833 Matching Annotations
  1. Jan 2017
    1. Perhaps in no instance was that more apparent than the terrorist attacks of September 11, 2001, when State Department policy prevented consular officers from properly scrutinizing the visa applications of several of the 19 foreign nationals who went on to murder nearly 3,000 Americans.

      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.

    2. The executive order also bans entry of those fleeing from war-torn Syria indefinitely.

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

    1. The occupation supplies the child with a genuine motive; it gives him experience at first hand; it brings him into contact with realities. It does all this, but in addition it is liberalized throughout by translation into its historic values and scientific equivalencies.

      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?

    2. Where the school work consists in simply learning lessons, mutual assistance, instead of being the most natural form of coöperation and association, becomes a clandestine effort to relieve one’s neighbor of his proper duties. Where active work is going on all this is changed. Helping others, instead of being a form of charity which impoverishes the recipient, is simply an aid in setting free the powers and furthering the impulse of the one helped.

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

    3. Even as to its feebler beginnings, this change is not much more than a century old; in many of its most important aspects it falls within the short span of those now living.

      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.

    4. The modification going on in the method and curriculum of education is as much a product of the changed social situation, and as much an effort to meet the needs of the new society that is forming, as are changes in modes of industry and commerce.

      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?

    5. 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.

    1. "No human being is illegal.

      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/

    1. These are the foundations of a long path to potential success, a success that is not guaranteed no matter how much effort I put in.

      This is her reasoning.

    2. 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.

    3. Outside the protected bubble of childhood, not everyone is a winner.

      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.

    4. We begin to expect awards and praise for just showing up — to class, practice, after-school jobs — leaving us woefully unprepared for reality.

      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.

    5. Today the dozens of trophies, ribbons and medals sit in a corner of my room, collecting dust. They do not mean much to me because I know that identical awards sit in other children’s rooms all over town and probably in millions of other homes across the country.

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

    1. In the German case, the negative biological and ultimately commercial consequences of the stripped-down forest became painfully obvious only after the second rotation of conifers had been planted. "It took about one century for them [the negative consequences] to show up clearly. Many of the pure stands grew excellently in the first generation but already showed an amazing retrogression in the second generation. The reason for this is a very complex one and only a simplified explanation can be given.... Then the whole nutrient cycle got out of order and eventually was nearly stopped.... Anyway, the drop of one or two site classes [used for grading the quality of timber] during two or three generations of pure spruce is a well known and frequently observed fact. This represents a production loss of 20 to 30 percent."

      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.

    2. The vocabulary used to organize nature typically betrays the overriding interests of its human users. In fact, utilitarian discourse replaces the term "nature" with the term "natural resources," focusing on those aspects of nature that can be appropriated for human use.

      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.

    3. In state "fiscal forestry," however, the actual tree with its vast number of possible uses was replaced by an abstract tree representing a volume of lumber or firewood. If the princely conception of the forest was still utilitarian, it was surely a utilitarianism confined to the direct needs of the state. From a naturalist's perspective, nearly everything was missing from the state's narrow frame of reference. Gone was the vast majority of flora: grasses, flowers, lichens, ferns, mosses, shrubs, and vines. Gone, too, were reptiles, birds, amphibians, and innumerable species of insects. Gone were most species of fauna, except those that interested the crown's gamekeepers.

      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.

    1. Today, measurements of school performance have become so commonplace that they are an assumed part of education debates. As new forms of data are easier to collect and analyze, drawing on and interacting with information to measure the impact of programs and to inform decision-making and policy has emerged as a key strategy to foster improvement in public schools.

      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.

    1. These kids dedicate time, effort and enthusiasm, and they deserve to have something tangible to make them feel that their participation was worthwhile.

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

    1. Therefore, instead of blowing a team’s budget on participation trophies, spend that money on kids’ and coaches’ skill development. Or donate the money to kids who can’t afford the basic equipment they need to develop their own skills.

      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.

    2. Some claim that constant awards improve children’s self-esteem, and, once kids have high self-esteem, they’ll achieve more.

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

    3. A recent study found if parents thought failure was debilitating, their kids adopted that perspective. If parents believed overcoming failure and mistakes made you stronger, then their children believed it, too.

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

  2. Dec 2016
    1. Decolonizing I kinda love and hate this term. I love it because it recognizes that some issues are remnants of colonization. That’s different from coloniality, which is more like things that are still happening now, outside the political land-stealing that was colonial history. In any case, decolonizing is cool, except when I really think about it really hard and I realize what Homi Bhabha reminds us of: the current individual in Egypt or India isn’t someone who has a “pure” self to go back to that’s different from their “colonized” self.

