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Stephanie Cooper

Blogging In the Classroom « Peg's Place - 1 views

peggy09.wordpress.com/...77

education teachers writing skills blogging

shared by Stephanie Cooper on 09 Apr 10 - Cached
  • I was concerned with my Writing Proficiency class, their journal entries were getting progressively worse instead of better. I found that students were becoming very lazy with their journal writing. It wasn’t just the content, but the grammar and spelling. They were not paying attention to detail, and making very careless mistakes – I was worried that their writing skills were regressing! Something had to be done…
  • Although, we knew that a blog would be a good tool for writing, we had a few concerns; exactly how were we going use the blog? How would we edit their writing? How would we give meaningful feedback without losing the momentum of having students just write? How would we assess their writing? Despite our concerns, we decided to throw caution to the wind start a classroom blog, and iron out the details later.
  • Although, it is not perfect, students acknowledge the value in using a blog as a writing tool. They recognize it as an opportunity to become more thoughtful writers, and editors; they realize that unlike many other pieces of writing submitted, it cannot be tucked away in their notebooks never to be seen again.
Stephanie Cooper

Professor to students: Text away | The Committed Sardine - 1 views

www.committedsardine.com/blogpost.cfm

teachers education Web 2.0 Education 2.0

shared by Stephanie Cooper on 18 May 10 - Cached
  • Georgia State University students who don’t want to yell their questions from the back of a cavernous lecture hall now have another option: They can send text messages to their professor, who reads the queries from an overhead screen.
  • Text-messaged questions, McDonald said, are compiled on a class web page—known as a wiki—where other students can answer the questions. “It creates a knowledge base, and a knowledge base has real power,” he said. “And students love to show how smart they are.”
pajenkins1

Learning community - Wikipedia, the free encyclopedia - 1 views

en.wikipedia.org/...Learning_community

learning communities writing education critical thinking

shared by pajenkins1 on 16 Feb 11 - Cached
  • share common emotions, values and beliefs,
    • pajenkins1
      pajenkins1 on 16 Feb 11
       
      What role do emotions play in education?
  • pajenkins1 on 16 Feb 11
     
    General introduction to learning communities
anonymous

In Class Writing Assignments - 0 views

depts.washington.edu/...inclasswr.html

shared by anonymous on 17 May 11 - Cached
  • anonymous on 17 May 11
     
    Effective writing to learn activities
Keith Hamon

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 0 views

chronicle.com/...128789

Cathy N. Davidson collaboration Pedagogy writing elearning Education 2.0 social networking Web 2.0 PLN education

shared by Keith Hamon on 02 Sep 11 - No Cached
  • I had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      This could be a key type of writing assignment in any class, and it can be done individually or in collaborative groups. 
  • What if "research paper" is a category that invites, even requires, linguistic and syntactic gobbledygook?
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      I think the traditional research paper does invite gobbledygook, that's why we get so much gobbledygook from it.
  • Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Here is a key to why QEP encourages public writing within discourse communities and is moving away from traditional classroom writing aimed solely at a grading teacher.
  • ...2 more annotations...
  • Lunsford surprised everyone with her findings that students were becoming more literate, rhetorically dexterous, and fluent—not less, as many feared. The Internet, she discovered, had allowed them to develop their writing.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Imagine that! Our students are becoming MORE literate, not less. This is a core belief of QEP: that the Internet is encouraging more written communications among more people than at any other time in history. We wonder why the Academy is ignoring this wonderful, rich energy.
  • Everything, that is, except the grading.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Assessment is perhaps the single most intractable aspect of traditional education. In some ways, crowdsourcing grades actually violates legal regulations about student privacy. This is a serious issue, but I am confident that we will resolve it.
  • Keith Hamon on 02 Sep 11
     
    Current practices of our educational institutions-and workplaces-are a mismatch between the age we live in and the institutions we have built over the last 100-plus years. The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion. Attention to task is at the heart of industrial labor management, from the assembly line to the modern office, and of educational philosophy, from grade school to graduate school.
Keith Hamon

Every Child Is A Scientist | Wired Science | Wired.com - 0 views

www.wired.com/...le-kids-are-natural-scientists

Jonah Lehrer learning ambiguity research problem-based learning problem solving Education 2.0 critical thinking

shared by Keith Hamon on 05 Oct 11 - No Cached
  • The lesson of the research is that even little kids react to ambiguity in a systematic and specific fashion. Their mode of playing is really a form of learning, a way of figuring out how the world works. While kids in the unambiguous condition engaged in just as much play as kids in the ambiguous condition, their play was just play. It wasn’t designed to decipher the causal mechanisms of the toy.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      The drive for the "correct answer" undermines the role of ambiguity in promoting creativity and critical thinking in students.
  • According to the psychologists, the different reactions were caused by the act of instruction. When students are given explicit instructions, when they are told what they need to know, they become less likely to explore on their own. Curiosity is a fragile thing.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      In our drive to "cover the material," we too often destroy the very curiosity of our students that we so much want to encourage. And public ed has done such a fine job of destroying curiosity with its battery of standardized tests (one correct answer only), that even if we college profs try, we have to work against the learned behaviors and attitudes of our students, esp. our best students who have thoroughly learned & mastered the rote learning game. Free writing can help us create a space in our classes for experimentation and risk-taking, for creativity and critical thinking.
  • Keith Hamon on 05 Oct 11
     
