This f2f meetup is an important notion to consider. The affordances of the web and the digital footprint innovative educators leave behind as an OER is key to the specific learning opportunity we're engaged in here in the margins.

Also

via Karen's Twitter feed

Obligatory attendance at neighborhood schools is a system that is too ordered to meet the needs of learners and a community. The challenge in the US seem to be the signals we send to each other when we veer away from this model. Data collection is a problem, actual vs perceived inequity is a problem, and faulty pathways to college or work are also a problem.

I see the now-reviled-but-still-very-much-alive tracking system being replaced by another system that looks like the old one, just re-labeled. How about 1) headed for selective colleges (at least a couple of AP courses with scores of 3 or better), 2) headed for open-admissions state four-year colleges and lower-tier private ones (at least an 8th grade reading level and some college credit), 3) headed for community college (same as #2), 4) headed for minimum-wage work (high school diploma/managed to show up for four years of high school), 5) headed for unemployment, poverty and prison (couldn't read high school texts and so dropped out).

http://blogs.edweek.org/edweek/top_performers/2015/10/tracking_vs_pathways_differentor_the_same.html

How would we test this? Can we find places where we spend less and achieve greater agency among impoverished communities?

Where systems create dependence, they also create anger and frustration.

These sociopolitical environments are ever shifting, also. It seems as though students need to know how to engage publicly as well as how to evaluate the risks of doing so. What are ways we can ask learners to practice with these kinds of decisions?

The #BlackLivesMatter movement leverages social media in such a way that its digital footprint can be read. Would-be activists can make meaning of and draw inspiration from the public networked writing of the movement leaders and of those whose voices emerge as powerful in any given moment.

Here's the hypothesis re: directional motivation.

Now at youthvoices.live

This is fascinating to me because it speaks to the need for implementation research around projects like the YouthVoices.live work referenced in this article.

Important to note the date of this article for a few reasons: 1 How have things changed since the 2016 presidential election?

2 Does this article express a sense of urgency? Should it?

This is certainly one way to assess the effectiveness of a team of people working to support teacher level change.

Support for these students is so often curricular at the school level when this article suggests that wraparound supports matter most. The data we gather at RHS suggests that curricular interventions, especially when they include homogeneous grouping, are less important.

Digital badges have been a part of this conversation in Providence and continue to be a component of the collaborations between schools, cities, workforce and higher ed.

This distinction is key to developing appropriate data systems for schools. What data can we put in front of teachers locally in order to produce the system results we want to see globally? Schools repeatedly try to put a zoomed in view of their global data system in front of teachers in the interest of having teachers take "ownership" of the global data. By zooming in on data that is not meant to be accurate, predictable, or actionable at the student level, we give teachers a terrible form of student-level data, like zooming in on a low-quality picture and seeing big blurry pixels. Then, we ask them to ascribe meaning to the bad data which is naturally going to be unreliable. Behind suits and ties we insist this is the data that teachers should care about because this is the data the state holds us accountable for, all the while teachers learn to mistrust this data.

What local information do teachers have at their disposal to help them assess global school systems and performance? How can we strengthen that data?

What kind of emergent behaviors can we observe in a group of teachers when the framing for PLC expectations is broad and ill-structured?

Good to frame vocabulary this broadly and conceptually. What is their "vocabulary" and what vocabulary is needed for educators to self organize in PLC settings?

This raises a key question about distributed cognition and sustainability.

This is a thread that runs through Pedagogy of the Oppressed and much of the Youth Action Research work that fascinates me.

How can teachers help develop agency in students like Moussa while also showing them that there are paths to a non-traditional but manageable post-secondary education? This question can inform text selection in humanities classes and broader pedagogy design.

This was a frustration of mine watching the new PBS documentary American Creed. There is a scene (19:00-23:00) in which a principal in a Tulsa elementary school talks about how her Native American students can grow up to be whatever they want at the same time she explains how many of the schools' families are trapped in a cycle of poverty, drug abuse, and incarceration. How long will that message ring true for these students given their surroundings? The principal, a Native American woman herself, is "living her American dream," in large part because her family owned land and struck oil.

(pictured here) I pulled this photo from her profile at Ohio State here.

(Pictured here) I pulled his photo from his profile at Cal Berkeley here.

