Can we fact check this claim? He seems to have found a convenient scapegoat for 9/11 even while conservative hawks have opposed any Muslim ban.

Media outlets are asking why some Muslim countries were not subject to the ban, hypothesizing that Trump's business interests explain the criteria.

I want this to mean that civic occupation will bring students in contact with political realities. Can we co-investigate what it means that, "all politics is local" even as global events unfold before us on social media?

The factory model of schooling persists but I believe that even the smallest moves toward authenticity can promote social learning and collaboration.

This can also be said of our flattening world and the 21st century skills it demands. Even as pedagogues might long for a simpler time, we have been witness to so many social and technological changes just in the 12 years I've been in education, that we should know that our schools have to also change.

When we employ approaches that draw upon design thinking, or personalized learning- just to name a few innovations- how can we better emphasize that these types of reform efforts or shifts in methods are not due to systemic failures but necessary because of cultural shifts and changes?

Join the Marginal Syllabus online this Wednesday, January 25th at 6p ET (3p PT) for an annotation flash mob-as-conversation with Christina Cantrill, Associate Director of National Programs for the National Writing Project. The Marginal Syllabus convenes conversations with educators about issues of equity in teaching, learning, and education. Throughout the 2016-17 school year, the Marginal Syllabus is fostering a participatory and open experiment in professional learning for all educators to join critical conversations about education and equity. On Wednesday, January 25th at 6p ET (3p PT) Christina and some of the participants in her ED677 course at Arcadia University will read and mark up this text, the first chapter from John Dewey's classic book The School and Society. Visit Marginal Syllabus resources for additional information, including directions for using the Hypothes.is platform.

At the beginning of the speech, Davis said that racism is a dying culture. I'd like to believe this is true but I also know that Trump supporters at the polls were either willing to overlook his overtly racist statements, or they embraced him for his racism- often termed "political incorrectness." In either case, anti-racists must explore what an anti-racist platform would look like. The sentence I've highlighted is a great place to start in drafting such a platform.

We have a long way to go and so much work to do.

http://dmlcentral.net/a-triptych-on-changing-language-changing-minds/

This is her reasoning.

This is a nuanced claim because the author is going to argue that trophies send a dangerous message and she is going to argue what message they send. She has to prove both.

Who has a protective bubble? Not everyone's childhood comes complete with a protective bubble. My mom raised four kids. In high school, I paid for my own car and track cleats by bussing tables. I knew, as a young athlete enamoured with my chosen sport, that a 4:21 mile time would enable me to go to a division 1 track program. No amount of participation trophies or certificates clouded my perception of what I was able to do.

Wrong. I was smart enough to know that when I made JV in basketball as a 8th grader, I probably would never play varsity. The trophies and ribbons didn't confuse me. i wasn't stupid then and I'm not stupid now.

I also have 3-5 trophies and ribbons and they don't mean anything to me.

Yet, orchards, where there is no deforestation are managed environments. This doesn't help with the problem of deforestation but also might be instructive about how to conduct experiments.

We probably focus on the discrete parts of the system because it is easier than studying the system and dealing with a more daunting data set.

Coincidentally, I just read the novel Barkskins, by Annie Proulx, which is historical fiction about the timber industry in pre-colonial and colonial North America. The novel covers a lot of territory, so to speak, but she compares the timber practices in the US to the tightly managed timber practices in Germany, and the most complex forest environment on earth, the Amazon rainforest.

This argument really falls flat. Asking schools to not generate data seems akin to the meme of the ill-informed senior who demands that government keep its damned hands of his Medicaid. Schools produce data the way students chew gum and affix that gum to the bottom of desks after the gum loses flavor. Certainly the accountability movement has fostered a love of spreadsheets and quantifiable data of all sorts that can be unhealthy. Still, schools generate data every time a teacher takes roll or grades papers. The records we create and steward are in service of a school improvement movement that I like to think predates high stakes testing. Some of my favorite people in education are researchers who get out from behind their keyboards, venture into public schools, and generate...you guessed it... data.

This is an argument that resonates with me. The evidence in this article seems anecdotal.

This strikes me as a compelling argument: the idea that money spent on crappy trophies could be better spent on equipment or coaching that would improve performance. The argument here seems to be that the impact of the trophy is negligible at best, and possibly negative.

Are these the claims on the other side of the argument? If not, this is an example of a "straw man."

Who studied this connection between parenting and attitudes about failing? What methods did they use?

"...decolonizing is cool, except when I really think about it really hard..."

I love how the informality of this prose, this blog, belies the powerful press on a learning community's thinking.