      "...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.

    2. Terms like diversity, inclusivity, marginality, marginalization, subaltern, dominant, coloniality, colonizing, decolonizing, postcolonial, disadvantaged, privilege, even intersectionality (or what I sometimes termed semi-privilege, before I knew it was called intersectionality).

      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.

    3. The main thrust of this post has been brewing in my head for months now.

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

    1. This is great, we all seemed to agree, yet one of us cautioned, “Without that connection with his mentor, though, this playlist might not have even got past the first XP.”

      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.

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

    2. But the consensus view in psychology is that these skills are gained mainly through broad knowledge of a domain.

      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.

    1. 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.

    2. But what will those conversations look like to random people stumbling upon them?

      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?

    3. Why mention this research project alongside your Ponder example? Because irrespective of their differences, both efforts constrain notions of open by positioning annotation as an individual task. Annotation is something a sole reader might do when reacting to a given text and in the service of a broader (and presumably more important) objective.

      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.

    4. What is annotation as a genre? I think what he observed in the annotations was a wide range of reader responses, some highly engaging, others less clearly so.

      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.

    5. This is neat, though I personally don’t think it pushes students as critical readers as far as other uses of social annotation.

      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.

    6. Our flexibility goes against the templated idea of educational technology tools that dominate the scene. It’s very hard to quantify that datum generated from such a tool and thus very hard to sell it.

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

    7. How did my experience, alongside a cohort of graduate learners, alter my definition of open?

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

    8. closed educational resources

      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.

    9. with the antithesis to be avoided or judged as possibly inferior

      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.

    10. When you talk about open, I feel like what you mean is “public” or even “collaborative.”

      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.

    11. as we invite colleagues to join our conversation and further open the growing discourse to the public.

      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?

    12. We have each chosen specific keyword

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

    1. a tool for bookworm activists

      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.

    1. Reagan and his colleagues were inspired by the rejected master’s thesis of novelist Kurt Vonnegut, which attempted to codify the emotional arcs of stories.They examined 1,327 stories from Project Gutenberg’s fiction collection — all English-language texts between 20,000 and 100,000 words — using three language processing filters. In the end, they found “broad support for the following six emotional arcs”:

      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?

    1. Ads from companies such as Choice Hotels, SoundCloud and Bose Corp. appear on sites with false or misleading news. Those companies are among thousands of brands that could appear on such sites based on a user’s browsing history or demographics.

      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.

    1. The selection of Betsy DeVos by President-elect Donald Trump as his education secretary nominee has been attacked by public school advocates who see her longtime support for school “choice” and private Catholic education as evidence that she does not support America’s public education system. In this post, that sentiment is explained by an educator who has written an open letter to DeVos.

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

    2. The Gallup Poll says that the rate of parents who are satisfied with their public school is the highest in American history. We are also very proud that our public schools offer more services to students with low socioeconomic backgrounds and special education needs than ever before. Not to be redundant, but we are proud that we serve ALL of the students in our communities.

      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.

    1. Tillerson has mocked investments in renewable energy and has downplayed the effects of climate change. As secretary of state, he would be in a position that has been deeply involved in matters that affect Exxon and other oil and gas corporations. In the last few years, the State Department has forged an international drilling pact, promoted hydraulic fracking across the globe and negotiated climate and trade pacts that shape the fossil fuel economy

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

    1. I cocked my head at him and offered a sheepish smile that said, “Sorry, Marcus. I gotta take you. You broke a rule.” The smile must have done the trick, because he took a deep breath, straightened the books in his arms, and followed me. As we walked down the hallway, he began pointing out other boys with sagging pants.

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

    1. Lead with your interests – be transparent about what you want to learn more about.

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

    2. seventh and eighth grade literacy teacher at North Middle School

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

    1. As a result, we are developing a 2017-2018 general fund budget of approximately $319 million. This is a change from the 2016-17 budget of approximately $350 million, which will require us to reduce our budget by $31 million. This figure includes an expected reduction in school-based staffing due to our enrollment decline.

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

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

    1. That is, the steady drumbeat of marketing surrounding the necessity of education technology largely serves to further ideologies of neoliberalism, individualism, late-stage capitalism, outsourcing, surveillance, speed, and commodity fetishism.

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

  3. Nov 2016
    1. It’s not outside, and nor are we. Sign those petitions, promote those tweets, push those facebook notifications, comment on my post (please comment on my post!). They’re what keep us going and give us hope. But go outside as well. Join a party, join a movement, join your union, join a protest.

