As long as it is still too hot to do much else than sweat (no AC) as I listen to the roar of the many fans, I might as well try to get a handle on another assignment as when the heat breaks I need to go into a big push mode to make up cognitive time loss on the course project. Previous summers I would just pack up and be off to a library or coffee shop and set up for hours of intense working. Not this summer due to the pandemic. I need to sweat it out at home and rearrange time and activities to match what the heat does to mind and body.

Once again I need to do a bit of searching on terms to know what the assignment is about. This time its Claim, Connect, Action feedback approach. Yes, I can guess what that is but I’d rather have some sense of confidence that I’m correct. I’ll start with ReVISION Learning – oh, interesting. When I check out the ABOUT US I see my professor is one of the contributing consultants. That should serve as a credibility check. First, Claim, Connect, Action feedback appears to be used for observing and giving feedback on teaching. I understand the class assignment as applying it to feedback on students’ online discussion posts. Brief takeaway then: Feedback (on discussion post) needs to include: Claim(s) against specific attributes of the post (this I would assume would be based on a rubric students are given for what a discussion post should include); Connect the claim(s) to the actual observation (as in mention both the rubric criteria and specific wording in the post); and give Actionable suggestions (how that particular post might be edited to better match a given level of the rubric … here I assume it might be better to make suggestions that would move the student to the next level up … not necessarily to the top level).

Now I need a rubric. There are lots of rubrics on the Web. I do a search w/.edu and look at anywhere from a half to a baker’s dozen. In this case I see a range of quite simple to complex … the complex ones look to me more like they are intended to score a decent length paper rather than a discussion post. A few are titled rubric but I would call them checklists with points. Others seem very general (quality of post, relevance of post, contribution of post) … and a bit too-open for scorer-bias. I’m drawn back to one that is, to me, a checklist. I go back to one I’ve used before … summarize the body of posts, add a new interpretation or clarification or illustration or thought-line, bonus – summarize own post with a question that can prompt additional posts. I do another search for scoring checklists + .edu. First one up has thirteen criteria [really?].

The rubric522-Discussion-PostRubric

The prompt – View the following video [6:38] While viewing, pay attention to buzz-words, the illustrated flow and consequences, and personal actions presented. Are there parallels on a more personal f2f basis? Be sure to review the rubric before posting your response.


Post Both on Your Blog

  1. What can we do to re-center online discussions in the voices of our students?

Goldstein, A. (2020, July 16). Students need the skills to find their voices in online classrooms. Philadelphia Public School Notebook.

Kominiak, T. (2016, August 24). How to amplify student voice in curriculum discussions. K12 Insight.

Markel, S. L. (2001, Summer). Technology and education online discussion forums: It’s in the response. Online Journal of Distance Learning Administration, IV(II).

  1. What makes you angry, why?

Headlines and emails, according to my husband. But not all headlines and emails, and more than headlines and emails. The common thread is actions and words I view as unjust. I have been like this since a child – maybe that’s why some adults said I was born old. When I felt it necessary, stood up for classmates to peers, teachers, and administers. I’ve caught a fist a few times and had a drawer and a trash can thrown at me and a few other meannesses. I survived.


Post on Your Blog

Find a saying to guide your remote teaching. Tell us about it.


You cannot regulate socialization. Not if you want everyone to engage on their own beginning comfort level and perhaps eventually expand the engagement they are comfortable with.  I am reminded of the idiom “work the room” and how one person can connect one-on-one with individuals to make them feel comfortable, included, and what interests them, how they might fit in with others in the room then make those connections.

Active Learning Strategies:

[“doing things and thinking about what they are doing”]

  • encounter (new) information and ideas
  • engage with information and ideas
  • reflect on their learning

Columbia Center for Teaching and Learning

Mapping active learning strategies:

Content Frame:

[When trying to figure out what this is I ran into Kaplan’s Depth & Complexity framing – putting the link here to explore later.]

What is a content frame? “A Content Frame is a visual representation (an outline) of the content of a reading selection” <Source> Yikes! For the class represented here it would be better for the students to construct this. I believe I had a version of at least the spirit of this in the  video posted earlier.

TimelineEDU106-F20-timeline [PDF]


Define Pedagogy. Define Open. Define Open Pedagogy. If it ain’t a good fit for you say so.

Pedagogy – how one goes about teaching another

Open – as a verb it involves movement, increasing a space whether physical or cognitive; as an adjective it involves expansion of reach

Open Pedagogy – this could involve expanding the ways the teaching is done; it could also involve expanding who is doing the teaching; I would not include that it involves expanding who dictates the ways the teaching is done as the teacher and the method need to be compatible; however, I would include that the student could teach the teacher new ways that the teacher then uses.

Fit – it fits.

What comes to mind as I read this: apprenticeship, Aristotle, Lyceum. Walking down a tree-lined path listening, questioning, discussing (I have a mental image of the scene … must be from a drawing I saw long ago).

Stated five – no six (two are numbered 4) principles:

1. Production-Based – These are my personal early memories of learning from my grandmother and father. I it difficult for me not to image quality learning without a product, whether an object, a a tangible representation of the product, or impressions of the senses.

2. Privacy through Data Empowerment – I’m still thinking about the Montessori connection. Thinking over my formal education, it was the teacher/professor who control what was shared, shown, given praise (and the opposite – ignored, criticized) without regard for the student’s feelings about their own work. Thinking about the consequences – does it cause some students to withdraw from participation in learning as a way to protect/hold private what they might have produced and others to become production lines as the discovered the trick that bring accolades they relish?

3. Community is the Curriculum – Still thinking about this one. Had to look up “rhizomatic learning”.

4. Agency and Identity – “providing an avenue for the learner to explore who they are” – yes, totally get this and agree … “and share their learning journey” – but this part I believe really needs to be with feedback loops and talk-alouds with others the student chooses. I personally have not experienced much satisfaction with forced connections.

4.[sic] Leadership through Literacy – This sections seems to suggest digital literacy. And who is leading? I don’t get the underlying point or what this principle is trying to say. But then this room is like a wind tunnel I have so many fans going against this heat, maybe it is my reading that is faulty here.

5. Knowledge Quilting – I like the term. But I don’t think I agree with the image. It has boundaries, things abutting. I think more in terms of knowledge weaving. But then too many I’ve met get confused by weaving and quickly leave the conversation. The very few knowledge weavers I’ve come across I treasure for conversations.

[terrific, this won’t save-draft or publish just spinning …. argggg]