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    <title>AI Can’t Fix the Student-Motivation Problem - The Atlantic</title>
    <dc:date>2026-06-27T06:26:04+00:00</dc:date>
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    <dc:creator>robertogreco</dc:creator><description><![CDATA["It turns out bots aren’t great teachers."

[archived: https://archive.is/noKrS ]]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=DzLO1M0Xe30">
    <title>A &quot;Coup&quot; at Columbia? Former Law Prof. Katherine Franke on School's Capitulation to Trump - YouTube</title>
    <dc:date>2025-04-04T02:32:23+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=DzLO1M0Xe30</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Princeton has become the latest university to be targeted by the Trump administration, as the federal government pauses dozens of federal grants to the school. The news comes after the Trump administration threatened to cut off more than $8.7 billion to Harvard and earlier suspended $175 million in federal funding to the University of Pennsylvania and $400 million to Columbia University. In all cases, the Trump administration has claimed to be fighting antisemitism, citing the schools' responses to student-led campus protests in solidarity with Gaza. "It's time for us to step back … and think more critically about how we run our universities," says former Columbia law professor Katherine Franke, who says students from abroad, even those with green cards and U.S. citizenship, are now "terrified" of being swept up in the Trump administration's crackdown. "It feels like a kind of racial and ethnic cleansing that is happening on our campuses.""

[Transcript:
https://www.democracynow.org/2025/4/2/university_trump_gaza_harvard_princeton_columbia

"So, how unusual is it? I mean, this is now the third woman, the first three women, to be president of Columbia University. First it was Minouche Shafik, and now Katrina Armstrong being fired and replaced by the board co-chair, the board of trustees co-chair?

KATHERINE FRANKE: Well, what we’re seeing is a continuation and an escalation of the board of trustees of Columbia University basically going rogue. There was also a report issued yesterday by the Columbia University Senate, almost 400-page report, documenting the ways in which the trustees abused their power over the last two years in mismanaging events at Columbia. So, Claire Shipman being appointed, outside of the normal process, president at Columbia is part of that pattern of really a takeover of the university by the trustees, by these corporate officers of the university, who quite clearly have demonstrated that they do not feel any fidelity to protecting our academic mission, but, in a way, are working hand in glove with the Trump administration to destroy that very mission."]]]></description>
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<item rdf:about="https://www.theverge.com/policy/642060/trump-first-amendment-college-campus-free-speech-columbia-harvard">
    <title>Universities are giving in to Trump’s demands — students aren’t | The Verge</title>
    <dc:date>2025-04-03T20:31:03+00:00</dc:date>
    <link>https://www.theverge.com/policy/642060/trump-first-amendment-college-campus-free-speech-columbia-harvard</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["As schools capitulate to Trump’s demands, students and faculty are challenging his policies on First Amendment grounds."
]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=40FNfadJ-_8">
    <title>Series: History of the Chilean student movement | Episode 1: FECH in the 1920s. - YouTube</title>
    <dc:date>2024-12-31T23:10:57+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=40FNfadJ-_8</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Welcome to a new series ‘History of the Chilean student movement’ in this first episode we will go from the founding of the Student Federation of Chile in 1906 to the consequences of the so-called ‘War of Don Ladislao’ and the ‘Trial of the subversives’. Did you know that students in the early 20th century also had to deal with inequality, jingoistic mobs and brutal persecutions? In this tour we will see a generation of young people who, from their classrooms and the streets, confronted the government and the secular system, founded the Federation of Students of Chile, allied themselves with workers' movements and even rebelled against absurd invented wars. Go and have a mate and get to know strikes, takeovers, stoning of rectors and how the Chilean student movement became an example of rebellion for the whole of Abya Yala. 

0:00 Introduction
2:05 Contribute to the channel
2:25 Chapter 1.- Roots of rebellion: FECH is founded
6:56 Chapter 2.- Influences of the Manifesto of Cordoba
10:32 Chapter 3.- War of Don Ladislao
20:06 Chapter 4.- The Student Roar

≛ Sources consulted:
⁜ ‘El movimiento estudiantil chileno: más de cien años de lucha en torno a las mismas demandas’ | Rocío Zepeda Majmud - Facultad de Ciencias Sociales, Universidad Católica Argentina, 2021.
⁜ ‘Manifiesto de la Universidad Popular “Lastarria” a los obreros’ | Revista Claridad, 30 April 1921.
⁜ ‘A hundred years after the Cordoba reform, 1918-2018 The era, the events, the legacy’ | Álvaro Acevedo Tarazona.
El Congreso Internacional de Estudiantes celebrado en México y los acuerdos de la convención estudiantil chileno’ by Daniel Schweitzer, Claridad, year II, no. 50. Santiago, May 6, 1922.
⁜ ‘Sobre Reforma estudiantil’ | Claridad: year 2, number 58, July 1, 1922.
⁜ ‘El movimiento estudiantil argentino (1918-1940)’ Tomo I | Edition of Centro de estudiantes de ingeniería, La Plata, 1941. 
⁜ ‘Arde la patria: Los trabajadores, la guerra de don Ladislao y la construcción forzosa de la nación (Chile, 1918-1922)’ | Pacarina del Sur - Víctor Manuel Muñoz Cortés.
Apuntes para una historia del movimiento estudiantil chileno, parte I’ | CEME: Centro de Estudios Miguel Enríquez - Archivo Chile.
⁜ ‘The Student Movement in Chile. Aproximaciones y antecedentes para el estudio de la Reforma Educativa’ : Darío Salinas Figueredo , Carolina Tetelboin Henrion
⁜ ‘On the origin and development of the political consciousness of the Chilean university student movement.  From its anarchist consciousness to its anti-neoliberalism. 1906-2012’ | Rivas Castro, G. and Seiffer, T.(2021)."]]></description>
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<item rdf:about="https://macleans.ca/society/schools-vs-screens/">
    <title>Schools vs. Screens - Macleans.ca</title>
    <dc:date>2024-12-11T21:29:29+00:00</dc:date>
    <link>https://macleans.ca/society/schools-vs-screens/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["This fall, provinces from coast to coast confidently announced that they were banning phones in the classroom. It’s not going well."

...

"So what is separating schools that have gone phone-free from those still infested with distracting devices? A handful of key factors have jumped out of my conversations with teachers and students: support from parents; funding for schools to buy their own electronics; and how willing teachers and administrators are to physically separate kids from their devices, not just leave them buzzing in their pockets. But the biggest factor, I heard over and over, is buy-in from the top. The fate of phone restrictions will depend primarily on whether or not principals and superintendents can establish clear rules, stand up for teachers who enforce them, hold firm against parents who object, and create clear and enforceable boundaries between legitimate and illegitimate use. 

Adam, though, says that his administrators are kowtowing to helicopter parents, tolerating illicit device use and depriving teachers of enforcement power. The higher-ups have decided that insulating themselves from risk—a broken iPhone, an irate parent—is more important than students’ education. 

“They’re happy to sacrifice an entire generation of kids because there’s a one-in-a-billion chance that some student or parent might complain about something,” says Adam. And without support from the top, the rules are toothless. “As teachers we do the best we can,” he adds. “But if kids call our bluff, we’re screwed.”"

...

"Shortly after I graduated, however, they crept back in, and it wasn’t long before almost every kid was clutching one. In 2010, fewer than a quarter of Canadians owned a smartphone; four years later, two-thirds did. As phones became more common, school boards responded by lifting bans—but they weren’t just capitulating to the devices’ growing ubiquity. Increasingly, they were in thrall to the idea that the microcomputers in students’ pockets were powerful pedagogical tools. This about-face was in part a response to the decline, in Canada and around the world, in math, science and reading scores. The reasons for the drop are murky. Some educators blamed a lack of specialized training for teachers in subjects like math. Others suspected the culprits included new teaching philosophies like inquiry-based instruction, which de-emphasizes memorization in favour of open questioning.

Big tech firms proposed another theory: students were falling behind because textbooks and blackboards weren’t stimulating enough. “Far too many students find their schooling boring and irrelevant,” wrote a former Microsoft employee in a report that Pearson, one of the world’s largest education companies, presented to Canadian school boards and policymakers in 2014. Another report, produced by Apple, proposed a fix: “Students learn better when they are engaged, and research about what engages them points to technology.” To reach students, Apple contended, schools needed screens, and lots of them. (Apple has since sold tens of millions of iPads to schools around the world.)

Even at the time, research was mounting against these claims. A 2013 survey of more than 6,000 Quebec students who used school-provided iPads revealed that a third played video games on them during school hours; 99 per cent said the iPads were distracting. A few years later, two U.S. studies found that students who brought laptops to class earned lower grades. Several experiments found that students who used smartphones during lectures retained less information and performed worse on exams. But the authors of the Pearson report argued that negative outcomes occurred because schools didn’t employ devices properly—or often enough. 

For a few years, this screen-centric pedagogy took hold. Victoria’s public school board spent $1.25 million on more than 2,300 Chromebooks and iPads in 2017. Guelph’s Upper Grand District School Board bought 15,000 laptops, while Edmonton Public Schools procured 46,000. The country’s biggest spender was the Toronto District School Board, which cited Pearson’s report in 2021 when it committed to spending nearly $42 million on 136,000 Chromebooks. Other schools encouraged students to bring their own devices to class. Classrooms were soon saturated with screens, and students were, in many cases, required to use devices to access some course materials. 

Provincial governments in B.C., Manitoba and Ontario signed lucrative deals with the Kitchener-based company D2L to use its popular learning management system, Brightspace. Other districts opted for Blackboard, Moodle or Google Classroom. These platforms allowed teachers to post announcements, livestream lessons, message parents and upload schedules, rubrics, digital textbooks, slides, links and worksheets. Students could access class resources remotely, ask each other questions, communicate with teachers and submit assignments, which would be automatically screened for plagiarism and, more recently, AI-generated content.

In many ways, the new tech made education more engaging and efficient. Schools were happy to transition from printouts and photocopies as paper prices soared. Educators, parents and students appreciated having communications and class materials in one digital space. And when students missed lessons, online tools made it easier to catch up.

But as classrooms began brimming with computers, tablets and smartphones, the devices themselves were filling up with a new generation of more sophisticated and addictive apps: Instagram, TikTok, Fortnite, Among Us. When students opened their laptops for schoolwork, their attention was rapidly derailed by video games and social media pings. School boards built firewalls into school-owned devices to restrict social media and, in 2019, Ontario tried to prohibit students from using their personal phones in class. But that would-be ban failed to launch; it was simply too late. Enforcement was left up to teachers with little institutional backing. Meanwhile, the laptops and tablets boards had spent hundreds of millions of dollars on were already becoming obsolete, and some schools were encouraging students to bring their own devices to class to get online. Many kids began working entirely on their phones, taking pictures of marked-up whiteboards and writing English papers in the Notes app, even as they fielded chats, texts, likes and follows. There had become no way to untangle the good from the bad: personal devices had become fonts of distraction as well as crucial classroom tools. 

Dante Luciani, a teacher at Hamilton’s Cathedral High School, has struggled with this dilemma in his own classes. Phones have become vital tools for many of his students. In ESL lessons, he communicates with Spanish-, Swahili- and Arabic-speaking students using translation apps. When he teaches photography, kids use their phone cameras. In math class, their phones double as calculators. But it’s a devil’s bargain. “If I drop my pencil and it causes a four-second break in my lesson, I look up and I’ve lost them,” he says. “I kid you not, some of my students will not graduate high school because of their phones.”

The pandemic onlystrengthened students’ attachment to their devices. When schools closed in March of 2020, their lives shrank to the size of their screens—overnight, they began spending upwards of six hours a day in virtual classrooms. That was only the half of it. A survey by researchers at Western University in 2021 found that non-school screen time among primary school students more than doubled in 2020, to nearly six hours a day. Phones had become kids’ entire worlds: their classrooms, entertainment and their primary connection to friends and peers.