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

    2. But as this article indicates, some who are left behind turn against the  vulnerable rather than the responsible.

      They have turned against both in this case.

    3. Today, the energy of disruption comes from the real elite, as a desire for the unfettered exercise of power and capital. A desire for disorder, so people look for strong leadership. It comes from a love of the free market, where alternative ideas can flourish in any corner they like so long as they can be monetised. Capitalism needs instability so there can be new markets.

      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?

    4. The establishment is us – it is the embodiment of our history and culture, and that includes major victories for progress as well as the enduring power of markets and elites.

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

    5. You’ll notice that I use the word ‘public’ a lot. Public institutions have not always been quick to respond to change, especially change at the speed that the tech industry can generate. But public institutions are under attack in the western world, from local authority education services to the judiciary and the rule of law. Supposing we tear them all down: what are we offering in their place? Crowd-funded welfare? A vote-on, vote-off celebrity supreme court? Public institutions provide the context in which we in education can innovate, build networks, and generate local solutions. In which there is space to do some of our work openly. In which we can organise against some of the institutions – let’s say copyright law, or the dead hold of the publishing industry – that genuinely hold back progress.

    6. If we weaken the public institutions that – however flawed – are our only hope for democratising access to opportunity, we give up on living in a fair society.

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

    7. I’m talking about the unthinking, unfailingly positive use of the words ‘Disruption!’ ‘Transformation!‘ and ‘Innovation!‘.  The eternal referencing of Illych’s ‘deschooling’ meme – an essential diagnosis of what goes wrong for individuals when their learning is standardised, credentialised  and consumerised, but a poor analysis of what we should do about it collectively.

      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.

    8. we have to build organisations that are going to persist with that goal

      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?

    9. The internet offers perhaps our first, best chance in history to distribute those social goods universally. (Worth mentioning here an earlier blog post I wrote about digital citizenship education). Let’s remember that was the promise. Not the freedom to order white goods in the small hours, or to spit bile below the line when any liberal (especially non-white, especially female) person feels empowered to speak.

      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?

    10. When the barrier to access is lowered to zero, other kinds of inequality determine who will benefit.

      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.

    11. But today I feel brave enough to peep through my fingers at something else we share, beyond our humanity: I’m going to wonder whether there is any role that educational technology might have played, or played differently, and what our responsibilities are now that the festival of democracy that the internet promised has descended into a circus of unreason.

      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.

    1. Once Clinton conceded the race to Trump, many Flint residents became uneasy.

      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.

    2. The New York businessman visited Flint in mid-September, touring the city’s inactive water treatment plant and vowing to fix the water problem “quickly and effectively.” Trump mentioned the city frequently in stump speeches, calling it in the past week a “troubled place” and blaming the contamination on unnamed “incompetent politicians.”

      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.

    1. The book was a phenomenal success, spending forty-eight weeks on the Times best-seller list, thirteen of them at No. 1. More than a million copies have been bought, generating several million dollars in royalties. The book expanded Trump’s renown far beyond New York City, making him an emblem of the successful tycoon. Edward Kosner, the former editor and publisher of New York, where Schwartz worked as a writer at the time, says, “Tony created Trump. He’s Dr. Frankenstein.”

      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.

    1. confidence

      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.

  4. Oct 2016
    1. To extend the metaphor to teaching: Like yoga practitioners, teachers who are committed to professional growth also take up stances (or poses) toward their practice, and reflect on areas in which they wobble with the intent of attaining flow—those provisional moments that mark progress in their teaching. In the sections that follow, we unpack the meaning of each of these terms one at a time, show how they work together by drawing on classroom examples, and then make suggestions for steps you can take to enact P/W/F cycles in your own teaching. Before we do that, though, we want to point out three essential features of the model.

      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.

    2. who routinely complained that the latter set was irrelevant; they just wanted to get on with learning

      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.

    3. Because we were (and are) equally committed to the “why” behind the “how” of pedagogical practices in the English Language Arts classroom, however, we also assigned a parallel set of texts that were primarily the-oretical in nature, like Paulo Freire’s Pedagogy of the Oppressed (1970) and excerpts from bell hooks’s Teaching to Transgress (1994) and Allan Johnson’s Privilege, Power, and Difference (2001). Jo

      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.

    1. This theme, of slowing down to look closely at the world  –or “slow looking” – has become increasingly important to our team. So it’s fair to ask: What do we mean by slow looking? The answer is simple (but not, we hope, simplistic): Slow looking means taking the time to carefully observe more than meets the eye at first glance. It implies lingering, looking long, being generous, almost lavish, with one’s attentional focus, in order to see beyond first impressions.

