It did!

Thanks.

Rachel,

Thanks for such a thoughtful and thorough response.

I am wondering if you can see coding working in your classroom at all. What do you think?

Milani,

You raise some really important points in your response. I especially resonated with this:

While we’re having discussions about coding in our academic circles we need to make sure that we are also discussing how its implementation can negatively and disproportionately affect students of color.

It would be tragic if this becomes another area of inequity in our schools.

Nicely done.

Rachel,

Once again, you have done an excellent job with this week's reading response.

I was very struck by this:

I realized it all had to do with the availability of resources, and in more developed countries there are abundant resources, and students need to get it.

You are raising really important ideas here about equity and justice, even within a highly developed country and city.

Hi Dr. Ardito,

Thank you. Growing up on a small island and complete both my primary school (Elementary) and Secondary (High school) in the Caribbean, gave me an opportunity to compare the big difference. 

Cheers. 

Minh,

Thanks for this week's response.

You did not utilize the required color annotations. 
Please revise and resubmit.

Milani,

This is a very interesting set of strategies:

Personally, in my science classroom I ask students to identify the tone of the author especially when we’re reading articles that are highly debatable such as climate change. I ask students to identify the intent of the author which is usually to either inform or persuade you. I also ask students to cite evidence that helped them identify the intent of the author. I also have students truncate and synthesize material and identify the main idea of the article. If students can articulate these skills I know that they have comprehended the text.

I am really curious to know more. Please share.

Rachel,

This is an excellent response to this week's readings.

Thank you.

Milani,

You make an excellent point here:

Math and science are rigid subjects that do not provide the space for creativity when it comes to the different genres that exist unless the educators within the STEM fields create platforms for students to experience math and science skills outside of a textbook.

I think, though, what you are saying goes beyond the textbook to what the textbook represents, which is a fixed body of knowledge without context. 

How are you addressing this in your own classroom?