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Martin Burrett

UKEdChat Session 320: The Educational Performance of Boys - 13 views

ukedchat.com/...ducational-performance-of-boys

ukedchat discussion boys boys education

shared by Martin Burrett on 15 Sep 16 - No Cached
  • Martin Burrett on 15 Sep 16
     
    Inspired by UK Parliament debate secured by @karlmccartney MP - Click here to read tweets from the debate - the #UKEdChat poll this week established that the discussion will focus on the Educational Performance of Boys.
Christine Schlitt

Lesson Plans: Name & Word Wall Activities, Building Blocks (Kindergarten, Building Blocks) - 32 views

teachers.net/...2466.html

lesson plans kiundergarten kindergarten lesson lessons alphabet plans name word wall teaching

shared by Christine Schlitt on 05 Sep 11 - No Cached
  • Word Walls and The Name Game Each day we have one person who is our helper and we focus onher name. When everyone has had a turn, we start another round.I find it easiest to go in alphabetical order by first names. I write the students names on sentence strips, using one colorfor boys, and another for girls.First round: We reveal one name each day, beginning with a cheer:?Gimme a B (B), Gimme an i (i), Gimme an l (l), Gimme another l(l), Gimme a y (y). What?s that spell? (Billy). One more time!(Billy). Then I ask if anyone ?notices? anything about Billy?s name andwe look for letters in common with other names, or count lettersand look for other names with the same number of letters. Thenwe take a good look at the student, discussing colors ofclothing, so each child can draw a picture of the helper. Iwrite the helper?s name on the board and encourage everyone totry to write that person?s name and then draw a picture of thehelper. The helper gets to take home the pictures drawn byothers, his is put up on the bulletin board with the name cardI?ve made. 2nd Round: The self-portraits are put into a class book and thename cards are transferred to an alphabet word wall. Each day weread the alphabet and names, then take the helper?s name off tocheer and ?notice? letters about this name and others. We formthe helper?s name in magnetic letters, scramble them up and taketurns putting them in the right order. 3rd Round: When we read the alphabet, we say the sounds inaddition to the letters and names. This time we cheer, writethe letters in the helper?s name on the board and then count howmany of those letters are in the names on the word wall. Thenwe talk about which letter has the most, least, etc. We havealso added another name cheer: ?Bryan, Bryan, that?s his name.It starts with B, it ends with n, hooray, Bryan! We stillscramble the name with magnetic letters. At some point we begin to add sight words to the names on thewall, usually starting with go and we. In December, or after wecome back from Christmas, we take the names off the word walland put them in a pocket chart for the kids to use duringcenters. We continue to add sight words the rest of the year,reading the alphabet, and saying the sounds and words each day. Here are additional name ideas; some I?ve tried, some I haven?t.*Count the syllables.*Write the names like a rainbow.*Name poems from the website Korky?s Kool rhyme machine (http://www.literacyhour.co.uk/learning_activities/rhyme/rhyme.html)*Think of words that begin the same as the name.*Make up tongue twisters.*Fill out an interview sheet.*Mystery person (hangman type game where you draw blanks for theletters and the kids guess letters until they know the name.* Use the letters in the name and look for smaller words. *Cut up name puzzles to keep in a literacy center.*Change the initial consonant and play with the word (Sue, Bue,Lue, etc.).*Another name cheer: No matter what I do or say,My name will always be the same,It starts with_____It ends with ____Now count to 3 and say my name,1,2,3,_______.
    • Christine Schlitt
      Christine Schlitt on 05 Sep 11
       
      Name Game Ideas for Kindergarten
  • Christine Schlitt on 05 Sep 11
     
    "Word Walls and The Name Game Each day we have one person who is our helper and we focus on her name. When everyone has had a turn, we start another round. I find it easiest to go in alphabetical order by first names. I write the students names on sentence strips, using one color for boys, and another for girls. First round: We reveal one name each day, beginning with a cheer: ?Gimme a B (B), Gimme an i (i), Gimme an l (l), Gimme another l (l), Gimme a y (y). What?s that spell? (Billy). One more time! (Billy). Then I ask if anyone ?notices? anything about Billy?s name and we look for letters in common with other names, or count letters and look for other names with the same number of letters. Then we take a good look at the student, discussing colors of clothing, so each child can draw a picture of the helper. I write the helper?s name on the board and encourage everyone to try to write that person?s name and then draw a picture of the helper. The helper gets to take home the pictures drawn by others, his is put up on the bulletin board with the name card I?ve made. 2nd Round: The self-portraits are put into a class book and the name cards are transferred to an alphabet word wall. Each day we read the alphabet and names, then take the helper?s name off to cheer and ?notice? letters about this name and others. We form the helper?s name in magnetic letters, scramble them up and take turns putting them in the right order. 3rd Round: When we read the alphabet, we say the sounds in addition to the letters and names. This time we cheer, write the letters in the helper?s name on the board and then count how many of those letters are in the names on the word wall. Then we talk about which letter has the most, least, etc. We"
Martin Burrett

