agree with this sentiment that the goal of teaching is to increase knowledge and understanding. Not all pupils will gain the same amount at the same time, but we should strive for the increase.

    7. the school must now supply that factor of training formerly taken care of in the home

      Many parents rely on schools to be the sole teacher of the pupil. It is important for schools to engage parents to support the pupils learning at home as well. When schools and families can work together to support good learning habits and values, the student is more likely to be successful.

  3. Jan 2018
    1. That we learn from experience, and from books or the sayings of others only as they are related to experience, are not mere phrases. But the school has been so set apart, so isolated from the ordinary conditions and motives of life, that the place where children are sent for discipline is the one place in the world where it is most difficult to get experience

      This quote caught my attention and interested me because it greatly relates to my EL students. Since my students typically move to the Unites States from other countries, they do not grow up having similar experiences to their peers, teachers, and their new community members. This can be difficult, especially when background knowledge is needed to understand content and to form comprehension. By having real, hands-on experiences at school, this would help close the gap for not only EL students, but for all types of students.

    2. Hardly one per cent. of the entire school population ever attains to what we call higher education; only five per cent. to the grade of our high school; while much more than half leave on or before the completion of the fifth year of the elementary grade.

      This quote opened my eyes to the fact that our school system is teaching to students, who a majority of the time, do not move on to receive a higher education. This is why it is so important (as Dewey states) to implement "skill/community" classes into our schools.The following link will show you a video I watched in one of my other connected learning courses: https://www.youtube.com/watch?v=zDZFcDGpL4U. The video explains how the education system needs to change to reach students who do not always follow the path of achieving a higher education, just as Dewey states in this article.

    3. I get to see this a little at my technical school because everybody has a hands-on class for two hours a day. Whether it's learning about healthcare or designing robots, every student has to have a 'thing' that they contribute to.

      It's a little microcosm of what is possible, although it's frustrating as an academic teacher. That aforementioned community doesn't always translate to what I'm doing, and I wish it did. I don't have many students caring about what the math curriculum demands of them, and I'm willing to find any way possible to increase the interest level.

    4. community

      What does this mean? We have so many differing communities within a much larger community?

      People push for a national standard of learning, but I always thought that where you lived - even within the United States - should determine at least some aspect of what is important in schools. Not all Americans need the same education, and it's best for educators to tailor education for each individual student as much as possible.

    5. Whenever we have in mind the discussion of a new movement in education, it is especially necessary to take the broader, or social view. Otherwise, changes in the school institution and tradition will be looked at as the arbitrary inventions of particular teachers; at the worst transitory fads, and at the best merely improvements in certain details—and this is the plane upon which it is too customary to consider school changes.

      Dewey's entire work seems current in the 21st century. Has nothing changed? Why not!? Even from my short (6 years) of teaching I have been frustrated by educational fads. I can imagine how 30 year veteran educators feel - numb and resistant to change. Every year it seems administrations in every school building troll for new exercises to increase the learning of students by completely disrupting the progress and work lives of many educators. It's a constant state of working for arbitrary inventions of other educators that detract from everything an educator might be doing right in their classroom. Why can't the focus be finding and reflecting on our own practices in the classroom?

    6. The children worked this out for themselves with the actual material, aided by questions and suggestions from the teacher.

      I find this to be related to what I have been learning through STEM lessons. Much of the push requires students to learn through their own experimenting and hands on activities. It is much more student centered than teacher centered. Students are able to find solutions and defend their work rather than simply follow steps to produce results.

    7. When occupations in the school are conceived in this broad and generous way, I can only stand lost in wonder at the objections so often heard, that such occupations are out of place in the school because they are materialistic, utilitarian, or even menial in their tendency. It sometimes seems to me that those who make these objections must live in quite another world. The world in which most of us live is a world in which everyone has a calling and occupation, something to do. Some are managers and others are subordinates. But the great thing for one as for the other is that each shall have had the education which enables him to see within his daily work all there is in it of large and human significance

      This really makes me reflect upon the maker movement. I am a tinkerer and a builder by nature, yet I've struggled to find value in a makerspace. I always build for purpose; to construct something. I learn in order to do and I do (tinker) in order to learn. Even I can't help but see some tasks as menial and materialistic in a school unless they are tied to an exploration of knowledge or a way to innovate rather than reconstruct and needlessly reinvent. Could constructing a pen holder out of PVC in a makerspace without a plan or greater purpose be more than materialistic and menial? Could instead of making just one, why couldn't we donate these creations to a school in our community that has a need? That would not only bring in purpose, but also community.

    8. motive, of spirit and atmosphere.

      Students like many adults today need to find a reason to do something. Learning does not happen fully if a person does not see the value in what they are learning. There has to be a motive.

    9. between teacher and pupil, or between teacher and parent

      I find this more of a triangle in today's education system. It is not only teacher and pupil or teacher and child, but rather all three in constant communication and contact. It truly is a team effort when it comes to learning.

    10. While training for the profession of learning is regarded as the type of culture, as a liberal education, that of a mechanic, a musician, a lawyer, a doctor, a farmer, a merchant, or a railroad manager is regarded as purely technical and professional. The result is that which we see about us everywhere—the division into “cultured” people and “workers,” the separation of theory and practice.

      It seems to me that in our current age there is an active effort to bring practice back into the classroom. In STEM education, in particular, the basis of this teaching practice is to solve problems. The problem is there, and real, and students know this. The solution has cultural, personal, and societal indications that can't be ignored. The path to the solution is found through a gain in knowledge. To understand the problem is to gain knowledge about it.

    11. Plato somewhere speaks of the slave as one who in his actions does not express his own ideas, but those of some other man. It is our social problem now, even more urgent than in the time of Plato, that method, purpose, understanding, shall exist in the consciousness of the one who does the work, that his activity shall have meaning to himself.

      Perhaps with my background within Higher Education Administration-I see this type of discussion occur quite frequently with the discussion of the value of a liberal arts education. This is interesting to me to see that close to one hundred years later, this debate of the extrinsic vs instrinsic value of a liberal arts education still rages on within educational policy making...

