Group items tagged

Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."

Now, let's talk differentiation:

The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.

Credit recovery is another big opportunity.

Amazing, but as it turns out, quite logical. "The brain has very specialised modules for different tasks, like language processing and spatial recognition. It stands to reason that two similar tasks are much harder to do simultaneously, because they're using similar bits of tissue."

Driving and talking doesn't use the same bits of brain. Answering an e-mail while chatting on the phone does. In effect, we are creating information bottlenecks.

in the basic forms, as well as in the content of people's thinking.

The early 1930

had experienced the conditions necessary to alter radically the content and form of their thought.

we expected that they would display a predominance of those forms of thought that come from activity that is guided by the physical features of familiar objects.

Therefore we began, as most field work with people does, by emphasizing contact with the people who would serve as our subjects. We tried to establish friendly relations so that experimental sessions seemed natural and non-threatening. We were particularly careful not to conduct hasty or unprepared presentations of the test materials.

As a rule, our experimental sessions began with long conversations which were sometimes repeated with the subjects in the relaxed atmosphere of a tea house, where the villagers spent most of their free time, or in camps in the field and in mountain pastures around the evening campfire. These talks were frequently held in groups. Even when the interviews were held with one person, the experimenter and other subjects made up a group of two or three who listened attentively to the person being interviewed and who sometimes offered remarks or comments on what he said. The talk often took the form of a free-flowing exchange of opinion between participants, and a particular problem might be solved simultaneously by two or three subjects, each proposing an answer. Only gradually did the experimenters introduce the prepared tasks, which resembled the “riddles” familiar to the population and therefore seemed like a natural extension of the conversation.

He characterized primitive thinking as “prelogical” and “loosely organized.” Primitive people were said to be indifferent to logical contradiction and dominated by the idea that mystical forces control natural phenomena

We conceived the idea of carrying out the first far-reaching study of intellectual functions among adults from a non-technological non-literate, traditional society

hamlets

nomad

1. Women living in remote villages who were illiterate and who were not involved in any modern social activities. There were still a considerable number of such women at the time our study was made. Their interviews were conducted by women, since they alone had the right to enter the women's quarters. 2. Peasants living in remote villages who were in no way involved with socialized labor and who continued to maintain an individualistic economy. These peasants were not literate. 3. Women who attended short-term courses in the teaching of kindergarteners. As a rule, they had no formal schooling and almost no training in literacy. 4. Active kolhoz (collective farm) workers and young people who had taken short courses. They were involved as chairmen running collective farms, as holders of other offices on the, collective farm, or as brigade leaders. They had considerable experience in planning production, distributing labor, and taking stock of output. By dealing with other collective farm members, they had acquired a much broader outlook than isolated peasants. But they had attended school only briefly, and many were still barely literate. 5. Women students admitted to teachers school after two or three years of study. Their educational qualifications, however, were still fairly low.

Short-term psychological experiments would have been highly problematic under the field conditions we expected to encounter

In the past, we collected information not simply to know things. That was only the beginning. We also collected information to convert it into something larger than facts and ultimately more useful — into ideas that made sense of the information. We sought not just to apprehend the world but to truly comprehend it, which is the primary function of ideas. Great ideas explain the world and one another to us.

These ideas enabled us to get our minds around our existence and attempt to answer the big, daunting questions of our lives.

But if information was once grist for ideas, over the last decade it has become competition for them.

In effect, we are living within the nimbus of an informational Gresham’s law in which trivial information pushes out significant information, but it is also an ideational Gresham’s law in which information, trivial or not, pushes out ideas.

We prefer knowing to thinking because knowing has more immediate value. It keeps us in the loop

For one thing, social networking sites are the primary form of communication among young people, and they are supplanting print, which is where ideas have typically gestated. For another, social networking sites engender habits of mind that are inimical to the kind of deliberate discourse that gives rise to ideas.

Indeed, the gab of social networking tends to shrink one’s universe to oneself and one’s friends, while thoughts organized in words, whether online or on the page, enlarge one’s focus.

But because they are scientists and empiricists rather than generalists in the humanities, the place from which ideas were customarily popularized, they suffer a double whammy: not only the whammy against ideas generally but the whammy against science, which is typically regarded in the media as mystifying at best, incomprehensible at worst. A generation ago, these men would have made their way into popular magazines and onto television screens.

there is a vast difference between profit-making inventions and intellectually challenging thoughts.

There won’t be anything we won’t know. But there will be no one thinking about it.

Our schools system implies that when we ring the bell to signal the start of a class, we are really saying that the learning starts... wait for it... now!  And at the end of the lesson we ring it again to say the learning now stops. Ok, school's over, you can all stop learning now. Until tomorrow.

if we acknowledge that creativity in education is important, then how can we teach kids to be creative if we continue to focus on just regurgitating standard answers to standard questions, year after year. Because if it's only about learning pre-defined content then you don't need creativity, and you don't need conversation. Learning in messy and there is no point extending our thinking into new and creative areas if we aren't committed to that notion, because that just muddies up all those nice clean facts we have to remember.

Papert said that the one really valuable skill for a 21st century learner is that of being able to "learn to learn"... To be able not just to know the answers to what you were taught in school, but to know how to find the answers to those things you were not taught in school.

So how do virtual communities fit into this? They are an obvious and convenient way of extending conversations with other likeminded people, no matter where (or when) in the world they might be.

Unfor

Increasingly, undergraduates are not prepared adequately in any academic area but often arrive with strong convictions about their abilities.

It has become difficult to give students honest feedback.

As the college-age population declines, many tuition-driven institutions struggle to find enough paying customers to balance their budgets. That makes it necessary to recruit even more unprepared students, who then must be retained, shifting the burden for academic success away from the student and on to the teacher.

Although a lot of emphasis is placed on research on the tenure track, most faculty members are not on that track and are retained on the basis of what students think of them.

Students gravitate to lenient professors and to courses that are reputedly easy, particularly in general education.

It is impossible to maintain high expectations for long unless everyone holds the line in all comparable courses—and we face strong incentives not to do that.

Formerly, full-time, tenured faculty members with terminal degrees and long-term ties to the institution did most of the teaching. Such faculty members not only were free to grade honestly and teach with conviction but also had a deep understanding of the curriculum, their colleagues, and the institutional mission. Now undergraduate teaching relies primarily on graduate students and transient, part-time instructors on short-term contracts who teach at multiple institutions and whose performance is judged almost entirely by student-satisfaction surveys.

Contingent faculty members, who are paid so little, routinely teach course loads that are impossible to sustain without cutting a lot of corners.

Many colleges are now so packed with transient teachers, and multitasking faculty-administrators, that it is impossible to maintain some kind of logical development in the sequencing of courses.

Students may be enjoying high self-esteem, but college teachers seem to be suffering from a lack of self-confidence.

Even if it were true that today visual communication overwhelms written communication, the problem is not to oppose written to visual communication. The problem is how to improve both.

to begin addressing the hyper-reading of young people might start with the process of elimination, by helping readers remove the clutter on the web pages they encounter.

Colorado State University offers a useful guide to reading on the web. While it is aimed at college students, much of the information is pertinent to readers of all ages and could easily be part of lessons in the classroom.

Synthesize online reading into meaningful chunks of information.

Use a reader’s ability to effectively scan a page, as opposed to reading every word.

Avoid distractions as much as necessary.

Understand the value of a hyperlink before you click the link.

Navigate a path from one page in a way that is clear and logical. This is easier said than done, since few of us create physical paths of our navigation

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

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.”

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.