Because it's not about evil but about policy consequenes. The only way to discipline politicians is at the ballot box, so this is a dilemma.

Similar to women's rights. Women are supposed to support the "progressive party" because it sometimes takes an interest in issues important to them.

This is the logical consequence, but most don't get that far. Most just stop at, "homeland for the Jewish people" - a kind of historical, cultural Zionism of the "next year in Jerusalem" aspirational variety.

This is the pending eclipse of the monopoly of white power in America. It has been a long time coming. As with slavery, this new Confederacy will not compromise to share power with others outside their class.

Strange shopping basket of imagined grievances. It would be one thing if they had anything approaching a valid argument, but this is pure propaganda.

Code for anyone outside their ideological camp.

With respect to absolute right to "freedom" from any gun control legislation, they will admit to registration, to disarming of felons, the mentally ill, carrying in schols and government building, regulation of commercial sales, concealed carry, and atypical weapons.

needs support.

Polemics

Conflates gun control with denial of 2nd Amendment rights, claims 2nd Amendment was 'all but forgotten". Needs evidence.

Appears to refer to the "meaningless" phrase, "a well regulated militia" again.

Post slavery. Cites due process clause as further defining 2nd Amendment.Caims that the 2nd only restricted the federal government not the state governments.

This contention is supported only with polemics. If the argument were so strong, then ample evidence of this fear and distrust could be found, and its difficult to accept that the Constitution was ever ratified were this really the case.

This is a modern fear conjured up by the gun lobby to sell guns

In 1916, that is. Not really so quickly.

And back to the alleged "meaninglessness" of the words, "a well regulated militia".

This is the zero sum argument that they typically go to. "All regulation is illegal".

If this is true, why did Congress pass a law in 1916 defining the 'militia' and placing it under ultimate federal control? https://constitution.congress.gov/browse/essay/artI-S8-C16-1/ALDE_00013673/

Needs support.

This "fact" is just tossed out there without evidence or support. Where is this critique of Washington's Continental Army?

And, of course, the greatest threat they faced from from the British Empire, which possessed a well trained regular army. Not for national defense but for colonial conquest and control.

Hamilton was a federalist and believed that power should be located in a central authority, above that of each state, or commonwealth.

And indeed, this was the common practice at the time. Hardly to be seen as an alternative to non existant standing armies. It is just how things were done.

This is just projection. People had always struggled to limit authority and in the English speaking world, this officially begins with Magna Carta.

What the Constitution does prohibit is billiting, which frames this discussion in a different light.

Maybe. But there was no provision for a standing army in the Articles of Confederation and no precedent for one. Standing armies weren't even a thing throughout the middle ages. Rather armies would be "called up" as needed, from the general population.This was the case in the English Civil War, and in the many American wars with native people, and indeed with the American Revolution. Hard to say people distrusted a thing that had not existed for 2000 years.

That is certainly one aspect of modern gun control discussion, but not the primary focus. This line of argument is in response to gun advocates often omitting the words, "A well regulated militia being necessary..." in their claims and argumentation.

The contention is that the words "well regulated militia" are meaningless, which is surprising given the terseness of the document over all and the care with which it is written. Alternately, the meaning of the phrase is inconvenient for "gun rights" argument so some attempt to simply erase it.

Madison's argument for the viability of a large republican democracy.

They were sent directly to New Orleans. Here begins the association with African Americans.

This language actually sounds like Trump, except for "mulatress" which most people probaby wouldn't understand today.

Like the wedding planner complaint about being forced to plan a gay without a gay wedding to plan.

Advertising lynchings in advance to attract large crowds and "mark it on your calendars".

Origin of Columbus day is to respond to anti-Italian racism.

Allows each user to moderate their own space, to choose whom to see and engage with to and whom not to.

It's passively managed, like a publc square, not like a meeting hall, or private venue.

Social network is distributed around nodes, not centralized with a single leadership group.

This is true of many specialize interest groups that use Twitter to connect.

I would like to see. Death threats are a thing on the right.