    12. Otherwise, changes in the school institution and tradition will be looked at as the arbitrary inventions of particular teachers; at the worst transitory fads, and at the best merely improvements in certain details—and this is the plane upon which it is too customary to consider school changes.

      I think this quote serves as counterpoint to the Connected Learning and Research Agenda quote on Page 14 (Connected learning recognizes a tension... ... competition for scarce opportunities.) The tension that the Agenda describes is an incomplete implementation of connected learning that some may consider as a fad in the eyes of Dewey. Again, to make sure that the Agenda policy makers can implement the alternative connected learning pathways, policymakers must take on Dewey's broader social view that we must undertake the learning paradigms that enhance student learning...

    13. Yet the range of the outlook needs to be enlarged. What the best and wisest parent wants for his own child, that must the community want for all of its children.

      I think there is alot to unpack with this quote... A lot of what Dewey was discussing was the transition in the industrial revolution with students from home learning to external community based learning. The reminds of me the mirra quote-describing the fact that teachers are "conditioned to avoid messiness..." For me, I do not think it is that the teacher is conditioned to avoid messiness, I think rather society (community) is conditioning educational processes so it can better determined what did it wants for all of its children. (Outcomes such as graduation rates or test scores...) I think if we really want to implement connected learning to individualistic outcomes-we need to be prepared to implement it across the board...

    14. But it is true that certain very real and important avenues to the consideration of the history of the race are thus opened

      Hands on experience can open the mind. Peek interest along with storing knowledge.

    15. It has a chance to affiliate itself with life, to become the child’s habitat, where he learns through directed living; instead of being only a place to learn lessons having an abstract and remote reference to some possible living to be done in the future

      What is should be!

    16. school itself shall be made a genuine form of active community life, instead of a place set apart in which to learn lessons.

      This is great way that schools should be! The children should not be going to school to just read stories and write about them. They need to go to be educated not only in reading and writing but to be an active member in society!

    17. . In all this there was continual training of observation, of ingenuity, constructive imagination, of logical thought, and of the sense of reality acquired through first-hand contact with actualities. The educative forces of the domestic spinning and weaving, of the saw-mill, the gristmill, the cooper shop, and the blacksmith forge, were continuously operative.

      I feel like we lose this now a days. Everything is done for us. Just the basic sewing something together or even using a sewing needle is foreign to these children. It is sad to see that society is not making as much as it use to but relying on technology and machine made.

    18. we learn from experience

      While in my undergraduate studies, I was "taught" how to be a teacher. It wasn't until I was in the profession that I really learned how to be teacher. Now, five years later, I can say that, while I have learned quite a bit from being in the profession, I still have an immense amount of learning to do yet. My experiences and my learning from experiences is far from over!

    19. We cannot overlook the factors of discipline and of character-building involved in this: training in habits of order and of industry, and in the idea of responsibility, of obligation to do something, to produce something, in the world. There was always something which really needed to be done, and a real necessity that each member of the household should do his own part faithfully and in coöperation with others.

      I completely am onboard with the emphasis of personal growth in students; however, there gets to be a point of exhaustion when we, as teachers, try and try so hard at school only to get no feedback on the home-front, thereby perpetuating this "I don't care" mentality from the students. We often reiterate to our students the importance of being accountable and responsible, thus enabling their work truly to show who they are; yet, this doesn't ever seem to sink in. It does not seem to matter how innovative we try to be with our lessons or how often we attempt to incorporate technology in the classroom. That "I don't care" mentality still exists. Is this because of years of being passed through? Now that these students are at the high school, there's no turning back? I especially agree that "each member of the household should do his own part faithfully and in cooperation with others", but how do we best service our students when even this does not seem to work?

    20. Only by being true to the full growth of all the individuals who make it up, can society by any chance be true to itself.

      This is powerful. What are we doing to ensure that our students won't "slip through the cracks"? How can we provide individualized opportunities for growth?

    21. a real motive behind and a real outcome ahead.

      This describes the premise behind design thinking and the importance of students understanding their purpose and to share what they have created with authentic audiences.

    22. the school itself shall be made a genuine form of active community life, instead of a place set apart in which to learn lessons

      I'm wondering if project-based learning is one way to accomplish this.

    23. A spirit of free communication, of interchange of ideas, suggestions, results, both successes and failures of previous experiences, becomes the dominating note of the recitation.

      Dewey is describing 21st century skills (in the 20th century...how progressive!).

    24. the growth of a world-wide market as the object of production, of vast manufacturing centers to supply this market, of cheap and rapid means of communication and distribution between all its parts.

      I read this and all I can picture is an assembly line of students going from class to class, being provided with vital information, until they've attained all of the requirements necessary to be considered "complete" as they continue through their last march through the high school, which we fondly call graduation.

    25. not to our impulses and tendencies to make, to do, to create, to produce

      Students innately want to make, do, create and produce and find success when they have opportunities to do so. There's no "right" answer when they create.

    26. the increase in toleration, in breadth of social judgment, the larger acquaintance with human nature, the sharpened alertness in reading signs of character and interpreting social situations, greater accuracy of adaptation to differing personalities, contact with greater commercial activities.

      This sentence sparked, for me, notions of the inter-connectedness of globalization, which many argue had its start at the turn of the century with the industrial revolution.

      Thanks to globalization, knowledge and information is more readily available to us today. For example. before sending my student on their international experience, I am able to work with them to research the destination in terms of culture, health, safety, and other practical topics.

      Ideally, access to this information results in the 'compensations that Dewey states here such as an increases tolerance. It has been my experience that mere availability of information is not, on its own, enough to be rewarded by those compensations that Dewey lists. However, as Dewey states in his next sentence, when we are able to couple this information before departure and continue instruction/reflection during a student's international experience, students do begin to demonstrate those 'compensations.' The key being, to mix theory with experience.

      In the article Transitioning from Conventional to Connected Teaching, this mix of theory and practice and the ultimate result of "authentic, civically engaged projects" is defined as Connected Learning. (Perhaps Dewey was on to something...)