      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.

    1. We paired world class game makers with Alaska Native storytellers and elders to create a game which delves deeply into the traditional lore of the Iñupiat people to present an experience like no other.

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

    1. A study about marshmallows said that people who can put off desires have more long term success. More recently, a study showed that the more we are able put off desires, the more access we will have to relationships with each other and adults.

      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.

    2. This will make it harder for parents and family to support our learning and help us through hard times.

      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.

    3. This article talks about three effects of using cell phones a lot: addiction, obsession, phobia.

      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.

    4. ( https://goo.gl/Mvs80X, https://goo.gl/Yl4iKS , https://goo.gl/d8jECG , http://goo.gl/O5Uyyi)

      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.

  5. Sep 2016
    1. cognitive functioning and learning

      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.

    1. I have provided a clear break down of course expectations

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

    2. Playing it safe is not going to yield the opportunities that will make a difference. Off-script is when you don’t quite know where you are going, but you have the courage to commit to the journey knowing that it is the process itself that will hold the worth. Breaking outside of conventional form is where excitement lies.  Being an effective educator cannot remain a quest to be a master with a masterful product.  Rather, it is dynamic performance and a practice.

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

    3. the space for emergence

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

    4. They organized themselves into five small groups around five central concerns: Race and Identity; Race and Popular Culture (especially the role of humor); Race in the Classroom; Race in the International Context; and Race and the Politics of Language.

      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.

    5. A refined and nuanced sense of self was an unforeseen outcome, and I couldn’t be more pleased that this outcome emerged. Perhaps the most telling comment was when one student wrote, “This is the most important work I have done for any class in my entire education.”

    6. In final self assessments for the class, students wrote extensively about how surprised they were at how much they learned from their own classmates. They wrote eloquently about their increased sense of empathy. They also marvelled at how they were able to gain new digital confidence, as their instinct for self directed learning (i.e. just google it!) became a newfound form of self-reliance. My students also wrote about how much they thought about this class outside of class. They wrote about how they realized they were talking with many other people in their lives about the issues we grappled with in class.

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

    7. A prescribed series of academic readings and writings on theories of race seemed to fall short of that urgency.

      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.

    8. How has it been written and rewritten in our society?

      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.

    9. I took a deep breath as I listened, watched, reassured, and guided my students. I often tried to step out of the way, and it was not easy. Eventually, they formulated an inspired vision of authentic learning. And, with time, perseverance, and collaboration, they realized that vision, despite the fact that there was no path marked for them to get there.

      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.

    1. Since the costs of earning a degree at your university are not differential, and refunds are not offered for unused services, take advantage of all resources available.

      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.

  6. Aug 2016
    1. general failure to acknowledge that redlining was a conscious policy.

      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.

    2. Digital redlining takes place when policymakers and designers make conscious choices about what kinds of tech and education are "good enough" for certain populations but also happens through the failure to interrogate policy and design.

      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.

    3. how it’s regulated, and how good it is.

      Bandwidth as an key consideration when we talk about access.

    4. This issue speaks to us because we see the consequences of such practices on a daily basis, not only in education but in the world of post-industrial inequities.

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

    5. Her college's acceptable-use policy is likely to exclude her from P2P services.

      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.

    1. One notable feature of the test is its use of texts representing a range of complexities to better determine whether students are ready for the reading challenge posed by college courses and workforce training programs. On each assessment, one passage will be drawn from a U.S. founding document (a text such as the Declaration of Independence, the Constitution, or the Bill of Rights) or a text that is part of the Great Global Conversation (a text such as one by Lincoln or King, or by an author from outside the United States writing on a topic such as freedom, justice, or liberty).

      What are the characteristics of the complexity range?

    1. Table 2: Hess’ Cognitive Rigor Matrix with Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions

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

  7. Jul 2016
    1. Get on your feet and step outside to find and catch wild Pokémon. Explore cities and towns around where you live and even around the globe to capture as many Pokémon as you can. As you move around, your smartphone will vibrate to let you know you're near a Pokémon. Once you've encountered a Pokémon, take aim on your smartphone's touch screen and throw a Poké Ball to catch it. Be careful when you try to catch it, or it might run away! Also look for PokéStops located at interesting places, such as public art installations, historical markers, and monuments, where you can collect more Poké Balls and other items.

      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.

