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Thomas Clancy

What Good Writing Indicates, and Doesn't - Room for Debate - NYTimes.com - 1 views

www.nytimes.com/...d-writing-indicates-and-doesnt

writing grammar

shared by Thomas Clancy on 19 Aug 12 - No Cached
  • Thomas Clancy on 19 Aug 12
     
    "Students and teachers need the terminology of grammar so they can discuss sentences easily, so they can talk about the parts that don't fit together and the parts that should be moved around. And it is such discussions about sentences, along with lots of reading and writing, that help students write correctly and well - and maybe land a job." -- Let's consider putting this quote up in a prominent spot in our writing labs!!
Thomas Clancy

It's Not Just Grammar; It's Clear Thinking - Room for Debate - NYTimes.com - 1 views

www.nytimes.com/...ust-grammar-its-clear-thinking

grammar writing education critical thinking

shared by Thomas Clancy on 19 Aug 12 - No Cached
  • Thomas Clancy on 19 Aug 12
     
    Let the discussion ensue!!
Keith Hamon

Teachers as experts in . . . inquiry? « Fires in the Mind - 0 views

firesinthemind.org/...teachers-as-experts-in-inquiry

Kathleen Cushman Inquiry learning

shared by Keith Hamon on 14 Nov 11 - No Cached
  • Keith Hamon on 14 Nov 11
     
    A study just published in Science magazine sure makes one think twice about how we deliver "content knowledge" the classroom. The method by which a course is taught, it indicates, may be even more important than the instructor's background.
Stephanie Cooper

Designing Writing Assignments « WID Studio:FACULTY - Enhancing the GW teachin... - 1 views

widstudio.wordpress.com/...designing-writing-assignments

teaching writing writing to learn assignments designing faculty

shared by Stephanie Cooper on 20 Feb 12 - No Cached
  • Stephanie Cooper on 20 Feb 12
     
    Designing Writing Assignments
Thomas Clancy

What Can We Learn From Diagramming Sentences? - NYTimes.com - 1 views

opinionator.blogs.nytimes.com/...taming-sentences

diagramming writing critical thinking

shared by Thomas Clancy on 20 Jun 12 - No Cached
  • Thomas Clancy on 20 Jun 12
     
    A return to heaven . . . or to hell??
Nicolette Elzie

Is traditional teaching really all that bad? A within-student between-subject approach - 1 views

www.hks.harvard.edu/...G10-15_Schwerdt_Wuppermann.pdf

traditional learning student achievement lecture

shared by Nicolette Elzie on 21 Nov 13 - No Cached
  • Nicolette Elzie on 21 Nov 13
     
    This study explored the relationship between a teacher's teaching style and the students' personal achievement.
Nicolette Elzie

Is the Lecture Dead? - Richard Gunderman - The Atlantic - 1 views

www.theatlantic.com/...272578

passive learning traditional lecture nontraditional teaching environments classrooms balanced

shared by Nicolette Elzie on 22 Nov 13 - No Cached
  • Nicolette Elzie on 22 Nov 13
     
    An article discussing the ways lectures are still beneficial to the classroom and the elements that a good lecture should consist of.
Thomas Clancy

Ideas for Writing Assignments - 2 views

gsw.edu/writing_projects.htm

writing assignments ideas

shared by Thomas Clancy on 29 Jun 10 - Cached
  • n this course, you will write a substantial research essay (6+ pages in MLA Style) on a topic of your own choice that relates to some aspect of the course material. In order to combat the procrastination (I-work-better-under-pressure) syndrome, this assignment has several steps all of which you must complete to achieve the best possible result.
    • Stephanie Cooper
      Stephanie Cooper on 29 Jun 10
       
      I like how this assignment was broken down into several steps. The part where they have to share their paper with their classmates is great. This means that they will actually have to do some thinking to be able to answer questions about the topic. This would definitely help with critical thinking skills, thus preventing most opportunites for plagiarism.
    • Thomas Clancy
      Thomas Clancy on 30 Jun 10
       
