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	<title>Connectivity</title>
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	<description>learning with my network</description>
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		<title>Reflexivity</title>
		<link>https://lunchbytes.edublogs.org/2018/05/05/100-lsreflections-day-100-6/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Sat, 05 May 2018 04:00:09 +0000</pubDate>
				<category><![CDATA[Learning Sciences]]></category>
		<category><![CDATA[100LSrefections]]></category>
		<guid isPermaLink="false">http://susancampo.ca/?p=853</guid>

					<description><![CDATA[When I was in high school, I used to love “proving theorems” (explaining why something is true) in geometry through logic and reasoning using established axioms or properties like reflexivity (a=a), symmetry (if a=b, then b=a) and transitivity (If a=b and b=c, then a=c). That was the only context in which I was familiar with [&#8230;]]]></description>
		
		
		
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		<title>Qualitative Research</title>
		<link>https://lunchbytes.edublogs.org/2018/04/29/100-lsreflections-day-100-7/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Sun, 29 Apr 2018 04:28:55 +0000</pubDate>
				<category><![CDATA[Learning Sciences]]></category>
		<category><![CDATA[100LSrefections]]></category>
		<guid isPermaLink="false">http://susancampo.ca/?p=846</guid>

					<description><![CDATA[I teach my grade 9 science students the difference between quantitative and qualitative data. It’s one of the first concepts of the semester. Quantitative = numbers, measurements. Qualitative = words, descriptions. Now I know that that are also quantitative and qualitative research methodologies and they are very different&#8211;and both use measurements and descriptions. As opposed [&#8230;]]]></description>
		
		
		
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		<title>School Tasks</title>
		<link>https://lunchbytes.edublogs.org/2018/04/18/100-lsreflections-day-100-5/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Thu, 19 Apr 2018 01:58:41 +0000</pubDate>
				<category><![CDATA[Learning Sciences]]></category>
		<category><![CDATA[100LSrefections]]></category>
		<guid isPermaLink="false">http://susancampo.ca/?p=842</guid>

					<description><![CDATA[Writing report cards tonight. So here’s one of my fav quotes. #100dayproject #100LSreflections 15/100 via IFTTT]]></description>
		
		
		
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		<title>Extra works of art</title>
		<link>https://lunchbytes.edublogs.org/2018/04/17/870/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Wed, 18 Apr 2018 03:56:35 +0000</pubDate>
				<guid isPermaLink="false">http://lunchbytes.edublogs.org/?p=870</guid>

					<description><![CDATA[This post is “extra” as the kids say&#8230; I really just want to share and celebrate these amazing “human body system” projects from my grade 10 Vocational Science students. It’s not just that they all turned into works of art. It’s also the engagement and thinking that went into their work. Nearly all students were [&#8230;]]]></description>
		
		
		
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		<title>Dehiscent</title>
		<link>https://lunchbytes.edublogs.org/2018/04/17/100-lsreflections-day-100-4/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Tue, 17 Apr 2018 04:22:17 +0000</pubDate>
				<category><![CDATA[Learning Sciences]]></category>
		<category><![CDATA[100LSrefections]]></category>
		<guid isPermaLink="false">http://susancampo.ca/?p=840</guid>

					<description><![CDATA[Here’s a fun new word. Dehiscent. “I divide, split open, gape.” It is used in botany to mean the “spontaneous opening at maturity of a plant structure, such as a fruit, anther or sporangium, to release its contents.” Roth uses the word in the context of an event*-in-the-making. We talked a lot in our Advanced [&#8230;]]]></description>
		
		
		
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		<title>Dialectic (Part 3)</title>
		<link>https://lunchbytes.edublogs.org/2018/04/15/100-lsreflections-day-100-3/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Mon, 16 Apr 2018 02:51:04 +0000</pubDate>
				<category><![CDATA[Learning Sciences]]></category>
		<category><![CDATA[100LSrefections]]></category>
		<guid isPermaLink="false">http://susancampo.ca/?p=836</guid>

					<description><![CDATA[Dialectic (Part 3)&#8211;I recently sent my critical friends (a graduate study group who have become close friends) a text that said, “This morning I am embracing the dialectic. Apparently it is possible to be both elated and devastated; in my senses and disembodied; conciliatory and vengeful.” (I can become overly dramatic in text-form&#8230;much more so [&#8230;]]]></description>
		
		
		
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		<title>Dialectic&#8211;Part 1</title>
		<link>https://lunchbytes.edublogs.org/2018/04/14/dialectic-part-1/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Sun, 15 Apr 2018 03:51:04 +0000</pubDate>
				<guid isPermaLink="false">http://lunchbytes.edublogs.org/?p=867</guid>

					<description><![CDATA[Dialectic—a word I did not know before starting my EdD courses. It shows up everywhere for me now. It has several layers of meaning. The most basic is “the juxtaposition or interaction of conflicting ideas, forces, etc.” (dictionary.com). A dialectic can also be “discussion and reasoning by dialogue as a method of intellectual investigation” (merriam-webster.com). [&#8230;]]]></description>
		
		
		
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		<title>Dialectic (Part 2)</title>
		<link>https://lunchbytes.edublogs.org/2018/04/14/100-lsreflections-day-100-2/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Sat, 14 Apr 2018 22:00:30 +0000</pubDate>
				<category><![CDATA[Learning Sciences]]></category>
		<category><![CDATA[100LSrefections]]></category>
		<guid isPermaLink="false">http://susancampo.ca/?p=834</guid>

					<description><![CDATA[Dialectic (Part 2)—The post I wrote a couple of days ago about students engaging in activism (student-in-the-making) is also about the dialectic. Through participation in any action (Roth studied workers in a salmon cannery and commercial pilots, for example) you both change the situation/environment and are changed by it simultaneously. “The very nature of practice [&#8230;]]]></description>
		
		
		
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		<title>Everything is dialectic</title>
		<link>https://lunchbytes.edublogs.org/2018/04/11/everything-is-dialectic/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Thu, 12 Apr 2018 03:42:21 +0000</pubDate>
				<guid isPermaLink="false">http://lunchbytes.edublogs.org/?p=858</guid>

					<description><![CDATA[My heart wants to write about the word dialectic. Everything is dialectic. My mind says no. It’s too important and you are too tired. #100dayproject #100LSreflections 9/100]]></description>
		
		
		
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		<title>In-the-making</title>
		<link>https://lunchbytes.edublogs.org/2018/04/10/100-lsreflections-day-100/</link>
		
		<dc:creator><![CDATA[Ms. Morrison]]></dc:creator>
		<pubDate>Wed, 11 Apr 2018 03:27:05 +0000</pubDate>
				<category><![CDATA[Learning Sciences]]></category>
		<category><![CDATA[100LSrefections]]></category>
		<guid isPermaLink="false">http://susancampo.ca/?p=828</guid>

					<description><![CDATA[I thought I would write these posts chronologically, but this quote (Wolff-Michael Roth, 2016, p.116) is speaking to me today. This is from one of the papers I read for my literature review I wrote this last December and it is about taking the theoretical perspective that activism is learning. When you engage in productive [&#8230;]]]></description>
		
		
		
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