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robertogreco : anterogarcia   23

"Make Learning Relevant" - Antero Garcia by Connected Learning
"In this episode, we chat with Antero Garcia - Assistant Professor in the English department at Colorado State University, and former public high school in South Central Los Angeles - about how teachers fit into the vision of Connected Learning, and integrating technology into classrooms in a meaningful way."
anterogarcia  edtech  civic  connectedlearning  education  relevance  2014  technology  teaching  howweteach  howwelearn  learning 
august 2014 by robertogreco
Marcelle Haddix - "Are You Still Helping That Community?" - YouTube
""Are You Still Helping That Community?": Toward a Publicly Engaged Teacher Education and a Focus on Community/ies

Working from a scholarship-in-action, community engaged framework, Marcelle Haddix will discuss ways that notions of community/ies and public engagement are defined and taken up in English and literacy teacher education.   Her talk will feature examples from two areas of scholarship.  The first area involves a study of the ways students of color navigate the multiple discourse communities they inhabit as preservice teachers and their construction of teacher identities in the current climate of teacher preparation programs.  Specifically, Marcelle will highlight the ways that teacher candidates of color define public engagement and what it means for them to work with/in urban schools and communities.  The second examines the experiences of secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students coordinate and facilitate a community writing event for local middle and high school students.   In looking across both areas, her talk will articulate new directions for encouraging community building and public engagement in English and literacy teacher education."

[See also: http://www.theamericancrawl.com/?p=1353 ]
marcellehaddix  2014  anterogarcia  community  publicengagement  teaching  literacy  pedagogy 
march 2014 by robertogreco
Patrick Camangian - Moving Left of Center: Teaching a New Ending - YouTube
"If teachers truly want to make their classrooms more culturally empowering, we need the type of learning, an ability to read the world, as Paulo Freire says, that leads to social transformation in students' actual lives. This presentation honors this by discussing the importance of tapping into the humanity that young people bring into classrooms, treating their most pressing concerns as worthy of intellectual interrogation and important starting points for all learning. Toward this end, this presentation will draw on work done in urban schools throughout California as a context to understand the socio-educational experiences of different cultural groups in urban communities and, more importantly, consider ways in which classroom teachers can more effectively remedy the problems facing urban communities."
patrickcamangian  2014  paulofreire  anterogarcia  pedagogy  teaching  learning  listening 
march 2014 by robertogreco
Teaching in the Connected Learning Classroom | DML Hub
"This volume highlights compelling firsthand counter-narratives from educators engaged in solving an array of challenges in today’s classrooms. It draws together narratives from an inspiring group of educators within the National Writing Project—a collaborative network of instructors dedicated to enhancing student learning and effecting positive change—that contributes to our understanding of what “Digital Is” (DI). DI is a web community for practitioners with high levels of expertise and a deep commitment to engaging today's youth by fostering connections between their in- and out-of-school digital literacy practices. Furthermore, DI is about sharing experiences that offer visibility into the complexity of the everyday classroom, as well as the intelligence that the teaching profession demands.

The chapters in this volume represent a bold re-envisioning of what education can look like, as well as illustrate what it means to open the doors to youth culture and the promise that this work holds. While there are certainly similarities across these diverse narratives, the key is that they have taken a common set of design principles and applied them to their particular educational context. The examples aren't your typical approaches to the classroom; these educators are talking about integrating design principles into their living practice derived from cutting-edge research. We know from this research that forging learning opportunities between academic pursuits, youth’s digital interests, and peer culture is not only possible, but positions youth to adapt and thrive under the ever-shifting demands of the twenty-first century. We refer to this approach as the theory and practice of “connected learning,” which offers a set of design principles—further articulated by this group of educators—for how to meet the needs of students seeking coherence across the boundaries of school, out-of-school, and today’s workplace. Taken together, these narratives can be considered “working examples” that serve as models for how educators can leverage connected learning principles in making context-dependent decisions to better support their learners."