Webinar: Supporting Special Needs Students with eBooks & Audiobooks - 2 views

ukedchat.com/...webinar-sen-ebooks-audiobooks

ebooks ebook audiobooks audio reading engagement

shared by Martin Burrett on 04 Jun 21 - No Cached
  • Martin Burrett on 04 Jun 21
     
    In this webinar, expert in eBooks Meredith Wemhoff discusses ways to engage and support learners with special needs using eBooks and audio. Using the case-study of an independent all-boys school located in Surrey, the school provides special needs students an opportunity to succeed and thrive. Many arrive to the 80-year-old institution with low self-confidence, often due to struggles they faced in traditional educational institutions caused by learning and language difficulties. This means providing a collection that meets the individual learning needs of the school's 470 students, who range in age from 8-18. ​​​​​​​ During this eye-opening webinar, Meredith will share the story of selecting, launching and promoting a digital library service that helps address learning challenges. Attendees will come away with best practices for bringing ebooks and audiobooks to their school and real-life examples of these practices in action. Don't miss out, register today!
jmcminn0208

There's No Place Like Home - 22 views

ngm.nationalgeographic.com/...keillor-text

shared by jmcminn0208 on 11 Jun 14 - No Cached
    • jmcminn0208
      jmcminn0208 on 11 Jun 14
       
      This is literally two sentences. I found it very difficult to read through the first one... as it was itself one whole paragraph
  • And it is distressing to come home and not know where I am
  • Superimposed over that geography, like a Jackson Pollock painted on a fishnet, is the geography of a man’s life, the griefs and pleasures of various streets,
  • ...10 more annotations...
  • We attended church at the Grace & Truth Gospel Hall on 14th Avenue South, where a preacher clutched his suspenders and spoke glowingly of Eternity, and I grew up one of the Brethren, the Chosen to whom God had vouchsafed the Knowledge of All Things that was denied to the great and mighty. The Second Coming was imminent, we would rise to the sky. We walked around Minneapolis carefully, wary of television, dance music, tobacco, baubles, bangles, flashy cars, liquor, the theater, the modern novel—all of them tempting us away from the singular life that Jesus commanded us to lead.
    • jmcminn0208
      jmcminn0208 on 11 Jun 14
       
      What did he get from this? How has he lived his life based on this childhood staple?
  • There were the neon lights of Hennepin Avenue and the promise of naked girls at the Alvin Theater, which our family passed on Sunday morning on our way to church, but that was lost on me, a geek with glasses, pressed pants, plaid shirt, a boy for whom dating girls was like exploring the Amazon—interesting idea, but how to get there? Writing for print, on the other hand—why not? And then came the beautiful connection: You write for print, it impresses girls, they might want to go on dates with you.
  • For days after Frankie drowned, I visited the death scene, trying to imagine what had happened. He was paddling a boat near the shore, and it capsized, and he drowned. I imagined this over and over, imagined myself saving him, imagined the vast gratitude of his family. I don’t recall discussing this with other boys. We were more interested in what lay ahead in seventh grade, where (we had heard) you had to take showers after gym. Naked. With no clothes on. Which turned out to be true. Junior high was up the West River Road in Anoka, the town where I was born, 1942, in a house on Ferry Street, delivered by Dr. Mork. That fall of seventh grade, he listened to my heart and heard a click in the mitral valve, which meant I couldn’t play football, so I walked into the Anoka Herald and asked for a job covering football and basketball, and a man named Warren Feist said yes and made me a professional writer. Ask and ye shall receive.
  • down to work at 4 a.m. to do the morning shift on KSJN in a basement studio on Wabasha and then a storefront on Sixth Street, the house where I lived next to Luther Seminary and the backyard parties with musicians that inspired A Prairie Home Companion at Macalester College, the dramatic leap to home ownership on Cathedral Hill in St. Paul, where I’ve lived most of the last 20 years, where you drive up from I-94 past Masqueray’s magnificent cathedral, whose great dome and towers and arches give you a momentary illusion of Europe, and up Summit and the mansions of 19th-century grandees and pooh-bahs in a ward that votes about 85 percent Democratic today.
  • Pride goeth before a fall, so deprecate yourself before others do the job for you
  • I drive down Seventh Street to a Twins game and pass the old Dayton’s department store (Macy’s now but still Dayton’s to me), where in my poverty days I shoplifted an unabridged dictionary the size of a suitcase, and 50 years later I still feel the terror of walking out the door with it under my jacket, and I imagine the cops arresting my 20-year-old self and what 30 days in the slammer might’ve done for me
  • She was a suicide 28 years ago, drowned with rocks in her pockets, and I still love her and am not over her death, nor do I expect ever to be.
  • “There’s no point in a bunch of rubberneckers standing around gawking.”
  • That’ll be the day, when you say goodbye / oh, that’ll be the day, when you make me cry,”
  • She says, “Tell me a funny story”—my daughter who never had to fight for a seat. I say, “So ... there were these two penguins standing on an ice floe,” and she says, “Tell the truth,” so I say, “I like your ponytail. You know, years ago I wore my hair in a ponytail. Not a big ponytail. A little one. I had a beard too.” And she looks at me. “A ponytail? Are you joking?
tthomasuscu

Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views

www.nytimes.com/...ar-for-what-it-has-become.html

shared by tthomasuscu on 02 Apr 18 - No Cached
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Very clear imagery. He opens the essay with his personal anecdote to set the scene for this discussion. It also lets the reader know right away that he is a gun owner.
  • What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Should this be changed to prevent criminals from buying guns from private sellers? How is something this dangerous allowed to take place?
  • ...70 more annotations...
  • so long as the buyer has a purchase permit or a concealed-carry license.
  • I felt uneasy
  • He liked the rifle. I needed the cash. We shook hands, and off we went.
  • There is rarely a moment when I’m not within reach of a firearm.
  • We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
  • Rarely do we mention what we carry
  • I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
  • Guns were often a bridge between father and son.
  • or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
  • had a gun put to my head
  • I can remember that
  • steel
  • I can remember
  • In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
  • surrounded myself with the people I did as a form of protection.
  • I dropped to the ground as gunfire rang from a car at a bonfire party.
  • I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
  • his service weapon pushed into the base of my skull.
  • I stood there trembling while they apologized.
  • Jackson County
  • I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
  • hared passion for wilderness and time spent in the field with gun in hand.
  • Those types of things are rare now, even in places like Appalachia.
  • A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
  • centuries of experience gathered around the campfire each night
  • the .308 blew apart the morning.
  • There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
  • Life is sustained by death
  • the killing is not easy, nor should it be.
  • would feed me for a year
  • I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
  • He smiled and told me: “But this is South Carolina. Most every car I pull over has a gun.”
  • As I headed toward the mountains, all I could think about was Philando Castile,
  • situation was re
  • All I could think about was how things might have been different if the
  • versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
  • It was impossible not to recognize how gun culture reeks of privilege.
  • Ruger 10/22s and Marlin Model 60s, the .22LRs
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      This guy knows his guns. Even though his essay doesn't cite research, you can see his ethos through his personal experience and his use of precise jargon.
  • There were always guns, but nothing like the assault weapons that line the shelves today.
  • firearms whose sole purpose would be to take human life if I were left with no other choice.
  • I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
  • they joke about the minute hand of the doomsday clock inching closer to midnight.
  • as they wait for the end of the world.
  • they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
  • step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
  • None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Where is the fault in this logic? It just doesn't add up.
  • They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
  • I understand what’s at stake
  • I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
  • changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
  • an unrelenting fear of what could be lost
  • a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
  • He cut a look in my direction as if I’d absolutely lost my mind.
  • I’d be fine with an assault-weapons ban
  • question is irrelevant, that the reason doesn’t supersede the right.
  • Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
  • As sad as it is to say, the silence is easier
  • there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
  • ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
  • The muzzle was pointed in our direction. Ashley was terrified.
  • The truth is, there are guns I feel justified in owning and guns I feel belong on battlefields.
  • I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
  • Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
  • I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
  • I don’t buy into that only-way-to-stop-a-bad-guy-with-a-gun-is-a-good-guy-with-a-gun bravado.
  • I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
  • we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      How does fear drive so many of us to distrust and hate our fellow Americans? How does the Gun Lobby and the NRA use this fear to their advantage? What role does fear play in racial prejudice? How do we combat and address this fear?
Steven Szalaj

Raise the bar with national exam for teachers - chicagotribune.com - 53 views

www.chicagotribune.com/...29-bd-20121229,0,7069731.story

Education Certification Union

shared by Steven Szalaj on 30 Dec 12 - No Cached
  • Steven Szalaj on 30 Dec 12
     
    Editorial about a recommendation by the AFT Pres to develop a professional certification for teachers.  It's about time...
  • ...2 more comments...
  • Michelle Kassorla on 30 Dec 12
     
