“…a black box is a device, system or object which can be viewed in terms of its input, output and transfer characteristics without any knowledge of its internal workings.” In conducting an inquiry into curriculum, the black box may prove a useful metaphor to consider possible avenues of discussion or research. In his essay What […]Read more "Curriculum as Black Box"
This semester’s Socials 9 curriculum was conceived with an intention to cultivate critical literacy, which I have come to define more and more as an ability to develop a praxis of reflection and action to continually discover and define meaning in an increasingly complex system. In learning from curricula, relationships or experience, individuals and societies […]Read more "Assessment for Critical Literacy"
“…if educators wish to encourage the emergence of meaning in the classroom, then the meanings that emerge in classrooms cannot and should not be pre-determined before the ‘event’ of their emergence.” Deborah Osberg and Gert Biesta A conception of learning I have been exploring and experimenting with in the last year has been attempting to […]Read more "Emergent Knowledge and Institutional Learning"
As I’ve explored at some length here, I think of schools today as guided by our mission statements and legal mandates to pursue an ageless ideal of education along the lines of how John Dewey characterized schooling as the act of “preparing students for the adult vocations needed for society to continue to exist.” The question […]Read more "On 21st Century Schools"
“Design thinking asks students to become investigators in their world, attempt to solve problems, bridge gaps of knowledge independently, collaboratively, and resourcefully.” So decrees Lee-Ann Gray of the ability of Design Thinking to “make school more like real life.” Gray positions her view of schooling’s purpose clearly in her opening paragraphs, where she notes that, […]Read more "Design Thinking as Critical Literacy"
I started blogging with the TALONS class (since expanded to two) a little more than four years ago. In that time I’ve learned a great deal about the capacity for such digital publishing tools to help realize aspects of the larger purpose of schooling; part of this has come through developing my own informal network […]Read more "Blogs as Documents of Learning"
Given the way my own learning had unfolded this semester, it’s not surprising, perhaps, that I would be coming to identify (and experiment) with the idea of emergence in my classrooms and the extra-curricular projects I’ve undertaken. My goals of a month ago talked about my intentions: “to create […] space to reflect on this year’s […]Read more "Social Media and Personalized Learning Project(s) Update"
Having come to the conclusion of our Metaphysics unit in Philosophy 12, I asked the group to respond to several reflection prompts in a Google Form posted on the class site. Some of the questions addressed individual growth and learning related to participants’ chosen philosopher and activities undertaken during the unit; others focused on the […]Read more "Metaphysics Unit Reflections and Feedback"
Discussable Object Photo Set on Flickr Today the #Philosophy12 bunch culminated a study of Metaphysics that has emerged slowly out of individual inquiry undertaken by members of the class. The group engaged one another in a discussion that left a recorded physical ‘tail‘ that could be seen, and held onto. Indeed, it was an ‘object‘ […]Read more "Discussable Object Creation"
“To investigate the generative theme is to investigate the people’s thinking about reality an people’s action upon reality, which is their praxis. For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators. The more active an attitude men […]Read more "Generative Themes, Emerging Subjectivity & the Discussable Object"