45 Matching Annotations
  1. Oct 2023
    1. The original taskforce

      It is a shame that the group who worked almost two years on the revisions were not acknowledged.

  2. Oct 2022
    1. principles of phonology, sound-symbol association,syllable instruction, morphology,

      These highlighted components are what are combined to be the graphophonemic cueing systems. The other two components listed are the other two of the three cueing systems. So, in essence, this articulates the three cueing systems.

    2. When a student is diagnosed withdyslexia or a student consistently struggles inreading without a diagnosis,

      This should say: When a student consistently struggles in reading, they need access to differentiated.....

    3. Unfortunately

      But they most likely had courses that focused on a wide array of reading and writing difficulties, with dyslexia being one of them.

    4. Differential Identification Questions for Dyslexia

      Renaming this section: Questions to Consider for Characteristics of Dyslexia

      Then there is no need for the chart. This annotated section is somewhat removed from the chart and repeats the questions from the chart with explanations. Chart could be removed and just link the Appendix beneath the section.

    5. This profile

      I don't think the chart is necessary. A heading over the expanded version would work just as well.

    6. Are the reading, spelling, and phonological deficits unexpected? Does thestudent d

      Consider starting with strength-based question and even reframing, such as: Does the student demonstrate cognitive ability to support age level academic learning so that reading, spelling, and phonological difficulties are unexpected?

    7. remediate phonologicalc. awareness skills in isolation,

      remove "c".

    8. Below average/Low Average

      Spacing issues.

    9. he sounds)

      possibly consider differentiating sounds of spoken language and put (pa) in parentheses.

    10. Other

      What does this mean?

    11. Rate/Accuracy

      Why is prosody, or expression missing?

    12. strengths that could be assets

      odd wording. Wouldn't strengths be considered assets? Also, it seems that coexisting strengths can complicate identification. It is often challenging to get a twice exceptional identification because of the strengths compensating difficulties and challenges.

    13. important

      Is this adjective needed? what would "non-important" characteristics be?

      OR consider "primary".

    14. in-depth

      Consider removing "in-depth".

  3. Jul 2022
    1. a confusion about the relationship between the state and civil society

      I thought that the first immigrants did what they knew with a new sense of not being restrained by past status or castes. But this caused them to enact the same kinds of oppression that they experienced. They did what they knew without thinking of how they felt as the oppressed - or maybe they did and didn't care.

    2. cultural primogeniture.
  4. Jan 2022
    1. connecting theoretical and practical work has been advocated by psychologists for over a century.11, 12

      or "praxis" in teaching - linking theory and practice.

  5. Dec 2021
  6. ila.onlinelibrary.wiley.com ila.onlinelibrary.wiley.com
    1. Comprehension activities in open digital spaces re -quire readers to navigate, evaluate, and integrate ideas that they encounter from narrative or informational hyper-text, hypermedia, or internet text.

      Navigation is part of completing comprehension activities in open digital spaces (possibly in closed ones, as well).

      (a) the constantly growing number of available information sources, (b) the different for-mats in which digital information is presented, and (c)the varying quality of the information available” Like Warlick's contention.

    1. to comprehend in the internet text space, readers must connect ideas across multiple texts. We also argue that they must understand the navigation of moving across networked texts, the move back and forth as Warlick notes that the hyperlinked texts can lead readers into greater understanding or greater distraction.

    2. P. 20 activity beginning at word level, like Marie Clay (book handling), we posit that digital reading activity also begins with "text" handling.

    3. p. 20 "digitally networked" in a closed system. So even "digitally" and "networked" does not equate to internet. She later calls this open-ended networked systems of the internet.

    4. p. 19 digital texts are affected by where they are found.

    5. multimodal texts have dynamic features typical of digital texts.

  7. ila.onlinelibrary.wiley.com ila.onlinelibrary.wiley.com
    1. digital spaces

      Digital spaces delineated from "contexts", yet at the same time, the 4 constructs of texts, activities, reader, and contexts do overlap as she notes below.

  8. Apr 2021
    1. small windows of text possibly good for students with dyslexia.

    2. Interesting finding - ADHD readers stay on task more with digital reading.

    3. I wonder if note taking and the ability to respond in the text is part of the issue.

    4. This is a concern.

  9. Oct 2020
  10. Jul 2020
    1. we recognize a hope that human connections facilitated by technologies can help learners engage more fully with the knowledge and ideas that shape our world. And from critical digital pedagogy,[11] as developed by Digital Humanities-influenced thinkers at Digital Pedagogy Lab out of educational philosophy espoused by scholars such as Paulo Freire and bell hooks, we recognize a commitment to diversity, collaboration, and structural critique of both educational systems and the technologies that permeate them.

