Liked Slice of Life: Thanking the Colleague Who Taught Them Before You by dogtrax (dogtrax.edublogs.org)
I try, as often as I can, to acknowledge the efforts that my fifth grade colleague in the grade below me does with my current students, as I often see evidence of her handiwork when they become sixth graders. I’d like to think our schools would be a better place if we did this kind of acknowledgement more often. None of us teach in a vacuum. None of our students learn in a vacuum, either. We all build upon what has happened before.
This is such a great idea. Sadly, I have experienced too many who have done the opposite and blamed the previous teachers for all the percieved faults. I feel it all comes back to mindset in the end.
Liked What’s that you say? Present with captions in Google Slides by wiobyrne (Digital Breadcrumbs)
What’s that you say? Present with captions in Google Slides (Google) To help your audience get more out of your presentation, you can now turn on automatic captions in Google Slides. Yet another reason to use Google Slides.
Liked Intro to OER: A Wider Spectrum by Tom Woodward (bionicteaching.com)
I’ve done a number of introduction to OER conversations over the last few years. I did another recently. Here is my revised attempt at getting at a very broad overview and maybe going a bit farther afield than is typically the case. This particular presentation emphasized OER as addition and that you could use all sorts of pieces as augmentation rather than replacement.
Liked “And she turned round to me and said…” (Literacies on Svbtle)
I feel we’re knee-deep in developments happening around the area that can broadly considered ‘notification literacy’. There’s an element of technical understanding involved here, but on a social level it could be construed as walking the line between hypocrisy and protecting one’s own interests.
Liked Flip the System Australia – Panel Presentation / Reflections of a Reluctant Writer by Jon Andrews (jonandrews.edublogs.org)
Suggesting that there is a clear scientific or evidence-based approach that can overcome Australia’s vast geographic separations, considerable inequality and conflicting system stances on the purpose of education, is troubling. That is not to say that evidence cannot tell us useful things. Creating a sense of how we can move to overcome these burdens, achieve purposeful outcomes for students and create the conditions to support effective teacher working, requires consensus. The book notes a desire for coalition and networked knowledge sharing to achieve these things, but also solidarity with solidity, a commitment to overcome political and ideological motivations that hinder progress. Clarity and coherence sit at the core of this. When we are divided on key matters, it can create opportunities for constructive debate, but debate must lead somewhere.
Liked A philosopher explains how our addiction to stories keeps us from understanding history by Angela Chen (The Verge)
historical narratives seduce you into thinking you really understand what’s going on and why things happened, but most of it is guessing people’s motives and their inner thoughts. It allays your curiosity, and you’re satisfied psychologically by the narrative, and it connects the dots so you feel you’re in the shoes of the person whose narrative is being recorded. It has seduced you into a false account, and now you think you understand. The second part is that it effectively prevents you from going on to try to find the right theory and correct account of events. And the third problem, which is the gravest, is that people use narratives because of their tremendous emotional impact to drive human actions, movements, political parties, religions, ideologies. And many movements, like nationalism and intolerant religions, are driven by narrative and are harmful and dangerous for humanity.