Colleen Russell-Rawlins, who served as the TDSB’s director of education from 2021 to 2024, noticed this deepened dependence when schools reopened after lockdown. Phones were everywhere: at lunch, in the halls, in class. Students’ already-diminished attention spans had evaporated, and keeping them focused was a constant struggle. Russell-Rawlins recalls a school board event where she spotted three students in the audience with their heads down, scrolling on TikTok during a speech she gave. She approached them later and apologized—in earnest—for boring them. The teens explained that it wasn’t personal. “This is what I do every day, miss,” one said.

As the school year progressed, darker currents rose to the surface. Cyberbullying became a massive problem, and spats that began on social media spilled into schools. Between September of 2022 and April of 2023, 323 TDSB students were involved in violent incidents at school, including fights, sexual assaults and shootings. Teacher surveys showed similar spikes across Ontario and in other provinces, including Saskatchewan and New Brunswick. Much of it was directly connected to social media.

Damir Maltaric, a guidance counsellor at Rosedale Heights School of the Arts in Toronto, told me that after the COVID closures, more students came to his office seeking help with cyberbullying and self-esteem problems stemming from social media. Their addiction to their devices was also more apparent: their attention would wander during a counselling session, and they would pull out their phones and tune him out. “Many students do not have the ability to regulate their smartphone use even when they want to,” he says. “The drawbacks of the technology outweigh the benefits.”"

...

"Several years ago, Vancouver Island’s Sooke School District began requiring elementary-school students to drop their phones into labelled cubbies at the start of every period. Middle-school students left them in their lockers. Though teachers can still grant exceptions as needed, stowing the devices reduced the number of phone-related office admissions by more than 90 per cent over two years, according to Sooke superintendent Paul Block. The measure has helped put a stop to the haggling between students and teachers over phone use, reducing conflict and improving teacher morale. 

On the other end of the country, Saint John High School, in New Brunswick, implemented a comparable ban in September of 2022—two years before the provincial government implemented province-wide restrictions. “I didn’t want to wait,” says principal Christina Barrington. With help from her teaching staff, she devised a simple rule: no phones or earbuds in class, with exceptions for medical uses. She bought “cellphone hotels” (sheets with phone-sized pockets that affix to a wall) for every classroom. She wrote to parents to explain the restrictions, put up posters around the school and dipped into the school’s budget to buy calculators and point-and-click cameras so students wouldn’t need phones for math or photography classes.

Some teachers fretted about liability: what if a phone got stolen or a screen got cracked? Barrington said the cost of any damage would be on her. “I haven’t had to replace a phone,” she says. “But I’m prepared for the day when that might happen, because it’s a small cost for a significant reward.” Among those benefits: academic averages have risen slightly across all grades, teachers report better relationships with their students, and phone- and cyberbullying-related office admissions are down from about one a week to one a month. “It’s like the physical separation gives students permission to focus on something else,” says Barrington. “And I have quite a few teachers who put their phones in the cell hotels as well, to model that they’re in it too.”

Coincidentally, when Canadian provinces debuted their phone bans this year, New Brunswick was the only jurisdiction that mandated all schools physically separate students from their phones: the province’s policy calls for high-schoolers to leave their devices on silent in a designated area of the classroom. Based on conversations with her superintendent and fellow principals, Barrington says this approach is working for other institutions, which are beginning to enjoy the improvements Saint John High experienced two years ago.

At Greenwood College School, an independent middle and high school in Toronto, educators are testing an even stricter form of separation. Students are required to put their smartphones into Yondr pouches, lockable fabric sacks that first became commonplace at comedy shows and are now in use at thousands of schools worldwide. While on campus, Greenwood students carry the pouches around with them, their unusable phones locked inside. When they leave for lunch or at the end of the day, they magnetically unlock their Yondrs at several stations scattered across campus.

“The biggest thing I’ve noticed is that school is loud, in a good way,” says Greenwood principal Heather Thomas. “At lunch, students are having conversations. They’re focusing on one another.” It’s too early to tell whether Yondr will improve academic achievement or benefit students’ mental health. But many Greenwood parents are thrilled. Students, while slightly less thrilled, understand the rationale. “We want them to have healthy habits around using their phones,“ says Thomas, “not needing to reach for them all the time, being able to be without them.”"]]></description>
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<item rdf:about="https://www.youtube.com/watch?v=Y5iris3mXxY">
    <title>Chile: Movements &amp; the Left - Gina Vargas, Sergio Reyes, Pablo Navarrete, &amp; Romina Green Rioja - YouTube</title>
    <dc:date>2022-03-27T03:53:50+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=Y5iris3mXxY</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Entering the 2000s, Chile’s rulers presented their country as the success story of neoliberalism with even so-called “socialist” leaders assuming management of the capitalist state. By the 2010s, however, waves of student and other popular movements gave the lie to this image. Mobilizing from below, students, pensioners, youth, diverse women’s and indigenous movements reawakened the dream of a Chile beyond neoliberalism, and even occasionally recalled the repressed socialist project of the 1960s and 1970s. In the process left political parties and even the constitutional architecture of the country are being transformed. How do these movements emerge, sustain themselves, relate to each other, engage parties, and imagine the future? We address these questions with 4 activist intellectuals deeply embedded in Chile’s movements and their country’s diasporas.

Gina Vargas – Peruvian feminist thinker, active in Chile during Allende, attended Boric inauguration, election observer 2021 (Lima, Peru)

Pablo Navarrete – Chilean documentarian (London, UK)

Romina Akemi – Historian, agrarian specialist (Los Angeles, US) 

Sergio Reyes: Organizer and musician (Punta Arenas, Chile)"]]></description>
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    <title>How Chile's Socialists Won - YouTube</title>
    <dc:date>2022-03-10T02:15:00+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=WQs-J3houJA</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Chile's new president is a 36-year-old socialist, but that might just be the start of the country's changes. More than 30 years after the end of the U.S.-backed dictatorship, Chile might soon have a brand new constitution, one that Chileans actually get to vote on and approve.

But it's been a long journey to power for Chile's leftists. Fifty years ago, they were overthrown, imprisoned and even killed. This is the story of how a new generation won."]]></description>
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</item>
<item rdf:about="https://www.youtube.com/watch?v=zqWMejD_XU8">
    <title>FUC 012 | Fred Moten &amp; Stefano Harney — the university: last words - YouTube</title>
    <dc:date>2020-07-09T21:12:06+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=zqWMejD_XU8</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“Please note: the talk begins at the 2:00 minute mark. 

Fred Moten, acclaimed poet and professor in the Department of Performance Studies, Tisch School of the Arts, New York University, and Stefano Harney, Honorary Professor in the Institute of Gender, Race, Sexuality, and Social Justice at the University of British Columbia, and Visiting Critic at Yale University Art School, join us to discuss “the university: last words” on July 9, 2020. 

FUC is a weekly online series that hosts conversations around labor, labor movements, de-commodified knowledge, and the future of the university and higher education. It is facilitated by rent-burdened graduate students at the University of California in solidarity with the COLA movement. Visit our website for more information about our series: https://www.fuc-series.org .”]]></description>
<dc:subject>fredmoten stefanoharney academia fugitivity abolition resistance 2020 undercommons undercommoning ego individualism work labor publishing teaching unschooling deschooling learning howwelearn howweteach credentials capitalism policing administration faculty students schooling schooliness captivity blacklivesmatter education highered highereducation experience fupu fuc</dc:subject>
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</item>
<item rdf:about="https://twitter.com/xianb8/status/933085640501202944">
    <title>xian franzinger barrett on Twitter: &quot;@TheJLV The first time I was observed as a student teacher. I was quite nervous. My students asked why, &quot;We observe you every day and we are more im… https://t.co/8QEUi6A0nx&quot;</title>
    <dc:date>2018-01-01T23:51:08+00:00</dc:date>
    <link>https://twitter.com/xianb8/status/933085640501202944</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The first time I was observed as a student teacher. I was quite nervous. My students asked why, "We observe you every day and we are more important observers". I remember than every time I'm observed, even in harassment. Our students know the teaching they need. Much love."

[added:
"☛ “We observe you every day and we are more important observers.”

Cf. _I Learn from Children_ http://groveatlantic.com/book/i-learn-from-children/ … and “Who are you now?” http://robertogreco.tumblr.com/post/748734074"
https://twitter.com/rogre/status/933096514351534082 ]]]></description>
<dc:subject>xianfranzingerbarrett teaching howweteach carolinepratt observation children students relationships everyday learning unschooling deschooling education pedagogy conversation 2017</dc:subject>
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<item rdf:about="https://theconversation.com/data-collected-about-student-behaviour-doesnt-help-improve-teaching-or-learning-57793">
    <title>Data collected about student behaviour doesn't help improve teaching or learning</title>
    <dc:date>2016-05-01T01:01:52+00:00</dc:date>
    <link>https://theconversation.com/data-collected-about-student-behaviour-doesnt-help-improve-teaching-or-learning-57793</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Universities and schools around the world face constant pressure to find measures that demonstrate their impact on student learning. Most recently, they are devoting immense amounts of time, money and other resources to a new measurement approach called learning analytics.

Learning analytics captures data about student and teacher behaviour, most frequently from the learning management software systems (LMS) used by schools and universities to design, manage and deliver their programs and courses.

The data includes tweets, file uploads, downloads, logons and participation in LMS blogs and chat rooms. This data is frequently augmented with information from other systems like student records and administration.

The goal of learning analytics is to establish what works to improve learning and teaching in the same way other fields use analytic approaches to predict the behaviour of shoppers, banking fraudsters and stock traders.

The idea of using data to understand and predict better learning and teaching makes complete sense, so what’s the problem?

The problem is that the learning analytics data gathered is not much about learning or teaching.

When analytics systems monitor the behaviour of shoppers, or fraudsters, or stock traders, they are watching what people do when they shop, commit frauds or make trades; the behaviour the analysts are interested in predicting.

In learning analytics, the concept is the same – to predict whether students learn well and teachers teach effectively.

However, the quality of learning and teaching cannot be determined from the behaviours being watched and counted by an LMS or related systems.

Why? Because knowing how many times a student tweeted or used a chat room has little to do with how teachers teach or the ways students learn.

The current learning analytics approach is like deciding whether a medical practice is successful by counting whether people attend their appointments or pick up their prescriptions, instead of focusing on doctors interacting with patients and the quality of what happens when they do.

No data to show it works

Not surprisingly, there is no body of evidence showing that LMS and other system data improve student learning or teaching.

It is not the case that current learning analytic data is irrelevant. It is correlated with student engagement and participation and may offer general indicators of student needs. It just does not inform teachers or learners what they need to do better or differently to make learning happen.

Focusing on things that do not make an important difference to student learning means we are not paying attention to the things that do.

Over 50 years of research on learning and teaching has told us about what makes a lecture active, how students work best in groups, the strategies that help students learn most effectively, and what makes for quality assessment.

These things among many others are well known, while data about them can be gathered from the interaction among teachers and students face-to-face or online.

Most importantly, they are powerful predictors of student learning. The issue is worthy of serious concern because the things we measure focus our attention, shape our priorities and can ultimately determine what we understand and how we behave. This is a big problem if you are not gathering the right data.

Learning analytics data and the systems that gather it have become proxies, surrogates for what we should be measuring to improve student learning.

Three ways to solve the problem

1. Pay attention to the over 50 years of research about learning and teaching that show visible effects on student achievement, including what makes co-operative and teacher-led learning most effective.

2. Build technology tools that help teachers to design, deliver and evaluate what they do in ways that include effective learning and teaching approaches. A growing body of research is showing that technology can be used in a different way to assist teachers design and deliver more effective learning experiences. This approach offers the potential of a new kind of learning analytics data that focuses on what learners and teachers do.

3. Gather data directly from the people involved – the students and teachers. Ask them to give feedback when they are designing, delivering and participating in learning and teaching, instead of surveilling them. This feedback emerges all the time from the day-to-day interaction among students and teachers.

We know that doing something about these things can make a big difference in student learning. Implementing the three solutions means focusing on the evidence we need instead of the data we have.