We've had a number of readers respond to this text but no notes yet about these three tangible ways traditional media narratives about Black people cause harm. To annotate this with an anti-racist focus, educators could surface examples of how they see the impacts of these with students in varied contexts.

The first line reminds me of the authors' description of the background of this piece. https://youtu.be/N5NVySOiu1U

The shooting of Terence Crutcher in Tulsa, OK. always stands out to me as a particularly evil example, in part because of the media that arose from it. There is audio taken from a police helicopter before Crutcher was shot in which a man with a southern drawl describes Crutcher as a "bad dude." At that point in the video all the police officer who was mic'ed up could see was that Crutcher was tall and black. Watching from my own chair in Denver, I was moved to blog the following:

And the cover up is such a familiar narrative that we can hear this helicopter pilot starting the cover up story even before Terence Crutcher was shot. From his arial vantage point, a white man with a badge describes Crutcher, who had his hands in the air, as a "bad dude" who is probably "on something." The officer who shot Crutcher is being described by some in the Tulsa police and by her attorney as a "drug recognition expert." Instead of calling this murder the way we can all see it, this murder is being quickly reframed as the shooting of a "bad dude" by a "drug recognition expert."

Even as I angrily blogged, I didn't make the important connection that these authors do, the connection to the way Black students will feel in the weeks after a shooting as their community seeks justice and school marches on. These authors ask "What's next for the students?" This morning I found an article about Black student responses in a Tulsa school to the same shooting. I find them haunting:

“Why did they have to kill him? Why were they afraid of him? Why does (Crutcher’s daughter) have to live life without a father? What will she do at father-daughter dances? Who will walk her down the aisle? Why did no one help him after he was shot? Hasn’t this happened before? Can we write her cards? Can we protest?” Lee wrote. “One girl closes our group by sharing: ‘I wish white people could give us a chance. We can all come together and get along. We can all be united.’ 

It is important to note that the healing referenced in the title isn't just for Black people. Our culture needs healing when these murders happen and our media channels tell a story that indicts everyone in the passive audience.

This is a powerful expression of the way white supremacy relies on the degradation of Black people. The examples that follow in the piece are plucked directly from huge media channels that reach a broad audience. I'm so thankful for the authors for sharing this type of work in a less than "mainstream" channel of another sort- the Journal of English Education.

Here's a link tot the tweet referenced in case folks want to retweet it or follow Mark Lamont Hill. https://twitter.com/marclamonthill/status/658766053204324352

This is one of the first texts my students and I read in English class. I see its placement here as powerful in this list of references. I know the authors developed this list intentionally to send a message about what texts count in Critical Media Literacy. https://www.youtube.com/watch?v=D9Ihs241zeg

Here's a question that stems from my own work with students and research: How might playful approaches to the teaching of argument foster this type of motivation? Or, how might a Credible Hulk badge and playlist to support the development of this type of motivation?

This issue has become branded by the most recent presidential election but I think it is important to see that "fake news" is not a recent, or Russian invention.

Evaluation of evidence is something we can practice with and model for students as we work through reading and writing processes.

Fascinating the way bias ties into the reading process.

What are the implications of this on trust in our schools?

Amazing that the NRA still has such influence despite their tone deaf responses to school shootings. It isn't surprising to me that the gun debate still persists, but the staying power of the NRA as an organization is shocking.

Here are some facts that the Washington Post might have included: Two black men who are social icons and community leaders commented on a presidency marked by lies, and the stupidity of a president who mistakenly believed Frederick Douglass is still alive. The response of a conservative journalist was to question their intelligence and belittle their work by painting the entrepreneurs as dumb physical laborers.

You can write about this line.

(One possible response frame: The purpose of democracy is to __.)

You can write about this line.

(One possible response frame: As I worked through _ with my students, I realized for the first time in my own life _.)

You can write about these lines.

(One possible response frame: If you had peeked in on us, what would you have seen? By and large all we were doing was __.)

Crazy, contemporary word choice.

This is a call to action for cult of pedagogy folks like me. As a teacher of English, I'm inspired by the notion that this foundational text needs new reading because the readings to date have a shortcoming, and because our citizens have a real-life need to understand.

