while informal writing is an integral part of
youth culture, teenagers also overwhelmingly understand the importance of good
writing: 86 percent of teens consider formal writing skills essential to future
success. While today's "screenagers" may offer but cursory glances at
web pages that does not mean they discount the importance of a sustained
engagement with a Shakespearean drama.
in the best-case scenarios, teachers will use these
changes to demonstrate to students the power of the written word and the
importance of communicating clearly, and teachers will then give students new
tools and strategies to improve their command of prose and persuasion.
Web pages and accompanying multimedia are now integral primary
sources for chroniclers and historians of the 21st century.
This is the first year I have ever had students contact me via Facebook for help with assignments.
I continue to believe in the linear, author-driven narrative for educational purposes. I just don't believe the Web is optimal for delivering this experience. Instead, let's praise old narrative forms like books and sitting around a flickering campfire
Educators must keep a portion of the undergraduate experience disconnected, unplugged, and logged off.
And just how do pencils and blackboards form intellegence?
I find the the whole "sitting around a flickering campfire" nonsense.
Article seems to be written by one who wants to ignore the cultural changes taking place in how information is created and distributed. The linear, author-driven narrative is nothing more than an attempt to keep authortarian control over information and the learning process.
Much of science cannot be approached in a linear fashion but has to recognize a web of relationships and interactions.
The Spear-Danes are the Scyldings (Hrothgar's tribe)--central characters in Beowulf. They are variously referred to as Beorht-Dene (Bright-Danes), Éast-Dene (East-Danes), Gár-Dene (Spear-Danes), Hring-Dene (Ring-Danes), Norð-Dene (North-Danes), Súð-Dene (South-Danes), West Dene (West Danes), Scyldings (after their eponymous founder) and Ingwine (lit. 'friends of Ing [=OE. Frea / ON. Freyr ]')
This is a different Beowulf from the eponymous hero of the poem. This is Béowulf Scyldinga or Béowulf the Dane, presumably equivalent to Beow(a) or Béaw of the geneaologies:-- the Parker MS of the Anglo-Saxon Chronicle has Beaw as the son of Scyld.
This article emphasizes that ELLs benefit when literature teachers include techniques that make the learning more accessible. I like the idea of connecting the literature to a real project. I do this same activity with my adult ELLs every semester. For example, this semester they are reading "Breaking Through", a true story about a boy whose parents are undocumented agricultural workers. It is a great story of perseverance and "grit" that shows how immigrants make this country stronger. I am going to pair the reading with a group project called "The Immigrant Experience in Houston". My students will research an immigrant group and chronicle the melting pot that is Houston. They will create a Power Point Presentation and share their research with the class. Food samples always get 5 extra points!
NOTE - Everyone is their own individual and bring a lot to your class. The more you know about them, the better chance you can find out how to motivate them.
The researchers also asked students whether it mattered to them that the instructors knew their names, and more than 85 percent of them said it did
because making good use of the full physical space of a classroom is one of the most straightforward ways to keep both professor and students attentive.
NOTE - I taught from the back. We showed a lot of videos and did demonstrations. So, it was easy to "teach" from the back.
ON ZOOM - how do you teach from the back of the class?
One advantage of the Zoom classes that many of us are teaching right now is that the names are all right there on the screen
Speak to all corners of the room
They bring their unique life stories and experiences, which can help provide new perspectives on familiar questions and challenges.
NOTE - Notoriety means power or maybe at least the power to capture their attention.
She encourages children first to recognize and write their own names and then to compare the letters and syllables in their own names with those of the other names on the grid
Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
Close — and I mean really close — reading.
in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
Tell about it.
asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
pointed out anomalies and inconsistencies, and wondered
What? For the first step, students spend time just observing the object and taking notes.
So what? Students write down questions based on their observations and share them with one another.
Now what? The final stage shifts into more whole-class and teacher-centered discussion
Attention through assessments.
For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.