    Pablo Picasso once declared: "Every child is an artist. The problem is how to remain an artist once we grow up." Well, something similar can be said about scientists. According to a new study in Cognition led by Claire Cook at MIT, every child is a natural scientist. The problem is how to remain a scientist once we grow up.
Mary Ann Scott

Materials for Faculty: Methods: Syllabus and Assignment Design - 0 views

www.dartmouth.edu/...design.shtml

assignment design

shared by Mary Ann Scott on 30 Mar 11 - Cached
  • Are your goals for the course significantly content-directed?
  • Is one of the goals of your course to introduce students to the important research and writing conventions of your particular discipline?
  • Is the primary purpose of your course to improve your students' critical thinking skills?
  • ...15 more annotations...
  • Professors who don't use writing prompts argue that an important part of scholarship is learning to raise questions that will yield a good academic argument
  • Whatever you decide, do note that a prompt-less writing assignment needs a good infrastructure in order to succeed
    • Mary Ann Scott
      Mary Ann Scott on 30 Mar 11
       
      a "good infrastructure" is essential in any assignment, not just English/Composition assignments.
  • Consider what you want the assignment to do, in terms of the larger thematic goals of your course.
  • Consider what kinds of thinking you want students to do
  • your prompt should address the importance of context and suggest things that you want students to consider as they write
  • Provide context
  • Break the assignment down into specific tasks
  • Break the assignment down into specific questions
  • Craft each sentence carefully
  • Be clear about what you don't want
  • Be clear about the paper requirements
  • Try to write (or at least to outline) the assignment yourself
    • Mary Ann Scott
      Mary Ann Scott on 30 Mar 11
       
      While this can't be done for all assignments, choosing a few pivotal moments to model for your students will have a significant impact on how they learn overall.
  • Discuss the assignment with the class
  • Mary Ann Scott on 30 Mar 11
     
    Some excellent questions for building an assignment. Look beyond the writing assignment pedagogy to the general aspects of any assignment.
Mary Ann Scott

Instructor Class Description - 0 views

www.washington.edu/...462marianne.html

non-graded writing syllabus example

shared by Mary Ann Scott on 21 Apr 11 - No Cached
  • 20% four non-graded response “letters” and 2-page self-assessment
  • Students will engage in graded and non-graded writing assignments throughout the quarter.
Mary Ann Scott

Edgewood College Writing Center - 1 views

edgenet.edgewood.edu/...more_writing_less_grading.htm

non-graded writing syllabus pedagogy

shared by Mary Ann Scott on 21 Apr 11 - No Cached
  • I suggest it is possible to ask your students to write more, as long as you adapt your grading style
  • But you can also use informal, non-graded assignments to allow students to show themselves what they’ve taken in from lectures, discussion, and readings, especially at a point where they may not have fully mastered the material.
  • Rather than putting comments on paper after paper, you can teach course concepts and writing by featuring one or two exemplary papers.
  • ...2 more annotations...
  • Giving an unannounced writing assignment can work to salvage a class where discussion has sputtered and everyone is looking down at the table.
  • When students are given informal writing assignments with a very short deadline, they are forced to produce rough drafts.
Keith Hamon

For More Students, Working on Wikis Is Part of Making the Grade - NYTimes.com - 0 views

www.nytimes.com/...02iht-educSide.html

Sonia Kolesnikov-Jessop wikis writing elearning social networking PLN Web 2.0 Education 2.0

shared by Keith Hamon on 04 May 11 - No Cached
  • students’ learning improved when they embarked on wiki projects. “Rather than trying to read a textbook and regurgitate it for an exam, in order to write coherent segments, you have to actually intellectually understand it and be able to craft your own words, and that is a higher level of learning challenge,” he said. “All the research on learning theory suggests this is in fact a better way to learn.”
    • Keith Hamon
      Keith Hamon on 04 May 11
       
      Writing is an integral part of participating in a wiki, and writing is what ASU's QEP is all about.
  • “It’s not something that we’re used to,” said Stuart Lee, an undergraduate who took Mr. Netzley’s class and helped create a wiki page on digital media in Japan. “We usually see the professor as the gatekeeper of information.”
    • Keith Hamon
      Keith Hamon on 04 May 11
       
      So this is part of what happens when we teachers cease acting as gatekeepers and begin to act as concierges and curators.
  • “The notion of saving face really complicates the learning process,” he said, “because how do you learn if you’re not able to make mistakes and get feedback?”
    • Keith Hamon
      Keith Hamon on 04 May 11
       
      When will we move beyond the drive to the right answer and all the anxiety and mental illness that surrounds that drive?
  • Keith Hamon on 04 May 11
     
    Although wikis, with their collaborative approach and vast reach online, have been around for at least 15 years, their use as a general teaching tool in higher education is still relatively recent. But an increasing number of universities are now adopting them as a teaching tool. As part of that trend, a handful of Singapore universities are using the wiki platform as a way to engage students.
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