868 Matching Annotations
  1. Nov 2016
    1. The New York businessman visited Flint in mid-September, touring the city’s inactive water treatment plant and vowing to fix the water problem “quickly and effectively.” Trump mentioned the city frequently in stump speeches, calling it in the past week a “troubled place” and blaming the contamination on unnamed “incompetent politicians.”

      Nervous and anxious about my country's election of a racist, I wish I could find solace in statements he's made that I agree with.

  2. Oct 2016
    1. these students proved themselves able to tackle complicated texts by authors like Faulkner, Woolf, Morrison, and Ellison.

      And I'm betting that through this experience, even if they didn't pass a test, they learned a great deal just from studying and talking about and writing about challenging and thought-provoking texts! Not just in their language ability, but in the sense of widening their understanding of their social context, themselves, other people, etc.

    2. capable of posing yourself rather than being posed in the expected ways implicit in a particular constraint within your teaching context.

      This is an interesting (if saddening) example--saddening because of the reminder that too many assessments are like the hypothetical MC exam. However, though I'm seeing the deliberative posing here, I'm not seeing the wobble. I took these two examples to be of the P/W/F cycle, but I mostly see the P.

      Upon re-reading, it seems the W is in one's being faced with a mandate that doesn't sit well with one's principles or considered practices, so is the wobble in the uncertainty of how to react?

      I think I've been thinking of wobble differently, like when you're doing teaching and learning practices that have worked in the past and things have changed so now they aren't working so well in a particular case, or when you decide to try something new and it doesn't work as you had hoped.

    3. it’s essential to remember that although you and your students may not feel comfortable when you wobble, this discomfort is nat-ural because you are “going to your edge.

      This is really powerful to me, not only because of the idea that in order to push beyond the status quo of your practice, to work towards doing things better you should expect that things are going to feel uncertain, but also because of the idea that both instructor and students need to learn to be comfortable with this.

      BUT the problem is that in some ways it might be harder for students to get used to this idea, or to deal with wobbles, because so much rides on them understanding what is going on in the class so they can do well. As much as we teachers risk in wobbling, students may risk more when they experience it (or at least feel more anxious because they perceive their grades to be so important?).

    4. epeated P/W/F cycles are necessary for continual professional growth (see Figure I.3)

      And that such continued, cyclical professional growth is the development of expertise.

    5. 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.

      I like the yoga metaphor, but this also makes me think of the appeal of games and the flow that can be achieved by immersion in them. The key in both I think is facing challenges that are not insurmountable, then overcoming these challenges.

      I also like the connection here to mindfullness. Being in the flow is being mindful - which is an important counter to being reflexive. Both, I think, are necessary and important in education and learning.

    6. it is framed by a focus on educational equity

      Such an important framing, and I appreciate that this comes immediately to the fore.

    7. the act of questioning their practice never disappeared

      Questioning persists! As it should! There is no Truth, and thus no way to ever know it all.

    8. To extend the metaphor to teaching: 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. In the sections that follow, we unpack the meaning of each of these terms one at a time, show how they work together by drawing on classroom examples, and then make suggestions for steps you can take to enact P/W/F cycles in your own teaching. Before we do that, though, we want to point out three essential features of the model.

      This reminds me of the analogies Dr Yemi Stembridge makes about teaching and yoga. I think there is also something to say about how veteran yogis might make flow look easy and that newcomers need to know the habits of mind and practice in order to develop.

    9. the act of questioning their practice never disappeared.

      I think public questioning of practice - whether in teaching, perhaps in research - is one possible affordance of open and collaborative web annotation.

    10. cobbling together a collection of articles and chapters from various texts to help our students connect the dots between the “how” and the “why” was not only unsuccess-ful from their standpoint, but from ours as well.

      From a design perspective, I really like this comment. Just providing resources isn't enough to "connect the dots" for all learners.

      This introduction really brings me back to my fixation on Personal Epistemology. I have to wonder if the epistemology of the learners would make a huge difference here - are learners more able to make those connections from provided materials with a more sophisticated epistemology?

      Also, are we stressing the importance of the WHY for the how?

    11. t still isn’t.

      And now we've joined the conversation, too ;)

    12. who routinely complained that the latter set was irrelevant; they just wanted to get on with learning

      I would love to hear more about this and what the authors think this means for the future of teacher preparation. I've heard Antero mention this in presentation as well. As someone who works with new teachers who have the desire to teach across cultures but often struggle with the cultural differences that play out, I wonder if this kind of prep instruction might help teachers avoid the trap of labelling students.

    13. eaching seemed like an apolitical enterprise

      All teaching is political and, in many circumstances, so too learning.