I have a snarky joke I recycle over and over at work when I think things are going sideways, or when things feel unproductive by my high standards. As an example, our central office uses "reciprocal accountability agreements" to coordinate the work with schools. When the conversations around these "agreements" reveal gaps in agreement and the absence of "reciprocity," it tickles my funny bone to say, "That was a great meeting but I worry about what we're doing to the words 'reciprocal' and 'agreement.' English is an evolving language, you know, and those words might mean something entirely different when we are done with them."

-laugh track here-

This is my version of educator sarcasm. It helps no one and I think it is a bad habit on my part, but I persist.

I've also used this joke about "professional development" and "professional learning communities."

I'm aware that when I initiate equity conversations, educators from other walks of life might comment on my efforts with their own spin on my joke. What am I, a privileged white dude from suburban Denver, doing to important words like equity, or diversity?

-laugh track here-

This call for a conversation about terms is vital because I think we all- snarkiness aside- have a role to play in how these words inform and shape the learning of educational tinkerers. All jokes aside, we have a chance to leave these words better than we found them.

Fun to think of these emerging ideas as drafts. How many mental drafts before an idea flows onto a blog post?

In some of the assessment work I've done which involved looking closely at the youth submissions in response to playlists, I found it important to ask, "How might these playlists be warm demanders?"

Reading this post now, I think that a student like Mary might read our playlists as "warm" opportunities because of the creative outlet and social connection she sees. A student like Precious may not see the social connections as safe, nor will she see the demands of the playlists as an opportunity without the help of a mentor or knowledgeable other.

An important post that deals with some of the competency discussions at the center of badging efforts.

It is important to understand where Hirsch was coming from and what he was arguing for. - He was coming from the political right and he was arguing for a cultural canon, of sorts, that privileged the skills his generation attained and the knowledge his generation deemed most important.

As we seek to make meaning of the way the web and digital tools are shifting our culture, I remember Frank Smith's charge that education had backed the wrong horse by choosing psychological research methods to understand learning. In an important essay titled, "How Education Backed the Wrong Horse," Smith argues in favor of anthropological efforts. He would support the cross institutional project approach because of the the empirically observable value of the 'deep dives' the author has led. Challenges from the psychologists viewpoint have less value because of the context-dependent nature of learning.

For example, we might simply ask that each participant refrain from using hashtags as a final thought because that is a form of sarcasm or punchline that can be misconstrued or shut down honest debate or agreeable disagreement.

We could ask respondents to reply to any comment that they read twice because of tone to use "ouch" as a tag or a textual response. The offending respondent could respond with "oops" in order to preserve good will in an exchange of ideas.

Finally, the first part of a flash mob might occur here, in the page notes, where norms could be quickly negotiated and agreed upon with a form of protocol.

What do annotations in an edited volume of Shakespeare communicate to a struggling 9th grade reader? It strikes me that reader-text interactions always leave meaning negotiable, messy and interaction dependent.

Does this question attempt to rubric-ize the notes we'd put in margins?

In that way, using a digital, sharable sticky note matters. Anyone can make a mess with sticky notes and a more skilled respondent can support another's meaning making with sticky notes.

This question seems like it should be more specific to disciplines. What is annotation in the legal world? How about for scientists? For beginning readers?

If I'm annotating a text to make meaning, that's different than if I'm a prof annotating a historical text to provide relevant background. The two notes have only their "noteness" in common, I'd say.

Neatness matters for teachers who have to keep track of the artifacts students create as writers. If my students are doing great work but I can't see it, I'm disorganized as a teacher. In the online instructional space it is even more important that teachers can see a footprint. If a tool leaves it to chance whether a student's work will be found by the teacher or a stranger, it is a messy tool, from a teacher's perspective.

I'd be interested to know how you test this theory, or hypothesis. What does user feedback look like? How is it analyzed?

Great question because it shows how our language evolves as we learn in much the same way we do.

Teachers ask for textbooks all the time and insist that student's online work stay inside a walled garden LMS. Profs, too. Empathic listening reveals that they are not novices but professionals with legitimate concerns.

Agreed that tone matters. Open standards are real things but the word open has been evolving since it was first uttered and it predates Linux and the Apache server.

This is a conversation I heard as I worked with Karen Fasimpaur on various projects beginning with P2PU. She used to hold to a rigid conception of the word open that prevails in web design communities, before accepting more nuanced definitions of the word as she worked more with learners in open spaces.

