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Kate Pok

Writing in College - 1. Some crucial differences between high school and college writing - 55 views

writing-program.uchicago.edu/...high_school_v_college.htm

teaching writing essay

shared by Kate Pok on 08 Feb 11 - Cached
  • you will be asked to analyze the reading, to make a worthwhile claim about it that is not obvious (state a thesis means almost the same thing), to support your claim with good reasons, all in four or five pages that are organized to present an argument .
  • They expect to see a claim that would encourage them to say, "That's interesting. I'd like to know more."
  • They expect to see evidence, reasons for your claim, evidence that would encourage them to agree with your claim, or at least to think it plausible.
  • ...8 more annotations...
  • They expect to see that you've thought about limits and objections to your claim.
  • This kind of argument is less like disagreeable wrangling, more like an amiable and lively conversation with someone whom you respect and who respects you; someone who is interested in what you have to say, but will not agree with your claims just because you state them; someone who wants to hear your reasons for believing your claims and also wants to hear answers to their questions.
  • We also know that whatever it is we think, it is never the entire truth. Our conclusions are partial, incomplete, and always subject to challenge. So we write in a way that allows others to test our reasoning: we present our best thinking as a series of claims, reasons, and responses to imagined challenges, so that readers can see not only what we think, but whether they ought to agree.
  • And that's all an argument is--not wrangling, but a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.
  • So your first step in writing an assigned paper occurs well before you begin writing: You must know what your instructor expects.
  • Start by looking carefully at the words of the assignment.
  • When most of your instructors ask what the point of your paper is, they have in mind something different. By "point" or "claim" (the words are virtually synonymous with thesis), they will more often mean the most important sentence that you wrote in your essay, a sentence that appears on the page, in black in white; words that you can point to, underline, send on a postcard; a sentence that sums up the most important thing you want to say as a result of your reading, thinking, research, and writing. In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
  • A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
  • Kate Pok on 22 Nov 11
     
    great guide to college writing- print out and give out to students.
Robert Parker

Andragogy - Wikipedia, the free encyclopedia - 36 views

en.wikipedia.org/Andragogy

shared by Robert Parker on 23 Sep 11 - Cached
  • Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
  • Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
    • GoldenLuca Oake
      GoldenLuca Oake on 08 Oct 12
       
      Andragogy - man-leading as in leading man Pedagogy - child-leading as in leading children
    • Robert Parker
      Robert Parker on 15 Sep 13
       
      I like this term, it reflects much of waht happens in higher education as the springboard for life-long learning
  • maureen greenbaum on 23 Sep 11
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • ...2 more comments...
  • Lauren Rosen on 23 Sep 11
     
    Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.
  • Maughn Gregory on 23 Sep 11
     
    "Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?
  • GoldenLuca Oake on 08 Oct 12
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • Robert Parker on 15 Sep 13
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
Eric Arbetter

Always Formative: Claim Evidence Reasoning - 8 views

alwaysformative.blogspot.com/...claim-evidence-reasoning.html

science inquiry reasoning evidence

shared by Eric Arbetter on 10 Apr 12 - No Cached
  • Eric Arbetter on 10 Apr 12
     
    Provides a template which may be helpful for intermediate grades and up in writing about what they learned in science.
Heather Reliford

CER Rubric - 69 views

www.teacherspayteachers.com/...CER-Rubric-720652

CER reasoning claim evidence rubric

shared by Heather Reliford on 03 Dec 13 - No Cached
  • Heather Reliford on 03 Dec 13
     
    http://www.teacherspayteachers.com/Signup/referral:msreliford free CER Rubric This is a printable PDF of a 4 point rubric for the CER, or Claim, Evidence, Reasoning activities. CER promotes critical thinking.
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Tracy Tuten