Ask teachers about parental involvement. They did not "stumble" onto anything in the curriculum. Their objections are not about school text books or lessons teachers design or deliver. It's always about something they've "found" in a library somewhere.

This is bullshit.

And failures will be blamed on "incompetent delivery" by classroom teachers. This is the only way for admin to escape accountability for their gormless leadershiip.

The district has chosen to trust a sales person over a professional working in her field.

Discourage the child from moving beyond expectations.

Oddly derogatory. The teacher is telling them that she thinks phonics is BS and she's apologizing for wasting their time.

The "lesson" is likely designed to occupy the entire period. Designers were told to leave no time for anything other than direct instruction since unscripted time could not be accounted for.

This has implications for instructional designers and is one of the main reasons why a teacher of record should participate in the design of a course to the fullest extent possible. It isn't just about "buy in". It's about authenticity, authority, and teacher agency.

This sounds similar to the use of the Dolch word list to teach reading / writing. The list is designed to enable work with grammar and syntax, but because it is so small, requires considerable linguistic skill to use expressively.

Online design can easily enforce this perscriptive approach to "delivery" as opposed to teaching.

Indeed, many children move to quiet their minds while not looking at the teacher is another form of concentration. The idea that only students who sit still and stare, like cats, are the only ones "paying attention" is kind f like saying that your cat is liseening to you because it's looking at you.

They are also likely shutting down. The routine is stupefying to kids who "don't get it" while the kids calling out the answers are annoyingly monopolizing the teacher's attention. "No child left behind"...

The target is the end of year goal for whichever type of class (Regular / H / AP) and the overall grade is the agregate distance from each target following the translation table. This says, overall, the degree to which a student has met the target - which remains unstated. I see some problems with reporting there, and with students actually understanding how their grade is calculated.

Does this not violate the premise that a grade means something that we can reliably identify. If target levels constantly change for each student and among students, then the same target could be anywhere on the grade scale at any time.

This is quite important. Success is achieving the goal. If the goal is unattainable, then so is success.This is how we set students up for failure.

These are the eight canonical SEP (Science and Engineering Practices) from the Next Generation Standards plus two additional practices. These should be distributed among courses? Ten outcomes is a lot for SS to track in a single course. Progression is also a form of grading.

Does this establish an expected progression of learning that is linked to time?

This may benefit from adoption of SOLO and simplification of the rubric model.

SOLO - unistructural = write a claim (Toulmin, Claim)/ multi structural = provide evicence of the claim (Toulmin, Grounds) relational = relate evidence to claim (Toulmin, Warrant & Backing), extended = provide theoretical analysis - evaluate theory in light of argument.

Resembles SOLO, though the rubric is wordy and includes a lot of subjective descriptors. Each level is distinct and adds a level of complexity to the previous level. "Expert" clearly aligns with SOLO extended/abstract level. Levels are not clearly linked to levels of cognitive function (uni / multi structural / relational, etc.)

This is a very important point. When approaching Common Core and State Standards, we should be mindful of the values these standards impose and approach them from a position insistant on issues of race, socio-economic class, identity, and power..

Curriculum design, and its underlying pedagogies, is critically important to the creation of less oppressive, more open and democratic educational practice.

This framing is likely the result of an uncritical approach to traditional pedagogic practices, similar to HE faculty who simply teach the way they were taught because "that's how it's done". Unlike faculty, tech tools can't be trained in better or more responsive methods but rather contribute to further fossilization.

This is a pattern most of us are familiar with. The best example I know is Apple's launch of the iPad in LA schools without saying, or knowning, how it will be used. Apple has a long history of testing its products out on users. Google habitually does the same, offering products for "free" in exchange for data and expanding a user base for its products.

Recalls the Nazi Lebensunwertes Leben, Life unworthy of life category into which they dumped people they deemed to be economically "non-productive" - sick, handicapped, old, etc. and thus a "burden" on society best gotten rid of.

Reminds me of something Carl Sagen said - I think it was Sagen though might have been Feynman - in the context of quantum physics, that the universe is under no obligation to observe our rules, or something like that.