Not a "best practice," not something scalable for the purposes of spreadsheet data, the learner's growth is a mystery that only the learner can help us solve. If we try to quantify the learning we talk about learning in the language of accountants and auditors. When we avoid the temptation to oversimplify assessment and instead get curious about what changes readers and writers, the job of teaching gives rise to infinite inquiry possibilities.

The risk factors her night students endure are assets that help them make meaning of the text better than her more privileged day students. Asset focused teaching.

This definition of autonomy is an important one for education leaders to think about for so many reasons. It reminds me of last month's reading authored by Linda Christensen, where we read about how teachers actually have more space than we occupy. Some teachers see autonomy where others feel confined.

How do people of goodwill combat their shallow understandings? How might the affordances of the open web help promote greater understanding?

The confession that comes the easiest for me is the admission of my profound blindspots and the ignorance that comes with privilege.

This vocabulary list comes with an associated set of skewed arguments that stand in the way of social progress on seemingly race neutral grounds. "Blue Lives Matter" doesn't explicitly posit that black lives don't matter. Instead, it sneakily changes the subject.

http://www.ajc.com/news/john-lewis-tweet-and-mugshot-viral/aPRsKcdwB5T3tZk8MKrA6L/

Can we find hope in the recent rejection of racism by the state of Alabama? Surely King would notice the role of black women voters in rejecting a racist pedophile.

This line reads not as a threat, but as foreshadowing about the reckoning we must do as a country that has always struggled with its goal of being a melting pot.

Our nation dies one death after another for overlooking the urgency of inequity.

This line is so important today because of the state of our justice department and because of the way bankers have descended on Washington to solidify the inequality in our country. The conservative response to our public's cry that we have a racist president is, "Look at the economy!" King saw the connection between the banks and justice.

The notion that King came to the capital to cash a check reminds me of Coates' call for reparations: https://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/ Reparations are not just important for black people in America, but for all Americans to atone for the original sins of this country which is still in search of ways to achieve the greatness its founders envisioned.

Important for us to think critically each year on this day about the ways this is still true. How have we not lived up to the spirit of the Emancipation Proclamation?

The relevance of this kind of curricular planning appeals to me. I was reminded of how important Linda's work is when I saw a news story in my own community about a company's insensitivity about the issue of gentrification and how it led to civic action on social media, as well as some genuine civic unrest in Denver. The New York Times saw fit to report it.

It always stands out to me when teachers frame reading in ways that apply to understanding the world. This kind of framing makes everyone a reader, and highlights how reading strategies are thinking strategies.

When we focus on test scores, what are the things that go out of focus for us?

Great point. I love this talk by Dave Snowden on the subject which illustrates issues with the way tech companies think about human systems. https://youtu.be/KAH7o9u5HwY

I personally think there is a lot of value in having machines ask writers if they've omitted punctuation, created a sentence fragment, or misspelled a word. Spell check, in my view, probably helps language learners acquire vocabulary. I've written about why I think it is okay to leave grading to the machines. http://onewheeljoe.blogspot.com/2012/05/leave-essay-grading-to-machines.html

I've been learning about this issue with respect to the school culture surveys mandated by the state here in Colorado.You point out how responses can be highly variable based on things like the time of day. It is also important to note how the results of surveys are so malleable in the hands of leaders- the statistics and expert reporting produced with statistics from surveys can be rationalized, interpreted, and dismissed by leaders with ease. Dave Snowden proposes surveys that ask participants to share water cooler stories, or story fragments which they then answer survey questions about. Messing with this approach in the last few months with teachers and students, I've noticed a distinct difference between what people write in open ended comment boxes and what they offer when asked for a story. The stories, in my view, have more utility. Here's an example of a survey that makes story capture central.

What would teachers interested in techquity say about this?

In APS we've worked for years under superintendents with military and legal backgrounds who were new to K12 schooling. They both seemed to play an external facilitator's role.

It is fascinating to me how principals are viewed in implementation efforts, and with respect to teacher support and development.

This recent article from NPR, which received a round of attention on social media, frames principals as former teachers who accept diminished roles in return for larger salaries. I thought this article painted an idealized view of teachers and their role in the school, and a distorted view of the principal's role that complemented the rosy conception of teaching.