The analytics of this article as inquiry are to some degree plain to interested readers. If a reader wants to test out the hypothesis that the conversation will be "interrupted," all they have to do is check the margins. I'm curious about the choice of the word interrupted, tho. Won't bookworms in these margins build on the conversation, the way kids in a sandbox build with what they find? Do annotations interrupt or do they make plain the reader-text interactions?

This reminds me of Paul Allison's LRNG playlist in which youth have to choose keywords associated with their own inquiry questions.

I think this is my audience, which I believe to be small and niche, based on my experience with ed tech and educator's readiness to debate anything contentious in public spaces. Kevin Hodgson is my audience because he is willing to put himself out there online and offer pushback against even his colleague's claims. If an educator like Kevin takes up this type of practice, he becomes the hub of a nerdy activism effort directed at those who follow him and test the tools he plays with.

What is interesting to me is that this data analysis was built on Vonnegut's thesis. What can this tell us about algorithms, coder's bias, and confirmation bias?

As industries struggle to adapt to our flattening world, companies who have been throwing advertising dollars at anyone who will promise them clicks and site views are inadvertently funding disinformation. And our president-elect is trying to undermine the credibility of the CIA and NSA.

This nomination makes sense if you want to privatize education and further marginalize special needs students and language learners.

Facts matter. Data matters. Strange how we never hear this type of data in public schools even though our school leaders are usually keenly aware of community satisfaction or lack thereof.

This nomination makes sense if your goal is to partner with Russia to exploit all natural resources.

How quickly black youth forgive us for doing school to them, even when we're discriminating against them.

...as Holden and I are doing at marginalsyllab.us/conversations

This should read: "11th grade English teacher and instructional coach at Rangeview High School"

Fiscally conservative-minded school leaders in my district point at spending practices and budgeting as the reason for the $31 million hole.

We could annotate this publicly and invite all APS principals to join a hangout after.

This sentence resonates with me and should lead to a syllabus that is required reading for anyone in ed tech in public schools.

Yes! Participate! Protest! Fight for someone, anyone less fortunate than you- they're everywhere- as an antidote to frustration and despair.

They have turned against both in this case.

I'm interested in responses to this. I agree about the desire for unfettered exercise of power and capital. Is it fair to say capitalism resists regulation? Does capitalism resist real movements in the public interest?

This resonates with me. Who isn't establishment? Who is marginal in this framing?

Powerful. Also, because we weaken the public institutions that democratize opportunity, we continue to live in a profoundly unfair society.

This speaks to complacency of ed tech enthusiasts who trumpet the affordances of new tools and new features on old tools without recognizing the web as contested space where commercial interests reign.

Agreed... and our knowledge of the web and its affordances is leverage. Can those of us with progressive aspirations see the challenges our democracy is currently faced with as a test of our digital citizenship skills?

This seems to suggest the Internet as an inherently good tool that is being misused. I see it as a neutral, flexible, and social tool that amplifies. Can we understand the Internet as a contested space now?

This line strikes me. Access to what? Though this piece hasn't dealt with ed tech much yet, I'm curious about what access has been lowered to zero? I think that the promise of the Internet is, as always, depends on the perspective of the subjective user. If we think access to information or platforms is universal, we're not looking closely enough.

This resonates with me. I needed a few days and interactions with friends and loved ones before I was ready to talk intelligibly about the election and its implications. For me, politics is secondary to articulating a stance I'm taking about anti-racism. I want to declare that I am anti-racist and I want to learn more about how to be effectively anti-racist.

One of my favorite books is John Irving's A Prayer for Owen Meany. The narrator tells the story of Owen, his tiny childhood friend who speaks in a raspy but booming voice, but he does so in retrospect, while living in Canada as an expatriot. The plotline of the childhood friend is interspersed with real newspaper headlines about the Reagan administration. The narrator's response to each of the headlines about Reagan pretty well captions what has been going through my head since Tuesday.

Nervous and anxious about my country's election of a racist, I wish I could find solace in statements he's made that I agree with.

The Art of the Deal will be an important text for the next four years because it is an origin story for the myth of President Trump as a capitalist hero. It almost begs for a mash-up of The Art of the Deal interspersed with texts about Nazi blitzkrieg warfare.

Hard to build for whom? I appreciate Maha's voice about the messages we send women about digital tools. I imagine it is much harder to build confidence as a women doing something that has been historically perceived as a man's domain.

This reminds me of the analogies Dr Yemi Stembridge makes about teaching and yoga. I think there is also something to say about how veteran yogis might make flow look easy and that newcomers need to know the habits of mind and practice in order to develop.