[From within: ]

“…Typically, publications about or for teachers highlight “best practices.” The buzzword-driven form of highlighting a superior approach, to me, ignores the cultural contexts in which teacher practices are developed. The best practice for my classroom is going to be different both from a classroom anywhere else and from my classroom a year down the road. Context drives practice. As such, this is not a how-to guide for connected learning or a collection of lesson plans. The pages that follow are, instead, meant to spur dialogue about how classroom practice can change and inspire educators to seek new pedagogical pathways forward…”

and

“…I remember distinctly thinking “those students are doing it wrong.” … I didn’t understand that I was naturally ascribing my own rules of use on a cultural practice that was not my own…As such “doing it wrong” is culturally constructed and important to remember when we think about how we will roll out sustained connected learning support for teachers nationally and globally.”

[See also: http://dmlcentral.net/blog/antero-garcia/teaching-connected-learning-classroom-new-report ]

[A Summary (source of those quotes): http://bwatwood.edublogs.org/2014/03/05/connected-learning/ ]

[PDF: http://dmlhub.net/sites/default/files/teaching-in-the-CL-classroom.pdf ]
anterogarcia  mimiito  connectedlearning  2014  bestpractices  teaching  pedagogy  emergentcurriculum  christinacantrill  daniellefilipiak  budhunt  cliffordlee  nicolemirra  cindyodonnell-allen  kyliepeppler  classideas  openstudioproject  tcsnmy  lcproject  interest-drivenlearning  learning  peer-supportedlearning  sharedpurpose  networking  production-centeredclassrooms  interest-basedlearning 
march 2014 by robertogreco
Discussing A Search Past Silence with David Kirkland - YouTube
[Transcription of the first 11:18]

"A lot of times we frame conversations around English and English teaching, English education that too often ignore and neglect the lives of the young people that we work with. Increasingly, those young people will look different than the norm. In fact, normal, in our world, probably looks more varied than homogeneous. I think we have to begin thinking about that. The extent to which we can teach English well will depend on how well we know our young people. The extent to which we can begin to ensure equal education for everyone will depend on how well we know students. And I think, unfortunately, when we look at education statistics, young black men too often find themselves on the other side of achievement. To often when we look at social statistics, young black men almost always seem to be overrepresented in places that we don't want them… death, joblessness, I can go on.

And so, the book was written in part to humanize, if you will, conversations about young black men. So, in this sense, it is to provide a humanizing narrative of young black men that illustrates the sensitivities and intimacies that shapes his ways with words. Another goal for the book, for teachers, is to raise awareness of the conditions of the young students in our class, in this sense of contemporary African-American males. And a third objective is to provide suggestions for effectively engaging young black mane in a transformative project of education on his terms for social healing and for social justice. Now what do I mean by that? I think I mean that we can't teach well (quality) without equality and we can't teach well without knowing the students who enter our classrooms. And certainly we can't teach well if the only perspective that we have on those students is a deficit perspective, that our students lack.

And so I've argued in the book and I want to reiterate this point today that the study of literacy is incomplete until it folds together the doing and the being, the struggle and the sacrifice, and thus the story of literacy becomes the story of all of us. That's not what we see in schools. The story of English literacy in classrooms across the country is the stories of some of us. We only read books by certain genders that reflect the experiences of the elite. The questions are: How do we understand our students and their place within our consciousness, our pedagogical consciousnesses. And how do they come to be whoever they are? And what stories are invented in the life of their being that finds its way through the pen and through the creases of words practiced and ultimately into our classrooms? So, hopefully by sharing snippets of Shawn and Derrick and José and Sheldon [not sure about the spelling of each of those names] and the others, I've given you an experience with black men that many of us would never have.

And from that experience, the hope is that we can begin to build durable pedagogies about their literacies. We could also look at them not from a deficit perspective, but from what I call a profit perspective. Because here everyone is literate. Everyone is actively constructing with words or with other types of tools the world that we live in. In this sense, we're doing what Paulo Freire calls not just reading the work, but also the world. We're not just writing with words, we're also writing the worlds that we exist in. And for me, moving from the deficit perspective, seeing young black males in this sense are constructing that universe, the words, the ways that they are writing is so important for reimagining classrooms and for reimagining the space that we exist in."

