37 Matching Annotations
  1. Mar 2018
    1. who was assaulted in her math class

      I'm just noticing now this mention that it was a math class where this happened. I'm not sure what to make if it really, and I don't want to over-make ... but/and I can't help but wonder about the connection.

      My thinking about math education and the relationship to oppression/liberation is prompted by looking recently at the resources of the Youth People's Project (such as the Flagway Game) started by Bob Moses vis a vis the Algebra Project.


      Mission YPP uses Math Literacy Work to develop the abilities of elementary through high school students to succeed in school and in life, and in doing so involves them in efforts to eliminate institutional obstacles to their success.

      Vision YPP envisions a day when every young person — regardless of ethnicity, gender, or class — has access to a high quality education and the skills, attributes, and community support s/he needs to successfully meet the challenges of their generation.

    2. As Black women, moth-ers of Black children,2 educators, critical scholars, and spiritual beings,3 we are devastated by the ubiquitous assault against Black people, and we know that Black children are suffering too.

      Notice the authors here naming who they are in relation to this work.

  2. Jan 2018
    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.

    1. 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.

    2. 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.

    3. 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.

  3. 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?

    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.

  4. 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. worthy, lovely, and harmonious

      Love it!

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

    4. 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)

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

      radical (see above :)

    6. 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.

    7. educative forces

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

    8. 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?

    9. is the industrial one

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

    10. 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."?

    11. 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.

    12. 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."

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

      Key question here and also in ED677.

    14. 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.

    15. 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! :)

    16. 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.

    17. 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.

    18. 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.

    19. 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/

    20. 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?