      See: http://thecurrent.educatorinnovator.org/collection/what-does-it-take-teach-connected-learning

    27. Knowledge is no longer an immobile solid; it has been liquefied

      With the digital age, I agree with jhartman and ccantrill that this statement is even more true today. I also believe that, thanks to the digital age, we can take Dewey's statement a step further and rather than just sharing information (liquefied knowledge), we can work together in the creation of new or further development of knowledge. John Seely Brown, in his Global One-Room Schoohouse lecture, said that unlike generations before, we are able to not only access knowledge but 'engage in active conversations in real time.'

      I believe Dewey would see the digital age as a real opportunity for access to information and collaboration, while acknowledging that education is still divided, perhaps more than ever, by class due to the simple fact that not all schools have access to funds necessary for the most up-to-date technology. Private schools will continue to have 3-D printers and laser cutters, while inner-city schools will continue to creatively problem-solve with antiquated computers.

    28. It keeps them alert and active, instead of passive and receptive; it makes them more useful, more capable

      "They shouldn't be forced to learn them [derivatives] unless they are part of the solution to the problems they are faced or challenged with." This statement by ndsteinmetz made previously resonated with me.

      I am currently teaching a course to first-year college students that is designed to introduce them to a new culture and essentially "teach" students how to travel. I have made an intentional effort to "create context" (John Seely Brown) in which what we discuss in class has demonstrated real-world connects, consequences, etc.

      The issue I am having is that students are not able to see these connects, but rather expect me, as their instructor, to make the connections for them. My struggle is to begin to help them learn how to learn, instead of to teach them how to recall what I say.

      See: http://dmlcentral.net/the-global-one-room-schoolhouse-john-seely-brown/

    29. This has not been done “on purpose,” with a full consciousness that the school must now supply that factor of training formerly taken care of in the home, but rather by instinct, by experimenting and finding that such work takes a vital hold of pupils and gives them something which was not to be got in any other way.

      I agree that schools are not trying to have students learn material that is not benefical for them. I feel like schools need to redo there cirriclum and understand the background from where the pupils are coming from. I feel like there should not be a universal program, rather a cirrclum that benefits students in the school/ district.#Ed 677

    30. Our school methods, and to a very considerable extent our curriculum, are inherited from the period when learning and command of certain symbols, affording as they did the only access to learning, were all-important

      As a educator, I agree that our cirriclum is outdated. We are teaching skills that are revelant from years ago. A lot of the skills that educators teach in school today, do not apply to the children of the future. Do you feel your schools cirrclum will be revelant for the future of your students?#ed677

    31. If we go back a few centuries, we find a practical monopoly of learning

      This quote connects to Mirra's article because she describes connected learning as a way to develop real, self, and world connections(. Mira , 2017). I believe as educators, we need to teach academics for all job skills. [http://thecurrent.educatorinnovator.org/collection/what-does-it-take-teach-connected-learning![])

    32. No number of object-lessons, got up as object-lessons for the sake of giving information, can afford even the shadow of a substitute for acquaintance with the plants and animals of the farm and garden, acquired through actual living among them and caring for them.

      This makes me think of a quote by Benjamin Franklin, "Tell me and I forget, teach me and I remember, involve me and I learn." I find that when we focus our efforts on involving students in the learning process, the learning is much more meaningful and lasting.

    33. The children, as they gained in strength and capacity, were gradually initiated into the mysteries of the several processes.

      I like how Dewey uses the word "mysteries" to describe the processes. What really struck me about this is that learning is a process that is most naturally initiated by curiosity. This line of the speech eludes to the fact that children were exposed to the way that the various household processes worked at the same time in which they developed a curiosity in such process. This natural learning process is one with which I wish we had more time to expose children to in a school setting.

    1. homes being disrupted—by divorce, evictions, mental illness, alcohol, or drug addiction.

      As a teacher, I never really know exactly what is happening on at home for my students. Some do a great job at hiding their struggles while others do not. We all have our own struggles to go through in life. Students should feel good when they are in school. They need to see teachers genuinely care and want to help them succeed.

    2. I became curious about what I didn’t know

      Learning from my students is one of the things that I look forward to the most when teaching. They inspire me constantly to learn more and look at things from a different perspective. They remind me to question what I read and what I am told.

    3. Their test scores guided our work.

      So much of teaching is focused on test scores today. As a math teacher, I find that not only students but teachers are more worried about test results than what learning is actually taking place. Taking a test is not an easy task for all students. There needs to be a better way to indicate learning than simply taking tests all of the time.

    4. teaching language arts means plumbing my students’ lives to bring their stories and voices into the classroom as we examine racial injustice, class exploitation, gender expectations, sexual identity, gentrification, solidarity, and more

      Involvement! Students want to relate, feel like they can have a voice in the matter. That is what pulls them in and that is what allows them to learn! That is something I still work on. I want my students to have a voice in their work, to feel like it was their idea, their invention in the art room.

    5. was to see these students as “disadvantaged” instead of seeing their brilliance

      This reminds me of Standardize Testing. Why must the test tell how smart the child is? It doesn't define the child and it should not define their intelligence off of a couple of questions.

    6. . I’m forced to make difficult choices about what I include and what I leave out

      I love how this teacher is going out of her comfort zone to change things based on what her students need.

    7. was to see these students as “disadvantaged” instead of seeing their brilliance

      I think we tend to slip into this mentality far too frequently. Mainstream society is constantly looking for students to perform in a certain type of way, to fit a certain mold, which causes educators to devalue differences to what we "want" students to do.

  4. May 2017
    1. Their vivid memories of 9/11 were shaped by mediated images and their parents’, friends’, and teachers’ frightened reactions. Despite clear differences in their individual recollections, the youth all agreed that 9/11 had a lasting impact on their lives.