Yes. This is, again, the doctrine of infinite growth. There may be more interest today in sustainable prosperity but general acceptance of this requires substantial cultural change. The Climate Crisis may be the straw that breaks the camel's back.

Quotable.

This cultural entrenchment infects may other areas of activity, including education practice, where a gospel of competeition undermines the core ethos of practice to turn a core function of human culture and civilization into a winnowing process assuring maintainence of privilege.

This achieves two aims: it conceils the existence of the movement and prevents infighting and fragmentation over definitions.

No need to defend itself or assert its authority. It presents as a force of nature, like gravity, beyond question, beyond understanding. When threatened it responds ferociously, claiming to be "freedom", "liberty", "decency" itself - goodness and light, Christ manifest. Clearly, it is fascism.

This is the filibuster, described as empowering miniority rule.

Col Thomas Hartley, Federalist, PA

Witness tampering here. Waiting for more to come out of the woodwork.

This is so sophmoric. It reminds me of the mean kids in high school.

British Parliamentary rules prohibit monarch from Parliament without an invitaion. Possibly modeled on this practice. Remember Trump's disinvitation from the House for his last state of the union, which he had to give from the WH.

To Stone, Flynn and the Oath Keepers, via Meadows.

Meadows has to explain what's going on with Rudi. He's the Rudi whisperer.

This is important since it ensures that students know and understand what the standards mean and how they are measured. It is more about this than it is about negotiation of standards, with students attempting to lower them. This does happen and can be controlled by adopting an underlying archetecture for performance standards, such as SOLO

A polite way to say bumping up marks without linking them to standards and to students actual performance.

alignment

alignment

Multiple tiers of interconnected and aligned goals link classroom activity with published standards and curricula.

That is one way to look at it, but it's a teacher centered approach. How do standards help students? If they do not help students, then they are useless and should be abandonned.

Standard for review

Standard for review

Standard for review

Standard for review

This is why every day should be and "Awesome" one. If Ss are not active, engaged, and working on something they are just passing time.

"Rewards" are extrinsic motivators - like the carrot and the stick. Make every session an Awesome Gym Day and let Ss reward themselves by achieving goals they set for themselves. Give them some autonomy and be patient with those who just want to play. They need time.

Fun, fairness, and challenge could inform the development of three standards with students that could be used to structure their PE sessions. Ask them how do you measure fun? How do you measure fairness: How do you measrue challenge? If they participate in the development of standards, they will be more interested in using them as a guide to improvement - have more fun, play more fairly, ramp up the challenge.

If they are focused on improving something - like catching - then they should come with the intention of working on that. PE class is not recess. They should have fun, but if they are not focused on anything other than having fun, then they will not be able to improve in any substantive way and it will be impossible to provide any coaching that might lead to that.

Similar problems in language and writing instruction. Ss want to show off their skills and to experiment and do things their own way. That is fine - accomplished writers do this all the time Shakespeare made up hundreds of words. We are not all Shakespeare though - we can make up words in specific contexts, but in writing instruction, the goal is to master common forms and structures before moving on to display personal creativity, yet, even within common forms, there is room for personal creativity. When assessing in this way, it is important to focus on the standards and what those mean in terms of performance - otherwise, be become bogged down and unable to provide clear, consistent, and actional feedback that can lead to improvement in performance.

All performances are complex, and when coaching, it is impossible to attend to every minute detail. Formative assessment - active coaching - is individualized feedback to improve overall performance. Evaluating that performance, is to focus on the performance as a whole.

I think a performance focus in important in a lot of fields because, ultimately, education is about what folks are able to do. Knowledge of things is not useful until it is applied to some problem or task. A performance focus could improve assessment across the board and shift teachers away from merely testing "content".

Assessment of process is commonly formative; while assessment of performance outcome is often summative, though formative assessments do look at performance outcomes too - from the perspective of informing improvement.

Imposter syndrom is common as people move into more specialized fields. It's common to hear about it from PhD candidates and from PhDs.