The Irascible Professor on "The SAT that isn't (the death of aptitude.)" - 2 views

irascibleprofessor.com/comments-08-11-12.htm

education essay SAT 2012 esteem objectivism

shared by Tracy Tuten on 13 Aug 12 - Cached
  • It used to be that the SAT was distinguished from its competitor the ACT by the fact that the former was seen as measuring aptitude and being effectively un-coachable, while the latter was a gauge of achievement in learning.
  • At the risk of sounding pejorative, I'd say that I was expecting the test to be a measure of who I was, while some of my fellow students and their parents treated it more as a test of how they could present themselves to admissions officers.  And while I wouldn't suggest that people tend to think of it in these terms, I believe that the latter perception relies on the academically damaging belief that an individual student's capabilities need not matter to what goals he sets for himself.  That perception leads people to believe that there is something inherently unfair about a test that you can't study for.
  • And if after four years of high school they haven't developed much skill for reasoning, that's okay – they can take preparatory courses to learn how to fake it for an exam, and let that be their stepping stone toward academic accomplishment.  As a society that values the promise of formal education more than the satisfaction of actual learning, we have precipitated the death of aptitude.  We are afraid to acknowledge that it exists, because aptitude, whether the product of inborn talent or effective rearing, makes some people better suited than others for certain goals.
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  • Lori Gottlieb, writing in The Atlantic last year, claimed that child-rearing in the current generation has been excessively focused on preserving self-esteem.  As an illustration of one symptom of this, Gottlieb quoted clinical psychologist Wendy Mogel as saying that parents are actually relieved to be told that their struggling children are learning disabled, so that today "every child is either learning disabled, gifted, or both – there's no curve left, no average."  To claim a learning disability is the only way to set legitimate lower benchmarks for performance.  Kids are never just bad at anything anymore, because that's seen as being more harmful to self-esteem.
  • But my worries about the individual effects of the death of aptitude are dwarfed by my concern for its effect on the institutions of higher learning that those individuals are entering.  College is not a one-directional relationship of dispensing knowledge to young people.  The entire institution gains or loses value on the basis of what its students put into it.  By telling students with low aptitude and low interest that they can, should, and must strive to accomplish the same things as their higher-achieving peers, I fear that we're saturating higher education with people who subtract value from their institutions by committing minimum effort and lowering whatever curve still exists for the measurement of performance.
  • We all seem to agree that standards for college readiness need to improve, but you'll hear virtually no one asserting that when those standards are not met, the student ought to leave off college altogether, or to defer it until they have acquired, by sheer will or by natural intellectual growth, the aptitude to be successful at the proper level.  Indeed, just as common in criticism of education is the sentiment that we must see to it that more children enter and complete college.  But if those children don't have the aptitude to do so, the goal of improving college curriculum contradicts the goal of college-for-all.
  • We can't keep pretending that there is no such thing as aptitude and that every child has equal cause to vie for the topmost positions of intellectual esteem.  It does a disservice to the student and the school in kind.
  • Tracy Tuten on 13 Aug 12
     
    An essay on what the SAT says about society's view of education, accomplishments, aptitude, and self-esteem. 
marcmancinelli

Think Again: Education - By Ben Wildavsky | Foreign Policy - 31 views

www.foreignpolicy.com/...think_again_education

education international finland

shared by marcmancinelli on 27 Feb 11 - No Cached
  • But when the results from the first major international math test came out in 1967, the effort did not seem to have made much of a difference. Japan took first place out of 12 countries, while the United States finished near the bottom.
  • By the early 1970s, American students were ranking last among industrialized countries in seven of 19 tests of academic achievement and never made it to first or even second place in any of them. A decade later, "A Nation at Risk," the landmark 1983 report by the National Commission on Excellence in Education, cited these and other academic failings to buttress its stark claim that "if an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war."
    • marcmancinelli
      marcmancinelli on 27 Feb 11
       
      US has long been mediocre or at the bottom of international comparisons, but it's not a zer-sum game
  • ...7 more annotations...
  • J. Michael Shaughnessy, president of the National Council of Teachers of Mathematics, argues that the latest PISA test "underscores the need for integrating reasoning and sense making in our teaching of mathematics." Randi Weingarten, head of the American Federation of Teachers, claims that the same results "tell us … that if you don't make smart investments in teachers, respect them, or involve them in decision-making, as the top-performing countries do, students pay a price."
    • marcmancinelli
      marcmancinelli on 27 Feb 11
       