      I'm very interested in youth activism and youth coming together to fight racism and other prejudices. Most of the readings I've completed focus on Black youth empowerment or (young) women empowerment. Whilst at the base level it is the same type of hatred and skewed policies that allow for this type of prejudice to exist - it's very different. Young Black men have to be cautious of wearing certain clothes or speaking in a particular way - but more times than not, suspicious parties will keep their distance. In the instance of Muslim-Americans, suspicious parties, even with no grounds, stop & frisk or begin surveillance.

  5. Apr 2017
    1. I’m not asking for some all holy savior to come and coddle us into equality I’m asking for you to understand our struggles and our hardships To understand that if we have to learn with each other we should also learn about each other so we can bring each other up

      Powerful

    2. Addressing the issues that plague urban education requires a true vision that begins with seeing students in the same way they see themselves

      In my experience, through writing and making we can often start to see each other and surface the ways we see ourselves.

    3. a context that dismisses students’ lives and experiences while concurrently speaking about, and advocating for, equity and improving schools

      A context that we create.

    4. many more have come to view school as a discrete space, as if what happens outside school has little to no impact on what happens inside school.

      This is one of the most important things to open up in a framework of Connected Learning.

    5. Consider a common scenario in urban schools, and one I have witnessed often, where the teacher and student have different conceptions about what it means to be on time and prepared for class. For many students, being on time and prepared means being in or around the physical space of the classroom at the appointed hour and being able to access whatever materials are necessary for the day’s instruction.

      So many situations - just like this, can really be alleviated by setting firm expectations at the beginning of the year. The point of this article is to show some simple ways that teacher and student opinions or mind sets differ - but in any classroom, but especially in ones where student and teacher may share different values, it is important to have clear expectations.

    6. educators must create safe and trusting environments that are respectful of students’ culture. Teaching the neoindigenous requires recognition of the spaces in which they reside, and an understanding of how to see, enter into, and draw from these spaces. 

      Make them feel of having social capital, the society/ community they trust and rely on

    7. are ill equipped for helping each other through the work of navigating who they truly are and who they are expected to be in a particular place.

      We need to help students develop the positive sense of self.

    8. To be in touch with the community, one has to enter into the physical places where the students live, and work to be invited into the emotion-laden spaces the youth inhabit

      I consider this as authenticity.

    9. Urban education experts typically don’t live in urban communities.

      This is also a problematic situation when experts do not really involve in the community where they are needed the most in order to get more information that can help them thinking in different perspective.

    10. What’s important to note is that the teacher in this scenario had rendered the student’s self-image as “prepared and on time” invisible.

      This is interesting in the way that a teacher should be able to understand the perspective of the student itself.

  6. Mar 2017
    1. A growth-mindset idea in this saying.

    2. Yes, Sometimes I found that some events happened in my life that helping me developing ideas to get progressed either in as a member of family or communities as well as the practical things in those community.

    3. be mindful with surrounding, especially the classroom and have the responsive thought to make sure there would always be progress, no matter how slow it might be.

    4. Yoga metaphor is awesome. Yes, extending the previous quality and eventually, we will become flexible meaning that we get progressed.

    5. questioning and reflection leading to improvement.

    6. Is this the opposite idea of ethnocentric? If Yes, I do agree, It is important to consider others culture.

    7. I used to be a homeroom teacher for four years and I did find that there will always be achievement gap between students coming from affluent family and students coming from lower class economic family. As I teacher, the only things I could do were motivating them and being ready to help them regarding with their academic performance.

  7. Feb 2017
    1. we are diving back into annotation

      Another big thank you! As I've mentioned on Twitter, your course's "re/turn" to a previous Marginal Syllabus conversation (from October) is what Joe, Jeremy, and I hoped would happen over time - that educators would find conversations and texts that resonate with their interests and courses, and then join the text-based conversation via ongoing annotation. This turns the text-as-conversation into an open educational resource (OER), and - like you - we hope other educators and courses revisit these conversations to support their own learning.

    2. a significant jump-start to that sense of belonging to a community, both within the course and beyond it.

      I've had students say similar things about using Hypothesis to read together. I'd like to explore the relationship between open/collaborative web annotation and community-building... many questions to consider...

    3. their reflections that week posted to their own blogs were filled with connections they made between Dewey’s work, John Seely Brown’s, and the research report/agenda for Connected Learning

      Awesome. Is it possible to connect with some of these posts and perspectives?

    4. scaffolding between the texts and supportive approaches

      This is important, and in my teaching I've been careful to include web annotation in both private (group) and public modes so that learners find comfort with different approaches and can come to appreciate some of the scaffolding that you describe.

    5. Amazing

      You're very welcome, and we're appreciative of your willingness to merge formal course activities with the more open-ended and interest-driven approach to educator learning via Marginal Syllabus.

    6. to highlight things they noticed and that raised questions for them

      A publicly visible and annotated syllabus is a great practice, and something I'll incorporate into courses - great idea!

    7. about the power of annotation

      This is quickly going to become a bit meta... :)

    1. “add up to a sense of mastery—or perhaps better, a sense of participation in determining the content of life”

      I find that this point ties in nicely to our discussion of play from last weeks class. We can fully participate when we are at "play" or in "flow".

    2. Ambiguities, uncertainties, and unpredictably [sic] are the substance of teaching”

      This is where effective teachers find comfort in pushing themselves to develop their practice.

    3. “why of teaching: why teaching methods work in particular ways in particular settings”

      I find this point to be extremely applicable to the study of the application of behavioral analysis.

    4. good teachers, novice and senior, live their class-room lives, maybe out of necessity, in a domain between principle and un-certainty”

      Well stated! For me, this is what makes teaching engaging and exciting as an educator.

    5. That which was once this is moving slowly—at least at first—toward becoming tha

      I love this quotation to describe the slow and positive process of change.

    6. showed more significant gains in their ELA growth than any of the seniors Antero had taught previously

      This links back to the quote about how an artist might end up with a product they hadn't specifically planned for.

    7. as the art emerges, they may make countless adjustments and new decisions that result in a product they probably didn’t imagine from the start

      In the quote by Csikszentmihalyi that follows this one, this result is framed as a bad conclusion due to lack of set goals. I disagree with that. True, the end product might not be what you intended, but that should not detract from any inherent value.