Evaluation is not the same as feedback. Evaluation is almost always directed at unsolicited advice. Feedback may praise or criticize, but usually seeks value in something.

This summarizes Brooks' argument, but he failed to demonstrate how culture is not important to the left. Politics cannot change culture, but reflects it.

A kind of definition, but... mystic?

Sounds like social engineering and top down control - what happened to "human nature"?

Decartes, not exactly a liberal icon.

A shopping basket of disparate things and likening economic policy under Capitalism to autocratic movements. Also ignoring the fact that French and American revolutions spring from the same source.

Another misrepresentation of liberalism as autocratic.

Yes. This is common, but "liberalism" isn't about imperious exercise of government authority over others. Many liberals would also criticize this type of planning that excludes communities. This criticism is about exclusion, rather the opposite of modern liberalism which tends to promote inclusion.

Yes, it does, following constructivist theory learning is a collaborative effort involving both students and instructors, a position first described by Vygotsky. Also consistent with Wenger, Community of Practice model: expertise is learned from expert communities.

This, and the use of propriety snooper software like TurnItIn, places commercial interests in a position of authority to actually define what academic integrity is, and to do that narrowly enough, to lock in their customer base and convince educators that they provide an essential service. In the end, they will define cheating so narrowly, and make it so universal, that it becomes impossible to avoid and so convince everyone that cheating is the only way to "learn".

Teachers should monitor students, but for learning not for cheating. By assuming that students are learning, or trying to learn, they will engage more effectively and they will also know when students aren't really "doing their own work", and know enough about that to move the student to more productive activity. Not only is policing a waste of time, it corrupts the learning process and pits teacher and student against one another.

Closed ended questions are information based, boring, and not challenging to students. They do not lead to any significant learning. Teachers ask them because they are easy to grade, so the question is really, do we organize education around the convenience of teachers or around the benefit to students?

This depends on the question. It's important that folks know that the answers are NOT online; that what is online is argument and evidence that they need to use to build their own answers.

This is a good thing. We may no longer need to struggle against misplaced reverence for expertise and argument from authority, but address argument and evidence instead.

So, does social media have a role in creating or amplifying this, or is it merely uncovering something that is there anyway?

Why should anyone be expected to 'breach cultural taboos' in the first place. Surely this is a personal choice. Others should not pressure people to move one way or another.

Unclear whether a 'module' is a conceptual unit or a template.

This maps to TLAs though they seem to be mostly passive activities,

Course Module Structure document presents Activities as mostly passive activities or materials / content.

The Module Content Template is a planning table in Word that identifies "Learning Activities" as content: "PowerPoints, videos, articles, lectures" and "Assignments" as stuff students do, including quizzes.

Why is this important?

This and video talks about "levels of learning".

These materials appear to repeat one another. I suspect they are created by instructional designers who do not necessarily have experience teaching. They are not grounded in research or practice but simply repeat ideas in circulation.

Objective or Outcome? She says these are the same thing. Later she talks about goals that can become objectives.

Begin with a "stem" (condition), then add "actor" (student), then add "behavior" (verb), then "degree" Resembles Mager's performance based model. Performance, Condition, Criteria. She adds another - 'Actor" but this is superflous.

Mager's model is built for training type activities and does not work that well in other contexts.

This video is about course intended learning outcomes. It explains about Blooms but casts them as suitable for lower or upper division courses.

List of Bloom's verbs

Another list of Bloom's verbs

These are additional materials that need to be downloaded and viewed. They are hacked into the course and do not always match it. Here, Writing Clear Objectives starts people off by asking, "What do you want ss to do"? Then gives a table with six columns for Blooms Verbs - without any explanation of how to use the table.

By saying 'identify the noun' we orient course design around content and content delivery rather than around activity that develops skills and knowledge the activity requires. It places activity in the back seat.

This begins with MILOs. Where are the course outcomes and how do these MILOs align with them?

