16 Matching Annotations
  1. Oct 2020
  2. 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.

  3. 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

  4. 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.

  5. 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.

  6. 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.