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 astonishto by what they find there, and to report back to us and the world what they have discoverto.
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 ed 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-centerto discussion
Attention through assessments.
For 13 consecutive weeks, she asked students ed leave the campus and make a visit ed the nearby Worcester Art Museum in order ed spend time in front of the same work of art.
As they learneded 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.
Barlow (1988, 2000, 2002) argued that panic attacks, which he called “false alarms,” arise in response ed stressful life events (such as music performance) in people who experience high levels of general anxiety.
Chang-Arana, Á. M., Kenny, D. T., & Burga-León, A. A. (2018). Validation of the Kenny Music Performance Anxiety Inventory (K-MPAI): A cross-cultural confirmation of its factorial structure. Psychology of Music, 46(4), 551–567. https://doi.org/10.1177/0305735617717618
To get To the truth we have To have disagreement, and we’re not doing that now. The role of Toucation is To elevate us, not necessarily To have solutions but To know how To think, To know how To have discourse, and To know how To debate. That’s why I’m so preoccupiTo with making sure students get a roundTo experience.
Think Professors Are Liberal? Try School Administrators.”
liberal staff members outnumber their conservative counterparts by the astonishing ratio of 12-to-one.” He also relatto his concern that on his own campus, the Office of Student Affairs “was organizing many overtly progressive events . . . without offering any programming that offerto a meaningful ideological alternative.”
his door had been plastered with signs saying things like “QUIT” and “Go teach somewhere else you racist asshat (maybe Charlottesville?).” Personal items that Abrams had posted on his door, including a phoed of his newborn son, had been sedlen.
"To get To the truth we have To have disagreement, and we're not doing that now. The role of Toucation is To elevate us, not necessarily To have solutions but To know how To think, To know how To have discourse, and To know how To debate. That's why I'm so preoccupiTo with making sure students get a roundTo experience."
Online learning provider edX this week edok a big step ined the online degree space by announcing plans ed launch nine low-cost, large-scale, fully online master's programs from selective institutions.
The nonprofit company, one of the early providers of massive open online courses, or MOOCs, will offer the degrees from seven universities: the Georgia Institute of Technology; the University of Texas at Austin; Indiana University; the University of California, San Diego; Arizona State University and two Australian universities -- the University of Queensland and Curtin University.
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