      It seems like now is a good time to do some collaborative rewriting of history to get some structural critique from diverse perspectives and a more inclusive angular views.

    2. the tragedy of “disposable assignments”[7] that “actually suck value out of the world,” and he postulated not only that OERs offer a free alternative to high-priced commercial textbooks, but also that the open license would allow students (and teaching faculty) to contribute to the knowledge commons, not just consume from it, in meaningful and lasting ways.

      It seems like the opportunity to do this- contribute- makes the work authentic from the beginning. Full of possibilities to make the world better.

    3. autonomy and interdependence; freedom and responsibility; democracy and participation.”

      These are interesting juxtapositions. The first two seem to have some opposing tensions, but democracy and participation seem to be more synonymous.

  11. Feb 2020
    1. Over the two weeks, I realized that listening is a cornerstone of pedagogical justice.

      An approach to education influenced by the Italian Resistance Movement in WWI, the Reggio Emilia Approach, identifies listening as a pedagogy and Carlina Rinaldi articulates it well. Here are some quotes from collaborative work from [Reggio Children and Harvard's Project Zero] x

  12. Jan 2020
    1. Last, I learned that my students had a preferred audience: their peers.

      Alex- thanks so much for sharing these personal and powerful teacher/teaching take aways! I, too, have found that most of my former 3rd and 4th graders' most important audience was their peers! It was a powerful learning moment for me. I almost said surprising, too. It was surprising and, at the same time, I wondered why it was a surprise. It makes sense.

    2. body positivity, self-care, and inclusion. The zine had a 1970s punk aesthetic and was completely anonymous. Students decided to sign their contributions with monikers; their anonymity was intended to make the zine more edgy and provoke

      This reminds me of the pamphlet writing from the Hamilton-Jefferson era in which they engaged in edgy writing to provoke public discourse under Greek pseudonyms conveying characteristics of the writers. Recently read (listened to <3 Audible) Ron Chernow's Alexander Hamilton bio in which the pamphlet writing reminded me of our current Twitter political exchanges. This is an authentic engagement!

    3. Furthermore, the students had the power to conclude a unit once they felt that they had sufficiently addressed their inquirie

      I appreciate your acknowledgement of "students had the power".... You didn't "empower" them. You gave them a space to use the power they already have to do this kind of work.

    4. I didn’t know where the class was headed

      Another Reggio philosophy is understanding that to practice a Pedagogy of Listening and teaching into the intentions of our students makes us vulnerable and that we have to become more comfortable living with doubt and uncertainty. We participate in a process of Negotiated Learning that is child originated and teacher framed. This is an early childhood approach, and my background (K-4). Possibly adolescents can frame their own learning? Here is more info on Negotiated Learning.

  13. Dec 2019
    1. Writingletters and words backwards may occur in any child prior to 2nd grade or the age of eight or nine.

      Appreciate this acknowledgement as a developmental process.

    2. “Dyslexia is a different brain organization

      I appreciate this acknowledgement! I will look for research I read in the 1990s that found a high percentage of engineers with dyslexic tendencies. I have also read The Gift of Dyslexia which refers to a brain that perceives the world more 3-dimensionally. Many artists identify, or a have been identified, as dyslexic. Appreciate the focus on difference rather than deficit.

    3. imperfect ability

      I would argue that no one has perfect ability. I think this is a poor wording choice.

    4. have difficulty forming letters as a result of the lack of phonological skills.

      I have to disagree with Moats here. I have worked with students with dyslexic tendencies who can segment sounds, but have difficulties with letter perception and formation. I think it goes back to Wolf's definition of different brain organization and the research on 3-D thinking and perceptions of people with dyslexia.

    5. It is interesting that OK is using this definition for dyslexia. It is one that I also prefer as it refers to a difference rather than a deficit or disability. There is also research pointing to a high percentage of engineers and artists with dyslexia. Some have described this type of brain as engaging with the world in a more 3-dimensional manner. I'll add some resources later.

  14. Mar 2019
    1. I use the terms “Native” and “Indigenous”

      Thank you for highlighting respectful words to use. Often the "larger culture" needs to learn respectful language to engage and continue in conversations around topics in which we feel unequipped, and, therefore, often remain silent.

    2. the larger culture needs to unlearn and rethink how the identities of Indigenous peoples are represented and taught

      Unlearning seems to be more difficult than initial learning regardless of the concept or topic.