This refers to Bloom's taxonomy. When we talk about "levels of learning" we refer to cognitive skills. SOLO posits them as levels of "difficulty" where 'describe' would be uni structural and 'create' relational or extended. 'Create', in fact, is difficult to circumscribe and should probably be recast as something more concrete: plan, design, structure..

Goals or outcomes? Aims, goals and outcomes are technical terms. Each has a nuanced meaning.

Collaboration is the key to quality both from the point of view of designing instruction, and from that of learning. Learners support and learn from one another.

This will offend some, but the truth often hurts.

A PhD is a research, not a teaching qualification. In the UK, there is a teaching qualification for HE. I do not know of anything similar in the US.

https://www.postgraduatesearch.com/birkbeck-university-of-london/56641018/postgraduate-course.htm

And then Cotton's OP ED 6/3 calling for military intervention in George Floyd demonstrations. Part of a pattern for NYT.

Also Salafism.

An attempt to prove that CRT is not reductionist.

The Black vote, the Latinx vote, the women's vote, the Muslim vote, the Evangelicals... Asians, immigrants, LBGTQ, and on and on. The GOP has old white folks, rust belt, farmers... So, where is democracy?

Excluding folks from your 'party' does not build support. So, what is the intended outcome of this? It can re-enforce racial identities and sharpen distinctions, build barriers, etc. all of which work to support neo-liberal agendas.

If this is the case, then what was the need to import people?

According to Kendi's website, he studied journalism and worked in sports reporting, then switched to African American studies in grad school, MA and PhD, then began teaching African American History.

This is a disturbing aspect of identity politics: that one qualified to speak because of membership in some category, and then only those in that category have a right to speak. It assumes that one's presumed 'identity' determines everything else about them right down to beliefs and attitudes. It seems primed to provoke a backlash from whomever it excludes, perpetuating divisions and obstructing progress.

This is how you compete with China and other developing economies, by driving wages down. You need an equalization of the bottom 90%. It this "globalization"?

Disparatism would say that justice requires the reduction of the number of blacks killed to be on parity with population distribution. This is absurd. Ultimately, reducing everything to race risks alienating whites from the discourse, denying their right to speak and identifying them as oppressors or beneficiaries of systemic racism. Ultimately, this is a neoliberal position. We will mitigate oppression to a tolerable while not implicating capitalism.

49 subscribers - probably mostly friends. 109 views, 1 like and no comments after five weeks up.

So, not a cohesive group or movement. Just a loosely defined category, like 'hippies'

That too, but it usually comes with the territory.

As do right wing libertarians, from time to time.

Which ones? Dark web?

Right Libertarian?

This is so funny! Chair went full admin. Like the robot in Lost in Space.

The main risk is that a student will complain about their mark. They are more likely to complain if they feel they are victims of some injustice. Beyond this, teachers should be able to explain the basis of a mark - even a meaningless one. Oddly, the meaningfulness of marks is not generally a consideration, so wrong answers to random, silly, and irrelevant questions on MCQ tests can easily justify a low mark!

That's how the banking system works.

The GPA is institutionalized in countries that take a banking view of education. I went to university in the UK (1980s) - there were no grades or GPAs, nothing but a final exam at the end of the year. We worked all year, got feedback on our work, then prepared for finals in May. We were told pass or not pass for each. The pass mark was 40 but we were not told marks either. Final degrees are ranked in four categories: First, Upper Second, Lower Second; Third. Graduate work usually requires an Upper Second. Other than that, rankings are irrelevant.

Very important point here. If you are not grading, then this dross that exists only to spin a mark out of nothing will not appear in your course. This alone would be an improvement.

Or, maybe it's just an acknowledgement that nothing is ever really finished - everything is just "good enough" for whatever purpose one has in mind. In this case, display or 'throw away' assignments have very low value, while an assignment that has some other purpose "In the world" may have a high enough value to continue to develop: a blog post, for instance, or a poster, photograph, piece of art etc.

And at this point many take a pragmatic decision to raise their grade or not to bother. Again, grading is distinct from learning - nothing at all to do with it, in fact.

