- Jun 2021
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Understanding the Role of Objects in Cross-Disciplinary Collab
test annotation
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- Jul 2019
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www.narst.org www.narst.org
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NGSS is a more deliberate coming together of educational members who were given the task to make equity and diversity issues prominent in framing the standards
big step forward, diversity exists! This view shows a step up (backwards/deeper?) of a level in ones awareness-system. Public acknowledgement is a first step...
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not as an add-on but as a transformative approach to teaching and learning (Mensah, 2010)
Yes! Elect her. and may I add to the end of that quote: "... and to the teaching profession."
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It is critical to understand that within systems, there is no isolation from the context, though we often view context as the invisible elephant in the room. When context is not addressed explicitly, equity issues are overlooked, and conversations about diversity in the science curriculum become only necessary for the poor, or students of color, or bilingual students. Issues of equity and context must be integrated in a wider systemic approach for the implementation of the NGSS to be deemed useful. We have to allow for boundary crossing and interdisciplinary connections into domains that make context and students from lower socioeconomic backgrounds, girls, students of cultural and linguistic diversity, and students in urban, suburban, and rural areas want to engage in science and see themselves in science. We believe that a culturally responsive approach to the implementation of the NGSS will achieve this goal.
It would be amazing to re-conceptualize the problem/s identified here using Popper's/Bereiter's 3-world ontology, specifically the affordances provided by World-3. W3 is 'inhabited by' abstract knowledge objects (aka cultural artifacts) created, worked-on, ignored, fought-over and rejected...or transformed/improved. The standards conceptualized like this and then engaging communities to develop relationships with these objects, apply and 'improve' them in their own worlds, as innovators, as professionals... This is a way to frame addressing the problem of 'implementation' of standards because, "...within systems, there is no isolation from the context..." This idea/description might need further development.
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Within the vignette and the experiences of the four teachers, there is a fundamental equity and diversity issue that is shared among them: whose responsibility is it to address equity and diversity? How do we address it in science and within our particular contexts, and with our particular student populations? What supports must be present to allow us to promote equity and diversity in our teaching, learning, and curriculum? What supports are present in the NGSS to assist all teachers to teach in culturally responsive ways so that teachers meet the educational science needs of all students? Our position and the ways in which we address these questions center on implementation of the NGSS with equity and diversity as theoretical and pedagogical foundations to science teaching. In this way, equity and diversity becomes a vision and goal for implementation.
and my position is, how can we instantiate classrooms (ie communities of students) such that they have the agency and abilities to self-organize and tackle deep, "wicked problems" of such fundamental importance as this. In solving this science/equity problem, let's aim 1 level higher/deeper/further and also focus on transforming education to prepare children to care about and have the abilities to 'solve' problems such as this as they grow.
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How will all educators and society have a deliberate coming together to envision equity as a guiding framework for the implementation of NGSS?
question interrogates problem of... wow, hard for me to encapsulate in a sentence. How about: Us teachers and other stakeholders need to engage in dialogue/action around equity and NGSS in our own local connections yet be aware of and engage with other local dialogues and furthermore transform/be-transformed-by the emerging, higher level discourse. np
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educators should not only understand the function and vision, but should manipulate the same to meet the needs of all learners.
Ah! shift in agency from the standards to the educators. This represents a fundamental divide in ed reform. While ostensibly aiming for same target, target exists in parallel universes...
Speaks to Teemu's contrast: accountability is more for businesses while 'responsibility' is for educators and those in the human services.
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Equity and diversity have not been a dominant focus of previous national reform initiatives in science education (Rodriguez, 1997)
color blind...
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- May 2019
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www.newsweek.com www.newsweek.com
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The first thing I would show our players at our first meeting was how to take a little extra time putting on their shoes and socks properly.
Things like this are easy to forget or better said, it's easy to assume basics like socks/shoes are universally well-performed. I was reminded of this: it's the last month of school and I'm teaching individuals how to "control-click" on a google search page to open promising web pages worthy of more detailed examination.
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it's the little details that make the big things come about.
If excellence is your aim, such details--and they are countless in education--must be addressed in a thoughtful, systemic way.
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www.bloomberg.com www.bloomberg.com
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We've detected unusual activity from your computer network
How deal with this?
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