    8. relaxing the muscles that are stretching and the muscles that do not need to work in the pose.

      I read this as focusing intently on the muscles that will transform the wobble into a steady flow.

    9. Figure I.2

      This graph is odd in that it seems to indicate that flow moves you backwards instead of forward. I get the idea, but I don't care for the graph.

    10. address each new teaching experience

      Every new group/class of students is unique, and teaching them should feel unique in its own manner.

    11. He also got permission to provide instructional continuity for his students by “looping” the class the subsequent year. This meant that his AP classes included many seniors whom he had taught the previous year. He was thus able to teach his current juniors for two years in a row—once during their junior year and then again during their senior year when a new group of 11th-graders was encouraged to advocate for participation in AP classes in their senior year.

      It is unusual for teachers to find such flexibility in their administrative team. Antero was very lucky and was able to recognize what an opportunity this could be.

    12. When wobble occurs, you may feel as if nothing in your teach-er education program has prepared you for this, and you may very well be right.

      I've learned more about my students and myself in these moments than when things are still and calm

    13. After years in the profession, shouldn’t teachers eventually figure out how to get it right? Maybe not.

      A good teacher is never done growing and changing. We should constantly be getting better at our practice and have a mindset that we can continue to do this better and better to serve our students

    14. pecial responsibility to teach from a social justice perspective, tack-ling issues of privilege, problems of equity and access, and the possibilities inherent in social and civic action.

      Yes! 100% agree that it is every teachers responsibility

    15. In some cases like the one above, it’s possible to work within the system and simultaneously maintain your commitment to a given pose. Some instances, however, call for the more radical approach of “working the system” in-stead. Especially early in your career, when you choose to react to wobble by working the system, it’s essential that you have a very firm rationale that is grounded in theory, research, and/or the recommendations of professional organizations, so that you can justify what you’re doing and why to those in positions of power over you

      Learning when "work the system" or "work within the system is a very nuanced special skill that takes a few years of professional experience to master but nevertheless vital to progress.

    16. By using an active pose as a touchstone, you’ve maintained your agency as a “deliberative intellectual” (Cochran-Smith & Lytle, 2009) capable of posing yourself rather than being posed in the expected ways implicit in a particular constraint within your teaching context.

      Too many constraints may lead to a lack of understanding and learning, as the previous "Crucible" example illustrates.

    17. Ultimately, “this is the way the self grows” (p. 42) because individuals become more capable

      and skilled as a result of the flow experience" It does indeed promote a sense of mastery.

    18. The poses you take up in your career will have profound implications for the kind of teacher you intend to be and the impact you and your students will make on the world. The commitment it will take to sustain them will often lead you to wobble.

      It is similar to learning a new language, or learning to ride a bike. I do find this reference to teaching interesting.

    19. Although the word pose often has a pejorative connotation (i.e., one poses in an attempt to trick, dissemble, or cloak true intentions),

      ...or a "poseur" someone who pretends to be something that they are not...

    20. Like yoga practitioners, teachers who are committed to professional growth also take up stances (or poses) toward their practice, and reflect on areas in which they wobble with the intent of attaining flow—those provisional moments that mark progress in their teaching.

      We pose and wobble in most areas of human activity, if we want to be successful.

    21. These three terms function in a metaphorical sense that reflects the practice of yoga.

      Yoga is a perfect analogy

    22. Rather, students have considerable freedom to determine the content and form of their project and to work with others or by themselves.

      Differentiating here automatically creates equity. Our students demonstrate their knowledge in their own way. What is manageable and realistic for them.

    23. within

      Could this be geared towards standardized testing? It is mandated, we need to address it, but we can make it more engaging and manipulate it?

    24. low experiences are so intense that we lose track of time and temporarily escape other everyday concerns

      How satisfying! to work so hard towards a goal and see it successfully unfold!

    25. Wobble occurs routinely in the classroom when something unexpected emerges

      This is what makes a teacher a better teacher. When unexpected changes occur we are forced to reevaluate, therefore address the needs and face reality.

    26. pose conveys the dimensions of mindfulness

      Being mindful makes us aware of equity in the classroom.

    27. Wobble occurs routinely in the classroom when something unexpected emerges, such as an unpredictable question that neither the students (nor you, for that matter) can adequately address

      I had to laugh about this a bit - as an early educator, I feel all to often kids ask questions that I'm stumbling and bumbling to try and answer in the most appropriate way. But when I unpack this type of situation and put it in the context of a wobble it makes sense. Next time a student asks the same difficult question, I'll have a better idea of how to answer. It's all a process.

    28. While wob-ble may initially cause frustration, it also signals a commitment to increased discipline and deepened practice.

      I really enjoy the yoga metaphor. It really reinforces the try, try again methodology that we as educators preach to our students. We need to take a bit of our own advice and recognize that we're human and learning is fluid.

    29. not about an endpoint;

      I think it's so important to focus on this. There is never an endpoint. We must keep experimenting, reflecting and evolving!

    30. centered on re-evaluating the educa-tional needs of all students in order to challenge assumptions of equality in pedagogical design and educational reform.

      I think this is something that a lot of teachers oversee..in a room of 30 students it can become difficult to consider all of the different needs, but through consistent reflection it can be done.

    31. culturally proactive teaching and the thinking and teaching practices that accompany them.

      While teaching our students is our goal, we cannot be successful until we understand their culture, discover their interests and connect.

    32. o teach from a social justice perspective, tack-ling issues of privilege, problems of equity and access, and the possibilities inherent in social and civic action.

      It would have been so meaningful to actually discuss these issues during methods courses and student teaching rather than the "how." The "how" was indeed the most important secret to unveil when "learning to become a teacher."

    33. remember that react-ing is not the same as being reactionary

      Reacting = using formative assessment to guide our instruction to suit our students' individual needs.