    14. This text was featured in a Marginal Syllabus annotation flash mob on Wednesday, October 26th. Thanks to Cindy and Antero for encouraging us to read and remark upon the introduction to their book Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction.

    15. Because we were (and are) equally committed to the “why” behind the “how” of pedagogical practices in the English Language Arts classroom, however, we also assigned a parallel set of texts that were primarily the-oretical in nature, like Paulo Freire’s Pedagogy of the Oppressed (1970) and excerpts from bell hooks’s Teaching to Transgress (1994) and Allan Johnson’s Privilege, Power, and Difference (2001). Jo

      These texts provide a vital critical lens through which we must read the "practical" texts listed above. We can no longer accept purported "best practices" as such. We have to think about the marginalized communities we serve and we have to interrogate the historical failure of "best practices" to close equity gaps.

  3. Sep 2016
    1. I have provided a clear break down of course expectations

      The best of which, arguably, is pictured below. I pulled this screenshot from the grading information in the mini-mooc work.

    2. Playing it safe is not going to yield the opportunities that will make a difference. Off-script is when you don’t quite know where you are going, but you have the courage to commit to the journey knowing that it is the process itself that will hold the worth. Breaking outside of conventional form is where excitement lies.  Being an effective educator cannot remain a quest to be a master with a masterful product.  Rather, it is dynamic performance and a practice.

      Mia's powerful voice at the end leads me to wonder how her voice helped promote these agentive student moves.

    3. the space for emergence

      I wonder what emerged for Mia in her own practice? Was there more questioning? Did she play a project manager's role at all?

    4. They organized themselves into five small groups around five central concerns: Race and Identity; Race and Popular Culture (especially the role of humor); Race in the Classroom; Race in the International Context; and Race and the Politics of Language.

      I'm interested in the teacher moves here because I'm curious about where Mia's attention was and how that empowered students to drive the work.

    5. A refined and nuanced sense of self was an unforeseen outcome, and I couldn’t be more pleased that this outcome emerged. Perhaps the most telling comment was when one student wrote, “This is the most important work I have done for any class in my entire education.”

    6. vulnerability is the seed of true learning.

      So many good lines in this piece that could be posterized on a classroom wall!

    7. In final self assessments for the class, students wrote extensively about how surprised they were at how much they learned from their own classmates. They wrote eloquently about their increased sense of empathy. They also marvelled at how they were able to gain new digital confidence, as their instinct for self directed learning (i.e. just google it!) became a newfound form of self-reliance. My students also wrote about how much they thought about this class outside of class. They wrote about how they realized they were talking with many other people in their lives about the issues we grappled with in class.

      This sounds like the instructor's payoff for the patient waiting game she had to play at the project's outset.

    8. need to connect to a world outside in ways that matter.

      I think we all inherently want this as human beings which provides the question, why isn't teaching & learning always grounded on this need?

    9. the issues we grappled with in class

      I had a professor once refer to this as self-evidence assessment, that the evidence of learning is so powerful, given that it changes dispositions, forms of interaction, and that it has resonance across settings - and that this, more than a final test of project - was evidence of deep learning.

    10. What emerged was the inherent knowledge within our own ranks,

      I feel like a jerk asking this question, but how did you grade these students/projects? Is their a self-, student-centered version of this kind of pedagogy on the assessment side?

    11. students

      So in what learning contexts does this work/work best/not work. Are some environments prohibitive of this type of radical pedagogy?

    12. They wanted to reach out to others more explicitly.

      What a powerful example of student agency that transcends the concerns of self and course, and pushes for public engagement and dialogue.

    13. curate and aggregate

      And annotate?

    14. A prescribed series of academic readings and writings on theories of race seemed to fall short of that urgency.

      This leads me to believe that contemporary events demanded at least an update of that syllabus. I wonder if the energy of conversations like #blacklivesmatter, #educolor and the like suggested the dramatic shift in instructional approach that involved listening, importantly.

    15. Students were stressed, struck by the notion that they would have to step up and claim their own forms of learning.

      A great example of preparation for the real world! How can students face situations that are reality and not confined to 4 walls and textbooks?

    16. I let the students decide for themselves what they wanted to learn

      Seriously? This happens? I love this approach, how can we support and inspire more of this?

    17. How has it been written and rewritten in our society?

      This is a historically rich topic and also a topic that can lead to inquiry into current events and contemporary tools. It suggests a few pathways at least, so I'm curious to know what emerged when Mia left behind a syllabus in favor of something potentially messier and arguably more promising.

    18. step up and claim their own forms of learning.

      Love this. And it is scary. But really it's why we have school in the first place, though it's become something different.