[…]

"Shelly's question is How can a nigga like me write research like poetry? I'm going to share it with you. So, check this out. I spent three years initially with six young men and I'm going to go back into the back story. And I spent a lot of time with these cats and then I had an opportunity, I got a grant to spend more time with them. So the studies have all been over the process of about eight years, close to a decade. … Doing the research was one thing. As a researcher, I was a critical ethnographer. Not only did I ask questions and have interviews with the young people and allow them to really talk to me and explain to me things about their lives, following the rich anthropological, ethnographic method. I was part of their life for years. I was the seventh member of the group, if you will. I was at homes and at kitchen tables and at restaurants. I travelled their trails. I interviewed people who were in their lives, grandmothers and aunts, uncles, mothers and fathers where they were available, friends, employers, girlfriends, whoever I could. I was another member. I collected artifacts — napkins with scribbles of rap on them (lines of rap), notebooks, videogame magazines, all types of literacy artifacts came to me. The question then was How do I put this together in a way that best represents them?

And so to get at Shelly's question, how did A Search Past Silence emerge? Well, the first book that I wrote — and I write about this in the book — the young men didn't like. So I did my member checks and I wrote this scientific book that was in rich academic jargon. I used all the -t-i-o-ns and -i-z-es that academics use. I cited Bakhtin and Foucault and all the people that you're supposed to cite if you're an academic de certo. I thought it was cool. And then I gave the book to the young men and they didn't understand shit that I was talking about. So I did work with these young men and they couldn't read the book that I had written about them and it felt exploitative and it felt nasty and it felt like the type of work that I didn't want to do.

And so I wrote another book using that same data, attempting to get it better. The next book I wrote, I presented to them, it felt like a rich ethnographic narrative, but it still was overly scientific, the theories were somewhat academic, and they didn't get that book either. And they said — sometimes they called me Doc because I'm Dr. Kirkland, other times they called me Kirk, other times they called me sir — they're like "Sir, we don't understand what you're talking about here. I don't know who this cat is. I don't know who he is. He's not important to us." And then I finally got it, that to tell their story I needed to tell another type of story. They had to be my audience. Because if teachers and educators and intellectuals were going to get them, they needed to hear from them. They needed to hear their voice.

And so I decided to write a book in their voice. So if you look at chapters one through sixteen, I don't use the personal pronoun I. Not in reference to me. Instead I try to privilege their voices and the telling of their stories. And I draw from what Chimamanda Adichie calls the varied or multiple narrative, the multiple story, to get away from the danger of the single story. And within these many stories, within the creases of many narratives, I believe we accomplish something. And the thing that I believe that we accomplish was a textured narrative of them that was written in their voice, that gives privilege to their voice in their story. And for me that was important. So the move that I made from researcher collecting a bunch of data, making sense of that data in order to understand some theory of black male literacy is a lot different than who I write about. I had to become a writer and less of a researcher in writing the book, but the book does represent real research. It may read like fiction, but it's not."

[Related: http://www.theamericancrawl.com/?p=1181 ]
[Book link: http://www.amazon.com/Search-Past-Silence-Literacy-Language/dp/0807754072 ]
davidkirkland  anterogarcia  literacy  education  teaching  writing  reading  research  2014  literacies  multiliteracies  youth  teachingenglish  diversity  normal  ethnography  narrative  anthropology  voice  chimamandaadichie  multiplenarrative  multiplestory  chimamandangoziadichie 
february 2014 by robertogreco
The Listserve Archive
"I made a lot of mistakes and learned a lot that first year. I learned that the tremendous love, resilience, and hunger for an equal education can make any space ignite with the possibilities of learning. Engaging with my students and being honest about my weird looking face meant my classroom began with a culture of openness and honesty.

The world of education in the United States has a lot of work to do. Nearly a decade after that first day of teaching I’m now helping prepare future teachers for classroom life. It’s a strange shift, sometimes. I build from my experiences looking out an unblinking right eye at a decimated classroom filled with eager students and strive for helping revolutionize the world of education."
listserve  anterogarcia  teaching  education  schools  2013 
october 2013 by robertogreco
iFiasco in LA's Schools: Why Technology Alone Is Never the Answer | DMLcentral
"In our research on the incorporation of smartphones in classrooms we see a strikingly and unfortunately similar pattern to LAUSD’s venture. The story routinely begins with adults who have high hopes that these devices will motivate students and will level the playing field across race and class lines. Students are initially excited about these gadgets. Who wouldn’t be eager to get a brand new iPad or smartphone? But, when youth think of smartphones or tablets, they think YouTube, Facebook, music, and games. As soon as they figure out that the devices are restricted, they have two options: work around the controls or resign to the fact that it really isn’t an iPad or smartphone, but instead a “device for school.” Add into the mix, ambiguity about liability, and the grand plans of a 21st century classroom fizzle back into schooling-as-usual."