I would love to hear more about this and what the authors think this means for the future of teacher preparation. I've heard Antero mention this in presentation as well. As someone who works with new teachers who have the desire to teach across cultures but often struggle with the cultural differences that play out, I wonder if this kind of prep instruction might help teachers avoid the trap of labelling students.

These texts provide a vital critical lens through which we must read the "practical" texts listed above. We can no longer accept purported "best practices" as such. We have to think about the marginalized communities we serve and we have to interrogate the historical failure of "best practices" to close equity gaps.

A companion to "Everyone should be a feminist."

Carrie James from Project Zero shared this excerpt from Tishman's post.

My reaction: Being generous with one's attentional focus strikes me as a mindful act of gratitude.

Interested to learn more about this game, Never Alone, referenced in the #2016DML keynote.

This line in particular might need revision. "A study about marshmallows said..."

At a time when the Common Core standards demand that we develop students' use of evidence, this stands out as a school policy with a very weak use of evidence, attempting to stretch well cited psychology research far beyond its real implications. It is noteworthy how convenient this policy is for adults averse to change.

Also, the Common Core standards demand that we support our students with digital writing but this policy, with its claims about digital tools and learning, effectively argues against digital writing. That, too, seems convenient for adults averse to change.

This photograph won the World Press Photo of the Year award in 2014. The men in the picture are African migrants standing on a shoreline in Djibouti City hoping to use a cell signal from neighboring Somalia in order to connect with their relatives. It just seemed to belong here in the margins as this school writes about its concerns for parents and families.

Speaking of minority parents and families, another issue of equity is that Latino and African American families are more likely to use cell phones at home for Internet access than their white counterparts, who are more likely to have broadband access. By vilifying cell phones, the school unwittingly condemns the mode of access that most of the families they serve use.

In "Mobile Phones and America's Learning Divide," S Craig Watkins from the University of Texas at Austin- an education researcher- poses powerful inquiry questions about mobile devices and their potential for closing achievement gaps. Here's hoping that this school identifies inquiry questions to supplant the over-reaching and poorly supported claims of this policy. Watkins' work should be required reading for these (unnamed) authors. They can ban cell phones all they want but citing popular press and tangential research to do so is a dubious act for a learning institution in the 21st Century.

Here, too, a learning organization has cited a popular magazine instead of education research.

I would recommend reading the important text, "Psycholinguistics of Literacy in a Flat World,"by Alice Horning.

Here we see an example of particularly poor hyperlinking: the author has used a Google URL shortener in a space where the character count doesn't matter. This serves to confuse the reader about the sources cited. This should be revised to preserve the original web addresses of the sources cited and to help the reader establish the credibility of these claims.

I think the sources used in this policy are questionable because they are popular media articles making claims about learning. It is interesting to me that a learning institution would cite the Huffington Post, for example, when real educational research, and researchers are at their disposal. Here's just one example.

The best of which, arguably, is pictured below. I pulled this screenshot from the grading information in the mini-mooc work.

Mia's powerful voice at the end leads me to wonder how her voice helped promote these agentive student moves.

I wonder what emerged for Mia in her own practice? Was there more questioning? Did she play a project manager's role at all?

I'm interested in the teacher moves here because I'm curious about where Mia's attention was and how that empowered students to drive the work.

This sounds like the instructor's payoff for the patient waiting game she had to play at the project's outset.

This leads me to believe that contemporary events demanded at least an update of that syllabus. I wonder if the energy of conversations like #blacklivesmatter, #educolor and the like suggested the dramatic shift in instructional approach that involved listening, importantly.

This is a historically rich topic and also a topic that can lead to inquiry into current events and contemporary tools. It suggests a few pathways at least, so I'm curious to know what emerged when Mia left behind a syllabus in favor of something potentially messier and arguably more promising.

These lines remind me that the moves teachers make toward student-centered learning usually require some faith, patience and at least a small amount of nail biting on the part of the teacher.

How might this become the focus of first year students? Just knowing what the resources are and how students use them is invaluable knowledge for learners.

There's a vicious cycle suggested here where schools with disproportionate discipline data will become consumers for filters while schools where students aren't routinely referred, suspended and expelled will become consumers for STEM programs. Michelle Alexander writes about how the new Jim Crow laws don't have racially explicit language. Instead, they have neutral language that disproportionately impacts communities of color.

One example in the k-12 space is Nettrekker, a safe search tool that relies so heavily on crowdsourced vetting of results that it doesn't act like a real search engine. In the name of safety, teachers provide students with an experience so protected that only the most general searches produce results.

Bandwidth as an key consideration when we talk about access.

This inequity is really hard to demonstrate to those who haven't had to enter the workforce during the digital age.