    19. How has it been written and rewritten in our society?

      I really like this play on the idea of written - it helps to expand the notion of text - within the context of a university course - to consider the various social, historical, and cultural narratives that record and revise what matters.

    20. I must mention that I have successfully taught this “Writing Race & Ethnicity” class in the past.

      In my experience, this type of creative risk-taking requires the experience of more traditional attempts. Like the musical improvisation, it's useful to practice scales and know "the standards" before playing with a community - of musicians, of students - in new and unexpected ways.

    21. I took a deep breath as I listened, watched, reassured, and guided my students. I often tried to step out of the way, and it was not easy. Eventually, they formulated an inspired vision of authentic learning. And, with time, perseverance, and collaboration, they realized that vision, despite the fact that there was no path marked for them to get there.

      These lines remind me that the moves teachers make toward student-centered learning usually require some faith, patience and at least a small amount of nail biting on the part of the teacher.

    22. context of the real world rather than a familiar academic exercise

      Relevancy! I believe this is the key to genuine learning and engagement.

    23. determine their course materials, select their readings, and design their own class projects

      Fantastic example of personalization! What supports needed to be in place for students to make this structure effective?

    24. Why does race matter?

      Because the answer depends so much who's answering, this radical student-centered pedagogy is all the more urgent.

    25. But, despite this successful track record, this time around, I stepped back, and really thought about the point of this class.

      Gotta say this is a pretty noble thing to do. #greatteacher

    26. my fantastic group of graduate and undergraduate students for this course

      What a nice course feature, I wish there were more opportunities for undergrad and grad students to learn with and from one another.

    27. no prescribed syllabus for the course.

      So as much as I love this, a question: doesn't building in syllabus building into a course take up learning time or is the point that that's learning? (Maybe I answered my own questions.) But at least practically, doesn't this take up a lot of time?

    28. On Wednesday, September 28th this blog was featured as the second "annotation flash mob" text associated with the Marginal Syllabus project. Thanks to all those who joined and contributed to the conversation, especially Mia Zamora!

    29. they were in charge of their own learning outcomes.
    30. I learned that they needed time “to steep in it” as they found their way to their own goals.

      This reminds me of Dave Cormier's "learning subjectives" from Rhizo 15.

      A major issue for K-12: with mandates, pacing plans, standards etc, how do we carve out this essential space for "steeping"?

    31. I have learned that if you give freedom and trust to students, they will find their own way to the learning that matters the most.

      If I were choose a "golden line" from this piece to share, this would be the line.

    1. we would challenge developers to ask themselves

      We talk about digital literacy for our students, but I think as faculty, we are also suffering from a lack of D.L. which makes us unable to ask the right critical questions about EdTech. Two examples: my uni recently purchased a new system that will help us manage data for accreditation processes. The dean was very excited that the system came with a free ePortfolio tool. How great to save money by getting it free with something we had to buy anyway! But of course, this ePortfolio tool is totally wrapped into and serving the accreditation process, which is really different than the kind of learner-controlled ePortfolios we were talking about initiating. Most fac and staff on the tech committee didn't know anything about the ethics of big data or how data is used by/for/against students, so we were really vulnerable to being sold a product by an EdTech company who knew exactly what we didn't really understand. Another example: our Student Success™ coaches are a bought-and-paid-for predictive analytics algorithm. Say what you will about that, most of our faculty don't even KNOW this. They think it's "personalized advising." It's hard to talk about the pros and cons of the collection of this data or the use of these predictive models with colleagues when the EdTech companies obscure their methods in the language of student-centered pedagogies. So much to love in this article, and I know I am just taking a tiny nugget here and going in a different direction, but just thinking about how to begin to talk about these issues with my colleagues, and realizing the digital literacy issue is a really significant hurdle.

    2. Following the first Marginal Syllabus flash mob on Wednesday, August 31st (reflection here), a few folks participated in this Google Hangout: https://youtu.be/DRW-b3RlOnM

    3. it isn't recognized as a problem at community colleges

      This question is asked purely out of ignorance in that I don't know if this is true at all or not: could it be that many people don't recognize it's happening, even at the faculty level? I admit to not having known this was a problem at any postsecondary institution, but maybe that's b/c I work at an "R1" institution. I didn't know it was happening at CC's, or elsewhere. Indeed, it might even be happening at my campus and I don't even know.

      But perhaps the question is: for those who DO know about it, why is it not seen as a problem? Then the answers given here apply. But I wonder how many faculty and students are aware?

  4. Aug 2016
    1. Does it restrict or promote openness and access?

      This should be the driving question of all EdTech and IT departments of educational institutions!