This means, of course, that formative work should not be graded since the premise is that students must practice to improve - we assume "room for improvement" otherwise, the requirement to "practice" is ludicrous. So, why grade this type of work at all?

Such good intentions are themselves a violation of personal integrity. Teachers are forever deciding what 'students need' - often times without any clear evidence. I once asked a math teacher why students needed to know quadratic equations and all reasoning was circular. Asked what he used this for, he could not think of any time in his life when he actually needed this.

The terms 'goals,' 'outcomes,' and 'objectives,' are loosely defined in Education literature, so the meaning of this is not very clear to me. We assume that a course has some purpose, or 'value added.' In transformative education, this is seen as some change in the person who experiences the course. When we say, "choose your own goals" aren't we really asking students why they are taking a course in the first place?

This sounds oddly polemic for an academic paper. I wonder what Critical Discourse Analysis could tell us about this text?

Reuse, Remix, Revise, Redistribute: remixing and revising may be most common in order to adapt materials to a local use rather than to reiterate for redistribution with specific value added. Need to check source on this (Wiley, Bliss, McEwen, 2014) - oops - paywall.

This sounds oddly polemic for an academic paper. I wonder what Critical Discourse Analysis could tell us about this text?

Reuse, Remix, Revise, Redistribute: remixing and revising may be most common in order to adapt materials to a local use rather than to reiterate for redistribution with specific value added. Need to check source on this (Wiley, Bliss, McEwen, 2014) - oops - paywall.

Open Pedagogy can't be defined? This sound more like a cluster of ideas that people explain in many different ways.

Degrees of openness. Is it really 'open' with strings attached?

I'm wondering why there is this insistence on digital formats. Public domain materials could be reproduced by any means and redistributed.

Before printing technology, distribution required a copy, written by hand, in manuscript form. With additions in margins, and additions to the additions, and commentary in concentric waves emanating from the center. This was how knowledge spread and grew. And without it, human progress would have been impossible. There was no copyright.

Of course,this means that the vast majority of resources are open and that this is, in fact, the default category for everything save what is explicitly excluded from it. Oddly, however, exclusion appears to be automatic - for a period of years - so exclusion from the exclusion requires explicit declaration via CC or some other mechanism.

No surprises, this convoluted system is designed to protect the "proprietary" rights of distributors. Viz: George Michael vs Sony

Conversion happens with some distributions of Linux, which are not free. This does not mean that the Linux OS is no longer open, just that this or that distribution - which is Linux plus whatever added value has been built into it - is not open. The alternative to it is any free distribution.

This is unique to Downe's definition. The openness of the object is not a function of the object itself, but of what one can DO with it: "Can I access it? Can I use it?" etc.

Karma. In the mean time, what about all of those students who were told they would learn something valuable and all they learned was how to repeat canned answers on an exam?

This is only possible if it brings benefit to students, and the learning environment in which this is profitable is so impoverished that students should actually be suing the university for dereliction of duty, incompetence, and deliberate misrepresentation.

Worrying about whether this violates someone's property rights is hardly worth the effort.

That would be research. God forbid that students should do research!

What if someone read the Torah and didn't quote it verbatim but explained it in their own words.That would be exegesis and expansion on meaning, extending and applying this. Talmud.

"Protected infringement" - such a beautiful concept. You have to love law. It is as counter intuitive as quantum physics.

Cliff Notes - a god send to generations of students who can't be bothered with reading or thinking. This works only in broadcast pedagogy, where there is a "correct answer" to every question and that answer is in the PowerPoint presentation "that I gave you" or in Cliff Notes, if I was smart enough not to do a PPT.

Red flag. The writer's animosity toward students is thinly veiled. This is a general manifestation of American anti-intellectualism.

This is actually common practice in Saudi Arabia though it is often the professors who collate the notes and sell them via "student services" bureaux located near university campuses. These services also package and sell exams, which are typically reused year in and year out. This provides professors with an extra revenue flow upon which many depend.

What are the reasons for this rising cost?

