# data[].attributes.headline
Haven't these always been fundamental to being truly educated?

# data[].attributes.subject
Haven't these always been fundamental to being truly educated?

# data[].attributes.body
So I’m pushing this idea of intellectualism,” Muhammad says, “of treating young people as if they are scholars and intellectuals and thinkers.”

Criticality is helping students to read, write and think in active ways,” Muhammad explains, “as opposed to passive—when you ask a question and there’s one correct answer, and you just take it in. We don’t want them to be passive consumers of knowledge. We want them to question what they hear on the news.”
-Jeff.

# data[].attributes.headline
How to reach those who resist being reached...

# data[].attributes.subject
How to reach those who resist being reached...

# data[].attributes.body
I teach in a private school now, but I taught, ages ago, in a public school in the inner city. These were not values of either the students or the school as a whole. And it showed. But, when faced with anti-intellectual attitudes, what do we do? I know that I always tell my students that I believe in their abilities and that I'm here to help them reach their full potential. But I've always struggled on how to engage a student who seems determined not to engage.

What has worked, from time to time, is identifying key people in a class and if I manage to reach a student with a lot of connections, then that pulls everyone else along.
-Jeff.

# data[].attributes.body
Zaretta Hammond: "Culturally responsive teaching is not just about motivating disengaged students. It’s about rebuilding trust with them through a learning partnership, using that rapport and trust to get permission from students to push them into their zone of proximal development."

Use whatever tools we have to build connection. Without connection, we can't help a student reach their potential.

She speaks on implicit bias impacting how a teacher is willing to reach out to a student. But I've also seen the opposite where implicit bias of a student inclines them to reject help. How do we tackle that? In my experience, you keep working and keep stating your belief in the student and hope that it eventually breaks through. I've had this work at times and, at other time, not work. An sometimes it takes multiple teachers and multiple years to crack a particularly tough nut. I can think of one case where that happened in my recent memory.
-Jeff.

# data[].attributes.body
I read the piece about math and social justice. Saw this: "You have said that the neighborhoods in the book were segregated. Are your neighborhoods segregated today? What about schools? Is this school segregated? Has it ever been?"
Definitely thought provoking in that the boundaries of math are being pushed in new directions. That resonates since maybe I can take a broader look at what I teach and see how the social justice mission relates to various parts of the curriculum.
- Justin

# data[].attributes.body
Referring back to my last comment, I guess I would just wonder about whether there should be any curricular boundaries at all. Is this too narrow a conception for the 21st century? Lots of implications with removing disciplinary boundaries though!
Justin

# data[].attributes.body
I started creating a Google slide deck where students and I can curate together a collection of resources on global impacts of climate change. Essentially, this will be like a co-created hyper doc, but I chose Google slides for this so that each student can curate the resources on their own slide. The objectives of this will be to teach how and why to curate, but also to gather and share resources related to regions of the country or world that the students themselves choose and want to understand better. I will create one or two slides as examples, and one of these will highlight a region I choose because it reflects parts of my identity. In this way, I hope to show them that they can use this activity to express their own identities as well.

# data[].attributes.body
Using playlists to differentiate instruction. Play list offers students a variety of resources, these can include content in a variety of formats: read, watch, listen.
In this way an interesting, diverse curation is made that motivates students to consult and read.

# data[].attributes.body
Should we exclude some type of research sources or pages due to their theme? How to handle it?
Xenia

# data[].attributes.body
As I said in the previous Padlet, I would like to explore the Hyperdoc. I also thought the reading on cognitive load was helpful.

# data[].attributes.body
One thing I always wonder about is how to bring others along with you. When we have opportunities for new learning or new ideas, it is hard sometimes to have a vehicle for sharing that new learning. Colleagues are also on their own learning path so may not be ready or share interest in your new learning.