      People use crises to advance their own agendas...
  • But don't expect any of them to bring the country back to its educational golden age -- there wasn't one.
  • According to the most recent statistics, the U.S. share of foreign students fell from 24 percent in 2000 to just below 19 percent in 2008. Meanwhile, countries like Australia, Canada, and Japan saw increased market shares from their 2000 levels, though they are still far below the American numbers.
  • And even with its declining share, the United States still commands 9 percentage points more of the market than its nearest competitor, Britain.
  • A 2008 Rand Corp. report found that nearly two-thirds of the most highly cited articles in science and technology come from the United States, and seven in 10 Nobel Prize winners are employed by American universities. And the United States spends about 2.9 percent of its GDP on postsecondary education, about twice the percentage spent by China, the European Union, and Japan in 2006.
  • But over the long term, exactly where countries sit in the university hierarchy will be less and less relevant, as Americans' understanding of who is "us" and who is "them" gradually changes. Already, a historically unprecedented level of student and faculty mobility has become a defining characteristic of global higher education. Cross-border scientific collaboration, as measured by the volume of publications by co-authors from different countries, has more than doubled in two decades.
  • marcmancinelli on 27 Feb 11
     
    A great perspective piece on American education compared to the world.
Jennie Snyder

Atul Gawande: How Do Good Ideas Spread? : The New Yorker - 36 views

www.newyorker.com/...130729fa_fact_gawande

Innovation

shared by Jennie Snyder on 01 Aug 13 - No Cached
  • Why do some innovations spread so swiftly and others so slowly
  • Consider the very different trajectories of surgical anesthesia and antiseptics, both of which were discovered in the nineteenth century.
  • The first public demonstration of anesthesia was in 1846.
  • ...18 more annotations...
  • nsisted that he had found a gas that could render patients insensible to the pain of surgery.
  • The idea spread like a contagion, travelling through letters, meetings, and periodicals. By mid-December, surgeons were administering ether to patients in Paris and London. By February, anesthesia had been used in almost all the capitals of Europe, and by June in most regions of the world.
  • On October 16, 1846, at Massachusetts General Hospital, Morton administered his gas through an inhaler in the mouth of a young man undergoing the excision of a tumor in his jaw.
  • Four weeks later, on November 18th, Bigelow published his report on the discovery of “insensibility produced by inhalation” in the Boston Medical and Surgical Journal.
  • There were forces of resistance, to be sure. Some people criticized anesthesia as a “needless luxury”; clergymen deplored its use to reduce pain during childbirth as a frustration of the Almighty’s designs.
  • Yet soon even the obstructors, “with a run, mounted behind—hurrahing and shouting with the best.” Within seven years, virtually every hospital in America and Britain had adopted the new discovery.
  • Sepsis—infection—was the other great scourge of surgery. It was the single biggest killer of surgical patients, claiming as many as half of those who underwent major operations
  • nfection was so prevalent that suppuration—the discharge of pus from a surgical wound—was thought to be a necessary part of healing.
  • In the eighteen-sixties, the Edinburgh surgeon Joseph Lister read a paper by Louis Pasteur laying out his evidence that spoiling and fermentation were the consequence of microorganisms. Lister became convinced that the same process accounted for wound sepsis.
  • Lister had read about the city of Carlisle’s success in using a small amount of carbolic acid to eliminate the odor of sewage, and reasoned that it was destroying germs. Maybe it could do the same in surgery.
  • During the next few years, he perfected ways to use carbolic acid for cleansing hands and wounds and destroying any germs that might enter the operating field.
  • The result was strikingly lower rates of sepsis and death.
  • Far from it.
  • Surgeons soaked their instruments in carbolic acid, but they continued to operate in black frock coats stiffened with the blood and viscera of previous operations—the badge of a busy practice.
  • hey reused sea sponges without sterilizing them.
  • It was a generation before Lister’s recommendations became routine and the next steps were taken toward the modern standard of asepsis—that is, entirely excluding germs from the surgical field, using heat-sterilized instruments and surgical teams clad in sterile gowns and gloves.
  • Maybe ideas that violate prior beliefs are harder to embrace. To nineteenth-century surgeons, germ theory seemed as illogica
  • The technical complexity might have been part of the difficulty. Giving Lister’s methods “a try” required painstaking attention to detail.
Randolph Hollingsworth

The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

www.centerforsocialmedia.org/...r-use-media-literacy-education

copyright fair use media educational technology

shared by Randolph Hollingsworth on 25 Oct 10 - Cached
  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
  • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
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  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Randolph Hollingsworth on 08 Jun 12
     