I've heard IT people determine that Tumblr is a porn site. In the instance in my memory, their only view of Tumblr was the one a filtering software gave them. It presented them a view of the blog platform that highlighted only inappropriate posts. As I asked for access to a Tumblr post related to academics, I noted that the person I was appealing to thought I wanted porn unblocked for schools. I just wanted to read an academic's informal reflections.

Should public schools test for empathy and resilience.

Is China becoming more competitive? Is technical focus good or bad?

Pokemon Go, virtue or vice

Writing as an assessment measure for college

Facebook's impact on journalism

What are the characteristics of the complexity range?

@DrYemiS points us to Hess's cognitive rigor matrix as a key support for understanding rigor as a theme of culturally responsive education.

How is this similar to geocaching? I just learned to geocache a couple of days ago and this feels very similar. While I bring background knowledge about geocaching, mobile phones and the Pokemon card game, Hailey brings deep knowledge of the card game, the tv show and other video games. She has also had thousands of conversations at school- mostly with boys- about Pokemon. She brings deep background about the mythology and backstory.

This type of commentary by someone who saw #PokemonGO's potential while playing Ingress leads me to think about the concept of Reading Ladders.

PokemonGO might be higher on the metaphorical ladder because the story is built on a popular mythical cartoon and video game.

This is an essay published as part of a collection in which authors explained their love of reading and writing. I might ask students to study this essay as a mentor text from which the can identify craft elements to strengthen personal essays.

One way:

1. Read through one time just to make meaning of Alexie's text. Respond using our codes: !, ?, or ...
2. Read through "like a writer" looking at the way Alexie crafted the essay, as well as the paragraphs or sentences within.

https://youtu.be/D9Ihs241zeg

One approach to marking up fiction: Read the first 7 paragraphs and capture your thoughts in the margins.

Code them as follows:

? questions that arise for you ! text or thoughts that strike you as important ... clarifications that occur as you read.

Follow up: Use your notes to begin a Says|Means|Matters chart OR... find your best note and draft a response paragraph.

Read to here.

This morning Trump's tweets and Wikileaks' DNC email bombshell are in the news. Different than a separate path, these informal media become central to the popular media's efforts. As the 800 lb gorilla of informal media enters the room, he becomes central to the story at the same time he's throwing his weight around and taking up more and more space.

The anytime, anywhere affordances of the web and digital tools mean that teachers who can't attend policy meetings can influence those conversations.

Students interested in civic opportunities that are geographically inaccessible can participate in social media channels where they can organize efforts and amplify messages.

This characterization of a contest between the elite print vs informal publishing frames the issue poorly. Instead we need to understand how the informal meshes with the formal and how a savvy reader leverages both to gain knowledge. The rising importance of informal publishing has much to teach us if we don't get stuck looking at a non-existent horse race.

What kinds of citations and resource citing earns this trust? This post, that embeds and responds to an article, makes plain Terry's thinking about a mainstream media article, which is sufficient to earn my trust. It is important to note that the original research is "gated," meaning that the LSE piece and this blog enjoy a life of circulation that the inaccessible formal research won't

More than a call to become something, this recognizes the importance of these inexpert voices woven together in online networks. It is an acknowledgement of the power of informal writing and reading that education minimizes or maligns.

Informal policy expert is a vital concept- it should accompany the rise of informal publishing and commentary. How can identity be understood as expertise?

What is more, the killing is part of a larger picture of white supremacy that has been written as law in our country, evidenced by this excerpt from The New Jim Crow by Michelle Alexander

My first thought on this is to bring policy ideas to these conversations that usually start with thoughts and prayers. Ask each other, "Do we all agree these ideas would begin to get at the issue?"

What is more, the experiments educators conduct must also work to combat this system. We need to understand the diverse learners we educate as underserved, not underachieving. Our measures of success should solidly balance community-readiness as well as college and career readiness.

I find myself asking how I can do more. I've learned so much about these issues in the last few years but I realize that my efforts to understand and discuss these issues don't satisfy my conscience and don't change a system. If I see this racism so plainly, just seeing it and commenting is on it isn't enough for me as a father or an educator.

than

This inequity already exists in the game with the in-app purchases for coins. I appreciate the article because it highlights inequity but I'm wondering how many authors are writing about the game without a familiarity of the game content.

The competition dynamics right now are tuned for wealthy. Some questions I want to ask are: Who can play? Who can engage in the fitness aspects and goals? Who can collect cards and access the text complexity in the game?

If systems replicate in games then they are also mirrored in games and can be studied through games.

