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Adam Babcock

Does Your Language Shape How You Think? - NYTimes.com - 5 views

www.nytimes.com/...29language-t.html

writing english education reading language culture globe gender

shared by Adam Babcock on 29 Aug 10 - Cached
  • Native American languages impose on their speakers a picture of reality that is totally different from ours, so their speakers would simply not be able to understand some of our most basic concepts, like the flow of time or the distinction between objects
  • rash-landed on hard facts and solid common sense, when it transpired that there had never actually been any evidence to support his fantastic claims
  • new research has revealed that when we learn our mother tongue, we do after all acquire certain habits of thought that shape our experience in significant and often surprising ways.
  • ...7 more annotations...
  • if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about
  • You may well wonder whether my companion was male or female, but I have the right to tell you politely that it’s none of your business. But if we were speaking French or German, I wouldn’t have the privilege to equivocate in this way
  • but I do have to tell you something about the timing of the event: I have to decide whether we dined, have been dining, are dining, will be dining and so on. Chinese, on the other hand, does not oblige its speakers to specify the exact time of the action in this way, because the same verb form can be used for past, present or future actions.
  • When speakers were asked to grade various objects on a range of characteristics, Spanish speakers deemed bridges, clocks and violins to have more “manly properties” like strength, but Germans tended to think of them as more slender or elegant.
  • gendered languages” imprint gender traits for objects so strongly in the mind that these associations obstruct speakers’ ability to commit information to memory
  • When French speakers saw a picture of a fork (la fourchette), most of them wanted it to speak in a woman’s voice, but Spanish speakers, for whom el tenedor is masculine, preferred a gravelly male voice for it.
  • Nonetheless, once gender connotations have been imposed on impressionable young minds, they lead those with a gendered mother tongue to see the inanimate world through lenses tinted with associations and emotional responses that English speakers — stuck in their monochrome desert of “its” — are entirely oblivious to.
johnaltieri

Open Source Reading - 15 views

opensourcereading.ning.com

education teaching reading tools resources

shared by johnaltieri on 04 Jan 10 - Cached
  • johnaltieri on 04 Jan 10
     
    Resources and discussion that support the reading workshop.
Mark Smith

Reading and the Web - Texts Without Context - NYTimes.com - 14 views

www.nytimes.com/...21mash.html

reading internet

shared by Mark Smith on 09 Feb 11 - No Cached
  • We all may read books the way we increasingly read magazines and newspapers: a little bit here, a little bit there.
  • People tweet and text one another during plays and movies, forming judgments before seeing the arc of the entire work.
  • Recent books by respected authors like Malcolm Gladwell (“Outliers”), Susan Faludi (“The Terror Dream”) and Jane Jacobs (“Dark Age Ahead”) rely far more heavily on cherry-picked anecdotes — instead of broader-based evidence and assiduous analysis — than the books that first established their reputations. And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
Patrick Higgins

Reading Rockets: The Six Ts of Effective Elementary Literacy Instruction - 7 views

www.readingrockets.org/96

literacy elementary reading

shared by Patrick Higgins on 16 Feb 11 - Cached
  • The issue is less stuff vs. reading than it is a question of what sorts of and how much of stuff. When stuff dominates instructional time, warning flags should go up.
  • In less-effective classrooms, there is a lot of stuff going on for which no reliable evidence exists to support their use (e.g., test-preparation workbooks, copying vocabulary definitions from a dictionary, completing after-reading comprehension worksheets).
  • In these classrooms, lower-achieving students spent their days with books they could successfully read.
  • ...4 more annotations...
  • In other words, in too many cases the lower-achieving students receive, perhaps, an hour of appropriate instruction each day and four hours of instruction based on grade-level texts they cannot read.
  • No child who spends 80 percent of his instructional time in texts that are inappropriately difficult will make much progress academically.
  • These exemplary teachers routinely offered direct, explicit demonstrations of the cognitive strategies used by good readers when they read. In other words, they modeled the thinking that skilled readers engage while they attempt to decode a word, self-monitor for understanding, summarize while reading, or edit when composing. The "watch me" or "let me demonstrate" stance they took seems quite different from the "assign and assess" stance that dominates in less-effective classrooms (e.g., Adams, 1990; Durkin, 1978-79).
    • Patrick Higgins
      Patrick Higgins on 16 Feb 11
       
      This makes great sense: children need to see what experts do when they read.  
  • I must also note that we observed almost no test-preparation activity in these classrooms. None of the teachers relied on the increasingly popular commercial test preparation materials (e.g., workbooks, software). Instead, these teachers believed that good instruction, rich instruction, would lead to enhanced test performances.
Dennis OConnor

Education Week Teacher: High-Tech Teaching in a Low-Tech Classroom - 6 views

www.edweek.org/...barnett_hightechteaching.html

education Low-Tech 21st century skills ed-tech blended learning

shared by Dennis OConnor on 04 Sep 11 - No Cached
  • How can we best use limited resources to support learning and familiarize students with technology?
  • get creative with lesson structure
  • Take advantage of any time that your students have access to a computer lab with multiple computers.
  • ...10 more annotations...
  • Relieve yourself from the pressure of knowing all the ins and outs of every tool. Instead, empower your students by challenging them to become experts who teach one another (and you!) how to use new programs.
  • "Pass it On" Buddy Method
  • Students assist one another in creating digital products that represent or reflect their new learning. It’s a great way to spread technological skills in a one-computer classroom.
  • Group Consensus Method
  • Small groups of students engage in dialogue on a particular topic, then a member uses a digital tool to report on the group's consensus.
  • Rotating Scribe Method
  • Each day, one student uses technology to record the lesson for other students.
  • Whole Class Method
  • Teachers in one-computer classrooms often invite large groups of students to gather around the computer. Here are a few suggestions for making the most of these activities
  • When we are faced with limited resources, it is tempting to throw up our hands and say, "I just don't have what I need to do this!" However, do not underestimate your ability to make it work.
  • Dennis OConnor on 04 Sep 11
     
    Might help create a blended classroom, even when you have to share the blender.  Common sense advise for the real world of underequipped classrooms and stretched thin teachers.
Anne Williams

Why Does Writing Make Us Smarter? - 19 views

www.huffingtonpost.com/...writing-make-us-_n_900638.html

writing penmanship

shared by Anne Williams on 03 Sep 11 - No Cached
  • Anne Williams on 03 Sep 11
     
    support for the continued teaching of penmanship and handwriting in schools.
Leslie Healey

The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 18 views

www.scientificamerican.com/article.cfm

reading

shared by Leslie Healey on 12 May 13 - No Cached
    • Leslie Healey
      Leslie Healey on 12 May 13
       
      on the other hand, I just tried to change the color of my highlighter, and redo a highlight that supported a different conclusion, and Diigo would not let me--I learned that on my iPad
  • no obvious shape or thickness.
  • "haptic dissonance"
  • ...13 more annotations...
  • e screen-based reading is more physically and mentally taxing than reading on pape
    • Leslie Healey
      Leslie Healey on 12 May 13
       
      this is the big problem for me
  • t scrolling
  • drains more mental resources than turning or clicking a page, which are simpler and more automatic gestures.
  • people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
  • When reading on screens, people seem less inclined
  • metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood
  • Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," s
  • Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
  • Why not keep paper and evolve screen-based reading into something else entirely?
  • Some Web comics and infographics turn scrolling into a strength rather than a weakness. S
  • e Scale of the Universe tool
  • Atavist o
  • Leslie Healey on 12 May 13
     
    paper vs screen in your brain
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