We can gather data on how well programs and courses are designed, whether effective practices are being employed, whether assignments line up with what is taught, and whether all those efforts are improving student learning outcomes.

The problem with learning analytics is not simply another example of education wastefully impersonating other fields for little benefit.

These types of data and the systems that gather them are defining what learning and teaching mean. At present, quality is being defined by the data that is available instead of the feedback we need about learning and teaching in schools and universities."]]></description>
<dc:subject>students schools data behavior 2016 learninganalytics teaching learningoutcomes howweteach surveillance</dc:subject>
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</item>
<item rdf:about="http://thenewinquiry.com/features/some-rules-for-teachers/">
    <title>Some Rules for Teachers – The New Inquiry</title>
    <dc:date>2015-09-04T03:20:18+00:00</dc:date>
    <link>http://thenewinquiry.com/features/some-rules-for-teachers/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["after John Cage

1. only ask the questions to which you really need answers

2. demonstrate uncertainty

3. reconstruct for your students your own previous errors of thought and elucidate to your students what factors lead to a changed mind

4. do not let the terms with which you understand the world get in the way of understanding it

5. give up any desire to be the smartest person in the room

6. remember that students have bodies and that bodies require movement, sustenance, rest, and relief

7. leave an inheritance of dialectic

8. preserve and sustain whatever delusions you’ve found necessary to behave in good faith

9. every student is a genius

10. do not be afraid to state the obvious

11. a socratic bully is still a bully

12. thoroughly prepare class, including making preparations to abandon your preparations entirely

13. listen with your body

14. suspect charisma

15. conduct yourself in such a way that your students can eventually forget that you exist"]]></description>
<dc:subject>pedagogy anneboyer johncage 2015 teaching howweteach education unschooling deschooling charisma uncertainty questionasking questions questioning understanding learning dialectic bodies movement students genius askingquestions body</dc:subject>
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<item rdf:about="https://www.youtube.com/watch?v=BmRFYAnaQNg">
    <title>Professor Debbie Chachra on Olin's unique culture - YouTube</title>
    <dc:date>2015-07-14T18:32:35+00:00</dc:date>
    <link>https://www.youtube.com/watch?v=BmRFYAnaQNg</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Debbie Chachra, associate professor at Olin College, describes the unique learning environment at Olin."]]></description>
<dc:subject>debchachra 2015 olincollege engineering education lcproject tcsnmy openstudioproject design students engagement projectbasedlearning progressive culture teaching learning howweteach howwelearn experience governance academics academia designthinking grades grading empowerment autonomy freedom mentoring mentors motivation scaffolding self-directed self-directedlearning programs responsibility decisionmaking</dc:subject>
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</item>
<item rdf:about="http://www.sturights.org/">
    <title>The Student Bill of Rights</title>
    <dc:date>2015-03-25T05:51:31+00:00</dc:date>
    <link>http://www.sturights.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We believe that all students should have a voice, and that all students should have the ability to vote on issues in their schools that matter to them. The Student Bill of Rights is a way for students and education stakeholders to do exactly that. Below, you’ll find a list of a variety of different issues that matter to students. To make your voice heard, simply select one and share your thoughts, or add new ideas to vote on. Sign up for the email list below to stay updated on our pilot launch."]]></description>
<dc:subject>students education rights billofrights studentbillofrights humanrights expression safety well-being learning howwelearn agency information privacy security surveillance employment assessment technology inclusivity inclusion diversity civics participation studentvoice voice inlcusivity wellbeing</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:robertogreco/b:42237a4f56c5/</dc:identifier>
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</item>
<item rdf:about="http://modernlearners.com/what-you-should-know-this-week-48/">
    <title>What You Should Know This Week</title>
    <dc:date>2015-02-27T20:25:12+00:00</dc:date>
    <link>http://modernlearners.com/what-you-should-know-this-week-48/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Although e-books, including digital textbooks, have added to new features to make them more attractive to readers – the ability to add highlights, the ability to search the entire corpus – these are secondary to students, who still prefer making their own notes and being able to flip to indexes and Tables of Content. And neither print not digital textbooks have managed to address the big problem that college students face: the rising cost. (That is, digital textbooks tend not to be much cheaper.)

Often we tell a story of technology that posits it’s all inevitable: e-books will mean the end of print; computers will mean the end of paper. But technology development and technology adoption do not necessarily march forward like that. We also assume that younger students – labeled “digital natives” as The Washington Post does in its coverage of Baron’s book – necessarily want more technology because they’re more comfortable and more adept with it.

“My major concern,” Baron told TNR, “as a person in higher education, is that we’re not listening. We’re assuming we’re being helpful by lowering price, by making it more convenient, by helping the environment, but we don’t bother asking our students what they think.”"]]></description>
<dc:subject>audreywatters teaching learning pedagogy print digital books education students studentvoice 2015 listening input howweteach howwelearn technology edtech screens naomibaron ebooks</dc:subject>
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<item rdf:about="http://hackeducation.com/2015/01/06/wearables/">
    <title>Why (Not) Wearables</title>
    <dc:date>2015-01-07T07:22:34+00:00</dc:date>
    <link>http://hackeducation.com/2015/01/06/wearables/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Students are watched. They are monitored. They are assessed. They are quantified.

Calls for a “quantified student” are connected in part to the “quantified self” movement, whose proponents use various technologies – apps, sensors, and wearables – to monitor aspects of their daily life (most commonly related to health and wellness, tracking things like caloric intake, sleep quality, and physical activity). The notion of the “quantified self” isn’t new – there are merely new devices for tracking, new ways to count “what counts.” “What counts” remains largely the same.

So even if a student gets to track for herself her own data there’s still, again, a very limited sense of “what counts,” based in part on the education system’s existing data demands and measurements. (This is one of the great ironies of disrupting “seat time”: we’re turning to other similarly flawed metrics.)"

"And so education technology opts to track more data. Rarely do we stop to ask to whom all this is being revealed or to what end. If both education and education technology view students as objects – objects to be tracked and monitored and shaped and surveilled – what role can we expect wearables to play?"]]></description>
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<item rdf:about="http://www.tolerance.org/print/magazine/number-46-spring-2014/feature/i-start-year-nothing">
    <title>I Start the Year with Nothing</title>
    <dc:date>2014-12-11T15:16:46+00:00</dc:date>
    <link>http://www.tolerance.org/print/magazine/number-46-spring-2014/feature/i-start-year-nothing</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["When students make the rules, classroom community soars."

"Middle school is a scary thing for our students—it’s the first time since kindergarten that they’ve been forced into classes with strangers. Every year, as my new students wander in, toss their bags and find a seat, I take stock of the amazing collection of visibly different ways the age 12 can look on a human, and I wonder if I have the tools to bring those kids together.

My colleagues sometimes think, because I’m an artist, that I’ll have colorful bulletin boards in my room, but each year I leave my room bare and unadorned. I start the year with nothing but a giant piece of paper and a marker. And I ask one question: “If you could do anything you wanted in school this year, what would it be?” 

This year was the same as usual. The response was silence. I tried again, “Anything? Come on! You’re the boss this year.” 

Nothing. I sat on the floor. “Come here, please, and sit where I can see everyone.” Without my help, the students formed a circle, bending their heads around their neighbors, making sure they could see each other, sliding back to make space.

“She can’t see this guy! Move over!” The energy changed.

“Please,” I interjected.

“Huh?” 

“Move over, please.”

“Oh, sorry. Move over—please.”

“Thank you,” we both said simultaneously and laughed.

“I don’t feel like writing. Can somebody else do that for me?” I said and tossed the marker to a kid sitting near the back. I took his spot on the floor, forcing him forward with my decision. He took charge right away, flaunting his power. I reminded him to pose the question again, “If you could do anything you wanted in school this year, what would it be?”—and this time the answers poured forth.

“I wanna be the teacher!” Hysterical laughter.

“Write it down,” I directed the new “teacher.” He did, but his spelling wasn’t great and he knew it. He seemed a little scared, and his bravado was fading.

The kids yelled at him, hoping to be recognized: “I want to grade the papers!” “Sit at the teacher’s desk!” “Field trips! Oh yeah, Hershey Park!” “No, I wanna go to the beach!” The new teacher couldn’t keep up with the rest of the kids, “his” students. When he was about to give up, I suggested he get help. A zillion “Ooh, ooh, me! Pick ME!” shouts later, he realized he not only needed a writer but some crowd control, too. I told him, again, to ask for help. He picked two others the class decided to name “bouncers.” At my prompting, the new teacher asked the question again, “Okay, what do you guys want to do this year?”

The bouncers insisted on manners and, amazingly, the class proceeded without me until their paper was filled with ideas: a homey classroom with real furniture, plants, lamps, painted walls, beanbags, FOOD!, a drinking fountain in the classroom, a fridge, students running the class, teaching, grading, deciding what to learn, field trips, parties, FUN! FREEDOM! POWER! 

Eventually, the students started to get tired and a little bummed out. Their lists seemed ridiculous and impossible. It was time for me to step back in as facilitator.

“Nice job,” I said, but they were quiet. Then they accused me of lying to them. Their eyes followed me as I stepped to a cabinet and removed a roll of paper. I asked someone to go in my desk and find me some tape, and, suddenly, the energy was on the upswing. They couldn’t believe I had let someone in my desk! I used the tape to hang up a wish list created by one of my classes from the previous year.

“This is the wish list from last year’s class. Everything that’s crossed out, they did.” Next came a barrage of, “They did THAT? REALLY?” I assured them it was true, and then someone asked, “Well, HOW did they do that?” 

It was my opening: “What do you think you’d need to do in order to be able to do that?” I asked, and the ideas poured out. I drew a T-chart on the board with the words “want” and “how to get what we want,” and the students dissected the process behind one of the other class’s projects.

I continued the conversation all morning, building the ground rules by which our class would function over the course of the coming year. By the time we finished, my colleagues were well into their second subject, but we’d done something as or more important—we had successfully set the foundation for a democratic classroom.

We had determined the structure and process of future weekly class meetings. We, as a class, decided to insist on making time for these meetings, which would follow a pattern: 10 minutes of gripes/complaints, 20 minutes for planning something from their wish list, and 10 minutes of sharing and compliments.

By the end of the month, my classroom was decorated and beautiful and homey and productive. Eventually, we had a full library (run by students) and a publishing center (run by parents). We made birdhouses in geometry and painted them and sold them for $20 each to fund a whale-watching trip. We groomed and rode horses at a farm. We painted a 40-foot mural in the cafeteria promoting our favorite books, and we made a video for new students and English language learners showing them around the building and introducing them to the faces of the nurse, the principal and the teachers. We invited the members of our ever-changing community to share food and culture and professional expertise with us. We built, painted, constructed and invented. We learned academics, respect, tolerance and the meaning of democracy in action. Our classroom was a place where all things were possible, including bridging differences in race, culture, language and financial resources.

By the end of the year, we could barely remember what it was like to feel like strangers, and we knew that, although we might have started the year with nothing, we’d learned to create everything together."

[See also:http://www.tolerance.org/student-voice

"When invested and empowered, students can be equal partners in creating a productive and meaningful learning environment. This toolkit provides an inventory to allow you to reflect on how student voices and input are integrated into your classroom and school community.

Given the opportunity, students can be equal partners in creating a productive and meaningful learning environment. This classroom and school inventory provides the tools necessary to assess how student voice and input are integrated into the culture and community and includes suggestions for how to improve student empowerment and investment. 

Essential Question

1. How does involving student voice, input and agency in the classroom change the learning process for students and teachers?

In the classroom

• Are students involved in decorating the classroom?
• Do you have a process for establishing joint expectations about classroom norms and values? 
• Are students allowed to express their expectations of the teacher?
• Is there a process for shared decision-making about consequences when agreed-upon classroom expectations or guidelines are broken?
• Do students lead some of the lessons in your classroom?
• Do you solicit student feedback on your lessons?
• Do you assign student roles and responsibilities in the classroom?
• Do you hold classroom meetings to discuss concerns, news, events and changes?