Also a dream come true for community health experts interested in prevention, and marketing experts, I would guess, interested in in-app purchases.

This speaks to the importance of surfacing those economic theories for learners playing a game.

Why is this easier to imagine? Perhaps because we've been busy as a culture scolding youth for interest in media while we devour it. We should be translating the tipping point that Nintendo seems to have hit upon culturally and asking what they think. Teens in my neighborhood are interested in the cultural phenomenon and they're also excited to talk about Nintendo's motives. We've adopted such a deficit view of mobile game players, and smartphones that confronted with evidence that a game based on a Japanese cartoon is encouraging family activity, we imagine the worst.

The bigger question is how will organizations that seek to educate a community respond to such a powerful example of AR? Will they experiment and iterate like the Crystal Bridges Museum of American Art in Arkansas? Or, will they adopt a deficit view of players and seek evidence of players rushing past monuments in search of Pokemon? What answers will educators look for?

I'm a little dubious about the expert's response here. My daughters and I are talking about the game and learning together. The question I'd ask is, does this shared experience lead to engaged, interest-driven dialogue?

This is consistent with what I'm seeing with my own daughters and the other youth in my neighborhoods. They've definitely come out to play even in some oppressive heat. I appreciate this article's approach, which is a little more measured.

I think this analogy of a kiddie cock-fighting fantasy lays the author's bias bare. Isn't it more helpful to notice the connection to Japanese culture?

Godzilla's popularity explains global interest in monster vs monster fiction in a much more understanding way that doesn't deficitize fans. Lastly, why spin Google and Ingress' iterations with the game as failures? Isn't it more important to understand the tipping point that resulted in global game craze?

Using humor to get a class's attention is a great strategy, and when a class pays attention, try to point out the positive things you notice in their work and learning, even on tough days. Students will learn that the teacher isn't asking for attention to scold them and they'll learn that you're paying attention to positives while ignoring and minimizing negatives.

No strategy "always, always works." Any threat of punishment runs the risk of inviting youth to engage in a power struggle. This particular threat means the teacher will give non-compliant students extra public attention and that class will end with some authoritative dismissal. Better to challenge high schoolers with something cognitively demanding and then pay attention to successful efforts in a cognitively demanding task. "For those of you who were able to do _, that kind of engaged effort will pay dividends all day for you and all year in this class. If you were unable because you were socializing or messing around, think about how you might be productively social. Do you need to change groups or seats? Feel free to discuss your learning needs with me."

I love this strategy but not the goal. I have no interest in maintaining a quiet classroom. Instead, I'd want to see engaged activity. Informal chit-chat at the door that prefaces what learners will be doing in class does socialize kids into productive behaviors. I can say, "Good to see you. How are you? (Listen.) I've put a question on the board that everyone can discuss in table groups for the next five minutes. After five we'll share out what we're thinking."

Starting class this way with social interaction that leads into reading, writing or a whole group discussion scaffolds comprehensibility of the lesson and it allows me to not worry about getting the room quiet right away. Instead of asking for silence, I can ask what groups are talking about or what they think.

What might youth author in podcasts? Can this be authentic journalling, planning and strategy? Can youth experts who are experienced with Pokemon make podcasts for their classmates to give the background of the game?

This is a strange rationale. Instead of focusing on the inevitability of youth using phones, I would look at the possibility of connecting story, myth, strategy, mapping, exercise and social interaction.

This has real potential because of the research base that supports the instructional approach.

I appreciate this because I can see CRE themes.

Is there a root cause analysis that determined a mismatch? This seems to privilege software developers as the supermen ed is waiting for.

This is a vital step in tool development. Does it go past tool development to looking at student work and shifting practice?

What gaps? What apps? What is the relationship between the app and practice? So often our assessment of the tools remove teachers and instructional decision making from the conversation. I would hope to see a model with a learning goal, a tool or technology specified and some instructional practices outlined. Does this type of an approach- finding apps for gaps- starts with the premise that a software tool will address a gap and education's role is to pair apps to gaps? In our short techquity work, elementary teachers interested in learning more about ed tech expressed frustration at the press for them to use skill building software that isolated students in their experiences and decreased student talk opportunities. Not having an answer, I have a bias toward powerful practices like paired programming that privilege discourse. I also know that language learners who are challenged to build houses together in Minecraft struggle over vocabulary and stretch their language production while they laugh and strategize about design.

Three aspects of implementation. All of these are complex and multi-faceted. For example, usage depends on teacher access and capacity. Teacher partnerships depend on the flexibility of support and the opportunities for teachers to participate. Student experience is dependent on pedagogy.

