Educators sometimes say that they shy from assessing creative thought for fear of inhibiting students, but this is a grave error in my view,
Contents contributed and discussions participated by Chris Harrow
Hopscotch - 0 views
On assessing for creativity: yes you can, and yes you should « Granted, but… - 1 views
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I once saw a class at Portland HS in Maine where the student oral presentations were unbelievably good, across the board, with “average” kids. How did you do it, I asked the teacher?
Beat the cheat - 0 views
f(t): This Logic Game Needs a Name - 3 views
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A spectacular (yet-to-be-named) game for teaching formal logic!
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Absolutely! SET rocks. Lots of possibilities with that. As long as we're posing excellent games, I think Blockus is magnificent!
Blogs vs. Term Papers - NYTimes.com - 0 views
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Thanks for the lead, Jill
Is Google Making Us Stupid? - Magazine - The Atlantic - 1 views
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media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought.
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what the Net seems to be doing is chipping away my capacity for concentration and contemplation
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Thanks to the ubiquity of text on the Internet, not to mention the popularity of text-messaging on cell phones, we may well be reading more today than we did in the 1970s or 1980s, when television was our medium of choice. But it’s a different kind of reading, and behind it lies a different kind of thinking—perhaps even a new sense of the self. “
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Older article saying technology may be changing our ability to read, think, and produce deep works.
How to password protect a video using Vimeo | New Westminster Mac Users - 1 views
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Vimeo, an alternative video sharing service does allow you to password protect individual videos, and even complete albums of videos.
Dear Governor: Lobby to Save a Love of Reading - SchoolBook - 0 views
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By asking young students to spend time taking tests like this we are doing them a double disservice: first, by inflicting on them such mediocre literature, and second, by training them to read not for pleasure but to discover a predetermined answer to a (let’s not mince words) stupid question.
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Literary texts, whether by A.A. Milne or Leo Tolstoy, always admit multiple interpretations — and the greater the work, the more robust the tension among these readings, and the graver the loss in trying to reduce the work to a single idea.
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While focused on teaching reading to elementary students, the points raised here apply also to mathematics teaching ... reducing everything to a single way and a single answer is stifling, minimizing, and counterproductive.
Are after-school math centers really worth the money? - Magazine - The Boston Globe - 0 views
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“One stereotype we have not been able to break in the United States is that ‘faster is smarter,’ ”
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“Sometimes it’s the person who is more reflective and introspective about thinking through the problem and might take a little longer to get to the answer who illustrates more understanding of the mathematics involved.”
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students learn math best when the focus is on exploration and understanding, not just regurgitation and computation
$1,000,000 Problems - 1 views
A New [Year's] Challenge: start with small strategic steps | Wright'sRoom - 1 views
BBC NEWS | Science/Nature | 47 year old television signals bouncing back to Earth - 0 views
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Pretty cool way to watch re-runs!
Information is Beautiful Awards: Shortlist #2 - 2 views
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Be sure to follow the 3 links in the 4th paragraph. These are interesting displays of information. I haven't looked carefully at all of the graphs or their accuracies/biases, but many of these do draw you in to what they're trying to communicate--the point of data charts after all. What a refreshing break from staid bar charts.
Seth's Blog: The new lazy journalism - 1 views
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The hard part of professional journalism going forward is writing about what hasn't been written about, directing attention where it hasn't been, and saying something new.
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The great challenge for journalists is also the challenge for educators. We do need to look for the new ways to learn and share and reach each of our students. We cannot afford to teach the same old stuff in the same old way and expect that to be sufficient for our new students in this new time. Thanks to Bo A. for the lead to this article.
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Chris Harrow