So important the way these authors challenge contemporary "best practices." This connects back to another piece co-authored by Antero Garcia featured in last year's #marginalsyllabus which pointed out the way notions of best practice are problematic. Here's an annotation about from that text.

For all the frequent grumbles about the passivity of most forms of Twitter activism, this was a moment in which the form fit perfectly with the message: The goal of #MeToo, as Milano’s friend told her, was simply to give people a sense of “the magnitude of the problem.”

excerpted from The Movement of #MeToo by Sophie Gilbert

It seems important to me that educators actively value "little p" politics. Youth who haven't engaged in traditionally valued forms of civic participation bring background from spaces like Minecraft servers, where they encounter things like:

• user polling
• procedures for reporting misuse
• procedures for appealing server bans My children play on the hypixel.net server, a rule bound online space that serves tens of thousands of players at a time.

Sounds like he's interested in sharing a new approach to badging that is unrestrained by the open standards that he sees as limiting?

This seems an accurate description of the current state of badging.

1. Can we understand this as important data about learner interests and experience?
2. Can we contrast this with the "minority" outlier examples that demonstrate how badges might do

Does this mean that badges are a quirky engagement tool that don't reveal anything about competencies or skills? It occurs to me that they might if

1. Expert assessment identified with descriptive accuracy the evidence that led to a learner earning a badge.
2. The evidence attached to a badge was an artifact that illustrated a learner's skills and competencies.

This is strikes me as a great start. I really appreciate the purpose behind your game and I believe this game could influence a broad audience and promote empathy. As I was reading, I found myself thinking through the decisions you’ve outlines and Joy’s predicament. I’m a cancer survivor myself- I was diagnosed with stage 3 colon cancer a few years back. I’m fully cured now but the experience was, as you seem to know, a life changing event.

Overall, your game seems realistic already and does seem like it would foster empathy toward Joy. It also shows that cancer can impact anyone at any stage in life. Basically, I would encourage you to think through and explain in more detail Joy’s symptoms before treatment, her prognosis, and her closest peer relationships, like friends, or boyfriends. As with any writing, more specificity will likely make this game stronger. Also, those details will make the game more educational for the audience.

As I was reading, I made notes using a tool called hypothes.is, which allowed me to give feedback “in line.” I hope my feedback doesn’t sound too critical because I really like the way this game is shaping up but it engaged me to the point that I wanted to think critically about the design. It is all intended constructively and I hope it reflects my excitement about your game. Here are those marginal notes:

This sounds realistic in that a doctor's timeline for treatment forces patients to share devastating news with groups of people who will react in different ways.

I also know that some patients consider delaying or denying treatment, which are realistic decisions.

This scenario also sounds like Joy has symptoms because she risks fainting before treatment starts. Chemotherapy will definitely make her weak. As a reader, I'm wondering what Joy is experiencing physically already. You might also put leukemia symptoms here to make this choice more illustrative of Joy's predicament.

One key thing to think about:

What is her prognosis? Doctors describe cancer in stages. Depending on the type of cancer and the stage, the patient will learn about their chances for a cure or, in other cases, they might learn they have no chance of a cure. In the cases where a patient has terminal cancer, the doctors offer treatments to prolong a patient's life.

Is this how she is feeling or is this her prognosis?

One thought about this scenario is that she would probably try to carry on with her life or her regular routine during chemo until the side effects became too much. At that point, her social circle would really shrink. Maybe this choice makes more sense if she has a bad reaction to the first couple of treatments. That would allow you to share more information about what patients experience during chemo and the different reactions patients have, which doctors can't predict because everyone reacts to the drugs a little differently.

This choice makes her parents sound really nervous about everything since the checkup is probably routine. As a reader, I'm not sure why a checkup makes Joy so nervous, unless...

What if Joy was feeling sick for a while before the checkup and was nervous about what the checkup might reveal? That would explain Joy's nervousness and it would be a good way to insert details about the symptoms that leukemia patients exhibit typically before diagnosis.

The way Joy is feeling make this sound like a very realistic scenario. She would definitely be depressed, afraid and confused.

I notice that this set of decisions all end up with the parents knowing or needing to know and that the decision here is a lot like the decision above.

Also, it seems to highlight her desire to protect her parents more than the way she might feel isolated and confused by a flood of negative, scary information.