    34. In other words, when you wobble, it doesn’t mean that you’re failing. Rather, it signals that you are pursuing worthwhile poses that require learning, reflection, and professional growth.

      This is reminiscent of the benefits of allowing students to struggle through a math problem. The struggle may feel uncomfortable at first, but the perseverance will allow them to grow as learners.

    35. experienced practitioners not only expect to wobble, they welcome it:

      Teachable moments stem from wobble.

    36. Wobble occurs routinely in the classroom when something unexpected emerges, such as an unpredictable question that neither the students (nor you, for that matter) can adequately address, or a spat that breaks out be-tween students that has absolutely nothing to do with the academic subject at hand. When wobble occurs, you may feel as if nothing in your teach-er education program has prepared you for this, and you may very well be right.

      You could plan out every detail of a lesson, and students will still always surprise you. I am reminded of this tweet: https://twitter.com/ddmeyer/status/741841370202050560

    37. a pose is far more than a “best practice,” which, as we pointed out earlier, is an idea that relies on the myth that some teaching techniques are so foolproof they will work with all students in all contexts for all time.

      So a pose requires an awareness for equity and looking out for the individual needs of the students who are in front of us.

    38. /W/F cycles most successfully when we collaborate with colleagues who provide moral support and at the same time challenge our thinking.

      I completely agree. I am experiencing this with a colleague this year. We plan together everyday, reflect on our experiences, and bounce ideas off of one another in order to improve our practices. Collaboration among teachers is just as important as collaboration among students.

    39. for the often frustrating feelings of uncertainty inherent in the re-cursive process of improving one’s practice.

      P/W/F places this uncertainty or risk-taking in a positive light. It is a necessary component of growing as an educator.

    40. But we can say from experience that even teachers whose practice is apparently seamless to the outside eye will continue to wobble in response to changes in their teaching contexts.

      I foresee a lot of wobble as we continue to integrate technology into classroom instruction.

    41. we know that though our uncertainties and apprehensions differ from those we experienced in our early years of teaching, we have them all the same. What’s changed is that we don’t view them as liabilities, but as challenges that can further our pro-fessional growth.

      There is always room for improvement, always new ideas to try, etc. The students that we have in front of us today will have different needs than the ones that we will have in front of us 5 years from now. As society changes, so do the needs of our students

    42. teachers have a special responsibility to teach from a social justice perspective, tack-ling issues of privilege, problems of equity and access, and the possibilities inherent in social and civic action

      This is the basis for connected learning.

    1. the change in the moral school atmosphere, in the relation of pupils and teachers—of discipline; the introduction of more active, expressive, and self-directing factors—all these are not mere accidents, they are necessities of the larger social evolution.

      This is so true when considering equity in education. Teachers need to connect with their students and understand how they experience the world both in and outside of school.

    2. but that the scientific insight thus gained becomes an indispensable instrument of free and active participation in modern social life

      I reflect on this in light of behavior science and how it is a set of principles which becomes meaningful through application of social importance.

    3. In critical moments we all realize that the only discipline that stands by us, the only training that becomes intuition, is that got through life itself.

      The goal of a quality educator should be to create a love of life long learning. This love of learning is experienced through living daily life.

    4. A spirit of free communication, of interchange of ideas, suggestions, results, both successes and failures of previous experiences, becomes the dominating note of the recitation.

      Learning is a communal process. In today's age communities connect through the use of technology.

    5. In all this there was continual training of observation, of ingenuity, constructive imagination, of logical thought, and of the sense of reality acquired through first-hand contact with actualities.

      Learning takes place through interactions between individuals and individuals now interact across mediums of technology.

    6. One can hardly believe there has been a revolution in all history so rapid, so extensive, so complete.

      I believe the revolution that occurred during this time, the industrial revolution, parallels the technological revolution that has occurred more recently.

  8. Jan 2017
    1. So thoroughly is this the prevalent atmosphere that for one child to help another in his task has become a school crime.

      Challenging notions of "cheating." What does it mean to cheat? Is helping each other and learning together something we want to see?

    2. It is actively moving in all the currents of society itself.

      In our networked age, knowledge is more mobile (note: I edited) than ever before and activity moving in all currents of society. What are the implications then for our institutions of learning?

    3. Verbal memory can be trained in committing tasks, a certain discipline of the reasoning powers can be acquired through lessons in science and mathematics; but, after all, this is somewhat remote and shadowy compared with the training of attention and of judgment that is acquired in having to do things with a real motive behind and a real outcome ahead.

      But can't mathematics and science lessons be designed to have "real motive" and "real outcomes?" I feel as though this is the goal of project based learning where we are today--students use the content in order to reach some meaningful outcome. Not to mention, these content areas have authentic applications in today's society. Is it better for students to explore academic content through real-life tasks or to explore real-life tasks through the scope of academic content?

    4. The modification going on in the method and curriculum of education is as much a product of the changed social situation, and as much an effort to meet the needs of the new society that is forming, as are changes in modes of industry and commerce.

      I think that this exact sentiment holds true today. The recent dawn of the 21st century, deemed by John Seely Brown as the Internet Age (vimeo.com/49645115), has an entirely different set of societal needs from those of the 20th century. In a new fast-paced and globally connected world, students need to be able to problem solve, communicate, collaborate, and create. Schools should aim to allow students to develop these 21st century skills.

    5. The result has been an intellectual revolution. Learning has been put into circulation.

      Very similar to the age of the internet in which we are living today. The internet opens access to learning even further and thus promotes equity in education and provides a basis for connected learning.

    6. everyone has a calling and occupation, something to do. Some are managers and others are subordinates. But the great thing for one as for the other is that each shall have had the education which enables him to see within his daily work all there is in it of large and human significance.

      I think that this does a great job of summarizing the need for equity in education.

    7. But if the end in view is the development of a spirit of social coöperation and community life, discipline must grow out of and be relative to this. There is little order of one sort where things are in process of construction; there is a certain disorder in any busy workshop; there is not silence; persons are not engaged in maintaining certain fixed physical postures; their arms are not folded; they are not holding their books thus and so. They are doing a variety of things, and there is the confusion, the bustle, that results from activity.