In our school community:

• Are students involved in decorating the hallways or other common spaces?
• Are there opportunities for students to lead schoolwide meetings or assemblies?
• How are students involved in setting the general guidelines for conduct at the school?
• Do student representatives sit on any adult-led school committees?
• If there is a student government association, how does that group collect concerns, ideas or feedback from their peers?
• If there is a student government association, how do those elected leaders share the concerns of their peers with school leadership? ]]]></description>
<dc:subject>rules howweteach tcsnmy nancybarnoreynolds 2014 studentvoice empowerment cv education teaching students middleschool classroom classrooms</dc:subject>
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<item rdf:about="http://practicaltheory.org/blog/2014/10/04/the-kids-are-as-smart-as-you/">
    <title>The Kids Are As Smart As You | Practical Theory</title>
    <dc:date>2014-10-06T00:46:39+00:00</dc:date>
    <link>http://practicaltheory.org/blog/2014/10/04/the-kids-are-as-smart-as-you/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Back when I was in the classroom full-time, a student paid me what I thought was about the best compliment I’d ever been paid as a teacher.

“Mr. Lehmann, other teachers try to prove to us how smart they are. We know you’re really smart, but in your class, you’re always making us feel that we’re as smart as you. Thank you.”

The coolest thing about being an educator is and should be that you get to spend your life with amazing young people every single day. And if you do it right, you get to view the world through their eyes and listen as they explain their views of the world to you and to their classmates.

When we do that, we learn about how many different views on the world there are, and that, no matter how smart you may think you are as a teacher, the kids bring ideas and intelligences and experiences that are every bit as powerful and important — and smart — as your own. And when we listen with an open mind, an open heart, and a true excitement for those ideas and experiences, we model social learning in the best possible way – by learning from our students.

Learning how to listen hard to the kids is a skill we all need to practice every day. From Zac Chase I learned the difference between “What do you mean?” and “Say more….” The second opens the door to more than just explanation, but to a deepening of the ideas, which – I have learned – can be infinitely more powerful.

And when we listen deeply to all our students, we open ourselves up to the powerful intelligence that exists in every classroom. We honor the wisdom and intelligence of the room when we build communities of practice where everyone – students and teachers alike – are better and smarter for the fact that they all have spent the time together.

The power of a classroom should never been that kids walk away thinking about how smart their teacher is… the power of a classroom is best when the students walk away with the confidence of knowing how smart and capable they — and all their classmates — are."]]></description>
<dc:subject>chrislehmann listening teaching howweteach children students learning respect 2014</dc:subject>
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</item>
<item rdf:about="http://ny.chalkbeat.org/2014/03/27/meet-the-makers-how-my-ischoolers-turned-curiosity-into-circuits/">
    <title>Meet the makers: How my iSchoolers turned curiosity into circuits | Chalkbeat</title>
    <dc:date>2014-03-28T03:26:57+00:00</dc:date>
    <link>http://ny.chalkbeat.org/2014/03/27/meet-the-makers-how-my-ischoolers-turned-curiosity-into-circuits/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I know nothing about physical computing. But that doesn’t mean my students aren’t learning about it.

I know a little about cartography, design and feminism, which I teach at the NYC iSchool in Manhattan. But physical computing — the programming of physical objects that humans can interact with, like a bike helmet that lights up when it gets dark outside — is beyond what I feel comfortable teaching.

However, I believe curiosity is enough to drive a class, and I had a hunch that physical computing would be an incredible opportunity for teaching programming, electronics, craft, design, prototyping and an entire list of other skills like persistence and collaboration.

So in September, I launched a quarter-long class (then called Media Lab, after MIT’s home of tech/design experimentation) that asked students to experiment with three different platforms: sewable circuits, using the Lilypad Arduino; conductive interfaces, using the MaKey MaKey; and 3D printing using a MakerBot. I didn’t know what I was doing, but I learned from teachers I follow on Twitter that I should do it anyway, so I did.

The 18 students in that first class really had to teach themselves. Because I didn’t have the answers, they had to find them elsewhere. This was an empowering — but also often frustrating — experience, and the lack of structure led to spontaneous collaborations. The student who knew the most about sewing helped everyone else with that, while the students who were more comfortable with programming shared their skills.

Towards the end of the course, I asked if anyone would be interested in sharing their unusual experience in the class with others, and five students took the lead in putting together a workshop.

Since then, the “iSchool Five” have been invited to talk about their experience at conferences in Philadelphia and Boston. Their workshops introduce educators to “maker education” — a model grounded in the belief that we learn best by making physical things with accessible tools — by teaching them how to make paper circuits, like the kind you can find in greeting cards that light up or play music.

Their goal with these workshops is to take educators through the learning process they experienced in my class: some basic instruction followed by lots of figuring it out. They want participants to leave with the confidence needed to bring this approach back to their classrooms."]]></description>
<dc:subject>christinajenkins education teaching physicalcomputing learning howweteach 2014 students makeymakey 3dprinting makerbot arduino lilypad notknowing</dc:subject>
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<item rdf:about="http://globalvoicesonline.org/2013/08/09/chile-movilizado-monitors-student-revolts/">
    <title>‘Chile Movilizado’ Monitors Student Revolts · Global Voices</title>
    <dc:date>2013-08-16T22:10:38+00:00</dc:date>
    <link>http://globalvoicesonline.org/2013/08/09/chile-movilizado-monitors-student-revolts/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[[Part 2: http://globalvoicesonline.org/2013/08/15/chile-movilizado-mapping-the-student-movement/ ]]]></description>
<dc:subject>chile chilemovilizado citizenjournalism jounalism education factchecking 2013 pabloloyola students activism protest</dc:subject>
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<item rdf:about="http://www.theamericanconservative.com/jacobs/change-that-doesnt-last/">
    <title>Change That Doesn’t Last | The American Conservative</title>
    <dc:date>2013-07-03T23:12:35+00:00</dc:date>
    <link>http://www.theamericanconservative.com/jacobs/change-that-doesnt-last/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Because students compartmentalize in this way, faculty members in other disciplines often come up to those of us who teach English writing to complain that we haven’t taught students the basics of research, organization, grammar, and style. When we say that we do indeed teach all those skills, and that the very students who are so manifestly incompetent in their classes were once competent in ours, we’re greeted with disbelief. But it’s true. Students forget what they’ve learned — often.

But here’s the thing: when college students forget what they learned about writing in their freshman comp class, or when Chicago teenagers forget what they learned about nonviolent options in their group therapy sessions, they don’t do nothing: instead, they do something that they learned to do at an earlier point, something that they fall back on as natural. So, for example, college students frequently set aside everything they learned in their freshman-year composition class and resume the way they were taught to write in high school.

Now, this is not all just a matter of age and mental development. One reason high-school models of writing stick with students is that that tend to be inflexible and highly rule-based, and so are relatively easy to follow. But still all these examples raise for me a key question: when and how do young people form those strong and lasting habits — the ones that prove so difficult to dislodge later on?

Nobody is ever too old to learn, and I feel that I have had a good deal of success over the years in teaching my students new habits, but by the time people reach their nineteenth year they are remarkably, and often alarmingly, fully-formed in their mental approach to the world. So who are the teachers, and what are the social and familial and cultural forces, that are getting to young people at the age of maximal impressionability? And what might that age be for the various skills and tendencies that we want young people to form — or not to form?"]]></description>
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<item rdf:about="http://www.theatlantic.com/magazine/archive/2012/10/why-kids-should-grade-teachers/309088/?single_page=true">
    <title>Why Kids Should Grade Teachers - Amanda Ripley - The Atlantic</title>
    <dc:date>2012-09-30T14:29:35+00:00</dc:date>
    <link>http://www.theatlantic.com/magazine/archive/2012/10/why-kids-should-grade-teachers/309088/?single_page=true</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A decade ago, an economist at Harvard, Ronald Ferguson, wondered what would happen if teachers were evaluated by the people who see them every day—their students. The idea—as simple as it sounds, and as familiar as it is on college campuses—was revolutionary. And the results seemed to be, too: remarkable consistency from grade to grade, and across racial divides. Even among kindergarten students. A growing number of school systems are administering the surveys—and might be able to overcome teacher resistance in order to link results to salaries and promotions."]]></description>
<dc:subject>why leadership management administration schooling schools students grading amandaripley ronaldferguson professionaldevelopment pd teaching teacherevaluation evaluation education</dc:subject>
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<item rdf:about="http://sb129.wordpress.com/2012/09/12/the-importance-of-not-knowing/">
    <title>The importance of not knowing: reflections of a designer tutor « SB129</title>
    <dc:date>2012-09-13T06:10:52+00:00</dc:date>
    <link>http://sb129.wordpress.com/2012/09/12/the-importance-of-not-knowing/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["1. Teaching is really difficult…

2. Learning is all about the process, not the product…

3.  Reflection has different temporalities… Real-time… Postmortem… Meta-level analysis…

4. Sparking imagination…

5. Research into teaching… How does your own intellectual drive become apparent to your students…

6. Debunking complexity…

7. Contextualisation…

…of ideas… …of their learning…

8. Humor / Humility…

9. Visual stimulation…

10. Good timing… in terms of when to introduce certain ideas…[and] the pace and length of each session…

11. Organisation and communication…

12. Shifting pace, flipping roles, experimenting…

13. Let them lead way…

14. Never patronise, never underestimate…

15. If you’re not learning from your students, you’re probably doing something wrong…

16. It’s all about mediating/encouraging curiosity…

17. It’s all about questions, not answers

Never pretend to know everything, ask more questions that you give answers…"]]></description>
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</item>
<item rdf:about="http://coopcatalyst.wordpress.com/2012/08/23/standing-the-chance/">
    <title>Standing the chance « Cooperative Catalyst</title>
    <dc:date>2012-08-23T19:04:57+00:00</dc:date>
    <link>http://coopcatalyst.wordpress.com/2012/08/23/standing-the-chance/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…so much of the resistance struggling learners bring to the classroom isn’t personal at all, and that it’s not productive, effective, or especially right to feel slighted by behaviors that students have developed to cope with adults (teachers) and environments (schools) that have judged them since kindergarten…

…some of my students’ positive affects towards school are coping mechanisms, as well…

The best I can do is to be delegitimized as an authority-figure and known as a person and learner by my students. “The work” isn’t there to isolate resistant students, to assert my control, or to protect my feelings like a curtain wall; it’s there to be torn to pieces and remixed or discarded as we build our relationships and community together.

In school, relationships and community are just two tacit and inarticulate ideas standing against myriad standards, but they are the only things that stand a chance of saving us all."
]]></description>
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</item>
<item rdf:about="http://whatedsaid.wordpress.com/2012/07/29/10-things-parents-should-unlearn/">
    <title>10 things parents should unlearn… « What Ed Said</title>
    <dc:date>2012-07-31T05:59:44+00:00</dc:date>
    <link>http://whatedsaid.wordpress.com/2012/07/29/10-things-parents-should-unlearn/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["10 things I think (some) parents should unlearn…

1.  Learning is best measured by a letter or a number.

2. Product is more important than process and progress.

3. Children need to be protected from any kind of failure.

4. The internet  is dangerous for children.

5. Parents and teachers should discuss students without the learner present.

6. Homework is an essential part of learning.

7. The school is responsible for the child’s entire education.

8. Your child’s perspective is the only one.

9. Learning looks the same as when you went to school.

10. Focus on (and fix) your child’s shortcomings, rather than their successes."]]></description>
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<item rdf:about="http://mediatedcultures.net/smatterings/why-good-classes-fail/">
    <title>Why Good Classes Fail [Digital Ethnography blog]</title>
    <dc:date>2012-02-20T00:44:41+00:00</dc:date>
    <link>http://mediatedcultures.net/smatterings/why-good-classes-fail/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["So rather than focusing on emulating particular techniques and methods, we should be doing everything we can to embrace, inspire, and use our own empathy in order to better understand and relate to our students. It is only from this space that we can effectively generate and use the appropriate techniques and methods for any particular task. In this way, there is no “recipe,” “secret sauce,” or “silver bullet” for teaching effectively that can be used by anybody, anytime, anywhere. Instead, I’m proposing a “generative” method, one in which we “generate” the appropriate method that takes into consideration the broadest range of factors that we can manage to accommodate."
]]></description>
<dc:subject>howweteach howwelearn method carlrogers 2012 listening interestedness disinterest disconnection disengagement engagement gardnercampbell pedagogy students connection reproductiion scalability personality approach silverbullets de-scripting unschooling highereducation education learning teaching michealwesch empathy interested scale</dc:subject>
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</item>
<item rdf:about="http://andrewdouch.wordpress.com/2011/08/23/myclassfacebookgroup/">
    <title>Why the Facebook Group My Students Created for Themselves is Better than the Discussion Forum I Created for Them. « Douchy’s Weblog</title>
    <dc:date>2011-11-25T21:19:52+00:00</dc:date>
    <link>http://andrewdouch.wordpress.com/2011/08/23/myclassfacebookgroup/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["While at first, the control-freak in me wanted to send them all back to the “official class discussion forum”,  The advantages of the Facebook group have become increasingly compelling and I’m wondering whether it’s time to let the forum I created go the way of cassette tapes and typewriters.  Why is a Facebook group better? For one thing, Facebook is a digital home for many students.  So a group based there is comfortable to them – it’s on their virtual turf. Because of this, the Facebook group is even more of a desire path than my discussion forum is.