Since this is the second decision that focuses on the parents, I might consider adding more information that makes this decision different than the one above.

-Are her parents arguing about what Joy should do? -Are they demanding she move home? -Is her mother acting irrationally?

Another idea that might make this distinct from the decision above is to perhaps include a best friend, or a boyfriend- someone who might be able to support.

I notice that you've thought about Joy's interests and how she relates with her peers.

I wonder what they count on her for. Does she take charge during games and calm the team? Does she arrange team outings?

It seems that there are some forces we want to counteract, namely technologies that capitalize on addiction, deception or control. Some opposing intentions might be:

1. developing user agency and attentional awareness
2. supporting understanding of evolving systems
3. democratization

This activism plays out in large part on commercial channels and it seems like the platform providers don't have to prove this at all. Instead, all they have to do is maintain their industry dominance and marginalized folks will have to compromise their data and privacy while playing by the rules of Silicon Valley.

Our news cycles and the narratives we craft to fit inside the cycles demonstrate that we might not have the attention span to understand the continuing struggles and the slow ebb and flow of change. Power structures don't crumble under the weight of new media, rather they respond with counter measures.

It is definitely important that she has the agency, as a woman of color, to create a media channel where she can reach a broad audience.

How can my network broaden and diversify? is a powerful question. How can I learn about other cultural perspectives?

In a small group discussion we all agreed that we prefer the latter. I think the possibility of amplifying other voices, marginalized voices is a powerful thing. I don't know that the notion of staying silent resonates with me, though. I want youth to be able to say, "This is what I believe," and then listen with curiosity to how others respond.

This paragraph is an important commentary about the emergent notion that identity politics ails the political left.

So true. The suffering of midwestern whites is the catalyst for the reactionary election.

There is a kind of extravagance about the election of Trump, so irresponsible given his lack of experience, policy ideas and moral standing. White America blames working class whites in the mid-west for his ascension, then tunes in daily to watch the reality show the American government has become. TV is winning. Whites are consolidating what was an already fearsome power, and minority groups take turns fearing for their standing in our nation and their very safety.

King's image and the civil rights movement are sanitized to make them more palatable for white society. How can contemporary teachers present a more realistic account of King and the movement to empower modern day activism?

My oldest daughter loves the Warriors series by Erin Hunter, which is fantasy fiction about some anthropomorphized cats. She was interested to learn that "Erin Hunter" is a pseudonym for a team of women who write this series and the related branches with dogs and bears as characters. Recently we found a YouTube series where a group of youth had created video recreations of the stories. Hailey was thrilled to see the video sets because she has built the camp several times with Legos. (Note that episode 1 has almost 400,000 views with tutorials and links to how the cats were made.) She learned that the writing of the book series and the creation of the fan videos are both collaborative projects. https://youtu.be/R7fm-_cuxfA

I clicked through to read more about this one and found some youth testimonials. https://youtu.be/uMi2EWODdDo

White Privilege will read Roo as white in the Hunger Games, and Patriarchal Society will read Dr Who as whoever he needs the Dr to be. When his reading is challenged, White Privilege will rage online for days before he'll look back to see if Roo was really black, probably because the story he internalized is so validating that he doesn't dare look. There is little chance Patriarchal Society will reread Dr Who for signs of femininity when the Internet is right there and it is so much easier to rage against whatever machine you don't like. Who has time to read closely when the social justice warriors are trying to steal your favorite characters?

This paragraph might deepen someone's interest in this text, Mia's work, and also spark participation in the conversation in the margins.

This is a valuable idea because of the way students move from being game players to game masters, and are engaged in critical literacy. I could easily see a students' selections taking a social justice bent related to race relations in the US.

Powerful societal elites, he claims, will always exist. Their concern lies with their finances rather than justice.

He attempts to align with his audience by reminding them of their recent status as oppressed people who were weak in relationship to their government.

This blog was recommended reading in my Sensemaker course.

The stories of the constituents as well as their self-assigned meta data is evidence of changing attitudes and beliefs.

This paints a picture of a very active lurker who is a really active learner but inactive from a community participation perspective.

Collaboration

These are really active labels for lurking which suggest that learning is likely occurring for these folks, which I believe to be true.

