- Feb 2019
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seekingequityed677.org seekingequityed677.org
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Tension is the primordial ooze from which learning occurs.
Without some sort of challenge like the one tension creates, there wouldn't be a sense of motivation to explore solutions which facilitates learning.
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I’m just not convinced that we can make classes threat-free. I can do much to minimize threat, but I can never be completely sure what might cause students to feel threatened.
In this day and age I don't think it is possible to have a completely threat-free class either. However I believe a teacher can build an environment to at least feel safe even if there are some things that nobody can anticipate. That false sense of security could make all the difference even though there is only so much a teacher can control.
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We can ignore those tensions or we can develop appropriate and substantive ways to address them.
I love this sentence. I wished that all educators would address problems head on so that growth can occur.
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t through dialogue, we were now ready to connect our understand-ings to the scheduled lesson plan
This is a great example of identifying the problem at hand and working it out as a group to come to a universal understanding. This will allow everybody in the classroom to be on the same page and build a better learning environment in the process.
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- Jan 2019
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drive.google.com drive.google.com
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We can choose to push back against the disadvantaged narratives and mandates that continue to lurk in our schools and society and instead build a curriculum that puts students’ lives at the center
This is an inspiring ending to the article, however, I believe that teachers have their hands tied when it comes to curriculum design for the most part. I believe for things to change it will take more than just the hard work and support of the teachers. It will take those in power positions within education to change which will in turn cause a "ripple affect" of change down the ranks.
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I finish this chapter of class by asking students to write a piece of historical fiction
I think creative writing, like the one the author is mentioning, can play a huge role in classrooms. It is perfect for students to practice their writing but more importantly, it gives students a platform to have fun while still relating the story to the content material. Students always seem to enjoy these kind of assignments from what I have seen in my classroom.
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I bring in students’ lives in two ways. First, the unit itself is about their lives and the unfolding narrative of how racial inequality, displacement, economic disparity, as well as resistance and resilience are currently playing out in their neighborhood.
I feel that relating to each individual class like the author's example is one of they keys for learning to take place. The teacher must make connections through relatable course work to build student interest on the topic.
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First, the award itself was boastful. I was a good teacher, but the best? No way. I wasn’t even the best in my school much less the entire western United States. But I was the one who had applied, pulled together a résumé with the help of my colleagues, and apparently answered their questions in the right way
I love her humble attitude here. I feel like most teachers are this way. I believe most teachers work as a team and learn from each other so they can always support one another.
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marginalsyllab.us marginalsyllab.us
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The children worked this out for themselves with the actual material, aided by questions and suggestions from the teacher.
Even back in the early 1900s it sounded like hands-on experiences could be one of they keys to learning.....very interesting ;) ;)
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. No training of sense-organs in school, introduced for the sake of training, can begin to compete with the alertness and fullness of sense-life that comes through daily intimacy and interest in familiar occupations.
I think this sentence demonstrates exactly what the concept of connected learning is trying to accomplish in education. Interest-driven education with the focus on a related career or occupation is essential to quality learning. This, in turn, can improve our society by the education system providing qualified individuals with skills that will allow them to contribute happily in today's society. Skills that might not have been learned if interest was not present first. Daily learning is always stronger when people can relate and find interest in the subject matter, whether in a conventional education setting or not.
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That this revolution should not affect education in other than formal and superficial fashion is inconceivable.
Just like everything in society, education must evolve to keep up with how the world today functions. It should not be a completely separate entity from all the changes that occur in society. Education must continually change to match the demands of society. Leaders in education should also have the task of anticipating what will be important to learn in future societies. The coveted skills that make people successful change over time as the world evolves. It is the education system's priority to roll with the changes in a positive direction for the betterment of the students and society itself. Easier said than done, of course.
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Whenever we have in mind the discussion of a new movement in education, it is especially necessary to take the broader, or social view. Otherwise, changes in the school institution and tradition will be looked at as the arbitrary inventions of particular teachers; at the worst transitory fads, and at the best merely improvements in certain details
It is funny to read these few sentences and realize how this has not changed in over 100 years. Education is at the point now that so many new concepts, strategies, interventions, etc, are being introduced into schools, and at such a rapid pace, that I feel many teachers find it hard to decipher what will work and what is just a "transitory fad" as Dewey mentions. I completely understand where Dewey is coming from in this regard and I don't blame modern day teachers for being hesitant to change or accept new inventions or theories that are abruptly thrown at them most times.
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