"Performing drill and kill math exercises on a digital display or reading a pixelated version of The Great Gatsby does not prepare students for an increasingly complex and digitally-connected world.  Transforming the learning opportunities for students in the District is not as simple as diverting $1 billion to iPads. Actualizing the transformative power of new digital technologies would require District officials to abandon their incessant and long-standing push for one-size-fits-all standardization and high-stakes testing that constrict and compartmentalize learning.  The rich potential of these devices is tied to students’ freedom to explore as learners and the professional expertise and flexibility of teachers as guides. The District wants both control and creativity, which leaves them with little more than hacked iPads."
lausd  ipads  anterogarcia  thomasphilip  2013  education  teaching  learning  edtech  schools  policy  creativity  standardization  control  compartmentalization  testing  high-stakestesting  ipad 
october 2013 by robertogreco
The American Crawl : Rhizomatic Listening: On Shuffling Audiobooks
"And this is what I’ve been thinking about: the shift in narrative as a result of audio shuffle…

Cortazar’s Hopscotch supposedly works in random-ish order.

I think a more controlled chaos could also work. I think of the three parts of Skippy Dies and, considering Paul Murray tells you exactly what happens by the end of the book in the title, wonder how my experience would be altered if I shuffled the three parts of the books. Ditto the five parts (and three bound volumes) of Bolano’s 2666.

I think of Deleuze and Guittari’s notion of the rhizome. A model for looking at research and culture, the notion of the rhizome differs significantly from traditional tree-like hierarchies. Seeing multiple points of entry and exploration, they write that “any point of a rhizome can be connected to anything other, and must be.” The world is shuffled. We curate rhizomatic experience everytime we create a playlist – a digital piñata of randomly falling sonic riches."
harukimurakami  skippydies  theunfortunates  bsjohnson  paulmurray  forthewin  corydoctorow  playlists  ipod  nicholasjaar  gabrielgarcíamárquez  rhizome  2666  robertobolaño  rayuela  hopscotch  randomization  machinemixing  remixing  listening  deleuze&guattari;  shuffling  audiobooks  juliocortázar  shuffle  2012  anterogarcia  remixculture 
december 2012 by robertogreco
This Ain’t Montessori’: (Mis-)Appropriating Pre-K Education at DML 2012
"Taking Antero’s lead, I’d like to use this space to problematize not just JSB’s presentation of the role of Montessori in universally “cultivating the entrepreneurial learner,” but also to specifically call attention to the absence of early childhood educators and scholars in the DML space, and why it should matter to all of us.

JSB argued that through the lens of Montessori’s philosophy, today’s digital technologies hold unparalleled possibilities as “curiosity amplifiers.” Montessori teaching values tacit learning, or the development of key practices, habits, and “know-how” that can only be learned through personal experimentation. However true, Montessori is NOT the only model of early childhood education that values embodied play and learning. While the guys at Google might have grown up and thrived going to schools inspired by the pre-WWII teachings of Maria Montessori, how about inviting to the metaphorical sandbox another Italian pioneer of early childhood education…"

[via: http://www.theamericancrawl.com/?p=1004 ]
curiosity  idealization  mariamontessori  dml2012  learning  education  earlychildhood  ece  reggioemilia  montessori  2012  merylalper  anterogarcia 
july 2012 by robertogreco
The American Crawl : Lunchtime Intellectuals and Backseat Driving in Education
"All too often, we tend to try to simplify the really (really) complex challenges that teachers are in. At the DML conference last week, I took issue with John Seely Brown’s keynote talk that tended to idealize the Montessori school system. Meryl Alper helps complicate this as well as point to an early-education blind spot in the DML community. This stuff is much more complicated than can be covered in an 18 minute ohhs-and-ahhs-filled video. This stuff is about our future and it’s about the youth in our schools and it–thus–deserves for us to try untangling it as a complicated mess.