      This reminded me of the John Seely Brown video in which he notes that classrooms 5-10 years from now should not look the same as they do now (vimeo.com/49645115).

      I think that Dewey is making a similar argument here--classrooms will look differently to meet this goal of fostering collaboration and active learning--and that is okay.

    8. Where the school work consists in simply learning lessons, mutual assistance, instead of being the most natural form of coöperation and association, becomes a clandestine effort to relieve one’s neighbor of his proper duties. Where active work is going on all this is changed. Helping others, instead of being a form of charity which impoverishes the recipient, is simply an aid in setting free the powers and furthering the impulse of the one helped.

      The power of collaboration! This connects to the need for connected learning, which emphasizes the value in working and communicating with others.

    9. We must conceive of them in their social significance, as types of the processes by which society keeps itself going, as agencies for bringing home to the child some of the primal necessities of community life, and as ways in which these needs have been met by the growing insight and ingenuity of man; in short, as instrumentalities through which the school itself shall be made a genuine form of active community life, instead of a place set apart in which to learn lessons.

      According to Dewey, the purpose of education is to contribute to the functioning of society at large.

    10. Consciousness of its real import is still so weak that the work is often done in a half-hearted, confused, and unrelated way. The reasons assigned to justify it are painfully inadequate or sometimes even positively wrong.

      I think that this is still a problem today, across all content areas. In mathematics, for example, students may be able to solve the types of problems being taught, but are they able to apply that knowledge across different situations? Are they aware of why the mathematics they are learning is important? Or are they just learning it so that they can pass a test?

    11. But the point of view is, upon the whole, unnecessarily narrow.

      I think that this idea connects to the modern viewpoint of seeing the purpose of learning in the academic subject areas as being to prepare students for college. Yes, college preparation is important, but it is not the ultimate goal--ultimately, we want to prepare students for life.

    12. we cannot overlook the importance for educational purposes of the close and intimate acquaintance got with nature at first hand, with real things and materials, with the actual processes of their manipulation, and the knowledge of their social necessities and uses.

      This highlights the importance of authentic learning experiences. When students are able to relate to content and see a purpose in learning it, then they are able to construct knowledge meaningfully. This connects to the idea of connected learning being interest-driven.

    13. It is our present education which is highly specialized, one-sided and narrow.

      aha! connected learning is needed.

    14. Plato somewhere speaks of the slave as one who in his actions does not express his own ideas, but those of some other man

      so true

    15. The world without its relationship to human activity is less than a world.

      don't mention this to a geologist.

    16. worthy, lovely, and harmonious

      Love it!

      Barely made it to the end. Thank you all. Looking forward to continuing these conversations. xo

    17. The unity of all the sciences is found in geography

      Indeed!

    18. It is this liberation from narrow utilities, this openness to the possibilities of the human spirit that makes these practical activities in the school allies of art and centers of science and history.

      and funding for the arts seems to be on the back-burner in many districts...

    19. It gets a chance to be a miniature community, an embryonic society.

      succinct and to the point.

    20. The mere absorption of facts and truths is so exclusively individual an affair that it tends very naturally to pass into selfishness. There is no obvious social motive for the acquirement of mere learning, there is no clear social gain in success thereat.

      absorbing facts and truths is indeed individual ..why is this bad?

    21. Upon the playground, in game and sport, social organization takes place spontaneously and inevitably. There is something to do, some activity to be carried on, requiring natural divisions of labor, selection of leaders and followers, mutual coöperation and emulation. In the schoolroom the motive and the cement of social organization are alike wanting.

      wanting? in what sense?

    22. How many of the employed are today mere appendages to the machines which they operate! This may be due in part to the machine itself, or to the régime which lays so much stress upon the products of the machine; but it is certainly due in large part to the fact that the worker has had no opportunity to develop his imagination and his sympathetic insight as to the social and scientific values found in his work.

      I believe this was written before mass-production in factories began, and Dewey would have never thought of robots.

    23. The common needs and aims demand a growing interchange of thought and growing unity of sympathetic feeling

      This sense of common needs is similar to "shared purpose" in connected learning.

      I love the chapter on shared purpose in this book btw: Teaching in the Connected Learning Classroom (http://www.nwp.org/cs/public/print/books/teaching_in_the_connected_learning_classroom)

    24. instead of a place set apart in which to learn lessons

      radical (see above :)

    25. It is radical conditions which have changed, and only an equally radical change in education suffices.

      looking up "radical"

      Google says: relating to or affecting the fundamental nature of something; far-reaching or thorough.

    26. educative forces

      implications of thinking of educative forces ... energies ... push/pull ...

    27. That this revolution should not affect education in other than formal and superficial fashion is inconceivable.

      So what are the impacts of a changing media ecology and globalization on education today?

    28. is the industrial one

      The one that comes to mind for me today is our rapidly changing media environment.

    29. But why should I make this labored presentation? The obvious fact is that our social life has undergone a thorough and radical change. If our education is to have any meaning for life, it must pass through an equally complete transformation. This transformation is not something to appear suddenly, to be executed in a day by conscious purpose.

      I like that this calls for transformation, which is obviously necessary now. AND this is suggesting that it cannot happen in a day. I think Dewey's biggest claim here is that he wants to see the educational system evolve. While education has evolved and continues to evolve I think it's important to realize that educator, philosophers and technologists have tried to implement too many changes too fast.

    30. renewed. It has a chance to affiliate itself with life, to become the child’s habitat, where he learns through directed living; instead of being only a place to learn lessons having an abstract and remote reference to some possible living to be done in the future.

      And now...we have project-based learning, school to industry connections, and small learning communities - and even professional learning communities...

    31. The radical reason that the present school cannot organize itself as a natural social unit is because just this element of common and productive activity is absent.

      Is this still true? I think it is dependent upon the individual school or district. My students produce activity, but it through translation and conjugation. Is that really a productive activity?

