6 Matching Annotations
  1. Nov 2019
    1. If race is always about people of color,

      It wasn't until very recently that I, as a white person, felt like I could really lead work on racism because I am white. I think white people are socialized to believe that we can't speak on racism because we don't have direct experience with it. Of course, that assumes that unless you are a neo-Nazi, you do not participate in racism. I think a simple early lesson to teach our white students is that racism is about us, and it is not only okay for us to engage in these conversations, but we are morally compelled to do so.

    1. To learn more about what other teachers have found to be most effective note-taking methods, I put the call out on Twitter, asking teachers to share what works for them. You can browse that conversation here.

      This is a really cool thread to read, as you get a lot of different examples and approaches. FYI, when you click on links from this Hypothesis link, sometimes they get messed up because the Hypothesis URL is still in front of it. If you get an error, try removing the hypothesis part. I did that with this Twitter thread: https://twitter.com/cultofpedagogy/status/1037298258694078465

    2. One frequently used note-taking system is Cornell Notes.

      I've seen this format in different iterations. Useful for encouraging students to not just write what they see, but what it means and makes them think of.

    3. The quantity of notes is directly related to how much information students retain (Nye, Crooks, Powley, & Tripp, 1984).

      I'm a little skeptical of only looking at quantity, but maybe that's a useful place to start. I'm on board with the idea that more notes probably equals more active engagement, but I see a difference between rushing to write every word the instructor says versus students writing their reactions, questions that arise, even visual concept maps. I wonder if the study gets into more about the type of notes within this quantity.

    4. But other learning experiences also lend themselves to note-taking: Watching videos in a flipped or blended environment, reading assigned textbook chapters or handouts, doing research for a project, and going on field trips can all be opportunities for taking notes.

      Yes! I take notes with whatever type of learning I'm doing, but I don't think this is obvious to students and is worth explaining to students.

    5. Hi, everyone! I started this annotated reading for us to practice using Hypothesis as a collaborative online reading activity. This looked like a helpful topic related to teaching and learning, so why not share the reading experience with all of you? Highlight and note what is of interest to you. Consider posts that best work for group engagement, such as questions, insights, applications and more. Accordingly, replies to others' comments are encouraged!