These two points suggest to me that the informal tone and frequent posting of active contributors can raise a barrier to entry for some. The feeling that everyone knows each other is both concerning from an organizing perspective and a mark of strong community development. Hmmm....

This section also indicates to me that the people surveyed had a level of familiarity with the digital tools required and that the distributed nature of #clmooc - the way it occurred across platforms- didn't limit participation. I wonder if that is a fair conclusion or an area that the survey didn't address?

First time posters in #clmooc often reported nervousness or a lack of confidence in what they were posting. They didn't want to be contributing incorrectly.

This is both a design consideration and an acknowledgement that all learners have agency and the ability to disengage and opt out. Based on my experience leading online work, and my interest in complexity theory, I think it might be useful to determine a set of "worst practices" for fostering community participation in order to establish an ethos for leaders and to allow for novel discovery, which the introduction of "best practices" can discourage.

Understanding the motivations of learners is really vital. The digital footprint of online collaboration allows us to study interactions and ask questions about motivation.

Agreed. I'm glad this research seeks to hear from them.

I'm interested in how the research defines "active." I'll be interested to find out if lurkers reject the notion that they are inactive as opposed to private, or locally networked.

They're active from the perspective of the network analyst or from the perspective of the active participant.

Therefore, you must probe, sense and respond to lead lurkers, per the Cynefin Framework.

Pareto Principle Community of Practice

I think this is fascinating that you contacted lurkers and important that you asked them to define the term. Still, this begs the question, do they cease to be lurkers as soon as they respond to your solicitation? If they responded, how lurky are they really?

The stance the teacher takes relative to her work with students is both positive and in keeping with a view of the school as a learning organization.

This is why our systems must constantly search for ways to be more supportive and flexible.

High schoolers in particular have heard this all before.

Readers reading.

From a teacher's perspective, this feels so much like work avoidance but it is never really that simple.

This is the point we can arrive at with students. It is great when we have the tools to strip away the parts of school that might be getting in the way. There are systems constraints, for sure, but this chapter reveals that the real constraints are relationship constraints.

Interested to know more about this growing investment in the literature.

The goals for Abraham seem both appropriate and non-traditional.

This alone can lead to a student becoming severely labelled. The relative privilege that Abraham seems to enjoy in this school setting is, in many ways, the opposite of what students in his circumstances feel.

Abraham's connection to school and learning seems precarious. The teens in the class can become taxed by these negotiations the same way a teacher can.

Different than grading or scoring as we traditionally understand it, LaMay views feedback structures as relationship dependent in the way that people who have spouses and children understand that they are.

I want to hear more about this eligibility and the privilege it carries. It strikes me as an agentive approach to supporting someone who might struggle with literacy.

The words "conflict" and "reading" loom large in this chapter for me. It is really fascinating how LaMay gets smarter about herself and her teaching as a result of this conflict. At the same time, her approach as a teacher of writing invites Abraham to get smarter about himself and his learning needs.

This is a common refrain from students who are challenged with life circumstances that present risk factors for schooling, I've learned. The relationships with adults in school can take on a primacy that directly impacts their decisions about which classes to engage in. "I'll do Mr __'s work but I'm not doing Mr _'s." What is so striking about this piece is LaMay's refusal to label Abraham or dismiss him on the basis of his behaviors.

This is such an important sentence to me for a few reasons. First, it identifies that in this precarious relationship between teacher and student, the reading that is most vital is the ability to read each other's intentions. Second, in the relationship between high school English teacher and marginalized student with challenging life circumstances, LaMay asserts that they share a common skill in reading. That strikes me as a way of revaluing the literacy that Abraham brings. He's a relationship reader, engaging with only with the teachers he trusts.

Can you link to this article? I'd be interested to see what you've been reading.

When you put multimedia in the margins, you make explicit some really interesting things, too, like the way ideas are intertextual, and the way images can capture a reader's response in nuanced ways that written text cannot. Your posts model for other readers that texts have multiple meanings which are shaped by a reader's context.

We see politicians these days getting shouted down in town hall meetings. Those public figures, too, have to contend with the context of their chosen interaction with an audience. Putting ideas out into the world carries risk.