    32. When we turn to the school, we find that one of the most striking tendencies at present is toward the introduction of so-called manual training, shop-work, and the household arts—sewing and cooking.

      Is this a bad thing? We have so many students who thrive in these types of settings. They are able to demonstrate skill and understanding when manipulating, not by sitting in a desk with a pencil and paper. I wish more students had more opportunities to take classes like these where the can model their understanding via creation rather than reciting or recording memorized knowledge on paper.

    33. Indeed, almost the only measure for success is a competitive one, in the bad sense of that term—a comparison of results in the recitation or in the examination to see which child has succeeded in getting ahead of others in storing up, in accumulating the maximum of information. So thoroughly is this the prevalent atmosphere that for one child to help another in his task has become a school crime.

      I see this is Dewey's critique of human capital (as measured by high-stakes tests) and the offering of social capital as a contrast (i.e. "one child to help another.")

    34. he school itself shall be made a genuine form of active community life, instead of a place set apart in which to learn lessons

      Along with "...society keeps itself going," this is another phrase that opens the door to green, healthy, and sustainable schools.

    35. the girls to be more efficient house managers, if not actually cooks and sempstresses; the boys (were our educational system only adequately rounded out into trade schools) for their future vocations.

      We cannot dismiss Dewey's writing because he fails to connect democracy with feminism.

    36. how shall we retain these advantages, and yet introduce into the school something representing the other side of life—occupations which exact personal responsibilities and which train the child with relation to the physical realities of life?

      Green, healthy, and sustainable schools. If we consider the larger social aims of education, then it makes sense that students and staff deserve to attend beautiful schools that conserve energy and water -- and that student know why this is a local and global issue.

      Healthy schools advance wellness -- personally and socially (and physically). Being a free individual and respectfully relating to others is democratic. What experiences should students have so that they can exercise their creativity within the arts, sciences and humanities?

      Sustainable schools advance opportunities for students to study and experience the equity between people, planet and prosperity.

    37. Verbal memory can be trained in committing tasks, a certain discipline of the reasoning powers can be acquired through lessons in science and mathematics; but, after all, this is somewhat remote and shadowy compared with the training of attention and of judgment that is acquired in having to do things with a real motive behind and a real outcome ahead.

      He is drawing a distinction between behaviorism and constructivism. High stakes standardized tests focus on the former; portfolios and student-generated artifacts focus on the latter.

    38. How many of the employed are today mere appendages to the machines which they operate!

      Dewey does not ignore Marxist conceptions of "alienation." He implies existentialism, however, not only through social consciousness, but in the liberation of the individual.

    39. It was a matter of immediate and personal concern, even to the point of actual participation.

      Love this sentence. What would we say today is a "matter of immediate and personal concern, even to the point of actual participation."?

    40. in shops which were constantly open to inspection and often centers of neighborhood congregation

      I love thinking about this potential here as sites of learning.

    41. Let us then ask after the main aspects of the social movement

      Connected Learning report starts in a similar place. They write "We begin with an analysis of current economic, social, and technical trends that frame the educational challenges faced by many countries, especially in the Global North – including the contraction of economic opportunity, growing inequity in access to educational and economic opportunity, and the risks and opportunities of media engagement."

    42. Can we connect this “New Education” with the general march of events

      Key question here and also in ED677.

    43. the separation of theory and practice

      I have real concerns about this separation and its implications for learning and for democracy. I think it separates learners in our systems as well as thins the learning that is possible for all. It strikes me that it also gets more at the heart of what Dewey is writing about than examples that could otherwise be described as practical versus intellectual -- that whatever our pursuit we must integrate theory and practice.

    44. Knowledge is no longer an immobile solid; it has been liquefied

      Knowledge is no longer an immobile solid; it has been liquefied.

      (Highlighting this quote because I like it! :)

    45. growing, one former is worth a thousand re-formers,”

      I love the description of growing and forming together in contrast to something being re-formed or someone who re-forms.

    46. Yet the range of the outlook needs to be enlarged. What the best and wisest parent wants for his own child, that must the community want for all of its children.

      The challenge.

    47. www.gutenberg.org/ebooks/53910

      Exciting what we can do with texts (in this case a lecture) like this that are shared and/or in the public domain.

      Thank you to the folks at Marginal Syllabus, specially @remikalir and @onewheeljoe for their support for this discussion.

    48. John Dewey

      In 2012 I heard John Seely Brown give a keynote at the DML Conference where he said that "perhaps John Dewey (and Marie Montessori) were 75 years ahead of their time" when driving models of education that brought the learner into the flow of what they were learning. Maybe, he posits, "their intuition was right but their toolset was wrong."

      I was so excited by this thought and have been wondering it ever since. So how might we do what JSB does in his speech and recast some of John Dewey's work here from 1907 in today's networked age?

      JSB described his goal is to create an "arc of life learning that scales." I am wondering about equity in connected learning and teaching.

      See: http://dmlcentral.net/the-global-one-room-schoolhouse-john-seely-brown/

    49. Here are some questions we are playing with via ED677 this week:

      • What is important about the relationships and connections between schools and society?
      • How might what Dewey wrote at the turn of the last century still be relevant today?
      • What ways does Dewey reflect what John Seely Brown talked about? How does it relate so far to your readings about Connected Learning?
      • What does this make you think about in terms of equity (or inequity) in learning today?

  9. Mar 2016
    1. Note: I have been inspired by colleagues of mine to think more about tools like hypothesis that let us create small private groups in which we can annotate articles together and then you can choose to make those comments public or not.

      Maybe an inspiring text and the conversations your class has around that text in the margins could be the picnic blanket, or the sets of tables pushed together.

    2. Now, checking myself here, I realize that ED677 is a graduate class and that one of the “deals” with school, is that we have safe spaces for talking through complicated ideas without always being subject to public scrutiny. And I also know that educators today are under enormous pressure and public spaces are not always safe and supportive (to say the least).

      "Public or private?" is decision we all make regularly working online, so "public" and "private" are important concepts to for all of us to understand more deeply. These students will gain practical experience these concepts.