    1. Now, if you are me? You were moved by that. And I can explain why. Because I played a lot of Ingress in a major city. I got to see people make the most friends they've ever had in their life, learning what teamwork is, sometimes for the first time in their life. You become part of a massive positive feelings engine. It's a great game. Yes, it's technical as hell. But it's so great. And you meet so many new people. I can't even begin to count how many Ingress marriages there have been. 7 milllion active players all over the world. That's Blizzard Entertainment level numbers. Now, Imagine how well something that isn't technical that's tied to one of the most popular gaming franchises of all time is going to do.

      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.

    1. 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.
    1. 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.

    2. Perhaps he did not feel old enough, qualified enough, for anything more serious than my mother’s jewelry.

      Read to here.

    1. I would love to know whether it could or already does constitute a separate path, a countervailing force within the establishment institution.

      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.

    2. We are all potential hyperlocal policymakers and the adjacent possibility here is that fat and untapped channel of policymaking that could rise up from the everyday field of ‘classroom’ work.

      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.

    3. Elite print still wins.

      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.

    4. And I want to be able to trust them so I am so burdened with fact checking them.

      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

    5. In other words, this is a clarion trumpet blast for readers and writers to become expert readers and writers. If this is not a supreme justification for liberal arts principles and values I don’t know what is.

      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.

    6. I came across this in my RSS feed (Inoreader) and could not help but see adjacent possibilities flash before me. Duncan Green makes an open invitation to anyone out there who could be seen as big time, informal policy experts. I see his blog post as a call to our students at university (and younger) to become expert in at least some aspect of their discipline (or their lives) as it applies to social policy.

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

    1. To be even clearer, there is no way to read these continual killings as anything but racist.

      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

    2. How do we move beyond the language of personal responsibility to supporting students to hold our officers accountable when, as a society, we are clearly failing at doing so?

      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?"

    3. As a DML community, we cannot pretend that our actions (and inaction) function within a bubble isolated from a world of systemic violence.

      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.

    4. I am also questioning the words I am writing, the lessons I am teaching, and the ways my work in this community intersects with the life-and-death needs of youth I work for. I am hoping you are doing the same.

      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.

    1. When trade is introduced, some people will be able to accumulate "capital" much more quickly. And the players who will benefit the most will be those with wealth -- the real-world funds to buy in-game items to get more Pokémon -- and the connections to trade them.

      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.

    2. “Justice issues are huge,” says Castronova. “As a game player, nothing is more frustrating to me than to go into this environment where everyone is going to start out completely the same, and then you find out someone is getting ahead because their dad is a dentist.”

      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?

    3. In China, perhaps 100,000 people worked farming virtual gold and selling it for real money in World of Warcraft, one of the world’s biggest online games. Many games ban the sale of in-game items for real money, but it can happen anyway in black markets.

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

    4. “A multiplayer game environment is a dream come true for an economist,” Yanis Varoufakis, the Greek finance minister who worked as an in-house economist for an online game, once said. “In a video game world, all the data are there. It's like being God, who has access to everything and to what every member of the social economy is doing.”

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

    5. “Every economic theory that’s true from the history of economics is true inside game economies,” Castronova said. That means that researchers can use economic theories to explain what's happening in a game, as well as use games to test such theories. Games may seem unrealistic, Castronova says, but “a rat maze is also not realistic, but you learn a lot about cognition through rat mazes.

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

    1. But for now, it’s even easier to imagine getting just a little tired of children who’d rather hunt Zubats than enjoy a zoo.

      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.

    2. For some families, the hunt has already begun to take over their travels — encouraging kids to walk and hike further, yes, but will they remember seeing the White House, or the Pokémon at its gates? On a positive note, Mr. Rohrs sees a future where the technology could be used to enhance our destinations “It’s easy to imagine a hunt for the great authors of London,” he said, rather than Pokémon.

      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?

    3. His family loves to walk together outdoors. “Now you add this new wrinkle,” in the form of a game that may be more compelling than the conversation that forges bonds among them. “You have to ask,” said Dr. Freed, “will this facilitate that connection?”

      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?

    4. “My 18-year-old and his friends walked and biked 25 plus miles in two days, outside, in the heat and rain,” said Lisa Romeo, a mother of two who lives in Cedar Grove, N.J. Phil LeClare of Salem, Mass., said that after three days of Pokémon Go while on vacation in Maine, his 11-year-old son proudly said that he’d walked 30 miles. Along with the stories of calories burned come the benefits of unexpected family time. The real-world component of walking and hunting for the creatures seems to make playing Pokémon Go alone unappealing. Instead, even teenagers are inviting siblings and parents along. Add in the likelihood of meeting other players at Poké-stops, and the game begins to feel like a social event.