Some other advantages of the Facebook group over the discussion board I created are: …"]]></description>
<dc:subject>facebook teaching interaction learning collaboration students 2011 ict lms studentcentered discussion forums</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
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</item>
<item rdf:about="http://www.nais.org/about/article.cfm?ItemNumber=155607">
    <title>Bassett Blog, 2011/09: Insights from the College Front [Bassett gets it right, but seems to take credit for ideas that predate him &amp; are contrary to some of what he pushed during his first many years at NAIS.]</title>
    <dc:date>2011-09-11T17:04:09+00:00</dc:date>
    <link>http://www.nais.org/about/article.cfm?ItemNumber=155607</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The university leaders also confirmed…that 30–40% of the undergrads on anti-depressants, and 10% of girls suffered from eating disorders. While the university leaders were quick to point out that their universities were mirroring national data, it is particularly interesting to me that the students at these colleges had already “won the lottery” by matriculating at places that were nearly impossible to get into for mere mortals, and yet so many were still stressed beyond belief and needing medication (prescribed or, probably in much larger numbers, self-medicating — see the next bullet point).

Footnote to “success-driven parents and college counselors”: beware what you wish for: What we actually do well is place students in the “best match” college, where they will be successful and can pursue interests that will keep them engaged and balanced."

[Also covered: alcohol abuse, demonstrations of learning / digital portfolios, foreign language requirements…]]]></description>
<dc:subject>patbassett 2011 criticalthinking creativity communication admissions highereducation highered collegeadmissions technology collaboration character antidepressants students parenting education stress schools learning policy balance society competition digitalportfolios nais alcohol demonstrationsoflearning resilience risktaking foreignlanguage languages fluency testing standardizedtesting self-medication eatingdisorders socialnorming</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:antidepressants"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:risktaking"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:foreignlanguage"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:testing"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:eatingdisorders"/>
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</item>
<item rdf:about="http://www.huffingtonpost.com/alfie-kohn/teacher-education-students_b_946575.html">
    <title>Alfie Kohn: What We Don't Know About Our Students -- And Why We Don't Know It</title>
    <dc:date>2011-09-11T00:12:18+00:00</dc:date>
    <link>http://www.huffingtonpost.com/alfie-kohn/teacher-education-students_b_946575.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["It was particularly disconcerting for me to realize that when the priorities of adults and kids diverge, we simply assume that ours ought to displace theirs. Stop wasting your time learning song lyrics when you could be doing important stuff -- namely, whatever's in our lesson plans: solving for x or using apostrophes correctly or reading about the Crimean War. We tell more than we ask; we direct more than we listen; we use our power to pressure or even punish students whose interests don't align with ours. This has any number of unfortunate results, including loss of both self-confidence and interest in learning. But let's not forget to number among the sad consequences the fact that many students quite understandably choose to keep the important parts of themselves hidden from us. That's a shame in its own right, and it also prevents us from being the best teachers we can be."]]></description>
<dc:subject>education motivation lcproject alfiekohn tcsnmy learning teaching unschooling deschooling choice students passion passion-based student-centered schooliness schools engagement</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:7511ee536759/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:student-centered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooliness"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:engagement"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://plus.google.com/108741250435676131889/posts/AmPmYPzdtSc">
    <title>Google+ Audrey Watters on Cell Phone Bans in Schools</title>
    <dc:date>2011-08-23T18:00:10+00:00</dc:date>
    <link>https://plus.google.com/108741250435676131889/posts/AmPmYPzdtSc</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["A little rant here: my iPhone is my most important computing device. It's mobile, so I have it with me always. It contains all my information -- or, rather, access to all my data -- all my Google Docs, all my Evernotes, all my address book, the e-books I'm reading, the story articles I'm working on, photos, etc. It's a camera. It's a video camera. It's a phone. At my fingertips, I have access to the Web and by extension access to just everything -- Hooray for knowledge. Hooray for WiFi, for 3G, etc.

So it boggles my mind, yes, but mostly it just infuriates me that schools would tell students that the mobile computing devices they carry -- devices that likely contain just as personal and important information for them -- are forbidden. Or worse: that they're subject to confiscation and search…"

[Response to: http://mindshift.kqed.org/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/ ]]]></description>
<dc:subject>audreywatters education schools mobile phones policies learning iphone howwework howwelearn rights students studentrights 2011</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:72d1cdcfb48c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:audreywatters"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mobile"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:phones"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:policies"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:iphone"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwework"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rights"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:studentrights"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://stumpteacher.blogspot.com/2011/08/i-blew-it.html">
    <title>Stump The Teacher: I Blew It</title>
    <dc:date>2011-08-20T22:31:01+00:00</dc:date>
    <link>http://stumpteacher.blogspot.com/2011/08/i-blew-it.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Rather than talking about…classroom rules, we talked about dogs & little sisters. Instead of …standardized test prep, we met new friends & learned something new about each other. When we probably should have been discussing learning standards, we…discussed books we read over the summer. During passing periods when I should have been yelling at kids to get to class, I…help[ed] w/ locker combos & piles of supplies. In class when I should have been going through grading scale…[instead] telling them grades don’t mean that much to me & I just want them to learn. Kids walking into my room were not greeted w/ walls full of catch phrases & spelling rules, but blank walls that I asked them to decorate & own. In my off period I did not go down & memorize every test score & data point in my students’ file, but decided to let them be their own data point & show me every day who they are. I made the decision to not start building students today but rather begin building relationships."]]></description>
<dc:subject>firstday teaching learning relationships education tcsnmy schools joshstumpenhorst students conversation</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:19caa826ced9/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationships"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:joshstumpenhorst"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conversation"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.hopesurvey.org/">
    <title>The Hope Survey</title>
    <dc:date>2011-07-10T03:34:59+00:00</dc:date>
    <link>http://www.hopesurvey.org/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Background: Research shows students engagement & motivation decreases as they progress through secondary school. This disengagement & lack of motivation is a key concern for educators. In searching for an explanation for this decline, educational researchers have examined the nature of school environment & determined school environments can exert influences on student motivations & engagement through their support or lack of support for students’ developmental needs. These needs include autonomy, belongingness & competence (measured by goal orientation).

"Purpose: The Hope Survey is a unique tool, which enables schools to assess their school environment through the eyes of their students by measuring student perceptions of autonomy, belongingness & goal orientations as well as their resulting engagement in learning & disposition twd achievement. The Hope Survey can diagnose whether a school culture has the components that encourage higher levels of engagement in learning."]]></description>
<dc:subject>via:steelemaley thehopesurvey schools education assessment engagement autonomy democracy democraticschools belonging measurement surveys students tcsnmy lcproject unschooling deschooling shrequest1</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:dbaf5addfd46/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:assessment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:engagement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:autonomy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democraticschools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:belonging"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:measurement"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:shrequest1"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://web20classroom.blogspot.com/2011/07/reflections-on-iste11.html">
    <title>Blogging About The Web 2.0 Connected Classroom: Reflections On #ISTE11</title>
    <dc:date>2011-07-03T13:15:13+00:00</dc:date>
    <link>http://web20classroom.blogspot.com/2011/07/reflections-on-iste11.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Why would I not go to hardly anything yet still think I had a successful conference? How could that be? Because maybe all the learning doesn't happen in the sessions…

I go to places like ISTE & other conferences for the people…meeting…sitting…talking…learning, debating & sharing…allows me to catch up with people who I only get to see once a year…face-to-face interactions…are the most meaningful to me.

On a side note, one thing I did see more of this year was kids. There were students all over because there was (what seemed liked) an expanded Student Showcase. I did spend some time walking through there & listening to all the cool things kids are doing in their schools. That is one thing this conference needs more of. Kids. If there are model lessons, they should be kids involved. BYOL? Kids. So if you are going to put in for a session next year try to include kids…think about how awesome it would be to be in sessions run by kids sharing their learning & why it's important."]]></description>
<dc:subject>students cv iste2011 conferences facetoface inperson learning conversation professionaldevelopment 2011 education tcsnmy</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:0f8425616eea/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cv"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:iste2011"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:facetoface"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:inperson"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conversation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:professionaldevelopment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://stevemiranda.wordpress.com/2011/06/28/what-does-your-school-stand-for/">
    <title>What does your school stand for? « Re-educate Seattle</title>
    <dc:date>2011-06-30T02:29:03+00:00</dc:date>
    <link>http://stevemiranda.wordpress.com/2011/06/28/what-does-your-school-stand-for/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What does it stand for? What is its mission? What does it believe in? What outcomes does it consistently deliver? Is there a match between what the school offers & what kids & families want?…

Finally, it’s unlikely that a match exists between the school & families because the school has never really figured out what it’s trying to accomplish. Many families have reduced their hopes to merely surviving the ordeal w/ a minimum amount of pain.

One of the best things we can do to help transform our schools is figure out—specifically—what they’re trying to accomplish. & that doesn’t mean all schools should have the same mission. In fact, each school should have its own unique mission.