    About time for what? For standardized tests to ruin the teaching profession like it has ruined our kids? For the government to control, from the top down, what education departments teach their students? Looks like a HUGE power grab and a very bad way for a Union, who professes to stand against standardized tests to act! Shame on them! Go to Fairtest.org to find out more about the scam of standardized testing. If you think a standardized test can improve education, you must also think you can fatten a calf by weighing it!
  • Mark Smith on 30 Dec 12
     
    Michelle is right. More standardized testing is not the answer for anything, least of all teacher certification. Come on, Steven .. use your critical thinking skills. Don't encourage the bean counters and bureaucrats who are so enamored of things that can be measured and filed into neat categories. The most valuable things cannot be measured in any "objective" way. To focus on what's measurable is to focus on what's shallow.
  • Steven Szalaj on 31 Dec 12
     
    Mark & Michelle, thank you for your comments. When I posted this I knew the words "standardized test" would be a flashpoint. It is for me too. With nearly 40 years in the classroom, teaching a creative art (music) to all different levels (kindergarten through college and well beyond), I have often railed against reducing any education, any student, to a number. Very little in what I have taught can be measured with a pencil-and-paper test. What I see here is different than this. It is the union that she is saying should be the "gate-keeper" to our profession, rather than some generic government standard test. Yes, tests would be a part of the certification, but from what I read, so would much more, including actual classroom work. The certification would be similar to the AMA for physicians or the Bar for attorneys. These are certifications designed and administered by the profession - not the government - and validate a candidate's readiness to practice. Yes, I too am strongly against the government, or any organization outside of our profession, to certify, to validate, a teacher's ability to do the job. But we have to admit there is a problem with teacher certification and validation. There are people who simply should not be in the classroom (haven't we all seen them?). It is very difficult to remove folks who are dragging the respect for our profession down. Yes, there is remediation. Yes, it should be a difficult process to remove someone in order to protect against administrative abuses. But what is talked about here is the profession policing itself - something that the teacher's unions, in general, have steadfastly refused to do. What the AFT Pres is suggesting is that the best thing we can do to raise the status of teaching as a profession is to take action ourselves to make it happen. Really, if we in the profession do not do this, then it will be imposed from those outside who do not know what we do, how we do it and why we do it.
  • Michelle Kassorla on 31 Dec 12
     
    You are still talking about a standardized test. Let's face it--doctors have to have specific knowledge to do their job. Whether or not they are creative or engaging is not as important as their knowledge base. The same with lawyers--knowledge of the law is essential, and everything else is secondary. However, in teaching, although educational theory and knowledge of their subject area is important (and already tested, by the way) the most essential aspect of teaching is how you can creatively engage students, interact with parents and peers, and stay organized and motivated. These things CAN'T BE TESTED. Right now, teachers already go through extensive training, evaluation, and continuing education. Do you REALLY think that a standardized test will really improve teaching? I know a lot of university professors who can easily pass a test, but few of them can teach worth beans.
Maureen Greenbaum

The Future of College? - The Atlantic - 29 views

www.theatlantic.com/...375071

future college education pedagogy

shared by Maureen Greenbaum on 16 Aug 14 - No Cached
  • proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
  • inductive reasoning
  • Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
  • ...45 more annotations...
  • subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
  • felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
  • One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
  • because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn
  • adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
  • past half millennium, the technology of learning has hardly budge
  • fellow edu-nauts
  • Lectures are banned
  • attending class on Apple laptops
  • Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
  • Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
  • “Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
  • One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
  • when you have a noncurated academic experience, you effectively don’t get educated.
  • Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
  • “The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
  • What, he asks, does it mean to be educated?
  • methods will be tested against scientifically determined best practices
  • Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
  • We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
  • memory of material is enhanced by “deep” cognitive tasks
  • he found the man’s view of education, in a word, faith-based
  • ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
  • e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
  • pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
  • Professors are able to sort students instantly, and by many metrics, for small-group work—
  • a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
  • he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
  • Lectures, Kosslyn says, are pedagogically unsound,
  • I couldn’t wait for Minerva’s wrecking ball to demolish the ivory tower.
  • The MOOCs will eventually make lectures obsolete.”
  • Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
  • The MOOCs will eventually make lectures obsolete.”
  • certain functions of universities have simply become less relevant as information has become more ubiquitous
  • Minerva challenges the field to return to first principles.
  • MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
  • It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
  • part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
  • “hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
  • I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
  • it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
  • for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
  • Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
  • professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
  • The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
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