Manuel Enrique Aquino on 2009-05-19
Estoy practicando
María Lázaro's personal annotations on this page
This link has been bookmarked by 41 people . It was first bookmarked on 01 Aug 2006, by Mike Wesch.
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Very few of them have any significant experience with cultural diversity. Most of the students have never traveled outside of the United States and many have never left Kansas. There are usually only a handful of majors in the class, and about two handfuls of students who know what “anthropology”
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I mean the kind of questions that force students to challenge their taken-for-granted assumptions and see their own underlying biase
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Manuel Enrique Aquino on 2009-05-19
Sigo practcando...Aquino
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Agda Cordero on 2009-05-19
¿Cómo lograr que formulen buenas preguntas cuando a muchos lo que les interesa es "lo que hay que estudiar pa'l examen"?
¿Cómo lograr que descubran que una buena pregunta es mejor que muchas respuestas? -
Mario A Núñez on 2009-05-19
Te felicito por usar el floating sticky note.
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“good questions,”
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María Lázaro
Comentario de la lectura
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On the surface, the World Simulation appears to be little more than “just a game” but underneath is a good deal of theory
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María Lázaro on 2009-05-19
Estoy de acuerdo.
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Jose Cordova on 2009-05-19
Sale algo???
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The Introduction to Cultural Anthropology course here is
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María Lázaro on 2009-05-19
Cursos introductorios son apropiados
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This little corner of the blogosphere seems to be the perfect place to begin a discussion about some rather strange teaching habits I have picked up in the past couple years
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On the surface, the World Simulation appears to be little more than “just a game” but underneath is a good deal of theory – both pedagogical and anthropological – which I look forward to discussing here over the next two weeks.
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John Olmo on 2009-05-19
Lo que involucra la simulacion del mundo: teoria pedagogica y antropologica.
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Zaida M GraciaArtúculo de Michael Welsh
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This little corner of the blogosphere seems to be the perfect place to begin a discussion about some rather strange teaching habits I have picked up in the past couple years.
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On the surface, the World Simulation appears to be little more than “just a game” but underneath is a good deal of theory – both pedagogical and anthropological – which I look forward to discussing here over the next two weeks.
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Carmenpura Rodríguez on 2009-05-19
Esto es un buen artículo para que pensemos cuan lejos podemos llegar utilizando "todo esto"
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So this is my “anti-teaching” philosophy, illustrated with a short description of the “World Simulation,” a massive class activity that provides the primary structure for my Introduction to Cultural Anthropology course here at Kansas State University.
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about two handfuls of students who know what “anthropology” is before they walk in on the first day. The class fulfills several requirements, so many students arrive with the hope of putti
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Since all good thinking begins with a good question, it struck me that if we are ultimately trying to create “active lifelong learners” with “critical thinking skills” and an ability to “think outside the box” it might be best to start by getting students to ask better questions.
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“good questions,
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Antonio VantaggiatoA nice read on Mike Wesch's philosophy of anti-teaching.
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Teaching is about providing good information. Anti-teaching is about inspiring good questions.
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Antonio Vantaggiato on 2009-05-19
Nice thought... the two ideas must coexist.
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Postman and Weingartner argue that the environment (or “medium”) of learning is more important than the content (the “message”) and therefor teachers should begin paying more attention to the learning environment they help to create.
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Antonio Vantaggiato on 2009-05-19
Basta con la dictadura del contenido.... !
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a brief philosophy of “anti-teaching”
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Mario A Núñez on 2009-05-19
Esta es la tarea del taller
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Leigh BlackallI decided to get to work creating a learning environment more conducive to producing the types of questions that create lifelong learners rather than savvy test-takers.
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Teaching is about providing good information. Anti-teaching is about
inspiring good questions. Since all good thinking begins with a good question,
it struck me that if we are ultimately trying to create “active lifelong
learners” with “critical thinking skills” and an ability to “think outside the
box” it might be best to start by getting students to ask better questions
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A. T. WyattMaybe teaching should be about getting students to ask great questions. Interesting ideas here.
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Asako YoshidaAnti-teaching is about inspiring good questions.
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I eventually came to the conclusion that “teaching” is a hindrance to learning. The word, “teacher” in itself suggests that learning requires teaching. In fact, the best learning almost always occurs in the absence of a teacher, for it is then that students are free to pursue with great passion the questions that are meaningful and relevant to their own lives.
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Postman and Weingartner argue that the environment (or “medium”) of learning is more important than the content (the “message”) and therefor teachers should begin paying more attention to the learning environment they help to create. The emphasis is on “managing” this environment rather than teaching per se.
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Faceb
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paul reidBefore I go much further in my description of “anti-teaching” I might say that I do not recommend it for everybody, nor do I think anti-teaching is necessarily superior to teaching.
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Teaching is about providing good information.
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Anti-teaching
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is about inspiring good questions.
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Martin Lindneranti-teaching (has to coincide with teaching). Micheel Wesch.
Public Stiky Notes
¿Cómo lograr que descubran que una buena pregunta es mejor que muchas respuestas?
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