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10 Jan 09

THE WORLD QUESTION CENTER 2009 — Page 2

  • There are many scary things about today's world. But one that is truly thrilling is that the means of spreading both knowledge and inspiration have never been greater. Five years ago, an amazing teacher or professor with the ability to truly catalyze the lives of his or her students could realistically hope to impact maybe 100 people each year. Today that same teacher can have their words spread on video to millions of eager students. There are already numerous examples of powerful talks that have spread virally to massive Internet audiences.
  • Driving this unexpected phenomenon is the fact that the physical cost of distributing a recorded talk or lecture anywhere in the world via the internet has fallen effectively to zero. This has happened with breathtaking speed and its implications are not yet widely understood. But it is surely capable of transforming global education.
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26 Nov 08

Why would teachers use Diigo? | Diigo

  • Teams and grade level teacher groups, a.k.a. Professional Learning Communities, are something our district has been trying to foster. We have started a grassroots movement to use a wiki to share lesson plans. Finding time to train teachers that are interested in learning to use the wiki is a real challenge. Time is money! I am not sure how Diigo would or could do it, but if it have a lesson plan wiki that could help teachers have one tool to learn it might help. Online discussions are dangerous if you have teachers that lack interpersonal skills or have a conflict with another teacher.

Eide Neurolearning Blog: Changing Needs of Gifted Education

  • "...Academic talents can wax and wane...(so that) a child who clearly outpaces his or her peers academically at age 8 can end up solidly in the middle of the pack by the end of high school. Instead of being innate and immutable, giftedness can be nurtured and even taught—and if ignored, it can also be lost."
  • In most gifted programs, preschool testing may be the make-it or break-it determinant of whether a child is in or out of a gifted program. This does lead to under-recognition of children (late bloomers, late talkers, slow performers, non-privileged children) as well as over-estimation of others (early bloomers, early talkers, quick performers, privileged children).
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20 Aug 08

Confessions of an Aca/Fan: How Fan Fiction Can Teach Us a New Way to Read Moby-Dick (Part Two)

  • Kernels -- pieces of information introduced into a narrative to hint at a larger world but not fully developed within the story itself. Kernels typically pull us away from the core plot line and introduce other possible stories to explore.
  • Holes -- plot elements readers perceive as missing from the narrative but central to their understanding of its characters. Holes typically impact the primary plot. In some cases, "holes" simply reflect the different priorities for writers and readers who may have different motives and interests.
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13 Aug 08

Teaching Anthropology: What being an anthropologist means to me: apparently, it means a long post

  • And when I teach, I believe it is my responsibility to convey the reality of a world where there are other ways of thinking and other ways of doing. In an effort to achieve that goal, I will with great happiness and gusto deconstuct American popular culture with my students to try to tease out our meanings and ways of being. But in the end, I want them to move beyond our world and embrace "the other".
  • But what is the line between motivation and pandering?
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12 Aug 08

Paralysed by postmodernism | The Australian

  • postmodernism's pedagogical impact at these lower levels in the educational hierarchy was, if anything, even worse than its intellectual impact at higher levels
  • Much more concerning was a strange kind of linguistic determinism at play throughout their theoretical sections and chapters. Almost without exception these student authors argued as if the language that people speak forces or causes them to think and act in certain ways.
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