The concept of best practices is traditionally a cornerstone of teacher education, school management, and instructional leadership. Since schools are complex systems, it is regrettable that the dominant management style can neglect the context-bound interactions in schools. The multiple interactions between agents are readily observable and also where our most talented stakeholders excel.

The risks of posting online are greater for American Muslims, yet it seems as though there is a huge need for the Muslim community to combat popular perceptions and the popular media's portrayal of them.

I want to know more about this. Specifically, is it an imagined audience or an intended audience? We are all learning about what it means to have a kind of incidental audience online, where our posts might reach lurkers who are receptive to messages and different peer groups who are less receptive.

The data trail their activism leaves is so easily mined and spun. There is active surveillance and retroactive monitoring, where any footprint might be used against a young activist.

New media allows the formation of more nimble networks unencumbered by historical fragmentation or traditional, paternal hierarchies.

I take from this comment that youth voice is a necessary ingredient in conversations that hope to advance youth participation in politics.

This dynamic feels true for me, too. The political climate in my geographically local context influences the way I participate in online networks.

It seems to me that those interested in anti-racism or opposing the intimidation of American Muslims could seek to diversify their social and learning networks to ensure that the efforts of young American Muslims are heard and amplified.

I expect that being a target of hostility just comes with the territory for American Muslims. Though it has become harder for them since 9/11, they are accustomed to this kind of treatment.

I find myself wanting to fault our media for this in large part. Still, I have to accept that our commercial media responds to clicks, viewers and subscribers. Our cultural norms and our interests drive the demand. What does it say about us that our media focuses on Islamic terrorism at the same time it seeks to avoid labelling hate crimes committed by whites as terrorism at all, let alone Christian terrorism or white terrorism? How do we surface the hypocrisy in the interest of inclusion?

I can see how American Muslims might struggle to accept being American as part of their identities. It seems so important that all Americans be resolute in our commitment to religious freedom and acceptance in order to continually help Muslims integrate and thrive here.

These lines in the poem offer an important contrast to the teacher's view above, where he aimed to clean students up and give them a better life. In this student's view, the teacher is also part of the learning community and shares in the challenging task, which is to "learn about each other so we can bring each other up."

This is a call for empathy on the part of the teacher, and for vulnerability. How can teachers establish a professional distance from "practices," so we can see their effects and impacts?

This is a distortion of the real task in front of the teacher which is, as Embid explained above "to get students engaged in science." This type of a distorted mission also opens the door to all kinds of dubious "best practices" which usually amount to strategies for controlling students, instead of relationship building.

Early career teachers in any school face an incredibly steep learning curve and what they say about students reveals the challenges they perceive. In their struggle to meet the myriad demands of the complex role, they label students "distracted," "unprepared," or "entitled." In an urban school, these challenges and the subsequent labelling exist in a multicultural context fraught with mistrust. The privileged teacher struggling as a learner develops coping strategies out of the tools that present themselves: referrals, suspensions, authority and rules.

This piece is powerful in part because the student voices convey an unmistakeable perception that the teacher is unfair and, in the student's mind, incompetent. It is important that teachers consider these marginalized perspectives especially in circumstances like this, where the different viewpoints reveal a cultural gap.

Literacy leaders exemplify this.

What is wrong with my car? What is wrong with literacy approaches? What is wrong with our approach to STEM education?

This is helpful in framing a question that will tell us if we're in a simple domain. Do both stakeholder groups have access to the information necessary for dealing with a situation? If yes, then the problem might be simple.

Reread for clarity.

One way I might revise this sentence:

Through protest, women have been expressing the belief that _.

Reread for clarity.

Subject- verb agreement. President Trump has

Reread for clarity.

Hector, You have a nuanced claim that seems to come in the second half of your paper when you are presenting your solution. If you express your claim clearly at the beginning you will more clearly convey your purpose.

I think your use of evidence is sophisticated throughout, and you've distinguished between your ideas and the ideas of the authors and texts you cite. However, in your third paragraph, I wondered if the situation you describe comes from your knowledge of the topic, or if you are paraphrasing from a source.

I'm interested in the supports you used because I know you are using a tutor for help and I think that is working.

Unclear. Also, try changing semicolons to periods to improve clarity. See what you, or a peer, thinks.

