16 Matching Annotations
  1. Jun 2019
  2. educatorinnovator.org educatorinnovator.org
    1. This seems to connect to the comments above re Connected Learning in classrooms. If we can articulate a model of CL, it may be easier to adapt our classroom teaching to be more connected.

  3. Sep 2016
    1. 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"?

    2. 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.

  4. Jan 2016
    1. Add one new digital activity, strategy, or technology to a class at a time

      Yay! I'm already taking this approach.

    2. But the best place to start is from a place of not-knowing

      Again, powerful advice for any context - and, as with so many wise ideas, we find the spirit is willing but the flesh is weak.

    3. Arrive at assessment, but leave space for tangents, exploration, and other lovely things along the way.

      I like this idea a lot - but how does it fit into the straitjacket that often characterizes K-12 public ed?

    4. Grade less.

      This is good advice for any context.

    5. circuit

      The image, for some reason, reminded me of Noah Purifoy's assemblage The Last Supper: https://pbs.twimg.com/media/CLcAxpJVEAAGFrX.jpg

    6. Digital Pedagogy Primer.

      Will read this next!

    1. “Content delivery” is not always quite so literally enacted, of course, but it’s still the paradigm education operates within.

      Boy is it ever. So much of the conversation in my context revolves around "content to cover." Equally distressing is the uncritical use of the phrase "what students need to know."

  5. Jul 2015
    1. they are shocked by the rages of logic and the natural world in a way that those of us who were born and bred to understand cause and effect can never be.

      Reminds me of the person in an affluent neighborhood who tells the newsperson reporting on a murder or robbery, "This doesn't happen here...it's a good neighborhood!" I'm always appalled at the implication - that violent crime is somehow okay in other, "bad" neighborhoods. I think, though, one of the underlying messages of Coates's piece is that this comment is white privilege distilled: the belief that tragedy and suffering is intended for other people. I think, perhaps - while I am right to deplore and call attention to the harmful implications of the person on the news - I need to remember the advice of Matthew 7:3, that is, not to ignore the log in my own eye while focusing on the speck in another's.

    2. And there it is—the right to break the black body as the meaning of their sacred equality.

      The lie of American democracy - is it any surprise then that we have an education system based on the "banking model"? That claims to have as its goal to "prepare citizens to participate in society" but in fact reinforces stratification and rewards obedience?

    3. It is not necessary that you believe that the officer who choked Eric Garner set out that day to destroy a body. All you need to understand is that the officer carries with him the power of the American state and the weight of an American legacy, and they necessitate that of the bodies destroyed every year, some wild and disproportionate number of them will be black.

      The failure of the public system to provide an equal education for children of color - our failure, my failure - looms large here, too. Though my authority is different from that of the police officer, I carry the power of the American state, too - do I resist the American legacy that Coates describes, or do I reinforce it? I think this is a question I must ask myself every morning and reflect on every afternoon.

    4. Would it not be better, then, if our bodies were civilized, improved, and put to some legitimate Christian use?

      Reminds me of the destruction of the indigenous people of the Americas. Pope Francis recently apologize for the church's crimes but also promotes the canonization of Junipero Serra, who was the architect of the enslavement of indigenous people in California.

    5. They were rebelling against the history books that spoke of black people only as sentimental “firsts”—first black four-star general, first black congressman, first black mayor—always presented in the bemused manner of a category of Trivial Pursuit.

      Excellent point: our "multiculturalism" can be another way of condescending, being paternal, ultimately oppressing. Does "Black History Month" means that black history is only 1/12 as important?

    6. Mostly they will receive pensions.

      Educators receive pensions, too - to what degree am I complicit in this "heritage and legacy"?

      I am thinking of two ways I may be complicit:

      • Have I taught in a way that contributed to the educational struggles of students of color, and thus contributed to the school-to-prison pipeline?
      • Have I taught in a way that demeans or de-humanizes students of color?

      Surely I would not do this on purpose, but what Coates points out is that intention does not matter: "there is nothing uniquely evil" in the police who killed black people, he argues.