      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.

    1. Even Google couldn’t make Ingress work without reskinning it as Pokémon. And while Pokémon is popular and basically harmless, the alternating reality it offers is still that of a branded, licensed, kiddie cock-fighting fantasy. Even if paranoia fiction is aesthetically facile and retrograde, and even if location-based entertainment need not be serious and political, there’s still something fundamentally revolting about celebrating the Pokémonization of the globe as the ultimate realization of the merged social and technological potential of modern life.

      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?

    1. Below is a collection of catchy sayings that work as cues to be quiet, the first ones appropriate for early and middle grade students, and the later ones field tested to work with high school kids.

      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.

    2. The strategy always, always works, says Johnson, because it gives students adequate warning. Another technique, playing classical music (Bach, not Mahler) on low volume when learners enter the room, sets a professional tone. I played music with positive subliminal messages to ninth graders until they complained that it gave them headaches.

      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."

    3. One of the best ways to maintain a quiet classroom is to catch students at the door before they enter. During these encounters, behavior management expert Rob Plevin recommends using "non-confrontational statements" and "informal chit-chat" to socialize kids into productive behaviors, as modeled in Plevin's video.

      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.

    1. Podcasts. Both creating and listening to podcasts. I love podcasts and I’m not alone. Podcasts are HOT right now.

      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?

    2. Very few students will be using PearDeck, or Socrative outside of a school setting, so why not use what they will use or do use: Twitter, Snapchat, Instragram, Minecraft are all powerful tools inside and outside the classroom.

      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.

    1. Don’t stay silent even if it feels like the same thing again and again—until every citizen is truly protected and served. 

    2. We hear people proclaim, “All lives matter,” and I agree that is true—but it’s black people who are being targeted. Until more people understand that, nothing will change.

    1. The first set, called Math Instructional, was for apps that would make math relevant for students by linking it to their lives and enabling students at different ability levels to work together
    2. IDEO identified key learning challenges affecting both students and teachers, including different levels of proficiency within a classroom, word problems not being relevant to students, andlack of parental engagement.

      I appreciate this because I can see CRE themes.

    3. a better match between schools’ needs and developers’tools

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

    4. receive feedback from teachers whose classroomused it.

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

    5. The Gap App programwas designed to procure apps for personal computers or mobile devices to address specific learning challenges in NYC schools

      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.

    6. we focused our study of the interview data on three aspects of implementation: usage, teacher-developer partnerships, and student experience. We then used the transcript data related to each of these topics to create detailed outlinesof key findings.

      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.

    1. The blog roll of this course’s learners is available at right, and weekly peer-to-peer feedback about assignments is regularly provided via Hypothesis. In this respect, Hypothesis functions as a means of informal peer review. Regardless of whether or not these annotations are public or private, the social reading practices afforded by Hypothesis have allowed learners to create meaning together, hold one another accountable, and even scaffold comprehension.

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

    2. I’ll briefly comment upon how learners are using Hypothesis web annotation in INTE 5340, particularly as it extends and also differs from the pedagogy, design, and practice exhibited in INTE 5320 Games and Learning.

      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.

    3. INTE 5340 is a DS106 course

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

  8. Jun 2016
    1. As fans have long speculated, it appears that R+L really does = J — Rhaegar Targaryen and Lyanna Stark are the true parents of Jon Snow, and Ned kept his sister’s secret to protect Jon from the wrath of Lyanna’s betrothed, Robert Baratheon, claiming his nephew as his own bastard son

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

    1. the moment you think only of yourself, the focus of your whole mind narrows, and because of this narrow focus uncomfortable things can appear huge and bring you fear and discomfort and a sense of feeling overwhelmed by misery. The moment you think of others with a sense of caring, however, your mind widens.

      mind narrows or widens depending on your view of others.

    2. We can see that all the desirable experiences that we cherish or aspire to attain are dependent upon cooperation and interaction with other sentient beings. It is an obvious fact.

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

    1. Like any high-performing educators, we strive to competently use data for short-term wins and next-goal planning. To accomplish those wins, we've become "data geeks." We triangulate the data from reading inventories, state accountability measures, and national college readiness exams.

      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.

    1. Girls and reality TV are a potent combo, Girl Scouts report says

      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?

    1. “[If] minority people are to effect the change which will allow them to truly progress, we must insist on skills within the context of critical and creative thinking.”