    2. Armed with the history of redlining, and understanding its digital resurrection, we glimpse the use of technologies to reinforce the boundaries of race, class, ethnicity, and gender.

      Technologies have the power to resurrect many age old issues that have never truly been dealt with.

    3. curiosity looks a lot like transgression.

      It may always look this way, isn't that what freedom of thought has traditionally been labeled? New ideas and innovation seem to be a threat in many cases.

    4. configure education as job training and service to corporate needs.

      I sense this is beginning to change however, shouldn't it somewhat include job training or at least skill training for jobs?

    5. Does it restrict or promote openness and access?

      In my experience with most LMSs, there is an implicit pedagogy that does restrict openness and co-production and sharing of knowledge and information. In this respect, digital redlining is packaged as efficiency, classroom management, etc.

    6. 30 acceptable use policies at such institutions.

      Hey do you know how many of those places have a faculty union? I wonder if that makes a diff in minimizing the amount of filtering.

    7. the limits of her world are being shaped by the limits imposed on the information she can access.

      How much are we all limited by this access? How do we provide daily opportunities for students to surpass these limits?

    8. The comfortable elision in "edtech" is dangerous; it needs to be undone by emphasizing the contexts, origins, aims, and ideologies of technologies.

      I agree. Learning with and from the #digped community has been very influential in helping me to think about the various ideologies of technologies, and how our pedagogy and design can work against restrictive structures.

    9. digitally redlined, walled off from information based on the IT policies of her institution.

      Should education as an institution wall off anyone from information?

    10. any of us can ask about the policies and technologies that filter our access and track our interactions

      Get busy! Ask your librarians. There are ways to overcome some of those barriers to information access even if you can't move your administrators to change policies right away.

    11. The instructor has predetermined processes and goals

      This article implies that all community college instructors are sheep who only care about workforce training. That has been my experience.

    12. Twenty years ago, before the "black boxes" became invisible and silent, buzzers alerted us when someone pushed against a boundary. We try to reassure ourselves that today, the road to information has become clearer, unencumbered by bells, whistles, or buzzers.

      There is such an important distinction here; what was public--and shaming--was at least apparent. Now it is implicit, and with that people aren't even aware its occurring. We may think our world is expanded and complete without being aware of how narrow we are allowed to see (feeling very Truman Show?)

      Do we as educators make that boundary more clear? Do we embrace the invisible boundaries and teach our students to push back at everything, seeking out those invisible barriers and rail against them?

    13. "black boxes"

      BTW, if you are interested in privacy, and haven't read Frank Pasqaule's Black Box Society, you should!

    14. A special thanks to Chris Gilliard (hypervisible) for joining the first Marginal Syllabus flash mob and talking with us about these important educational equity issues.

    15. revenge porn

      I am a community college librarian. I just checked and there are 784 items on revenge porn available via the library. I'm not on campus right now - but I will be sure to check what happens with a Google search next time I'm at work.

    16. reinforce restrictive pedagogies.

      Yes: last AY, all administrative control was removed from our laptops. Faculty cannot download any software without justifying it to IT first. Cannot, e.g. download Gephi or Twine, and programminghistorian.org simply says "site unavailable."

    17. Because she's a community college student, it's likely that she is hemmed in by many invisible boundaries. When she uses journal storage (through JSTOR), she is probably using one of its smaller versions that offer far fewer journals.

      This is so very true where I work (CC), though in our system, our students and faculty can often see what they are not allowed to access: full text not available. But entire important databases are not available to our students and they don't know it, along with the missing larger JSTOR et al.

    1. It was this marginality that I was naming as a central location for the production of a counter-hegemonic discourse that is not just found in words but in habits of being and the way one lives. As such, I was not speaking of a marginality one wishes to lose – to give up or surrender as part of moving into the center – but rather of a site one stays in, clings to even, because it nourishes one’s capacity to resist

      Prior to this work, in addressing what we might place under the 21st-century banner of "diversity and inclusion", hooks wrote in Feminist Theory: from Margin to Center (1984):

      Much feminist theory emerges from privileged women who live at the center, whose perspectives on reality rarely include knowledge and awareness of the lives of women and men who live on the margin. As a consequence, feminist theory lacks wholeness, lacks the broad analysis that could encompass a variety of human experiences. Although feminist theorists are aware of the need to develop ideas and analysis that encompass a larger number of experiences that serve to unify rather than to polarize, such theory is complex and slow in formation. At its most visionary, it will emerge from individuals who have knowledge of both margin and center (p. xvii)

      If you live at the center, recognize that and be generous with invitations to engage with new, radical alternatives in the company of those who are simultaneously expected to assimilate into and understand the center while being socially relegated to the margins.