Long story short: Our kids are already spending tons of time in YouTube. If we can influence what they are watching there — a process that starts by carefully curating high-interest content connected to our curriculum — we can have a long-term impact on the role that one of the most popular digital spaces can play in their learning lives.
I want you to realize that when equity advocates talk about the impact that bias has on students, they aren’t talking about the overt actions of openly racist people that are easy to spot. They are talking about the unconscious actions of good people like me and you.
When I think about the teachers my daughter has had, there are a number of things that have stood out? For me, it has been relationships and a focus on strengths.
Originally posted at Read Write Collect
It’s not that we’re eating more, that we exercise less, or that we lack willpower. The shaming of overweight people has to stop, says Guardian columnist George Monbiot
So what has happened? The light begins to dawn when you look at the nutrition figures in more detail. Yes, we ate more in 1976, but differently. Today, we buy half as much fresh milk per person, but five times more yoghurt, three times more ice cream and – wait for it – 39 times as many dairy desserts. We buy half as many eggs as in 1976, but a third more breakfast cereals and twice the cereal snacks; half the total potatoes, but three times the crisps. While our direct purchases of sugar have sharply declined, the sugar we consume in drinks and confectionery is likely to have rocketed
This reminds me of Bill Ferriter’s classroom blog #SugarKills, a careful look at the not-so sweet side of tastes we love.
One of the things I like about George Monbiot’s work is the focus on systems and society. Although we could stop eating fast food or get off Facebook, but these decisions are often decided for us. This is captured in his closing remarks.
Just as jobless people are blamed for structural unemployment, and indebted people are blamed for impossible housing costs, fat people are blamed for a societal problem. But yes, willpower needs to be exercised – by governments. Yes, we need personal responsibility – on the part of policymakers. And yes, control needs to be exerted – over those who have discovered our weaknesses and ruthlessly exploit them.
Stop chasing a thousand new initiatives all at the same time. Instead, invest in a small handful of projects that matter most to your school right now, and work it well
The goal for interviews in a professional learning community ISN’T to spot candidates who already have “all the answers” to questions about technology use or differentiation or classroom management.
The goal for interviews in a professional learning community is to spot candidates who are reflective, who have a growth mindset about their own practice, and who realize that personal growth is a function of collective study with capable peers.
Being super prescriptive about what kids will learn and how they will demonstrate mastery is a professional act — but without some kind of meaningful balance, it also strips agency away from the kids in our care, and that’s NOT a good thing.
Long story short: I’m a realist. Teachers are never going to make a fortune. It’s not fiscally responsible — and the fact of the matter is that we HAVE to be fiscally responsible.
But let’s quit pretending that teachers who are using their voices to draw attention to the sad state of funding in our public schools and to the impact those funding choices are having on kids are bad people trying to fleece America.
Just because Japanese restaurants wanted to serve exotic recipes to American customers from day one doesn’t mean that American patrons were ready to eat them. Instead, attracting interest and long term commitment meant creating recipes that introduced change incrementally, one new and interesting ingredient at a time.
People passionately argue that there ARE no “wrong answers” when it comes to using technology in teaching and learning. Or they passionately argue that you CAN’T do any of the tasks in the right hand column without the tools listed in the left hand column. Or they passionately argue that by labeling the actions in the left hand column “wrong answers,” I’m hurting people’s feelings and alienating teachers who aren’t quite ready to take kids towards the behaviors listed in the right hand column.
But like it or not, I’ve chosen those words deliberately.
In support of this, he provides three reasons why he stands by his assertion of ‘wrong’:
- It provides a starting points for conversations about the use of technology
- If teachers aren’t looking beyond tools when making instructional choices their decision-making really is flawed
- Not buying the alienation argument
This comes back to his argument that technology makes learning more ‘doable‘.
Have we gotten to the point where “blogging” no longer means messy reflection in the minds of most people? Is there now an expectation that blogs have to be filled with content that has been carefully created and “spit-shined?”And if so, does that discourage new bloggers from ever getting started?
We’ve got to stop telling people who are new to social spaces about the “power of audience” because the truth is that most of today’s audiences are muted at best, choosing consumption over participation in nine conversations out of ten.
(1). Bring Your OWN Audience
Instead of trying to build a huge audience of strangers, concentrate on building a small audience of peers
(2). Be a Participating Member of Someone Else’s Audience
Start commenting on the work of others. Start responding to people’s posts in Twitter. Let people know that you are listening and learning from them. Show gratitude for the time that they put into thinking and sharing transparently with others. Provide challenge to their core ideas — and then push those ideas out through your networks.
(3). Draw attention to the ideas of your audience
I want you to think about my buddy Bob for a minute. He took his own time to read my original bit on audience. Then, he took even more of his own time to craft a reply that challenged my thinking and articulated concepts that I hadn’t considered. Instead of spending that same time on his own growth, he was making an investment in me and in our intellectual relationship. That matters, y’all — and I need to respect that investment in some way.
Ferriter has been writing a lot recently about reflection, audiences and comments. Personally, I have taken to being more intentional with my comments by sending comments from my own site. This has had its hiccups, but I think that it offers an alternative future and positive possibility.
In regards to “hits’ and ‘likes’, you might enjoy reading this post from danah boyd (although I assume that you have probably stumbled upon it before). She provides a different perspective on data and numbers:
Stats have this terrible way of turning you — or, at least, me — into a zombie. I know that they don’t say anything. I know that huge chunks of my Twitter followers are bots, that I could’ve bought my way to a higher Amazon ranking, that my Medium stats say nothing about the quality of my work, and that I should not treat any number out there as a mechanism for self-evaluation of my worth as a human being.
The only thing that I am unsure about is that by my nature of ‘responding’ I often have someone in mind associated with my writing and reflection, is this though a different sort of ‘audience’?