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

    2. Despite the compelling arguments for ambitious intellectual work, in inner-city schools, where children typically score below their grade level on standardized tests, policy makers and local educators often worry more about basic skills instruction because they believe that students cannot do more challenging work until they master the basic skills. In this context, including such schools in Chicago, teachers rarely get to the more ambitious tasks.47 Clearly, teachers need to work with students on intellectually engaging tasks while at the same time helping them develop written and oral communication and other basic skills.

      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.

    1. Additionally, the leaders will take action to end deportations and criminalization with a march and rally to demand that Harris County – responsible for more deportations than any other – stop collaborating with federal immigration agents.

      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.

    2. United We Dream members will also celebrate the 4th birthday of their victory – the Deferred Action for Childhood Arrivals Program (DACA) which is now protecting well over 700,000 from deportation.

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

    1. denigrates women and minorities

      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.

    2. Because American history, despite periods of nativism and bigotry, has from the first been a grand experiment in bringing people of different backgrounds together, not pitting them against one another;

      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.

    3. The following is a statement signed by more than 450 U.S. writers, regarding the candidacy of Donald J. Trump for the Presidency of the United States.

      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.

    1. she believed that the teenager was proud of “taking advantage of the system.”

      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.

    2. “State law also does not distinguish between documented and undocumented graduates of Texas high schools in admissions and financial aid decisions,” the statement said. “University policies reflect that law.”

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

    3. Ms. Ibarra wrote in a tweet posted last week, hours after she gave her valedictory speech to fellow graduates at David Crockett High School in Austin.

      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.

    4. “I have never thought about deporting a child who graduated from a U.S. high school and fought against the odds to be successful. Until this moment,” Ms. Davis wrote on Facebook.

      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.

    1. It’s a brand new discussion we have here. Which has the greater effect on literacy: the method-and-the-text, or the affective quality of the relationship between the teacher and the taught? My hunch is the latter: that the emotional interplay between teacher and taught may one day prove to be the most important factor in the teaching of reading and writing. Needless to say, I have no quantitative research to back my claims, only stories. Many stories.

      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.

    1. The man, whom police have identified as Brock Turner, at the time a Stanford swimmer, attempted to flee. Jonsson testified that he gave chase, tripping Turner and then jumping on him. Arndt joined him shortly afterward while a third man called sheriff's deputies.

      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.

    1. As a facilitator, it’s important to customize such events to their needs, making sure you are encouraging a gender appropriate, inclusive and supportive environment.

      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.

    1. Arizona's K-12 public district and charter schools in the next few weeks will get an additional $224 million to apply to the current fiscal year. For the next fiscal year, which starts July 1, they will receive an additional $230 million over 12 monthly payments.Each district controls its share of the money, which is tied to enrollment. Many of the largest districts have indicated they intend to use much of the extra money for teacher pay raises, bonuses or other financial rewards.Arizona voters narrowly passed Prop. 123 last month, approving a measure that is expected to provide public schools $3.5 billion over the next 10 years. About $2.2 billion of that is supposed to come from the land trust fund.

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

    1. White supremacists associated with the alt-right, many of them avid supporters of Donald Trump’s presidential campaign, like to highlight Jewish users for targeting with parentheses: (((Rosenberg))), for example.

      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.

    1. said “there could be” a line that the presumptive nominee crosses that would make him withdraw his support.

      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.

    1. In the late summer, L2P 2.0 converts to a massive, open online publishing platform

      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.

    2. A growing list of nonpartisan educational partners are committed to providing learning opportunities and resources.

      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?

    3. With support from teachers and mentors, the resulting websites, news coverage, and publications brought the voices of young people into the public discourse and invited young people around the country to write letters to the future president about their concerns, hopes, and perspectives. If you’d like to read some of the student letters from the 2008 iteration of Letters to the Next President, this report from the National Commission on Writing features writing that was selected from the online publishing project sponsored by the National Writing Project and Google. The Letters to the Next President 2008 website featured 6,466 letters from 212 schools across the country on topics such as global warming, the economy, healthcare, education, and immigration.

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

    4. How can we support our youth to participate as productive and active citizens?

      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.

    1. I feel like I’m always yelling, “Ugh, no, you don’t get it!” and then slamming a metaphorical bedroom door whenever I read something about young people and The Evils of Social Media.

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

  9. May 2016
    1. Wonder is a black box. Technology won't save us other than to amplify our screams.

      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.

    2. They were seemingly dormant. I sent the seeds to Autumm.

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

    3. I don't want factory farming, I want wild meadows. I don't want deadlines, I want lifelines.

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

    4. I don't want morbid collections of pressed flowers. It is the act of giving freely which interests me.

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

    5. I hadn't been down to the allotment for a few years now. There was no reason to do so since my parents were buried. It comes back to me now. In an instant we are alive. "What is for lunch?"