Once that’s established, schools can go about the business of connecting w/ families that are a good fit for their particular mission. Either that, or they can continue declaring “academic achievement for all” & stumbling on the never-ending “reform” treadmill."]]></description>
<dc:subject>education values mission missionstatements tcsnmy clarity purpose outcomes lcproject teaching learning community parents students stevemiranda pscs publicschools 2011 pugetsoundcommunityschool</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:394d7593b62d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:values"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mission"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:missionstatements"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:clarity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:purpose"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:outcomes"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:community"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parents"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stevemiranda"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pscs"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:publicschools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pugetsoundcommunityschool"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://speedchange.blogspot.com/2011/06/art-of-seeing-part-ii-practice.html">
    <title>SpeEdChange: The art of seeing (Part II) The Practice</title>
    <dc:date>2011-06-27T19:10:21+00:00</dc:date>
    <link>http://speedchange.blogspot.com/2011/06/art-of-seeing-part-ii-practice.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["When I observe a school I start by watching how I, and how kids, approach it. I watch how the corridors operate, both when filled with movement and (if) when empty. Empty corridors during a school day speak loudly to me. So do classrooms with one kind of seating, one kind of lighting, or one "teaching wall." I watch the feet of kids in a class. I watch them fidget… [many more examples]…

This multiply-focused kind of observation helps me to begin to deep map a school…

the linearity and single-focus of traditional education has, perhaps, robbed you of, or severely limited, your human observation skills. Tens of thousands of hours of single subject lessons, of staring at teachers, of conference sessions divided into "tracks," have stunted the human abilities you had before you entered school. So, if you feel out of practice, here are a few ideas: Eavesdrop…Look for something you haven't looked for before in a place you've been a million times…Stare…Talk to strangers"]]></description>
<dc:subject>irasocol noticing observation learning schools teaching unschooling deschooling schooldesign lcproject tcsnmy students perspective eavesdropping staring strangers conversation understanding 2011 howto tutorials adhdvision adhdwalk deepmapping sensemaking publicschools sla chrislehmann pammoran children people howwework howwelearn makingsense</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:1b92e6935a79/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:irasocol"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:noticing"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:observation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooldesign"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:perspective"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:eavesdropping"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:staring"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:strangers"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:conversation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:understanding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:2011"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adhdvision"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adhdwalk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deepmapping"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:sla"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:chrislehmann"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pammoran"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:people"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwework"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:makingsense"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://practicaltheory.org/serendipity/index.php?/archives/1287-SLA,-3i,-Finding-Common-Ground-and-Looking-Backward-to-Go-Forward..html">
    <title>SLA, 3i, Finding Common Ground and Looking Backward to Go Forward. - Practical Theory</title>
    <dc:date>2011-06-27T18:17:31+00:00</dc:date>
    <link>http://practicaltheory.org/serendipity/index.php?/archives/1287-SLA,-3i,-Finding-Common-Ground-and-Looking-Backward-to-Go-Forward..html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[Too much to quote, both in the post and in the comments. Update: Already bookmarked this back in February with a different URL, but leaving this here because it's so good.]]></description>
<dc:subject>education pedagogy inquiry irasocol chrislehmann sla neilpostman alanshapiro democraticschools democracy alternativeeducation learning unschooling deschooling student-centered students 3iprogram charlesweingartner newrochellehighschool newrochelle tcsnmy lcproject educon inquiry-basedlearning teaching cv life burnout humanism scalability replicability progressive howwelearn howwework structure individualism communitarianism community scale</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:cd6c18db4338/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:neilpostman"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:alanshapiro"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:newrochellehighschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:newrochelle"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:burnout"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:humanism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:scalability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:replicability"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:progressive"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwelearn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:howwework"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:structure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:individualism"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:community"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:scale"/>
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</item>
<item rdf:about="http://www.ryanbretag.com/blog/?p=2324">
    <title>The Real Change Agents</title>
    <dc:date>2011-06-04T20:10:11+00:00</dc:date>
    <link>http://www.ryanbretag.com/blog/?p=2324</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["In fact, here is my hard-line: stop saying it is about the students if you haven’t asked the students what they need, what they want, and what is the reality of their world. Just say it is about you or the school and what you find relevant. If you are okay with that, great.

Personally, I’m not.

The voices of change rest with the scholars in your building, every student that enters those doors each morning. Are you listening? Are you bringing them to the table and leveraging their insights? If you want real, lasting change, the answers can only be yes.

And, when you bring them to the table, are you vested in their thoughts?  Are we willing to challenge our own beliefs about learning and teaching based upon their beliefs? Will we leverage their ideas to shape a better present and future?

The time is now to tap into the potential of students as leaders, as change agents, and as powerful voices with amazing ideas and unmatched enthusiasm."]]></description>
<dc:subject>ryanbretag students tcsnmy teaching pedagogy deschooling unschooling control student-centered studentdirected student-led learning schools lcproject hypocrisy desirelines elephantpaths meaning relevance reality</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:62f021879a62/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:hypocrisy"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:elephantpaths"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relevance"/>
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</item>
<item rdf:about="http://blog.frankchimero.com/post/5452660192/reading-readiness-a-little-bit-on-a-lot">
    <title>Frank Chimero - Reading Readiness—A Little Bit on A Lot</title>
    <dc:date>2011-05-14T19:05:25+00:00</dc:date>
    <link>http://blog.frankchimero.com/post/5452660192/reading-readiness-a-little-bit-on-a-lot</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…the student seeks out the master & their tutelage. More than tips, tricks, & practices, the understanding is that the thing of enduring value that is being transmitted is knowledge & wisdom, which opens a way to method. The student arrives & the master questions their abilities. Often, the student gets turned away. The purpose of the master turning away the student or questioning their intentions is to underline the importance of readiness."

"The lesson of the master is that if one isn’t ready to face a large task (say, a wall of text), they should not even try. “Go away,” the master usually says. Come back later, when you have more presence and mindfulness, Frank. Readiness may be in 20 minutes, later in the week, in a few months, possibly never."

"We should allow ourselves to leave behind the things we are not ready for; we may come back to it later. Instead, we should read hard on the things to which we are ready. It is then that we may be better students."]]></description>
<dc:subject>teaching learning justinintimelearning writing wisdom reading attention blogs blogging readiness life knowledge apprenticeships unschooling deschooling timing education students tcsnmy lcproject meaning sensemaking audiencesofone frankchimero makingsense</dc:subject>
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</item>
<item rdf:about="http://blog.steelemaley.net/2011/04/13/a-learning-mash-up/">
    <title>A learning mash-up.</title>
    <dc:date>2011-04-19T21:02:38+00:00</dc:date>
    <link>http://blog.steelemaley.net/2011/04/13/a-learning-mash-up/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["We need them….dedicated and passionate teachers and learners who see learning as a design that the learner moves, shapes and feeds forward as positive action in our world….educational communities need them, those with social imagination….experts, yes experts."

[Thomas is too kind — flattered to be mentioned amongst the likes of Dennis Littky, Dougald Hine, and Leigh Blackall.]]]></description>
<dc:subject>thomassteele-maley leighblackall dennislittky dougaldhine ego cv collegeunbound ivanillich unschooling deschooling learning teaching education democraticschools democracy schools tcsnmy openstudio student-centered self-directedlearning inquiry inquiry-basedlearning studentdirected students tcsnmy7 tcsnmy8 modeling criticaleducation</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:leighblackall"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:dennislittky"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:modeling"/>
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</item>
<item rdf:about="http://www.declarationofeducation.com/">
    <title>Declaration of Education | Write Your Declaration</title>
    <dc:date>2011-04-05T23:20:42+00:00</dc:date>
    <link>http://www.declarationofeducation.com/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What is the Great American Teach-In?

A day to remind ourselves and our students that citizenship means asking questions, finding answers and standing up for what you believe in... and that education must mean that too.<br />
Every classroom, every student, every school... draft a declaration of educational rights.<br />
When it comes to education, what are the truths you hold self evident? Let's make time to talk about these ideas within our learning communities.

Then, let's document these truths, and continue the hard work of making a high quality public education accessible to all who want it."]]></description>
<dc:subject>education students rights teachin democracy classideas 2011 citizenship civics questioning learning studentrights community publicschools publiceducation</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:e7e4985382ab/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rights"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teachin"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:democracy"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:questioning"/>
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</item>
<item rdf:about="http://en.wikipedia.org/wiki/Student_Nonviolent_Coordinating_Committee">
    <title>Student Nonviolent Coordinating Committee - Wikipedia</title>
    <dc:date>2011-03-30T02:44:55+00:00</dc:date>
    <link>http://en.wikipedia.org/wiki/Student_Nonviolent_Coordinating_Committee</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The Student Nonviolent Coordinating Committee (SNCC) ( /ˈsnɪk/) was one of the principle organizations of the American Civil Rights Movement in the 1960s. It emerged from a series of student meetings led by Ella Baker held at Shaw University in Raleigh, North Carolina in April 1960. SNCC grew into a large organization with many supporters in the North who helped raise funds to support SNCC's work in the South, allowing full-time SNCC workers to have a $10 a week salary. Many unpaid volunteers also worked with SNCC on projects in Mississippi, Alabama, Georgia, Arkansas, and Maryland."

[Motivated to pull this up through a tweet by Tim Carmody ]]]></description>
<dc:subject>civilrights history us nonviolence classideas sncc 1960s ellapbaker stokelycarmichael society students change progress</dc:subject>
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</item>
<item rdf:about="http://edu.blogs.com/edublogs/2011/03/if-you-want-to-truly-engage-students-give-up-the-reins.html">
    <title>If you want to truly engage students, give up the reins - Ewan McIntosh | Digital Media &amp; Learning</title>
    <dc:date>2011-03-26T17:59:04+00:00</dc:date>
    <link>http://edu.blogs.com/edublogs/2011/03/if-you-want-to-truly-engage-students-give-up-the-reins.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Harnessing entirely pupil-led, project-based learning in this way isn't easy. But all of this frames learning in more meaningful contexts than the pseudocontexts of your average school textbook or contrived lesson plan, which might cover an area of the curriculum but leave the pupil none the wiser as to how it applies in the real world.

There is a line that haunted me last year: while pupil-led, project-based learning is noble and clearly more engaging than what we do now, there is no time for it in the current system. The implication is that it leads to poorer attainment than the status quo. But attainment at High Tech High, in terms of college admissions, is the same as or better than private schools in the same area."
]]></description>
<dc:subject>ewanmcintosh education creativity students citizenship ict prototyping gevertulley sugatamitra ideation projectbasedlearning hightechhigh synthesis tcsnmy cv lcproject studentdirected student-led immersion designthinking engagement schools change time making doing problemsolving criticalthinking growl pbl</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:94511f0ba6f7/</dc:identifier>
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</item>
<item rdf:about="http://stumpteacher.blogspot.com/2011/03/innovation-day-2011.html">
    <title>Stump The Teacher: Innovation Day 2011</title>
    <dc:date>2011-03-19T23:13:35+00:00</dc:date>
    <link>http://stumpteacher.blogspot.com/2011/03/innovation-day-2011.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Today was the actual “Innovative Day” as students came to school with their supplies, resources, and an abundance of enthusiasm. We broke the students into working areas based on their topics of choice and the resources needed. There was a section for building, art, music, technology, videos, cooking, physical education, and more. Variety was the name of the game as there were over 200 different learning projects being worked on over the course of the day. Many students were working independently but there were plenty of learning groups that developed throughout the day as well. Students started helping each other with projects and ended up learning more than they even originally planned. Here is just a sample of the great work that was done."]]></description>
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</item>
<item rdf:about="http://educationnext.org/reading-writing-and-willpower/">
    <title>Reading, Writing, and Willpower : Education Next</title>
    <dc:date>2011-03-07T03:31:50+00:00</dc:date>
    <link>http://educationnext.org/reading-writing-and-willpower/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Ultimately, Zoch maintains, all education is self-education. The secret of academic success is no different from success in other fields of endeavor, and it involves hard work, the will to succeed, and practice, practice, practice. Yet when students fail or become bored, critics insist that it is the teacher's fault. Zoch shows persuasively and in great detail that progressives derided instruction but never held students accountable for their own learning; it is always the teacher who is to blame if the children aren't motivated. Consequently, students have come to expect that their teachers must entertain them. As one of Zoch's students said to him one day, "Maybe if you'd sing and dance, we'd learn this stuff.""]]></description>
<dc:subject>education students parenting self-education learning teaching motivation effort schools policy dianeravitch paulzoch books toread progressive passivity edutainment success behaviorism</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:807929499e4e/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:passivity"/>
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</item>
<item rdf:about="http://dancallahan.net/2011/01/18/on-edcampoc">
    <title>geek.teacher » Blog Archive » On #edcampoc</title>
    <dc:date>2011-01-19T03:18:10+00:00</dc:date>
    <link>http://dancallahan.net/2011/01/18/on-edcampoc</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I sat in some great sessions. Rob Grecco did something awesome: he brought his middle school students from his private, progressive school, & had them do a panel discussion on Student-led Urban Adventures. The students had to plan their itineraries and keep to a strict budget on a weeklong field trip to San Francisco. They were intelligent & insightful, doing a great job of representing their school. Afterwards one of the students, Taylor, came over & introduced himself to me. The students were a class act all the way."

