I'm teaching AP literature and I really want my students to virtually meet academic scholars in the field of literature. I'm currently seeking a few professors who may want to work with high school Black/brown male students for a 30 min conversation about literature & their work

I was lucky to get an early look at Sheena's book & I can't recommend it enough! She does the hard but vital work of providing entirely new tools & frames for conceptualizing the corrosive effects of race/ism. Better still, she charts a way forward via her Togetherness Wayfinder.

It was a privilege to discuss my positions on integrating large language models into education on the Conceptually Speaking podcast with Trevor Aleo. I use a 'dialogic computing' approach, challenging common perceptions of AI as a mere productivity tool. conceptuallyspeaking.buzzsprout.com/1073776/156478…

Taking a break from our #literacies chat this month! Until our next scheduled Twitter chat in September, please check out Our Inquiring Minds podcast. Wishing all the educators a great back to school year! soundcloud.com/writing-and-li…

Come learn from Carol Jago at #CEL24, author of THE BOOK IN QUESTION and other professional books on literacy and a former National Council of Teachers of English (NCTE) President. Carol will share her leadership lessons with us on 11/24/24. Information and registration: bit.ly/CELConference

A both/and that I think matters a great deal as a teacher and, unfortunately, is very easy to lose hold of over the school year: 1⃣ we need to see + name what's hard about this work 2⃣ we need to see + name what's good about this work Both need to be seen. Both need to named.

I get how one can overwhelm the other, but going into this school year I am trying to remember that—despite the surface paradox—they CAN work together: Acknowledging what's hard CAN help emphasize what's good. Appreciating what's good CAN help strengthen us through what's hard.

Really highly recommended reading for teachers interested in a thorny knot we’ve made for ourselves: how do we make sure the social/economic utility of schools doesn’t undermine the inherent good of learning for its own sake?

Want happier, healthier kids? Offer them autonomy. Massive new meta-analysis makes it plain: In every culture, control leaves children worse off — but autonomy helps them people engage, learn, and grow.

Conceptually Speaking: Rod Naquin Talks Large Language Models & Dialogic Computing at Trevor Aleo @SchoolRubric Listen to this episode and others at SchoolRubric: schoolrubric.org/podcast/concep…

I know some folks will think this overstates the case, but IMO it’s 100% accurate. Anyone who advocates for approaches that ONLY use direct instruction (as opposed to one tool in a repertoire) conceptualize teaching in a narrow, reductive way that’s easily outsourced to machines.

100% this. I’d also add that the “cake” (i.e. disciplines) being used are often made of ingredients that are so artificial they’re cake in name only.

INFORMATION ARCHITECTURE FIRST PRINCIPLES • No. 2 People only understand things in context. Meaning isn’t solely a property of individual terms. Instead, *where* we encounter terms changes how we understand them. That is, meaning emerges from a combination of the term plus