Powerful that the pedagogy produces a digital footprint for the learning community and the teacher-researcher to study.

Interesting to reflect on how mark up strategies and the instructional approaches differ across classes. Are they an evolution in Remi's thinking? Does the class or Remi have a sense of what is "effective" as an instructional approach, or what is effective in terms of a learner's personal process.

What does this declaration signify for the instructor? For the students? For the #DS106 community?

Here's the answer to your question, J + F.

mind narrows or widens depending on your view of others.

Interdependence is the reason we must cultivate the thought that other sentient beings are precious and valuable.

So important to know why you're using this data. This article reveals that if we read data to identify gaps and deficits, it can reinforce negative biases of teachers and youth. If we read data to identify short-term wins, we can include data in asset-focused work.

This article is part of a text set being used in a mini unit for argument writing. In the unit, students are asked to mark insights from the research with an asterisk and important facts with an F.

How might this type of a coding strategy support meaning making and a student's subsequent ability to use this text as evidence in an argument?

These are powerful marching orders for educators who seek to create more equitable teaching and learning.

I want to name this phenomenon so that I can point it out when I see it the way a ship's captain has to use clear language point out an iceberg on the horizon. Because this smacks of a deficit focus that I think can be exacerbated when the teacher has a different cultural background than the learners, I want to call this something like, "The deficit-focused, skill-building death spiral." Though "death spiral" might be a little strong, I believe it is appropriate because teachers, sure that students need low-level instruction that fills gaps, can become increasingly resolute about the need to provide repetitive skill instruction, often outside of a meaningful context. Students on the other hand, disenchanted with school that makes them leave culture at the door, receive a daily dose of instruction that doesn't connect with them because it is a supposed precursor to engaging work which is always just another remediation away.

I'm interested to understand the nature of the collaboration between this Texas county and federal immigration agents.

Also, it is noteworthy that activists want to end the criminalization of immigration. Do politicians on the left embrace this? I think it is a rational approach since the current system has normalized the way our economy attracts and depends on an "illegal" workforce. We situationally enforce a law against workers but rarely hold businesses who employ undocumented workers accountable for running afoul of the law.

The youth activists are celebrating the impact their advocacy has had in the past.

This seems to be the role of the media in this campaign- to shift from fact checking what candidates say to supporting with evidence the conclusions they draw as they are awash in half-truths and spin. Instead of fact checking the next speech, it is perhaps more important that journalists ask about the implications of the statements candidates make. When it is clear that one candidate denigrates women and minorities, the media should report it as fact and ask if that is disqualifying. Fittingly, in a democracy the people will decide.

Our periods of nativism and bigotry have been missteps in a grand experiment about freedom and the effort to make America a metaphoric melting pot.

This petition is a unique textual artifact in this presidential campaign because it represents a coalition of artists, specifically writers, opposing a candidate on a number of grounds and using their celebrity to seek support for this opposition. I've annotated it to highlight their concerns with Trump's xenophobia because it meshes with my topic of interest today- immigration.

It is sad that a classmate's mother took the opportunity to speak out against the valedictorian. ApparentlyHere's hoping that more youth take advantage of our public education system.

It is heartening that universities like UT accept, and grow stronger by accepting, documented and undocumented alike.

This tweet was retweeted over 9,000 times and liked almost 20,000. Though she opened herself up to racist attacks, her choice of medium put her in the same channel as Trump and the post got as much attention as his do. Twitter confounds traditional candidates and, though notably inane at time, it is a medium that deserves and receives much attention.

These young women flipped an instant switch in their lives, which opened a stream of racist response from the communities they live in. By speaking openly about their undocumented status and calling into question the everyday racism they encounter, they make themselves greater targets and they make racism more plain.

Such an important point. Educators can dig in their heels and engage in pedagogical debates about theory and approaches (see the reading wars) When we work with teachers, do we fall into place in these familiar battle lines and dutifully serve theory? When we pursue equity I think that requires that we think a lot about love.

This is why the "men's rights movement" that seeks to polarize this topic along gender lines is ridiculous. Men are not pro rape and certainly not pro rapist. Jonsson and Arndt did the right thing.

I think it is important for teachers to understand that current practices lead to inequitable experiences in STEM for girls. These tips are really suggested changes.

How might teachers remix these stories to ask community members for support during tight elections?

I've been exposed to feminist hate speech via gamergate but I was unaware of this until the ((())) showed up in my feed by colleagues who aim to show solidarity and "mess with the Nazis." As we think about interest topics and #2nextprez, I wonder about articles related to combating hate online.

