36 Matching Annotations
  1. Oct 2019
    1. students would learn to recognize and value it in their local commu-nities, privileging the spaces where they learn and live now.

      Reminding each other our neighbors [literally], though different, live and learn with us and add to our communities. Locally, we may solve something to help globally.

    2. students can explore critically the ways their own communities have been colonized or exploited

      And/or the ways the community has worked to solve problems. Did the city build a bridge to connect communities? Add a school? a hospital? Public utilities? There are lots of "we" things to consider.

    3. one that poten-tially devalues place or, worse, one that never acknowledges it at all.

      Again, I see this article's ideas have been turned upside down with the current rhetoric. One's own place [rural, conservative] over global [diverse cities/acceptance of others]. Instead of valuing one's own place and seeing that value in other places, the fear mentality is that "you are taking from "my" place. Somehow, we have tipped our thinking inward, instead of outward acceptance and belonging to a bigger world.

    4. Reading the world always precedes reading the word,

      Today, the issue is "reading MY world always precedes reading the word".... It's "our" world.

  2. Feb 2019
  3. Jan 2019
    1. doing the research

      I tried to look up info for WA State at census.gov and found the site unavailable due to the shut down and no funding. It will be very difficult if the politics of this country eliminates our access to accurate data.

      https://www.census.gov/did/www/saipe/data/interactive/cedr/cdr.html?s_appName=saipe&map_yearSelector=2013&map_geoSelector=aa_c&s_state=53&s_measures=aa_snc&menu=map_proxy

    2. organizations and businesses

      i did find a 2016 Seattle Times pdf that identifies important information about Washington Tribes, including the good things that are happening -- which could be places to start: What's there now? It also provides ideas on how to connect with the people and places. http://nie.seattletimes.com/wp-content/uploads/sites/12/2016/10/WIGA_10-16-16_8PageTab_final.pdf

  4. Sep 2018
    1. This ideaof deploying dominant culture against the dominant classes is a familiar aspect of South African history. African Nationalist leaders such as Mandela and Tambo were in no way deceived by their missionary education but usedit as a sort of “common school,” arming them for the struggle against apartheid.

      I find this article to be neglectful of our own agency -- that we learn and bring back to our own family and community that which helps us live and work together. And this paragraph holds most meaning to me-- and it reminded me of Sitting Bull who said, "When you find something good on the whiteman’s road, pick it up; but when you find something bad, or it turns out bad, drop it and leave it alone." https://flic.kr/p/NMPuKG

      There are many truths within all of these [I found page 7 of the most interest]. I think about the propaganda that is permeating our online discourse-- and I think we all are getting smarter in our engagement or refusal to do so. And I see more polite disagreement recently. Because, with time, we strive for truth, even when we must revise our own thinking. We choose, no matter what is forced or imposed. Education matters. Schools matter. And learners take that which best benefits them. We see in schools kids not learning that which they deem not relevant-- so the transformation will come from the students expectations, I think. Consider the whole of our world, and what people have done with what they have learned. I don't think the hidden agenda, if there is one, works quite like these academics think -- when we consider the progress -- and how we are overcoming any back steps -- that exists in the world.

      Education is not just school: it's wherever we are and how we connect with others to understand it.

  5. Aug 2018
    1. If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, like the current digital medium, so will the reading circuit.

      "If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, like the current digital medium, so will the reading circuit. " I'm not sure this is accurate. This is saying that the medium changes us, when it is our purpose that changes us. Do I find myself skimming more? Yes -- and reading faster than ever-- but then finding other information to verify, evaluate, and analyze based on what I need to know to understand.

    2. If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, like the current digital medium, so will the reading circuit.

      "If the dominant medium advantages processes that are fast, multi-task oriented and well-suited for large volumes of information, like the current digital medium, so will the reading circuit. " I'm not sure this is accurate. This is saying that the medium changes us, when it is our purpose that changes us. Do I find myself skimming more? Yes -- and reading faster than ever-- but then finding other information to verify, evaluate, and analyze based on what I need to know to understand.

    3. what our children and older students are not developing

      As mentioned before: if schools are teaching reading, but not digital reading, are we promoting this negative disruption?

  6. Jun 2018
    1. “shoe organizer hanging in the back of the classroom to collect cell phones as kids walk in the door”

      A year after I retired, the school changed so that students turn their devices in to the office. Sigh.

    2. Digital writing requires us to rethink interdisciplinarity and the ways that students can integrate numerous tools in their effort to create dynamic, multimedia texts.

      This quote needs an image too. So true.

    3. why computers work to present texts in the way that they do.

      Reminds me of the umbrella questions, the essential questions I asked of my students throughout the year as they created and presented text media:

      How do researchers investigate successfully? What strategies and processes do collaborators need for success? How do readers and writers determine and develop relevant, accurate, and complete topics? How do publishers design and organize content for their audience and purpose? Why and how do editors and speakers use and edit with the rules for standard English grammar and language ?

      By examining the media we see, we found ways to create our messages, and could develop and understand those questions as our own as authors and publishers.

    4. word clouds

      One year during the beginning of word clouds, two of my students created a project for the rest of the class -- paragraphs honoring veterans also presented as word clouds -- but explaining their organization, layout, colors, fonts, and word choice. What would work best to enhance the message. I thought that was clever of them.

    5. pushing them to create their own knowledge and contribute thoughtfully to ongoing academic and civic conversations

      contribute thoughtfully, connect kindly, and go boldly... I think Troy's words here are the umbrella goal. Don't you?