According to a study by U Michigan Library, 1) short revision cycles - often unnecessary and only intended to force new purchases and prevent students from selling their old books back; 2) bundling of new materials - software, workbooks etc. 3) market features: those who chose to buy (faculty) are not those who buy (students) - chooser does not bear the cost - as in prescription medicine selected by a doctor - separation of choice from payment influences cost dramatically.

That is to say: exploitative market practices cheat students and drive them significantly further into debt.

Direct alignment with KFSC curriculum.

Does this require detailed planning before the first day of class?

What to evaluate?

What is ERT?

Prediction and surveillance are two distinct functions. Predictive analytics may be useful to students in some ways.

That is one of its functions, but there are others. All LMS are not the same.

Institutional policy could declare this to be so, but the institution may not be able to enforce this policy on the LMS vendor without legislation. Business does the right thing for business - almost always.

The tension between business and public interest in education policy and practice has been around for a long time. The standardized testing industry has had significant influence on public education for a long time, they even have a term for it - "washback". The educational publishing industry is another example, with large states like Texas and California virtually dictating content and curricula for smaller states that publishers don't see any material advantage in catering for.

Lays out reasons for using method: compels students to pay attention, be responsible, prepare for class, think critically.

Explanation reflects lecturer's view of students as subjects to be acted on. It is patronizing and degrading. The lecturer's monopolization of authority to speak undermines her stated goals in using the method. The actual goal appears to be to maintain authority through a type of call and response activity.

This is not the same as speaking in a group. People speak when they feel safe - if they do not feel safe, they may not speak. Extroverts speak when they have noting to say / introverts hesitate even when they have something important to say. This outcome: present ideas effectively - is not directly associated with speaking in groups.

Why use Socratic method and how does it differ from lecturing?

I think this applies to most fields today.

This core pedagogical principle, that people need to feel safe to learn, and pleasure is a key element in learning. The writer immediately abandons both principles in her discussion of her 'Socratic Method' of lecturing.

The role of reflection is important when considering education as a transformational experience. This could be a key distinguishing feature between training and education.

No source for this information is given though the phrase "take all necessary measures" suggests an official communique.

Keeping your purpose in mind. There is no point in leaving students behind, though many do this, some unwittingly and some deliberately. If the purpose is to stretch minds, then you need to be mindful not to break the connection.

Very important construct in change - central to Cultural Historical Activity Theory - Engstrom.

Test annotation

Source: Hu and Nation - seems to contradict "context clue" argument for uncovering new vocab. This may work if 98% is already there. May still be dark for jargon and technical terms.

LMS are most often institutionally mandated and maintained so it is not surprising that institutional interests would predominate.

Quoted by Aziza Ellozy AMICAL NET ROME https://www.youtube.com/watch?v=6e6m-YYwoUY&feature=youtu.be&t=28m45s

Oops! What is to be "covered" exactly?

This is less interesting. It is just another type of explicit grammar instruction.

This appears to be based on some type of "brain science".

They suppose it might work. Is there evidence that it does work?

Students can answer correctly on grammar tests but they cannot use the same forms correctly when speaking or writing.

Totally.

How radio will transform education circa 1935.

Assuming everyone seeks transformative change. This proposition is naturally egotistical. How is enforced change better than enforced stasis? I read about Sumaria. This society existed in a changeless state for thousands of years. What a world that must have been. How secure people must have felt. Who knows? The point is that change is possible, if you want it. Autonomy and agency mean we are able to choose, not that we must choose this or that.

This is a very important point. The thing that brought me to ed tech was the ability these tools gave me to redefine my role in the classroom - and this redefinition is essential if students are to attain any freedom, independence, and autonomy. Tech is a tool that can lead to a transformation. The LMS is an attempt to build a wall around this openness - plagiarism obsession is another. Just using tech, thought, does not bring openness. Tech can be used to build a prison just as effectively as bricks and mortar.

It's very common for people to wonder how doing anything outside the canon can be "educational". Today at school, my son filled a balloon with sand. He showed this to me with wonder. A balloon you can squish and it changes its shape. Oh! Balloons can't be educational. I forgot!