"The standout moment of the whole session [Things That Suck] was when one of Rob’s students participated in our discussion on disciplinary practices. She described the way things are handled at her school and described traditional practices like having students sit in the corner as “ineffective.” Love it."]]></description>
<dc:subject>edcampoc dancallahan edcampoc2011 edcamp tcsnmy cv ego pride students education learning classtrips discipline thingsthatsuck</dc:subject>
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</item>
<item rdf:about="http://janicestearns.com/2011/01/17/edcampoc-2011/">
    <title>EdCampOC 2011 | Organic Learning</title>
    <dc:date>2011-01-19T01:38:50+00:00</dc:date>
    <link>http://janicestearns.com/2011/01/17/edcampoc-2011/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Students & teachers from The Children’s School in San Diego shared how their school, centered around project based learning, allows students to follow their passions in learning. Teachers shared their learning spaces on Tumblr (see sidebar on this blog for other classes) & talked about how their one-to-one program was about learning & not about technology. Students were articulate & open about their learning & had an easy, comfortable relationship with their teachers. Oh, how I wish this could happen in all of our schools. I thought it funny that some were referring to this school as the “hippie school”. I could relate. It was great to see that the students were actively participating in other sessions throughout the day. They truly were cultivating life long learning not only with their words, but with their actions."

"especially liked tweet by Matt Arguello, commenting on one of students from TCS, on discipline…"]]></description>
<dc:subject>janicestearns tcsnmy ego students edcamp edcampoc edcampoc2011 schools education teaching projectbasedlearning cv pride learning progressive pbl</dc:subject>
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</item>
<item rdf:about="http://www.virclass.net/eped/index.php?action=static&amp;id=29">
    <title>E-pedagogy course - Blogging as a tool for reflection and learning</title>
    <dc:date>2010-12-26T01:59:29+00:00</dc:date>
    <link>http://www.virclass.net/eped/index.php?action=static&amp;id=29</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[PDF version of the video: http://www.virclass.net/eped/show.php?id=25]]></description>
<dc:subject>blogging blogs writing teaching networking peerreview peer-assessment modeling tcsnmy technology education students jillwalkerrettberg public learning networkedlearning socialnetworks edtech reflection</dc:subject>
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</item>
<item rdf:about="http://www.youtube.com/watch?v=5rz2jRHA9fo">
    <title>YouTube - Branford Marsalis' take on students today</title>
    <dc:date>2010-11-29T02:10:01+00:00</dc:date>
    <link>http://www.youtube.com/watch?v=5rz2jRHA9fo</link>
    <dc:creator>robertogreco</dc:creator><dc:subject>branfordmarsalis self-esteem education students teaching jazz literacy music postmodernism arts culture harvard grades grading</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:f9d0b4b244e0/</dc:identifier>
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</item>
<item rdf:about="http://www.alfiekohn.org/teaching/badsigns.htm">
    <title>Bad Signs</title>
    <dc:date>2010-09-25T03:11:50+00:00</dc:date>
    <link>http://www.alfiekohn.org/teaching/badsigns.htm</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["I’d love to see a research study that counted the number of motivational posters (along with other self-help, positive-thinking materials and activities) in a school and then assessed certain other features of that school.  My hypothesis:  the popularity of inspirational slogans will be correlated with a lower probability that students are invited to play a meaningful role in decision-making, as well as less evidence of an emphasis on critical thinking threaded through the curriculum and a less welcoming attitude toward questioning authority.  I’d also predict that the schools decorated with these posters are more likely to be run by administrators who brag about the school’s success by conventional indicators and are less inclined to call those criteria into question or challenge troubling mandates handed down from above (such as zero-tolerance discipline policies or pressures to raise test scores)."]]></description>
<dc:subject>alfiekohn signs motivation intrinsicmotivation education learning schools administration students teaching lcproject tcsnmy unschooling deschooling authority whatmatters</dc:subject>
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</item>
<item rdf:about="http://www.edmodo.com/home">
    <title>Edmodo | Secure Social Learning Network for Teachers and Students</title>
    <dc:date>2010-08-28T18:33:16+00:00</dc:date>
    <link>http://www.edmodo.com/home</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Edmodo is a social learning network for teachers, students, schools and districts.

Edmodo is accessible online or using any mobile device, including DROID and iPhones.

Edmodo provides free classroom communication for teachers, students and administrators on a secure social network.

Edmodo provides teachers and students with a secure and easy way to post classroom materials, share links and videos, and access homework, grades and school notices.

Edmodo stores and shares all forms of digital content – blogs, links, pictures, video, documents, presentations, and more."]]></description>
<dc:subject>via:cburell education socialnetworking socialnetworks classroom collaboration edtech e-learning networking students teachers technology twitter elearning communication ict microblogging blogging classrooms</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:cd3fb4e36d81/</dc:identifier>
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</item>
<item rdf:about="http://www.boston.com/bostonglobe/ideas/articles/2010/07/04/what_happened_to_studying/?page=full">
    <title>What happened to studying? - The Boston Globe [Related: http://www.theatlanticwire.com/opinions/view/opinion/8-Theories-on-Why-College-Kids-Are-Studying-Less-4235]</title>
    <dc:date>2010-08-23T23:18:20+00:00</dc:date>
    <link>http://www.boston.com/bostonglobe/ideas/articles/2010/07/04/what_happened_to_studying/?page=full</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["average student at 4-year college in 1961 studied ~24 hours/week. Today’s average student hits books for just 14 hours…

Whatever the reason, one thing is clear: The central bargain of college education — that students have fairly light classloads because they’re independent enough to be learning outside the classroom — can no longer be taken for granted. & some institutions of higher learning have yet to grapple w/, or even accept, the possibility that something dramatic has happened.

Studying has long been considered a key part of college student’s growth, both as a means to an end — a deeper understanding of subject matter — & as valuable habit in its own right. A person who can self-motivate to learn, academics argue, is not only more likely to be a productive worker, but more fulfilled citizen. As a result, universities for decades have stated—sometimes officially—that for every hour students spend in class each week they are expected to be studying for 2 on their own."]]></description>
<dc:subject>academia studying students learning college culture education efficiency technology pedagogy teaching blendedlearning philosophy engagement research highereducation highered</dc:subject>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highereducation"/>
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</item>
<item rdf:about="http://stevemiranda.wordpress.com/2010/07/28/the-heart-of-what-progressive-education-means/">
    <title>The heart of what progressive education means « Re-educate</title>
    <dc:date>2010-07-29T00:52:10+00:00</dc:date>
    <link>http://stevemiranda.wordpress.com/2010/07/28/the-heart-of-what-progressive-education-means/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["“The faculty are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics.”]]></description>
<dc:subject>education learning schools partnerships lcproject unschooling deschooling collaboration exploration progressive pedagogy intrinsicmotivation evergreenstatecollege teaching students stevemiranda toshare topost</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:e01a546ba173/</dc:identifier>
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</item>
<item rdf:about="http://coxmath.blogspot.com/2010/07/creating-culture-of-questions.html">
    <title>Questions?: Creating a Culture of Questions</title>
    <dc:date>2010-07-29T00:50:28+00:00</dc:date>
    <link>http://coxmath.blogspot.com/2010/07/creating-culture-of-questions.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["So, I guess at the end of the day, I try to be as real with my students as I can.  This all comes down to relationships founded on truth; a truth that we can only catch glimpses of.  We often times beat ourselves up because we don't see the fruit of our labor.  These "soft skills" (who coined that term, anyway?) are really the reason we do what we do.  We spend a copious number hours finding ways to offer immediate feedback to our students but our feedback is much more slow cookin'.  We won't know if the time we spend with our kids will pay them dividends down the road, especially when it comes to these "soft skills."  That comes when we see our students after they have finished college (or maybe they didn't  go to college and went straight to work) and started their own families.  That's when we see the fruit.  So be patient, the harvest is comin'."
]]></description>
<dc:subject>tcsnmy teaching relationships pedagogy education learning inquiry trust transparency togetherness questioning socraticmethod time slow unschooling deschooling schooliness students blogging</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3b87986c2ca9/</dc:identifier>
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</item>
<item rdf:about="http://www.nytimes.com/2010/07/13/opinion/13tue4.html">
    <title>Editorial Observer - Cutting and Pasting - A Senior Thesis by (Insert Name) - NYTimes.com</title>
    <dc:date>2010-07-13T21:26:11+00:00</dc:date>
    <link>http://www.nytimes.com/2010/07/13/opinion/13tue4.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["If we look closely at plagiarism as practiced by youngsters, we can see that they have a different relationship to the printed word than did the generations before them. When many young people think of writing, they don’t think of fashioning original sentences into a sustained thought. They think of making something like a collage of found passages and ideas from the Internet.]]></description>
<dc:subject>ethics plagiarism students writing remixing classideas tcsnmy remixculture</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:af2560a9d9c8/</dc:identifier>
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</item>
<item rdf:about="http://www.csessums.com/2010/06/generation-meh-empathy-and-college-students-today/">
    <title>csessums.com » Blog Archive » Generation Meh: Empathy and College Students Today</title>
    <dc:date>2010-07-08T19:53:34+00:00</dc:date>
    <link>http://www.csessums.com/2010/06/generation-meh-empathy-and-college-students-today/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The implications for reported low empathy findings are complex. For teachers, the Times article & report provide an opportunity to discuss these findings w/ their students. The key here is opening up an opportunity for dialog w/ students allowing them to share their thoughts on the issue of empathy. Keeping a journal that shows what kids are doing w/ their time outside school & a class discussion around their findings might also be useful & revealing to students. Role-playing is another safe & pro-social way to engage students in a discussion which, in turn, can help deepen their knowledge of empathy & empathetic behavior. While these suggested activities only scratch the surface, developing empathy & empathetic behavior is a critical skill that cannot be overlooked. If we want this depressing news regarding empathy in children & young adults to change, then we need to act now. If we don’t, as the Times article suggests, “don’t expect the next generation to sigh over it, too.”
]]></description>
<dc:subject>empathy narcissism entitlement netgen generations students culture ego christophersessums stephendownes society millennials geny generationy</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:29149ddc154e/</dc:identifier>
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</item>
<item rdf:about="http://beyond-school.org/2010/06/29/advice-for-teachers-scorned/">
    <title>Advice for Teachers Scorned | Beyond School</title>
    <dc:date>2010-07-04T00:05:42+00:00</dc:date>
    <link>http://beyond-school.org/2010/06/29/advice-for-teachers-scorned/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["East Asia is blessed by Confucianism. When Han Dynasty...put political support behind [his] teachings...unknowingly rooted in Chinese spirit a devotion to education & scholarship...teachers, students, & schools.]]></description>
<dc:subject>politics unschooling schools education teaching clayburell confucius confucianism asia china korea japan respect learning academics teachers students choices braindrain eastasia priorities</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:bf6303e32b01/</dc:identifier>
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</item>
<item rdf:about="http://interactions.acm.org/content/?p=1384">
    <title>interactions magazine | Time Goes By, Everything Looks the Same.</title>
    <dc:date>2010-07-02T10:22:35+00:00</dc:date>
    <link>http://interactions.acm.org/content/?p=1384</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Working at the Annenberg Institute at Brown University, Elliot and I set up a small nonprofit, Big Picture Learning. Working with the commissioner of education in Rhode Island, we had the opportunity to start a high school, The Met, as a model of what the schools of the future should look like. We started with a simple concept: one student at a time and what’s best for kids?]]></description>
<dc:subject>bigpictureschools dennislittky interestdriven student-centered studentdirected students tcsnmy learning schools unschooling deschooling lcproject curriculum design life education servicedesign</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:876bea76943d/</dc:identifier>
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</item>
<item rdf:about="http://whatedsaid.wordpress.com/2010/06/29/10-ways-to-encourage-students-to-take-responsibility-for-their-own-learning/">
    <title>10 ways to encourage students to take responsibility for their learning… « What Ed Said</title>
    <dc:date>2010-07-01T22:50:15+00:00</dc:date>
    <link>http://whatedsaid.wordpress.com/2010/06/29/10-ways-to-encourage-students-to-take-responsibility-for-their-own-learning/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["1. Don’t make all the decisions 2. Don’t play guess what’s in my head 3. Talk less 4. Model behaviors and attitudes that promote learning. 5. Ask for feedback 6. Test less 7.  Encourage goal setting and reflection. 8. Don’t over plan. 9.  Focus on learning, not work 10.  Organise student led conferences"

[Sound advice. I'm happy to report that tcsnmy follows it.]
[Via: http://twitter.com/gcouros/status/17523402623 ]]]></description>
<dc:subject>education leadership learning management responsibility teaching technology tcsnmy motivation unschooling deschooling inquiry inquiry-basedlearning assessment evaluation conferences reflection goals planning testing feedback conversation listening blogging students</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:cecadb915e73/</dc:identifier>
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</item>
<item rdf:about="http://blog.mrmeyer.com/?p=2978">
    <title>dy/dan » Impatience With Irresolution, pt 1: Part Of The Problem</title>
    <dc:date>2010-06-27T21:09:30+00:00</dc:date>
    <link>http://blog.mrmeyer.com/?p=2978</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Nowadays, I don't much care what they answer. I'm disinterested. I want to get past their answer. My response to their answer is an automated "Why?" That's where the action is.

