One can’t know in advance just how the work will unfold. But, in fact, when students take the lead, they repeatedly sur-prise us with their intelligence, creativity, and tenacity.
Having a variety of outputs is essential here. Some may want to make a speech, a blog, write representatives, a youtube video...
They recoil at injustices and wonder why prob-lems in their neighborhoods or the wider world don’t get fixed.
Highly visible in the way students use social media today.
t’s the responses of people in the real world around them that teach young people how communities work and which words and actions can make a difference
Actually not utopian.
Researching the chosen issue and deciding how to change or improve the situation
This is imperative. I have seen a few great lessons like this.
www.youtube.com/watch?v=7-lUrM-rmIE
interesting video!
o do so, we ignore existing resources available on sites like Google Lit Trips (http://www.googlelittrips.org/) or photo/storytelling sites
Interesting! I was a social studies teacher, I will look into this.
when, how, and why we might integrate digital writing into our classrooms
With technology today, I see the main barrier being PD preparing and educating teachers on the skills on digital literacy.
ther researchers
Do you think it will replace Dedoose?
We automated these steps to identify descriptive statistics, conduct social network analysis, and visualize OWA conversation density
How?
metadata (i.e. timestamps, tags)
we detail how OWA data produced during educators’ conversation can be collected, analyzed, and visualized as LA to understand and support open professional learning
Interesting!
power corrupts
Absolute power corrupts absolutely
Perceptions matter. Feelings or emotions matter. Attachments matter. Mental representations of phenomenon in the world matter. Beliefs in self-efficacy and effort matter.
Lots of research to express what we should already know as educators.
The array of initiatives proposed and cited are fundamentally programs intended to fix poor children and their families.
White is right--errant thinking.
understand how perceptions of ability and of resources for coping are enacted even in the ways that curriculum content and instruction are structured. Such orientations can help us move away from the tendency to “blame the victim” rather than to examine the ways that ecologies of learning can address the fundamen-tal human development needs that all youth face
empathy, void of deficit thinking, reminds me of Gorski.
the array of relevant schemata the child brings to the enterprise, expecta-tions for success, and perceptions of the tasks to be mastered; the child’s affective memories around similar experiences, and what they call the subject task value in terms of interests, utility and what costs the child must weigh in putting forth effort
importance of identity in education.
This proposi-tion, for example, is evident in more recent developments in the deaf community of not viewing deafness as a disability, but simply as a difference that offers other affor-dances for navigating the social world.
essential viewpoint in education--absence of deficit thinking.
design of robust learning environments (whether in families, in schools, in informal community-based settings) ignore the perceptions and as a consequence, the emotional experience of learners at their peril
impact of environment on learners.
etiology
the study of causation
prior knowledge is a powerful resource for new learning
Source of bias