Skip to main content

Home/ beyondwebct/ Group items tagged poems

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Barbara Lindsey

Innovate - Backwards into the Future: Seven Principles for Educating the Ne(x)t Generation - 0 views

innovateonline.info/index.php

audience creative student

shared by Barbara Lindsey on 10 Sep 07 - Cached
  • In contrast to traditional English courses, which are mostly paper-based, our reading materials can all be found on the Web, and the students present their work in the form of interactive Web pages that are accessible to everyone in the class, thereby forging a virtual learning community to parallel the physical community of the classroom.
  • Teaching to the future, we contend, involves forging pathways for our students that we do not necessarily intend to travel ourselves.
  • With each new iteration of Poetry off the Page, our students' expertise has driven the course design, rather than vice versa.
  • ...18 more annotations...
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Comments?
  • We provide ample support and encouragement to "trailing edge" students whose online capabilities barely extend beyond e-mail, but at the same time, we leave the door open for those at the leading edge to suggest innovations that we ourselves would be incapable of imagining, much less of implementing.
  • By recasting students as researchers and teachers, we invite them to participate in what is arguably the most exciting and fulfilling aspect of university life: the production of new knowledge (Exhibit 2).
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      Brown and Adler's concept of 'learning to be'
  • We would be hard pressed to name a profession—including academe itself—that does not demand some ability to interact effectively with other human beings. Yet higher education remains, especially in the humanities, a highly individualistic enterprise. In a typical English course, students write their essays for an audience of one—namely, the instructor who does the grading—while "group discussions" frequently consist of individuals talking directly to the teacher with little regard for their peers. In a discipline built around the ideal of the lone genius, our epigraph to this section remains as wishfully subversive today as it was a century and a half ago.
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Response?
  • Teaching to the future involves harnessing the collaborative impulses already at large in digital culture and directing them toward educational ends, so that "group work" shifts in our students' perception from an eyeroll-inducing educational gimmick to a cutting-edge skill worthy of cultivation and scrutiny.
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Comments?
  • Later, they take part in a formative peer assessment exercise during which we project draft versions of their final projects onscreen while classmates ask questions and provide suggestions for improvement. The success of this "Live Crit" session (a concept borrowed from architecture and the fine arts) reflects the atmosphere of collaboration and trust that we have consciously cultivated among the students all semester
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      Again, similar to what Brown and Adler talk of when they discussed the open critic of architecht students' work.
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Could you envision using this in your courses and how?
  • Exhibit 4).
  • Higher education is an aquifer, not a spigot.
  • "The Poem of the Contents of Everybody's Pockets"; on the second day, we send them off around campus to chalk poems on the ground in public places; on the third day, we engage them in a critical analysis of both events, prompting them to come up with inventive ways in which such multifaceted live performances might be recorded (photographed? taped? videoed? narrativized?) for posterity.
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      How about for a language or lit course?
  • (Exhibit 7).
  • with the students' enthusiastic permission—as permanent exhibits in the Archives section of our course Web site
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      What about a permanent archive of exemplary work for all to benefit from?
  • Exhibit 3
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      Very important note here.
  • "In the coming decades," warns hypertext theorist Jerome McGann, "the entirety of our cultural inheritance will be transformed and re-edited in digital forms," a monumental task for which both we and our students remain, by and large, seriously underprepared (2005, 181).
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      the entirety--transformed and re-edited!
  • to teach our students not to follow in our footsteps but to outstrip us.
Barbara Lindsey

Curriculum21 - Annotexting - 0 views

www.curriculum21.com/...annotexting

annotating arc text app appswap actfl12 software

shared by Barbara Lindsey on 06 Mar 12 - No Cached
  • Students are asked to read closely, cite evidence, and make evidence based inferences when they read. They are expected to deepen their learning by valuing textual evidence and reading critically.  Annotating text is one way students can cite textual evidence, infer and deepen meaning as they read..
  • Annotations make thinking visible for teachers and students. We can use the words and features of a text to better comprehend it, ask questions, and note our thoughts while reading. One goal of comprehension is that students will be proficient annotators of texts to understand more deeply by interacting and making thinking transparent while they read.
  • There are many reasons to ask students to annotate text: for basic comprehension, to show evidence of conceptual understanding, to show what is implied, to identify the claims in an argument, to read like a writer and identify characteristics of genre, to notice the nuance of language…and many other reasons.   Giving guidance as to what we want students to annotate for will be beneficial for the reader. Otherwise, they will annotate everything that comes to mind, and the work may not be helpful to the reader or the teacher.
  • ...2 more annotations...
  • Students submit their annotations via their smart phones or other digital devices, and then analyze each other’s notations collectively.  They could be looking for main ideas, thematic and literary elements, or big ideas from the work.   They could be looking for evidence of connections to other texts, their own experiences, or world issues. They could simply be searching for meaning to support them when reading complex texts. In addition, students could reflect on the collective evidence as a metacognitive activity to assess their own learning.  Perhaps the collaborative exercise raised new questions for them or offered them new ways of thinking about the text. Perhaps there is something else the student wants or needs to know?
  • What would have changed in the interpretation of this poem if our perspectives were woven together? Does the collaborative process of conversation yield a greater product? Does the thinking extend when multiple perspectives are mixed? Does the evidence yield to strategic thinking when multiple viewpoints are involved?
1 - 3 of 3
Showing 20▼ items per page