Important to know that Corker doesn't consider Trump's proposed Muslim ban or his previous racism against Mexicans as behavior that is over the line. Nor is this recent episode, a "textbook definition of racism" over Corker's imagined line.

This is an opportunity for educators to think about public writing with networked group of peers who can support what might be shift in practice for some.

When we combine learning opportunities with learning resources, we set the stage for powerful collaboration and important iteration. How might a teacher- or educator of any sort- filter this site for resources for their context?

Do youth participating now know about the scale and scope of the last project? Would knowing this information stoke youth's interest?

This is a great essential question for this whole project with many possible write answers. I hope this question inspires us to prepare community ready and civic ready students with a strong feeling of agency.

I feel like I'm always__, " and __ing a metaphorical ___ "

Technology won't save us, nor will the latent glue on an envelope that awakens and seals a message when we moisten it. What will save us is this groundbreaking practice of sharing seeds in the mail. What will save us is this landmark innovation of sharing a poem publicly and convening conversations in the digital margins. What will save us is tinkering in the interest of connecting. That taste on your tongue when you lick the glue on an envelope and send the toy you've hacked to someone you've never met? That taste is connection.

Additional research on MOOCs and online learning to study loose ties and affection, love in networks, snail mail and strawberry seeds, is clearly warranted.

The system I'm in so often asks for factory farming when it wants lifelines of wild meadows.

What is my gardening metaphor? What am I interested in planting? Harvesting?

Teaching, memory, mortality.

This, a favorite scene from a favorite book, also sums up the experience of the teacher bent on control of students and sure that his instructional methods are air tight.

https://youtu.be/NLlGopyXT_g

Vonnegut on torture and where the appeal stems from. How lucky I was to stumble across this article while looking for another online this morning.

This commentary offers me hope in an election year where the Republican candidates boasted about how, if they were elected, they would embrace torture.

So he's painting huge corporate influence as a level playing field. What does the constitution look like when he finishes with it?

Not a bad idea but without an upper limit, there is still exaggerated influence for the wealthy which means the system will perpetuate economic immobility, and political immobility.

Talk about distortion. Who owns newspapers? Who owns the large networks? The market ensures that the wealthy have undue influence in their ability to control the media the same way the market ensures the wealthy will have undue influence in their ability to control political campaigns. Our marketplace allows only a few the disposable income to make large donations. What this writer is really arguing for is 800 pound gorilla style influence for big business.

This argument claims that lawmakers are unfit to make laws. The constitution already creates checks and balances. We have term limits, etc... Corporations don't factor into those checks and balances.

Because these interests are often at odds with safety and equality. An unemployed man's vote should count as much as a CEO's. A CEO may be able to donate more, but he shouldn't be able to buy outsized influence.

Because our democracy becomes increasingly skewed by politicians' need to solicit huge donations and endlessly fundraise. They have to appeal to a smaller group of wealthy donors to be successful instead of listening to citizens and appealing to peoples' interests. Corporations aren't citizens. They're staffed by citizens who have equal votes. Is he getting to the part where citizens aren't supposed to have equal influence in our democracy?

I missed the part of the essay where he established how liberals oppose free speech. Unless you accept that corporate influence IS free speech. Does anyone accept this?

This is hokey. Media companies, while often staffed by liberal leaning reporters, are controlled by very powerful big money interests which are fiscally conservative and champions of the status quo.

Where he is oppressed by liberals, no doubt. Thank goodness he's standing up for downtrodden corporations...err.. citizens.

Citizens like two simple brothers... Koch brothers. And a guy named Sheldon... Sheldon Adelson.

What about the role of money as influence? Money certainly isn't speech.

Liberals are boogeymen and still no mention of corporate influence in politics. Hmmm. Say more.

This is a strange reframing of the dramatic corporate influence that Citizens United facilitates.

Can we draw this cycle?

Is chronic absenteeism a potential marker of trauma?

This is an important pattern to point out. Also important to identify that the problem is with the school systems and the adults who create and run it.

This is common in developing interventions for kids- we look at challenges like struggling at reading or disruptive behavior as isolated cases of troubled or broken kids. We ought to see these challenges as predictable and in need of systemic support.

This highlights how librarian roles need to evolve and how this effort supports that evolution.

It is also interesting to note how dominant computers and tech use have become in the library space.

This type of innovation is important because it engages people in powerful face to face work and documents the processes of the leaders.

Interesting to note that the woman pictured below is breaking the cell phone rule, which also seems to have no place here if you set positive norms that highlight the way peers might support one another.