10 Matching Annotations
  1. May 2016
    1. influence how we understand the world

      standards based education and responsibility for all students are strong motivators for philosophical and instructional shifts implicit in new standards like CCSS, NGSS, and IB outcomes

  2. Mar 2016
    1. build the perfect team

      Is this the right question? I think this premise narrows the focus a bit too much from the start. What tasks are best addressed by a team? What work is best accomplished in isolation or with a single partner?

    2. They found it easier to speak honestly about the things that had been bothering them, their small frictions and everyday annoyances. They agreed to adopt some new norms: From now on, Sakaguchi would make an extra effort to let the team members know how their work fit into Google’s larger mission; they agreed to try harder to notice when someone on the team was feeling excluded or down.

      This sharing seems to have put the team's work in proper perspective so disagreements and dynamics were not so high-stakes.

    3. ‘‘There was one senior engineer who would just talk and talk, and everyone was scared to disagree with him,’

      I've had some experiences where these dynamics have led me to stop convening small groups and to work one-on-one with people who tend to dominate or who are easily interrupted and overwhelmed.

    4. First, on the good teams, members spoke in roughly the same proportion, a phenomenon the researchers referred to as ‘‘equality in distribution of conversational turn-taking.’’ On some teams, everyone spoke during each task; on others, leadership shifted among teammates from assignment to assignment. But in each case, by the end of the day, everyone had spoken roughly the same amount.

      To what extent should this be a goal? Sometimes protocols that ensure this seem inefficient.

    5. pick up on what people are feeling or leaving unsaid

      Strict agendas may not allow for exploring the unsaid.

  3. Jan 2016
    1. digital version of a traditional annotated bibliography from here, page-level annotations

      I've found this to be a powerful practice with my students. As I see their bibliographies develop in real time, I see all sorts of opportunities to probe, prod, assist, or otherwise intervene to support the research process.

    2. often requires background knowledge students don’t have

      I've so often found background knowledge to be the major stumbling block for my middle and high school students. I'm intrigued by the potential for a group of students to use collaborative annotation to "crowd source" their background knowledge.