The speakers also talk about the relation of their oral tradition to their
native communities. Five programs are recorded in native Indian languages with
English subtitles so that students have an opportunity to experience the beauty
and complexity of these languages.
The Relationship of Narrative, Virtue Education, and an Ethic of Care in Teaching Prac... - 0 views
Words & Place - 3 views
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Provides a glimpse into Southwestern Native American culture
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How will you use this resource in your course, tina?
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Right now I see it as a supplemental resource for getting a glimpse into the very important aspect of Native culture which is oral storytelling. Somewhere along the way we'll look at oral tradition and I imagine there may be at least one student who will pursue the topic in their research.
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The Myth of Learning Styles - 0 views
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. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone's education
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First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content
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Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination.
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Virtual Teacher Education: Affordances and Constraints of Teaching Teachers Online - 0 views
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ASYNCHRONOUS ONLINE ENVIRONMENTS . . . AFFORDCONSTRAIN accesscontext mindfulness, reflectivityinterpersonal communication personal expressionbias, values equity, multiple perspectivesauthority, narrative breadthdepth multiple symbol systemsconsistency construction of knowledgeinstruction association, connectionsyllogism, hierarchy bricolage, juxtapositionlogical progression of ideas Figure 1: Affordances & Constraints
Consider the Source II - 0 views
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I recall in my early SLN days trying to find out why faculty were being told to close past modules as they moved forward in the course
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Not sure where this comes from linda, but it is not so. the exact opposite is true.
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2004 - I am sure it has changed. It may have been the the SLN ID I was working and/or the classes I was taking. But I did see it more than a few times and it perplexed me. I definitely don't see it anymore so that is a good thing :-)
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odd... i actually in the early days strongly recommended that faculty have all their modules open from the first day so that students could see the structure and flow of the course from the beginning and have the structure help them not only anticipate what was coming, but act as advanced organizers to help students understand the scope and approach to the content taken by the instructor. I also didn't want faculty to use it as an excuse to not complete the course before it went live : ) I keep the modules closed in ETAP640 and reveal them one at a time because i don't want to confuse and overwhelm students. But, i have always maintained that work in previous modules should remain open and accessible so that students can refer back to or continue conversations if they want to. If you close a module then students won't have access to their own content. I would have to be convinced that under some very specific circumstance that there would be a good reason to do that. : )
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I am in total agreement with you on that - I won't mention names or courses :-) But I think the message is out that they should all be open!! lkr
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because my exploration was respected. This kind of supportive environment makes me – or any student I am sure – fearless
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I can say that I think I am on a completely different level in my teaching and design work.
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The Role of Questions in Teaching, Thinking and Le - 0 views
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If we want thinking we must stimulate it with questions that lead students to further questions. We must overcome what previous schooling has done to the thinking of students. We must resuscitate minds that are largely dead when we receive them. We must give our students what might be called "artificial cogitation" (the intellectual equivalent of artificial respiration).
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Thinking is not driven by answers but by question
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How deep questions drive thought. Statements are contrived originally by answering questions.
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Need to ask questions to be able to think and then comes the learning.
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"Thinking is driven by questions"
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