I have been asking questions lately like "If the students in our class are the domain of a relationship, is their hair color a function?" which you can successfully defend from either angle.

I like the debates. I like the fights. I'm happy that we're slowly detoxing off our addiction to easy answers, taking longer to answer questions that are worth more of our time." 

[Rediscovering this stuff courtesy Basti. This one continues with part 2 at: blog.mrmeyer.com/?p=2971 ]]]></description>
<dc:subject>assessment learning patience students irresolution uncertainty ambiguity danmeyer glvo tcsnmy questions questioning pedagogy socraticmethod relationships answers davidmilch belesshelpful storytelling narrative</dc:subject>
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</item>
<item rdf:about="http://the-diplomat.com/china-power/2010/05/20/the-trouble-with-teens/">
    <title>The Trouble With Teens | China Power</title>
    <dc:date>2010-05-31T20:06:16+00:00</dc:date>
    <link>http://the-diplomat.com/china-power/2010/05/20/the-trouble-with-teens/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Having skipped tumultuous teenage years, Chinese are forever doomed to live as teenagers all their lives. Whereas Americans may be stubborn, moody, quick to anger, insecure, impetuous, condescending, extreme, & paranoid in teenage years, Chinese may suffer from these psychological issues all their lives. The psychologists who wrote Reviving Ophelia, Raising Cain, & Real Boys  may not be happy w/ how American families & schools are distorting emotional development of children, but if they came to China they’d faint in horror & despair."

[via http://twitter.com/janchip/status/15102206749 "wobbly sociology+sterotypes and/but interesting" ]]]></description>
<dc:subject>china education opinion social teens youth empathy independence self identity parenting schools tcsnmy chinese unschooling deschooling lcproject adolescence management business cooperation collaboration aynrand narcissism well-being socialemotionallearning culture students us socialemotional wellbeing</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:22b4bf8d2809/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:adolescence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:management"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:business"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cooperation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:collaboration"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:aynrand"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:narcissism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:well-being"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialemotionallearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:us"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:socialemotional"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wellbeing"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.apple.com/iphone/apps-for-everything/students.html">
    <title>Apple - iPhone - Apps for Students</title>
    <dc:date>2010-05-10T22:20:08+00:00</dc:date>
    <link>http://www.apple.com/iphone/apps-for-everything/students.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Whether you want to define a word, learn the name of a bone, practice your French, or prep for the SAT, iPhone has the smartest apps around."

[Note to self: Need to make a list of apps that is not mostly about cramming, test prep, memorization...]
]]></description>
<dc:subject>apple ipodtouch iphone applications education tcsnmy mobile appstore students technology ios</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:608593691dbd/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:apple"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ipodtouch"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:iphone"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:applications"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:mobile"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:appstore"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ios"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://bavatuesdays.com/networked-study/">
    <title>Networked Study at bavatuesdays</title>
    <dc:date>2010-04-08T00:03:41+00:00</dc:date>
    <link>http://bavatuesdays.com/networked-study/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[Great discussion in the comments including this: "It’s hard to change the culture of education without getting the kids before their thinking processes begin to ossify, but in order to do that, you have to contend with their parents who, however well-intended, didn’t have the benefit of the kind education you’re trying to provide their kids and often see it as more of a threat than an opportunity."

[via: http://weblogg-ed.com/2010/opportunity-not-threat/ ]]]></description>
<dc:subject>education edupunk diy future highered learning lms networkedlearning students parenting teaching tcsnmy lcproject change reform gamechanging unschooling deschooling</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:bfb5a5670515/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:edupunk"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:diy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:future"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highered"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lms"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:networkedlearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:parenting"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gamechanging"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:unschooling"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:deschooling"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://dreamwithme.org/blog/children-are-not-the-enemy-learning-with-ira">
    <title>Children Are Not the Enemy: Learning with Ira : Dream With Me</title>
    <dc:date>2010-04-05T04:26:20+00:00</dc:date>
    <link>http://dreamwithme.org/blog/children-are-not-the-enemy-learning-with-ira</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["So, when I read Ira’s book, I am reminded that our own educational failures of policy, institutional capabilities, imagination, and management create and sustain a schooling culture in which our most fragile and vulnerable learners become the enemy. Thankfully, I am also reminded through Glasser’s work and my mentor’s long-ago words that we educators have far more choice and power in our actions than we sometimes acknowledge. While we can’t change how other people feel or think, we can make explicit in all we do that the Iras of our world deserve the best we have to offer- a place at the learning table within a community of their peers and committed, thoughtful educators. We can see all our young people through a capacity rather than deficit lens. In Ira’s young world, Alan Shapiro made a critical difference by seeing him, not as the enemy, but as a young person with value. Ira became one of the lucky ones."
]]></description>
<dc:subject>irasocol teaching schools learning education tcsnmy lcproject change reform students</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:26be831668d0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:irasocol"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:lcproject"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.preoccupations.org/2010/03/whos-programming-the-tivo.html">
    <title>Who's programming the TiVo? - Preoccupations</title>
    <dc:date>2010-03-30T04:36:44+00:00</dc:date>
    <link>http://www.preoccupations.org/2010/03/whos-programming-the-tivo.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Two savvy, fast 13 year-olds, an impressed teacher and an excited class. Just before Jimmy Wales came to school, I found out that we have a young student likely to become a Wikipedia admin. If this happens, he’ll be the second student (to the best of my knowledge) to become an admin whilst still at school here. (Alex became one in his final year with us — 2007/8.) A parent wrote to me last week about his son editing Wikipedia: ‘in today’s interconnected way, this is the way to go and who knows what will happen then — expert status will allow him to develop other skills and is an asset in and of itself. It has also provided amazing learning for him.’ I find all this quite remarkable. We can grow so used to discussing change and the way young people now engage with the world, and we need experiences like those of last week to get us to look up and take stock again. Wikipedia has played such a part in bringing about these new kinds of engagement."]]></description>
<dc:subject>wikipedia technology teaching schools engagement jimmywales davidsmith students learning change gamechanging online web internet tcsnmy edtech</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:3b166612ccd0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:wikipedia"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:engagement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:jimmywales"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:davidsmith"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:change"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:gamechanging"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:online"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:web"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:internet"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:edtech"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://tomazlasic.net/2009/12/catch-a-teacher-day/">
    <title>Catch-A-Teacher Day « Human</title>
    <dc:date>2010-03-28T18:50:27+00:00</dc:date>
    <link>http://tomazlasic.net/2009/12/catch-a-teacher-day/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Until last day, we had very few staff that came to expo. They would bring groups of students down but (most of them) didn’t quite engage w/ expo in any way. “That’s for kids, not us…” was general sentiment, w/ few notable exceptions. W/ whole thing PRIMARILY for staff, we weren’t making dent...matter was raised at regular morning ‘war briefing’. We made decision that last day was going to be ‘catch-a-teacher’ day.]]></description>
<dc:subject>professionaldevelopment edtech technology students studentsteachignteachers</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:6d5d28a8f5e8/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:professionaldevelopment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:edtech"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:studentsteachignteachers"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.ascd.org/publications/educational_leadership/feb10/vol67/num05/When_Students_Don't_Play_the_Game.aspx">
    <title>Educational Leadership:Meeting Students Where They Are:When Students Don't Play the Game</title>
    <dc:date>2010-03-22T05:31:59+00:00</dc:date>
    <link>http://www.ascd.org/publications/educational_leadership/feb10/vol67/num05/When_Students_Don't_Play_the_Game.aspx</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["When I am effective, I don't meet students where they are just once at the start of the year, or even just at the start of each new unit. I meet them where they are every day, and rarely as an entire class. To engage these students in learning that matters to them, I need to repeatedly ask the question, "Where are you?" and be prepared to step back and listen."
]]></description>
<dc:subject>behavior education engagement teaching leadership learning motivation students</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:4e039dd2d1dc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:behavior"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:engagement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:leadership"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:motivation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://roomfordebate.blogs.nytimes.com/2010/02/14/the-library-through-students-eyes/">
    <title>The Library, Through Students’ Eyes - Room for Debate Blog - NYTimes.com</title>
    <dc:date>2010-02-16T17:07:12+00:00</dc:date>
    <link>http://roomfordebate.blogs.nytimes.com/2010/02/14/the-library-through-students-eyes/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["After a Room for Debate discussion last week, “Do School Libraries Need Books?” the comments from readers included some first-hand views from students. Below are excerpts of their observations on how studying has changed, how they use libraries (if at all) and how to use the space differently."
]]></description>
<dc:subject>libraries education learning technology future books students reading controversy debate advocacy architecture bookfuturism</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:b6fa71408eb0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:libraries"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:future"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:books"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:reading"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:controversy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:debate"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:advocacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:architecture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:bookfuturism"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://video.nytimes.com/video/2010/01/24/opinion/1247466680941/advanced-pressure.html">
    <title>Op-Ed: Advanced Pressure - Video Library - The New York Times</title>
    <dc:date>2010-01-27T02:21:49+00:00</dc:date>
    <link>http://video.nytimes.com/video/2010/01/24/opinion/1247466680941/advanced-pressure.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["The filmmaker Vicki Abeles features the stories of students and teachers of Advanced Placement classes and the pressures they face in our achievement-obsessed culture."
]]></description>
<dc:subject>film documentary applications ap highschool education health teens students achievement pressure stress rotelearning rote tcsnmy broken schools schooling</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:4c094d66d864/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:film"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:documentary"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:applications"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:ap"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:highschool"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:teens"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:students"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:achievement"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:pressure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:stress"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rotelearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rote"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:broken"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schooling"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://artichoke.typepad.com/artichoke/2010/01/gawandes-checklists-i-know-what-to-do-and-why-thinking.html">
    <title>Gawande’s Checklists: &quot;I know what to do and why thinking&quot;. - Artichoke</title>
    <dc:date>2010-01-23T21:59:38+00:00</dc:date>
    <link>http://artichoke.typepad.com/artichoke/2010/01/gawandes-checklists-i-know-what-to-do-and-why-thinking.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["pedagogical tension btwn using “instrumental learning” processes where students are explicitly taught skills & strategies thought necessary for concept progression (more usually examination success in secondary schools) & using “relational learning” processes that build “I know what to do & why” understanding...tension that is particularly evident in secondary schools where the second approach is represented as time hungry, uncertain & inefficient. Many of those wanting to build relational understanding w/ students assume that spending time on rote procedural knowledge is an important precursor for developing deeper conceptual understanding. This seems like a common sense approach – a let’s keep a foot in both camps kind of approach.  However, research findings in math education suggest otherwise. It seems more likely that, in maths education at least, time spent building prior instrumental understanding is an interference to, not an aid to, developing relational understanding."
]]></description>
<dc:subject>cgimath artichoke education learning teaching schools curriculum procedure math relationalunderstanding students understanding design atulgawande medicine rotelearning tcsnmy pedagogy artichokeblog pamhook rote</dc:subject>
<dc:identifier>https://pinboard.in/u:robertogreco/b:046ee41331b9/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:cgimath"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:artichoke"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:learning"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:curriculum"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:procedure"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:math"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:relationalunderstanding"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:understanding"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:design"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:atulgawande"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:medicine"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rotelearning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:tcsnmy"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:robertogreco/t:rote"/>
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