It’s not that TED-Ed is a bad idea. I’m more concerned with the continued trend of non-educators being able to get high profile coverage for creating faux quick-fix solutions (or worse: another community to work on solutions) for deep-rooted inequity that’s been decades in the works."
2012  complexity  inequity  silverbullets  quick-fixes  non-educators  idealization  messiness  montessori  johnseelybrown  learning  education  ted  anterogarcia 
july 2012 by robertogreco
The American Crawl : The Mystery of Willis Earl Beal and the Bread Crumbs of Digital Media
"This process of seek and stream and download is a relatively new one. It’s a process that interlinks search queries with media consumption, participation within affinity groups and individual focused engagement. As I occasionally felt frustrated at not finding the results I sought, I wondered if I was doing things correctly. As digital literacies exhibit a confluence of different skills happening concurrently, self reflecting on a process like diving into the Beals mystery are useful in recognizing changes in day-to-day online practice."
2012  digitalliteracy  web  search  music  willisearlbean  anterogarcia 
january 2012 by robertogreco
The American Crawl : Not Quite EverythingEverything: Why Our Approach to Music Education is Kinda Awful
"And all of this is to prelude a simple question: Why did I have to wait so long for this opportunity? While I was already a music “fan” and immersed in family practices that included going to musical performances, singing at family gatherings, and enthusiastically drumming on car dashboards, it really wasn’t until college that I was able to see music as a source of study, as a place to connect passion with purpose, a place to learn new ways of listening…

we leave music instruction into the hands of people who are inclined on the production side of things (and even then in only limited ways such as marching bands and big band numbers). Why do we wait to make the study of music, its history, and the cultural meaning of it an option only for those students that eventually matriculate into universities?"
anterogarcia  2011  ofwgkta  music  education  teaching  appreciation  listening  popularculture  oddfuture  culture  culturalstudies  semiotics  engagement  classideas  instruction  academics 
december 2011 by robertogreco
The American Crawl : “Pandemic Right Here! Got That Pandemic!”
"A board game that relies on collaboration amongst players instead of competition, Pandemic finds players racing around the globe treating infections and feverishly trying to discover the cure before another epidemic wrecks havoc on the globe. In effect, the players are working together to beat the game; either we all win or – as was most oft the case for us – we all lose.

A game that can be played by anyone, we found ourselves deliberating every action and discussing (or arguing) strategy. We were metacognitive in our decision making process. We highlighted what failed in past games (deciding to ignore the wildfire-like spread of disease in Asia, for instance was a particularly terrible strategy) and relied on our various locations, cards, and other game attributes to eventually beat the game."
pandemic  boardgames  games  play  collaboration  anterogarcia  2009  strategy  classideas 
october 2011 by robertogreco
The American Crawl : Wonderstruck – A Kids Book About Curation (and Other Stuff)
"Currently, I’ve been working on a chapter of my dissertation that, in part, looks at youth as curators and the transformative possibilities of this role. By taking ownership, labeling, collecting, and displaying ephemera within their communities, my students help guide a collective consciousness for their peers that establish opportunities for social improvement. The act of curation is a liberatory one. Or at least that’s what I’m arguing so far.

Wonderstruck finds its protagonist desperately holding onto the artifacts that make up an unclear past in search of meaning amongst them. Selznick’s narrative illuminates the personal power of curation and imbues it with the same sense of wonder that I attempted to achieve in the ARG I created. The book opens up paths of discussion that I’d love to someday host with students."
anterogarcia  brianselznick  curating  curation  curatedlearning  learning  labeling  collections  collecting  2011  teaching  wonderstruck 
october 2011 by robertogreco
The American Crawl : “Chinese Communist bliss,” Alienating 11th grade Urban Youth, and the Danger of a Single Story Revisited
"I’m intrigued & troubled by the prevalence of stories like this one…fascinated by the voyeuristic look into the rigorous lives of “the other” while also concerned about what the prevalence of these narratives say in maintaining the competitiveness from a capitalistic perspective in the US…

I also think there is a danger in presenting this article in a way that ends up feeling like it’s a universal proclamation of the lived experience of an entire nation – not just a handful of individuals…

When we peak into the lives of the hardworking student, the secret sect of an alternative music scene, or even the inner-workings of gold farming, there is a danger in making broad generalizations and reporting them. While I don’t doubt the factual accuracy of the articles described here, I’m concerned by the way these articles function to further dominant, hegemonic narratives that inevitably distance communities, pressure communities, and fuel narratives of capitalism."
anterogarcia  generalizations  class  storytelling  chimamandaadichie  racetonowhere  china  education  narrative  capitalism  us  competitiveness  chimamandangoziadichie 
august 2011 by robertogreco
The American Crawl : The Perennial Outsider and the Problem with Bashing White Kids
"But what I forgot was that Holden is the apotheosis of being a teenager and growing up. I’ve had few texts that have quite the near-universal positive response as Catcher gets in my 11th grade classroom.