Can you end this paragraph with your strong opinion on the topic? Can you also communicate that you understand the complexity of the topic while you are expressing your opinion?

Nice- This phrase lets me know you are done presenting your evidence and moving to presenting your reasoning.

change to "who"

This is evidence.

Nice way to transition to a rephrasing of the quote.

Since I own the book, I appreciate the attention to detail the authors have paid here. Teachers interested in stretching their practice or teachers new to the profession benefit from these models. Our conversation here in the margins based on the preface highlights possibilities and rationale. The chapters that follow help teachers feel prepared for leaps in practice they seek to make.

The purpose behind researching in school goes far beyond a single paper. I think it is essential to focus on skill development and the transferability of those skills.

As essential as research is nowadays, modelling that the process is interest-driven and enjoyable is equally essential. In my classroom, I try to connect research with engaging debate opportunities, so that there is a payoff to note taking.

I think these suggestions about how to extend and adapt provide important framing for how interested teachers might experiment in their local contexts. I'm reminded so often that teachers are interested in what works in their communities, schools and classrooms. Dawn's and Troy's experimentation should foster other experiments, and adaptations should abound.

The CL principles seem so important in a conversation about research because authentic research doesn't happen in isolation. The problems worth solving and the questions worth answering demand cross-content collaboration.

The collaborative demands of writing can sometimes be lost on students, whether the task is digital or good old fashioned paper and pencil. I blogged about this recently and tried to compare revision groups to the drills soccer players need to develop their skills.

To me, this stance is important for teachers because it communicates a positive sense of agency. The cultural changes with technology present challenges, to be sure, but they also open up possibilities for inquiry and discovery.

Additional demand- Competing views piece doesn't factor into the controlling idea.

The rifle is beautiful.

This line stands out to me because it reveals that the narrator doesn't see the colonial occupation of Burma as something that physically threatens the safety of Burmese dissenters. He thinks that the citizens are weak because they don't fight back. He doesn't consider that a riot would be quickly dispatched by the European occupying force.

The skin color of the Burmese is coupled with the image of sneering faces. These Burmese "hoot." Orwell's choice of verbs here indirectly compares the occupied people with unruly bar patrons, or rowdy sports fans.

Perplexing because he doesn't see his privilege or power as threatening. He believes the propaganda he's been sold and thinks of himself as a savior.

Yet he goes to work every day as an imperialist.

Doesn't see himself as complicit, or as the oppressor.

What evil empire will supplant the one he belongs to? Is it evil because it denies him membership, or because the propaganda of the new empire doesn't grant him the moral authority to police occupied people?

This ought to be good.

The uneducated soldier makes a highly educated decision about the size of the gun he needs to incite terror.

His inability to empathize has probably skewed his "radar" for what their wills want him to do.

Impress, not understand. Not work with.

The three perspectives he considers are:

1. legal
2. the elder's
3. his peers Natural law doesn't enter in. Nor does the idea that the elephant could be left alone to graze and breed.

Here is the operative sentence.

This may be the only concrete example from her life that this author uses.

I call this "anecdotal evidence."

This is her solution. Her claim also states the problem in this case.

I think this is reasoning after all.

This is a sub-claim. The argument seems to be in the fashion of "That was then, this is now." Which is a common framing for an argument.

Even though I have trophies and ribbons, certificates and plaques, all they do for me is remind me of the experiences I had on little league teams.

This author sees a problem with the priority we give to recognizing participation. She says that if we want resilient kids, we should stop trying to soften the experience of winning and losing. Her solution is to educate parents with studies about child psychology.

This is more evidence. I am familiar with research about praise, which is important.

More scientific evidence. I would have to follow the link and read the study to see how applicable this is to my debate.

I agree with this. I don't think participation trophies are evil but I also don't think they are important.

This is more scientific evidence. I would have to read the study to know how relevant it is to this debate.

This is reasoning.

I agree this is a destructive message.

I disagree that participation trophies send this type of message. I think kids learn at a very early age about winning and losing and they learn that losing is okay at home by the age of 3 or 4.

The failure to use statistics here is noteworthy. I found this in the FBI's archives.

Here is that source: https://archives.fbi.gov/archives/news/testimony/the-terrorist-threat-confronting-the-united-states