    Good place to look for guidelines about use of media
Richard Bradshaw

The Progressive Movement and the Transformation of American Politics | The Heritage Fou... - 33 views

www.heritage.org/...formation-of-american-politics

progressive politics constitution

shared by Richard Bradshaw on 30 Dec 10 - No Cached
  • Government had to be limited both because it was dangerous if it got too powerful and because it was not supposed to provide for the highest things in life.
  • In Progressivism, the domestic policy of government had two main concerns. First, government must protect the poor and other victims of capitalism through redistribution of resources, anti-trust laws, government control over the details of commerce and production: i.e., dictating at what prices things must be sold, methods of manufacture, government participation in the banking system, and so on. Second, government must become involved in the "spiritual" development of its citizens -- not, of course, through promotion of religion, but through protecting the environment ("conservation"), education (understood as education to personal creativity), and spiritual uplift through subsidy and promotion of the arts and culture.
  • Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.
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  • The trend to turn power over to multinational organizations also begins in this period, as may be seen in Wilson's plan for a League of Nations, under whose rules America would have delegated control over the deployment of its own armed forces to that body.
  • The Progressives wanted to sweep away what they regarded as this amateurism in politics. They had confidence that modern science had superseded the perspective of the liberally educated statesman. Only those educated in the top universities, preferably in the social sciences, were thought to be capable of governing.
  • Government, it was thought, needed to be led by those who see where history is going, who understand the ever-evolving idea of human dignity.
  • Politics in the sense of favoritism and self-interest would disappear and be replaced by the universal rule of enlightened bureaucracy.
  • Today's liberals, or the teachers of today's liberals, learned to reject the principles of the founding from their teachers, the Progressives.
  • That is the disparagement of nature and the celebration of human will, the idea that everything of value in life is created by man's choice, not by nature or necessity.
  • Liberal domestic policy follows the same principle. It tends to elevate the "other" to moral superiority over against those whom the Founders would have called the decent and the honorable, the men of wisdom and virtue. The more a person is lacking, the greater is his or her moral claim on society. The deaf, the blind, the disabled, the stupid, the improvident, the ignorant, and even (in a 1984 speech of presidential candidate Walter Mondale) the sad -- those who are lowest are extolled as the sacred other.
  • The first great battle for the American soul was settled in the Civil War. The second battle for America's soul, initiated over a century ago, is still raging. The choice for the Founders' constitutionalism or the Progressive-liberal administrative state is yet to be fully resolved.
  • The Progressive system managed to gain a foothold in American politics only when it made major compromises with the Founders' constitutionalism.
  • Sober liberal friends of the Great Society would later admit that a central reason for its failure was precisely the fact that it was an expertise-driven engineering project, which had never sought the support or even the acquiescence of popular majorities.
  • Seth Roberts on 31 Dec 10
     
    I hope you know better than to use any resource from such a biased source in the classroom without one from the opposite side, say the Brookings Institution in this case. I found your posting of this article from this anti- free thought organization that is a puppet of big business and the far right on an education site plain wrong.
  • Richard Bradshaw on 31 Dec 10
     
    Well, the truth is I did not intend to share this bookmark with Diigo Education, but somehow it was posted in the group. I had intended it only for myself as part of research I am doing.
mstuehm76

Want to improve literacy in your school? Here's how | eSchool News - 23 views

www.eschoolnews.com/...-improve-literacy-school-heres

shared by mstuehm76 on 01 May 18 - No Cached
  • the district adopted the McGraw Hill curriculum for ELA.
    • mstuehm76
      mstuehm76 on 01 May 18
       
      We use Language for Learning
  • we teach students how to build an argument and develop critical-thinking skills using five steps: Claims, Evidence, Reasoning, Counterarguments, and Audience.
  • To evaluate the effectiveness of our school-wide initiative, we now administer quarterly writing assessments for each content area. We analyze student writing samples at the end of each quarter and include norming as a department, using the district writing rubric to determine strengths and areas requiring improvement.
    • mstuehm76
      mstuehm76 on 01 May 18
       
      Marzano Score 4 rubrics
  • ...3 more annotations...
  • “I agree with what ___ said about ___, but disagree that ___.”
  • Much of what our students learn is told to them, so it is critical that they develop listening comprehension.
  • We started with a baseline assessment in September and will compare those results to a final writing sample at the end of the year.
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