While I ask students to think about the critical nature of the text & its politics of representation, I also recognize that students need to look at the world from myriad viewpoints–especially when those of privileged folks like Holden end up looking a whole lot like their own. Each time I teach this book (every 11th grade class I’ve taught at this point), I have students ask to buy a copy when they are finished. I have students each year admit it’s the first book they’ve finished reading. Ever. I have impassioned & emotional reflections from students that discuss their fears, uncertainties, & desires about growing up. The fact that Holden is white or male doesn’t get in the way of this pathos or this ability of students to engage meaningfully with an aging text…"
catcherintherye  jdsalinger  anterogarcia  teaching  context  literature  books  2011  race  meaningmaking  teens  adolescence 
july 2011 by robertogreco
The American Crawl : Old Dogs, New Tricks, and the Pace of Learning
"I was able to engage in this process of learning because I came to love and trust her."
anterogarcia  teaching  learning  trust  love  relationships 
july 2011 by robertogreco
Multiliteracies and Designing Learning Futures | DMLcentral
"I want to outline a few ideas about how I see literacy expanding today. These are initial thoughts and I hope we can engage in collective development around what you may think as well. There are three developments in literacy that are under-recognized in classrooms, in policy, and in empirical learning theory research:

1. Search, Query, and Interpretation

2. Conscious identity development

3. Online/Offline Hybridity and Spatial Interaction"
anterogarcia  multiliteracies  literacy  literacies  beyondtext  socialmedia  search  query  interpretation  identity  identitydevelopment  consciousidentitydevelopment  offline  online  2011  spatialinteraction  facebook  google  mmorpg 
july 2011 by robertogreco
Schools for Community Action
"We are Schools for Community Action, a group of public school teachers, parents, community partners, and recent high school graduates, working together to create the best learning environment for the new neighborhood high school opening in 2012 at 60th and Hoover in Los Angeles.

Our goal is to create a structure of collaboration that enables the community to have a voice in the design of the new neighborhood high school campus.

Please take a few minutes to learn more about us and how you can help!"

[via: http://www.theamericancrawl.com/?p=798 ]
anterogarcia  losangeles  education  learning  schools  community  activism  schooldesign  lcproject  petercarlson  kevind'amato  markgomez  patriciahanson  andrehargunani  travismiller  katierainge-briggs  ericaramirez  andrewterranova  tonyterry 
july 2011 by robertogreco
Getting Serious About Reimagining Learning in the Digital Age | DMLcentral
"As things stand right now, unless participatory media takes a deliberate step into classrooms & into testing data, long-term sustainable funding & adoption seem unlikely."

"As someone who regularly works with kids outside of schools in after-school & summer programs as well as spending the majority of my days waking up early & scrawling on a whiteboard, there is a significant mode of participation to which young people have become unnecessarily acculturated. With literally tens of thousands of hours spent being conditioned to facing forward & remaining in seats, we have created factory-minded young people who need to be gently provoked. This work takes time & trust; once those two things are present, a classroom of enthused minds is limited only by imagination.

Years after its implementation, I still get messages from former students about how the seven weeks they spent learning through and playing the Black Cloud game made an impact on their day-to-day lives."
education  dml  digitalmedia  digital  media  internet  learning  change  unschooling  deschooling  tcsnmy  assessment  henryjenkins  anterogarcia  2011  schools  afterschoolprograms  participatory  participatoryculture  digitaldivide  participationgap  schooliness  industrialschooling  gamechanging  funding  k12  publicschools  quest2learn  cv  innovation  collaboration  socialemotionallearning  trust  engagement  socialemotional 
april 2011 by robertogreco

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