    6. could both study and create “non-print,” “electronic,” and “visual” texts

      Perhaps because I studied Calkins and Atwell, with an emphasis in the work of James Moffett, a transition through workshop to applying technology was easier than for those who had not, and still have not, experienced the personal and individual nature of a writer. The emphasis is on the writer as a writer.

    7. describing what it meant to be literate were unanticipated and liberating.

      My first "liberation," I think, was researching through gopher in dial-up. Wow-- I thought I was in heaven finding info from my small town without needing to find a big town library.

  7. Apr 2018
    1. Their fanaticism in favor of school makes it possible to exploit them doubly: it permits increasing allocation of public funds for the education of a few and increasing acceptance of social control by the many.

      "think rich and live poor" -- I thought this was a great line, until I realized that I don't think like "rich" people-- I don't have the knowledge and resources they do; I live under the knowledge and resources of the middle class, and that's not the same thinking.

      Is this the new policy in the US --- education of a few and control of many? [school to prison pipeline?]

    2. The poor need funds to enable them to learn, not to get certified for the treatment of their alleged disproportionate deficiencies.

      How do you unpack this whole paragraph? So, fortunately for my students who lack the experiences of most middle class children, many also have rich experiences in their cultural and historical past, in providing for their families through hunting and fishing, in caring for their elders first. They have knowledge most don't. Unfortunately, lack of opportunities for jobs and easy access to the negatives of society hinder healthy choices. But again, this again focuses on the learning goals and agency of each learner.

    3. The money was incompetently spent: different curricula, better administration, further concentration of the funds on the poor child, and more research are needed and would do the trick; or

      exactly: these are the "mandates" that the top-down "experts" demand, yet it is the local that knows the students.

    4. yet no significant improvement can be detected in the learning of these "disadvantaged" children.

      What is the measurement? And we know school is not the solution to the situation outside of school that keeps people from improving. This goes back to my first comment in this stream. I think where this could be heading is that the local communities need to be more active in developing their communities-- accepting and open communities.

    5. the U.S. poor can count on a truant officer to return their children to school until they reach seventeen, or on a doctor to assign them to a hospital bed which costs sixty dollars per day-the equivalent of three months' income for a majority of the people in the world. But such care only makes them dependent on more treatment, and renders them increasingly incapable of organizing their own lives around their own experiences and resources within their own communities.

      What am I missing here? The poor shouldn't receive health care? Going to the doctor makes you more dependent on the doctor? People aren't helping each other on what they can in their communities?

    6. hidden curriculum

      My classes often discussed the "hidden rules" of how the world works. As a minority, my students know the rules are not the same for everyone---yet, we can understand and work around hidden rules to succeed.

    7. most of the research now going on about the future tends to advocate further increases in the institutionalization of values and that we must define conditions which would permit precisely the contrary to happen

      Hmmm. Looking at this statement that wants the opposite of institutionalization [yet the next sentence still says "create institutions"] but in today's American political world, the values of acceptance and tolerance are thrown out; the policies of discrimination and fear-mongering are implemented against noncitizen and "the others" in dehumanizing efforts to elevate a certain group. So, will this paper offer a way to counter this? Is this what other countries must do to maintain an open, accepting, peaceful society? [Sorry to bring this up, but I just read about ICE and Greyhound collaborating without warrants to arrest human beings. ICE is operating on an institutional change against humanity.]

    8. their improvement

      My initial thoughts in this paragraph is back to "you get out what you put in" and "put in for what you want and need." So, though the institution has one goal, the individual participates for his/her own goals. Unfortunately, the measurement of success is for the institution's goals, despite the individual goals, and so that creates a seeming lack of success and, therefore, mandates for improvement that then change the institution's focus and the ability for the individual to meet his/her goals.

  8. Feb 2018
    1. placement

      This crow called to me; I had to zoom in too much, but I loved the lines and spaces within the rule of thirds. https://flic.kr/p/245A9sn

    2. that works

      I loved the light dancing on the water, a balance of the sky in the distance. I had to do some cloud waiting and several attempts before I caught the light close to me and some farther down river. https://flic.kr/p/FWy669

    3. play with

      I tried to get close to the orange leaf barely hanging on to the branch, dangling in the twigs and sky. https://flic.kr/p/FWy3gb

  9. Jan 2018
    1. past

      Chasing dog with leash... ok. back. I'm not an expert here, but I have annotated with Diigo, which is not a dog.

  10. Mar 2017
    1. What happens on that site. Art as history, story. It's up to us to draw the collective stories of today to take the currents of destruction and anchor human values of sharing and caring.

    2. Anchor, holding the drifting in place. In 2017, America has lost the anchor for communication-- where lies and bullying become the current pulling us away from our values.

    3. Art as narrative, as story, as story of people = history

  11. Sep 2016
    1. many have long  advocated for learner-centered, constructivist approaches in education but these models have too often been the outliers rather than the norm

      Many of the programs and research downplayed constructivist education. A Nation at Risk. No Child Left Behind. It's difficult to write a "program" to sell for constructivism. Once that mindset is so public, it's difficult to create a different path, although we who believe have never given up.

    2. Increasing access to information and the ability to network and share ideas

      Those of us who see forward believe this; in the factory model schools, teachers see no reason to share. I fear this is still more common than not.

      Unfortunately, that then extends to students. School is artificial with little authenticity.