A teacher’s role, then, should be to create the conditions for obsession to happen.
Gary believes that deep, meaningful learning is often accompanied by obsession, and his focus is on answering the question: How can we create experiences and context in classrooms where kids can discover things they don’t know they love? This is done by implementing good projects that spur creativity, ownership, and relevance.
Through his professional learning conference Constructing Modern Knowledge (CMK), Gary has teachers put on their “learner hats” and learn how to create obsession, since, he says, very few of us have experienced what greatness looks like.
Around the time of Nation at Risk, legislatures all over the world removed the art of teaching from teacher preparation and all they left was curriculum delivery and animal control.
Knowledge is a consequence of experience.
The instruction might not be necessary at all. A good project can replace a great deal of reckless instruction.
Curriculum is so arbitrary and so arrogant.
When it comes to a skill like computer programming, the kids never develop enough fluency to be able to use it to solve real problems.
Curriculum is the most dangerous idea in education.
As we remove agency from teachers, they become less thoughtful in their practice.
The best projects are generative.
Not enough adults have experience with what greatness looks like, feels like, tastes like, sounds like.
Great artists reflect the milieu in which they live.
You can’t possibly be 21st century learners if you haven’t learned anything this century.
I never worry about classroom management because I never go into a classroom feeling like I have to manage it.
Much of the PD we see expects nothing of teachers.
Apparently, everyone needs a good seventh grade social studies teacher.
A great 80 year old pianist said: Nothing needs to be taught, only experienced.
There are folks in every walk of life who understand Piaget. You Go to Latin America or you go to Reggio Emilia and they say, “We get John Dewey better than you get John Dewey.” People who are living these ideas of learning by doing, of valuing expertise, of understanding the importance of an aesthetic…
I challenge the validity and utility of functioning labels for autism and the interpretation of the “autism spectrum” as a linear continuum. Social support may mediate functioning, because individuals with initially lower skills may experience more benefits from enriched social environments, such as parental input for language growth and cognitive development from inclusive educational settings. Furthermore, subtler manifestations of autism increase individuals’ risk of active peer rejection, loss of formal supports as they transition into adulthood, and distress. Thus, in this review, I provide support for the notion of autism as a cloudy constellation of uneven skills and high within-person variability, with performance contingent on the quality of social experiences and support well-suited for individual abilities or potential and needs.
Self-advocates have organized the neurodiversity movement to reclaim autism as a part of identity (eg, using identity-first language such as “autistic person,” as in the case of the author, rather than person-first language such as “person with autism”) and support civil rights. We argue that social environments contribute substantially to disability and seek quality of life, defined in terms of “objective” factors of adaptive functioning, such as independent living and employment, as well as in terms of subjective well-being, which requires self-determination to play as active a role as possible in making decisions to have the experiences one wants. Yet we argue against normalization and “cure,” in part because many autistic traits can function in neutral or positive ways, although other people may misunderstand or stigmatize atypical behaviors. Indeed, the following narrative review developed from empirical evidence replicated by independent research teams argues against a linear relationship between autism symptoms and impaired functioning, across developmental periods and in multiple domains of both “objective” quality of life and in subjective well-being. In the following syntheses, I suggest that effective social support and subjective well-being mediate whether autistic people achieve a high quality of life.
Responsive parenting (eg, parenting that follows children’s focus of attention and labels objects of interest while allowing the child to take the lead) contributes to young autistic children’s language development, particularly among those who need it most: those with lower levels of expression. Although the same principle applies in typical development, responsive caregiving and input may especially benefit language learning for autistic children, particularly for those who have more difficulty responding to others’ attention. Parents’ strategies to synchronize their behavior in response to their autistic child’s, such as matching his or her pace, may drive language gains from joint parent-child engagement through encouraging the child to initiate interactions, which may especially benefit the children who have the most difficulty producing their own goal-directed actions in reaction to others’ movements. This aligns well with the advice of autism rights movement founder Sinclair, in a foundational essay primarily for parents, to “let your child teach you a little of her language, guide you a little way into his world” as a means of helping the child adapt to the dominant culture and for the well-being of the family.
