I updated “Classroom UX: Bring Your Own Comfort, Bring Your Own Device, Design Your Own Context ” with an embed of this tweet:
I updated “Mindset Marketing, Behaviorism, and Deficit Ideology” with selections from “PBIS is Broken: How Do We Fix It? – Why Haven’t They Done That Yet?”.
PBIS is Coercion
This is an argument usually used for Applied Behavioral Analysis (ABA), but it applies to PBIS as well. Because PBIS emphasizes the use of tangible rewards and teacher praise to motivate “appropriate” behavior, it often escapes this description.
The overall focus of PBIS is obedience or compliance with rules leading to a reward. The flip side of that coin is there is a lack of rewards or outright punishment administered for noncompliance. The pressure of complying with this system turns kids into ticking time bombs. Having to focus on compliance with school-wide and classroom rules stresses kids out and causes them to enter a state of anxiety when they come to school. In fact, I have seen this escalate to the point the school building itself was a trigger for panic attacks.
And, take my word on this, no one can identify and rebel against an unfair system as efficiently as a kid or adult with ID, except perhaps an autistic person. They know the system is unfair!
I updated “Hyperlinks and Education in the Disinformation Age” with a selection from “Tech, Agency, Voice (On Not Teaching) | Hybrid Pedagogy”.
How does the ability to add hyperlinks to text enrich the meaning of what we write? How does restricting that ability (like social-media platforms do) restrict the thinking of writers?
I updated “Neurodiversity in the SpEd Classroom” with selections from “This Video Demonstrates What It’s Like to Be an Autistic Adult Who Isn’t Being Heard | The Autism Site Blog” and a video embed of “Rethinking Autism: Autism Support Group – YouTube”.
More children than ever before are being diagnosed with autism. But what about the adults? Some of these individuals have never been diagnosed but have always known they were a bit “different.” Others were diagnosed but did not have the same degree of societal acceptance or the same number of resources available to help them cope with a neurotypical world.
Now this group of adults is the demographic that best understands what people with autism need, whether or not they know how to articulate it in a way the rest of society is able to grasp. But what these men and women have to say about autism is important. These people need to be heard!
The video below encourages adults with autism to get involved in the discussion and asks others to be cognizant of the needs of people with autism and invite them into the conversation. The neurotypical community needs adults with autism to lend their voices and experiences to help make the future brighter for the next generation!
Check out this powerful video!
I also embedded a couple tweets. See this thread for reactions to the video from #ActuallyAutistic folks:
This captures my sentiment:
I updated the “Blogging, Domain of One’s Own, and WordPress“ section of ”Communication is oxygen. Build a districtwide collaboration infrastructure and an open by default culture.” with selections from “The Web We Need to Give Students – BRIGHT Magazine”.
Giving students their own digital domain is a radical act. It gives them the ability to work on the Web and with the Web, to have their scholarship be meaningful and accessible by others. It allows them to demonstrate their learning to others beyond the classroom walls. To own one’s domain gives students an understanding of how Web technologies work. It puts them in a much better position to control their work, their data, their identity online.
As originally conceived at the Virginia liberal arts university, the Domains initiative provides students and faculty with their own Web domain. It isn’t simply a blog or a bit of Web space and storage at the school’s dot-edu, but their own domain – the dot com (or dot net, etc) of the student’s choosing. The school facilitates the purchase of the domain; it helps with installation of WordPress and other open source software; it offers both technical and instructional support; and it hosts the site until graduation when domain ownership is transferred to the student.
And then – contrary to what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over – the domain and all its content are the student’s to take with them. It is, after all, their education, their intellectual development, their work.
But there remains this notion, deeply embedded in Domain of One’s Own, that it is important to have one’s own space in order to develop one’s ideas and one’s craft. It’s important that learners have control over their work – their content and their data. In a 2009 article that served as a philosophical grounding of sorts for the initiative, Gardner Campbell, then a professor at Baylor University, called for a “personal cyberinfrastructure” where students:
not only would acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments…. Fascinating and important innovations would emerge as students are able to shape their own cognition, learning, expression, and reflection in a digital age, in a digital medium. Students would frame, curate, share, and direct their own ‘engagement streams’ throughout the learning environment.
The importance of giving students responsibility for their own domain cannot be overstated. This can be a way to track growth and demonstrate new learning over the course of a student’s school career – something that they themselves can reflect upon, not simply grades and assignments that are locked away in a proprietary system controlled by the school.
WordPress, which this site runs on, supports querying a tag intersection. I’ve found this helpful when searching through my changelog. For example, to query this site for all changelog posts pertaining to education, use this link formulation.