      Teaching, memory, mortality.

    1. Glumly I went back to my unproductive survey through the telescope. The esker remained deserted. The hot sand began sending up heat waves which increased my eyestrain. By 2:00 p.m. I had given up hope. There seemed no further point in concealment, so I got stiffly to my feet and prepared to relieve myself. Now it is a remarkable fact that a man, even though he may be alone in a small boat in mid-ocean, or isolated in the midst of the trackless forest, finds that the very process of unbuttoning causes him to become peculiarly sensitive to the possibility that he may be under observation. At this critical juncture none but the most self-assured of men, no matter how certain he may be of his privacy, can refrain from casting a surreptitious glance around to reassure himself that he really is alone. To say I was chagrined to discover I was not alone would be an understatement; for sitting directly behind me, and not twenty yards away, were the missing wolves. They appeared to be quite relaxed and comfortable, as if they had been sitting there behind my back for hours. The big male seemed a trifle bored; but the female's gaze was fixed on me with what I took to be an expression of unabashed and even prurient curiosity.

      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.

    1. One wonders now where our leaders got the idea that mass torture would work to our advantage in Indochina. It never worked anywhere else. They got the idea from childish fiction, I think, and from a childish awe of torture. Children talk about tortures a lot. They often make up what they hope are new ones. I can remember a friend's saying to me when I was a child: "You want to hear a really neat torture?" The other day I heard a child say to another: "You want to hear a really cool torture?" And then an impossibly complicated engine of pain was described. A cross would be cheaper, and work better, too. But children believe that pain is an effective way of controlling people, which it isn't--except in a localized, short-term sense. They believe that pain can change minds, which it can't. Now the secret Pentagon history reveals that plenty of high-powered American adults things so, too, some of them college professors. Shame on them for their ignorance.

      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.

    1. Applying ordinary free-speech protections to electoral expression ensures that government will still depend on the back-and-forth of open debate, generated by free citizens in all their variety.

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

    2. Why not, then, provide an income-adjusted tax credit for political contributions? A tax credit of $50, phased out as income rose, would encourage millions of citizens of modest means to donate (collectively) large sums to their favorite candidates. Another concern about money in politics is that political contributors can win economic favors for themselves.

      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.

    3. Its power to distort opinion is surely as great as, or greater than, that of the wealthy.

      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.

    4. Not only did he ignore the substantial interest that politicians have in protecting their incumbency, Breyer was even willing to rethink the meaning of the 1st Amendment, arguing that it’s best understood as in part a “collective right,” with a goal of connecting the nation’s legislators

      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.

    5. And if an association has that right, why would it lose it when it takes corporate form?

      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.

    6. Why, then, should money spent on political campaigns be any different?

      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?

    7. Even as liberals have abandoned their traditional support for free political speech

      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?

    8. ideologically balanced than journalists and academics

      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.

    9. Northwestern University School of Law

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

    10. providing opportunities for citizens who aren’t academics or media representatives to speak about public matters.

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

    11. liberals continue to control the institutions that set the nation’s political agenda

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

    12. If you hold sway over the media and the academy and yet still fail to convince a majority of voters with your views, suppressing speech that counters those views can start to seem like a constitutional imperative

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

    13. upholding Americans’ 1st Amendment right to criticize or praise politicians running for office through nonprofit corporations.

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

    1. All of us must to work together to replace cycles of trauma and punishment if we hope to build a culture of health and learning. As long as our first instinct is punishment instead of healing, we will lose kids before they ever have the opportunity to find their own potential.

      Can we draw this cycle?

    2. Children living in inadequate housing with problems such as mold and insects might miss school because they are chronically sick. When parents themselves have poor health at home, children are often sidelined or unable to complete assignments because of their role as part-time caretakers.

      Is chronic absenteeism a potential marker of trauma?

    3. For example, black children account for 18 percent of the preschool population, but represent 48 percent of suspensions.

      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.

    4. When young people have behavioral challenges, the system usually asks, "What is wrong with this child, and how do we stop it?" Instead, they ought to be asking, "What happened to this child, and how do we help them?"

      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.

  10. Apr 2016
    1. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”

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

    2. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent Pew Research Center survey found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.

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

    3. P2PU developed a Learning Circles Facilitator Handbook — with the input of CPL librarians — which gives facilitators the tools they need to run a program.

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

    4. “You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”

      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.