Instead, higher autism severity, as assessed by the parents’ questionnaire-based report, sometimes inversely relates to their acceptance of their child’s autism, which suggests that subjective perception rather than empirically demonstrated factors may drive acceptance. An increase in autism symptoms over time also relates to more parental acceptance of a child’s autism, likely because of a lowered perception of the possibility for the child to outgrow his or her challenges.
Early intervention delivered in inclusive as opposed to segregated preschool settings predicts higher IQ in elementary school, particularly for those with initially greater social and adaptive behavior impairments. In addition, higher levels of educational inclusion relate to better functioning for autistic adolescents and adults, beyond the effects of demographic and individual characteristics. Furthermore, autistic adolescents with intellectual disability had better academic performance in inclusive versus segregated classrooms, likely in significant part because they received more structured instruction time and their educational plan had greater focus on applied skill development (as contrasted with rote procedural goals). These benefits of inclusion appear driven in part by higher expectations based in confident understanding of needs, more naturalistic and responsive teaching methods as opposed to behavioral management, and access to typically developing peers.
An autism-typical pattern of poor adaptive functioning relative to IQ tends to rise with greater age and IQ, and autistic young adults as a group tend to have lower employment rates than their peers with intellectual disabilities.
In the screenshot below, three freshly uploaded images are shown in the editor. When I tap an image, I see Edit in the resulting menu. I’m on the right track, yet already confused. I’m not sure which image I’m operating on. The selection indicator is too subtle, requiring me to get closer to the screen.
If the cursor is located after the selected image, the editor scrolls down to center the cursor upon exiting the Media Options flow. The image I was editing is now partially offscreen, increasing ambiguity.
This ambiguity creates anxiety. Which image am I editing? The “Media Settings” page offers no context.
My go-to anxiety flow in the face of such ambiguity is to go back and reorient. If I “Cancel” to return to the editor in order to establish context, the editor offers more ambiguity instead of reassurance by scrolling down as mentioned above. Even without the scrolling, the blue selection indicator requires me to squint. Selection visually collides with the cursor (which is image height when on the same line as an image), increasing ambiguity further.
I write descriptive captions in the interest of accessibility. I need to see the image as I do this. Here’s what image captioning looks like in Ulysses on macOS.
And here’s what it looks like in Ulysses on iOS. A little scrolling back and forth between the image and description field is needed, but at least they’re on the same page. I’ll gladly scroll if it means getting images large enough for my eyes.
In both of those interfaces, the image is available for reference while captioning. Contrast them with the WP iOS app. The “Caption” screen consists of a single text input field. The image is not displayed. No information about the image is displayed. This means I’ll have to flip back and forth between the WP app and my camera roll app to write a caption.
If I want to consult the image from within the WP app instead of flipping to a different app, the journey is: two taps back to the editor, a bad scroll interaction depending on cursor location, peer over my bifocals at images and selection indicators, and then another three taps back to the Caption field. I’d have to do this over and over to transcribe the screenshots in this post. I started this post in the iOS app and quickly tired.
Calypso on iOS Safari
The iOS app’s caption flow does not work for me. So how about captioning flow on the mobile web? Alas, Calypso on iOS Safari is buggy, erratic, and frustrating to the point that I usually give up on it and go get the laptop. Sometimes, though, I can complete an editing session. In this shot, I’m adding a caption as part of image insertion flow. The image thumbnail is on the small side for me. I need big images when writing captions, especially for screenshots. Otherwise, I have to find the image in an interface that gives me a better view and then correlate back and forth.
In the following screenshots, I’m adding a caption to an image after it has been inserted. First, delicately dismiss the Cut Copy bar without dismissing the inline image toolbar hiding behind it. This is fussy and awkward.
And, then, tap the caption button, wonder why it didn’t do anything, scroll down, realize a caption input unfurled below the fold, and start adding a caption.
There’s the possibility of good flow friendly to presbyopia beneath the unfortunately numerous interaction bugs. Though, even with the interaction bugs, at least I don’t have to caption an image I can’t see. There are many times I wish I could use the mobile web interface, but the scroll bleed, vscroll loss, keyboard flyup, lock ups, crashes, requests for more memory, and general unpredictability exclude it from consideration.
Neither interface meets my needs for captioning flow. I need images to be present on the same screen as the fields that describe them. I need access to image views large enough for my presbyopic eyes to transcribe text from screenshots. I need caption fields with enough room to comfortably compose detailed image descriptions.