I am participating in a 30-day challenge to reflectively write at least 150 words and then post online. Here goes!
I am going to let you in on a little secret. I’m writing an academic piece right now…and it’s really easy. That’s not something that is often said by me or in the circles I run. So, it has come as a bit surprise to be honest. I don’t know exactly what the difference is, but I have a good guess. I think there are at least three components:
- I don’t go back to work for a bit.
- I have text to start from, and I mean not just an outline, but developed text that has been tested on others.
- I am saying what I really want to say.
Let’s break this down (with the help of some 90s hits). I want to see if I can replicate this in the future, because I will probably not get this exact mix of components again.
Continue reading “Why am I whistling while I work?”
Here I am again. It’s nearing the end of the year and I have a moment to catch my breath between semesters. (Yes, my life is measured in semesters. Such it is with a school-for-life type.) I’ve had this site now for seven years, and for the first couple of years it was such a hotspot for thinking, reflecting, and connecting. And then, for some … Continue reading jumpstart
One of the joys of teaching is learning from and being inspired by the students with whom you are working. Last week in a graduate course I am teaching called eLearning in PK-20, we focused on multimodality and multimedia in our teaching and learning. We read a chapter I had written with a colleague called “Multimodal Meaning: Discursive Dimensions of e-Learning” in the book eLearning … Continue reading just words
I’ve been thinking a lot about ‘theory‘ and ‘practice‘ and their relationship lately. For one, I’m currently collaborating with practicing teachers in a course focused on models of instructional tech design. Before we dove in to these models, I invited the teachers to consider what theories or paradigms of learning guide their everyday teaching, and to create a visual metaphor for their paradigm of learning.
The results ranged from learning-as-journey metaphors to drawing parallels between learning and trail running…during a run, as well as considering the teaching/learning dyad as the back-end of a messy equipment rack. (Feel free to comment on these teachers’ blogs and channels! We’re building our PLNs this semester by contributing our experiences and reflections to the world wide web of education via blogs and channels…like this one.)
Here’s mine from the 2014 DML Ignite talks:
Around the same time, my colleagues Amy Stornaiuolo, Nathan Phillips and I had an article come out in the academic journal called Theory Into Practice. While we were writing the piece, I reflected often about what the little word into meant in the journal’s title, and if the two could every really be divided. My colleague Lara Handsfield (who has written a great book on literacy teaching theory and practice called Literacy Theory as Practice) helpfully uses the phrase “practice and theory interanimate each other.”
As I think about the examples the teachers in our course gave, they often talked theory and practice in the same breath. Our article in the issue is titled Multiplicities in Motion: A Turn to Transliteracies, and in it, we, too, discussed mobilities and literacies theories through a classroom example. Each interanimating the other, if you will. Here’s the article’s abstract: Continue reading “Theory & Practice in the Same Breath”
Want to join me in a #clmooc ‘unmake’ cycle? (clmooc stands for Connected Learning Massive Open Online Collaboration) I’ve been thinking quite a bit lately about the tracks, traces, and trails we leave as we work digitally and online. In a recent chapter focused on learning analytics and writing, I wrote about some of the potentials and pitfalls in education of the traces we leave … Continue reading Digital Trace Audit: A #clmooc New Year’s ‘Unmake’ Cycle
This last week Amy Stornaiuolo and I had an opportunity to meet with teachers at the Annual Meeting of the National Writing Project to discuss the mobile dimensions of contemporary literacy practices. By mobile, we mean the aspects that can move and are moved in writing. Most obviously, the list of things that move in writing includes the people who are writing, and all the old … Continue reading Exploring Mobile Dimensions with NWP
I have been inspired (again) this week by the work of a group of graduate student educators I’ve been working with this semester. They are currently revisiting maps they made at the beginning of the semester to reflect on their histories with technology in teaching, their classroom space, and paradigms of learning. After three months of intense discussions, critical reflection, and application through redesign, we are now … Continue reading May is for Mapping
I am thrilled to have been invited to participate with a group of youth interested in being positive change agents in their community. Called AltAction their team is serious about engaging in critical and creative action. I have only met with them twice, and I am already inspired. In the coming weeks, they are going to engage in some community photo ethnography in order to … Continue reading Tracing Across Time & Image with #AltAction
A couple of years ago, I posted about talking to my niece and her fifth grade class about audiences on- and offline. This week, in a graduate course I am teaching, the topic of teaching about online interaction and audiences with elementary students was raised...and I realized I never hit "post" on this companion post. So, here is a major #tbt to something that has been sitting in draft mode for too long.
A couple of years ago, I had the opportunity to talk with a fifth grade class about audience using a mini-lesson and guided practice that is probably familiar to many teachers. We then extended that discussion into considering what writing for an audience means in contemporary times. The young people in that class shared great advice for the demands on writing in a digital, networked age.
We started our conversation with a guessing game comparing two texts that were talking about a pair of shoes online:
We talked through the criteria the school was using in on online writing platform and saw that depending on the audience, every aspect of a piece of writing might change depending on the audience.
Message Continue reading “Say True Things: 5th Graders On Audiences On and Off the Grid”