If you follow education, there’s some interesting stuff in there.
Since these changelog posts link back to the posts they’re describing, pingbacks show up in the comments of the referenced posts. This results in reciprocal links between the posts on my long-form blog and the changelog posts on this site, handled automatically. That’s nice. Unfortunately, since the changelog posts do not have titles, all that shows up in the text of the pingback link is the name of this site. For now, I’m being lazy and living with it.
I updated “Communication is oxygen. Build a districtwide collaboration infrastructure and an open by default culture.” with a selection from “Claim Your Domain”.
Too often, education technologies are developed that position students as objects of education, a reflection no doubt of how traditional educational practices also view students. Education technologies do things to students, rather than foster student agency. If we are to challenge what “school” should look like, we must also challenge what “ed-tech” does as well. What sorts of technologies can and should we build to give students more control? What sorts of technologies can offer students the power to “own” their learning — their data, their content, their digital profiles, and their domain?
Source: Claim Your Domain
I updated “Books that influenced my views on education and learning ” with some new books.
- When Grit Isn’t Enough: A High School Principal Examines How Poverty and Inequality Thwart the College-for-All Promise by Linda Nathan
- The Essential Elements of Digital Literacies by Doug Belshaw
- Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor by Virginia Eubanks
- Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream by Sara Goldrick-Rab
I updated the “Team Communication” section of “Communication is oxygen. Build a district-wide collaboration infrastructure and an open by default culture.” with selections from “Slack for Teacher Collaboration – PolyMaths”.
In my school I’ve piloted the use of Slack within the Mathematics Department. Primarily we use it for sharing teaching resources. We have a channel for each of the year groups, so that teachers can join the channels for the classes they teach. Another really helpful use we’ve found is for discussion around marking tests. We are often doing these separately at home, and it’s good to be able to chat about the mark scheme and post photos of student answers that we are unsure how to mark.
One of the concerns other teachers have about using a tool like Slack for collaboration is that it’s just another place to check. That concern is legitimate: unless using two different tools offers significant advantages, it’s inconvenient to have to use them in parallel. However, in my experience, collaboration within a subject department is distinct enough from whole-school email that a division between the two isn’t disruptive, and as I’ve argued above, Slack is a significantly more powerful tool for effective collaboration.
While I think Slack works best in teams that work together day to day, it’s interesting to think about how it might work on a whole-school level, and whether it could completely replace email.1 There are big companies which use Slack, so it does scale to that level. At the high school level, it would need to be organised around subject departments, and since each subject would probably require multiple channels, there would probably have to be some oversight to ensure there was a consistent naming scheme for channels, among other things.
Alternatives to email are becoming widespread in the corporate and charity sector, and it’s about time that schools started experimenting with some of these tools as well. Teaching is a profession where effective collaboration is not always a given, but in my experience sharing ideas and resources with other teachers is one of the most fulfilling parts of the job.
I updated “Sex Ed: Toxic Masculinity, Emotional Expression, Online Privacy, Identity Management, Dress Codes, Bodily Autonomy, and Purity Culture” with selections from “Sexualization, Sex Discrimination, and Public School Dress Codes”.
Students, parents, and others have a number of concerns about public school dress codes and their impact on female students. One concern is that many dress codes are explicitly gender-specific, targeting girls but not boys, or are at least selectively enforced such that they impact female students disproportionately. Student discipline includes removal from class, receiving detention, being sent home, or forced to wear a “shame suit” indicating she has violated the school dress code. Female students are powerfully affected by these policies and many express a profound sense of injustice.” The consequences of being “dress coded” have a negative impact on student learning and participation. Beyond the immediate disruption resulting from removal, detention, and the like, studies suggest that a preoccupation with physical appearance based on sexualized norms disrupts mental capacity and cognitive function.
Consistent with the research on sexualization of girls, many are concerned about the larger symbolic messages that dress codes and their enforcement send to students and society. A common thread among school justifications for sex-specific dress codes is that provocative clothing will distract their male classmates or make male teachers feel uncomfortable. A number of commentators thus maintain dress codes communicate that girls’ bodies are inherently sexual, provocative, dangerous, and that harassment is inevitable. Dress codes and their enforcement can impose sexuality on girls even when they do not perceive themselves in sexual terms. Gender study scholars report that dress codes generally have negative ramifications for women, sending a message that exposing the female body is bad. Laura Bates of The Everyday Sexism Project characterizes the dress code phenomenon as “teach[ing] our children that girls’ bodies are dangerous, powerful and sexualized, and that boys are biologically programmed to objectify and harass them.” Thus, dress codes can constitute a type of “everyday pedagogy,” reproducing normative gender and sexuality preferences.