      I agree, Steph. That's what I'm trying to help our faculty see--their assignments in steps or phases that students can easily accomplish within a short lab visit.
  • It seems natural to assume that students in upper level courses will know the difference between a good term paper and a poor one. I've learned the hard way that this is an unwarranted assumption! My first attempts to use term paper assignments in my psychology courses were disappointing. The failure was partly my fault because I was not very specific in stating my expectations and the characteristics of good writing. Term paper assignments should be used as an opportunity to clearly demonstrate the differences between good and poor writing by communicating practices to avoid in the course assignment.
  • The following is a term paper assignment that I use in my Biopsychology course. The trend that you will notice in this assignment is that the expectations are very clear. For example, acceptable topics and information that should be covered within a topic are stated. In addition, classic space wasters such as huge direct quotes, long bulleted lists, large margins, and oversized fonts are illustrated as practices to avoid. As for the sources, the assignment clearly states that academic or peer reviewed sources are preferred whereas information from encyclopedias is considered unacceptable. These specific expectations help to clearly delineate the differences between good and poor writing practices.
  • ...1 more annotation...
  • Dan Askren
Thomas Clancy

Guest Bloggers « Haiku Learning Blog - 0 views

www.haikulearning.com/...guest-bloggers

e-portfolios elearning social networking

shared by Thomas Clancy on 12 Jul 10 - Cached
  • Thomas Clancy on 12 Jul 10
     
    At least four short blogs here about using an e-portfolio from the beginning of a class.
Keith Hamon

How To Use Google Wave for Live Blogging - 1 views

www.readwriteweb.com/...gle_wave_for_live_blogging.php

Frederic Lardinois Google Wave social networking social learning PLN

shared by Keith Hamon on 06 Jun 10 - Cached
  • Keith Hamon on 06 Jun 10
     
    The title says it all
Thomas Clancy

The 21st-Century Digital Learner: How Tech-Obsessed iKids Would Improve Our Schools| Th... - 2 views

www.committedsardine.com/blogpost.cfm

shared by Thomas Clancy on 10 Jun 10 - Cached
  • I've heard some teachers claim that this is nothing new. Kids have always been bored in school. But I think now it's different. Some of the boredom, of course, comes from the contrast with the more engaging learning opportunities kids have outside of school. Others blame it on today's "continuous partial attention" (CPA), a term coined by Linda Stone, who researches trends and their consumer implications. Stone describes CPA as the need "to be a live node on the network," continually text messaging, checking the cell phone, and jumping on email. "It is an always-on, anywhere, anytime, anyplace behavior that involves an artificial sense of constant crisis," she writes. "We pay continuous partial attention in an effort not to miss anything."
    • Stephanie Cooper
      Stephanie Cooper on 10 Jun 10
       
      Stone's definition of "continuous partial attention" hits the whole philosophy behind connectivism and rhyzomes on the head!
    • Thomas Clancy
      Thomas Clancy on 11 Jun 10
       
      The sub-text here, forgive the pun, is that the primacy of the textbook in class (and a lecture derived from the textbook) is deadly. As an out-of-class reference, ok, but as the focus of a class period, NO.
Keith Hamon

Half an Hour: Connectivism and Transculturality - 1 views

halfanhour.blogspot.com/...vism-and-transculturality.html

network connectivism Stephen Downes social networking elearning PLN Education 2.0 rhizome

shared by Keith Hamon on 15 Jun 10 - Cached
  • you need a mixture of materials, you need a collection of different perspectives, different points of view, in order to come to any new understanding.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      Do teachers approach any class with the ambitions of gaining new understanding? Why not? What would change about a class if they did?
  • Communities have to be open, they have to have some source of new material coming in, whether its raw material, resources, ideas, etc., and then they have to have some place where they can send their creative product, the things that they make, the ideas that they have.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      How in QEP do we overcome the static curriculum closed to any new information?
  • A third criterion that distinguishes a community defines as a network from a community defined as a group is autonomy. And what that means is that each of the members of that community are working toward their own sense of values, their own sense of purpose, their own goals or endeavours.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      College classes too seldom incorporate the value of the student into the mix, ignoring the purposes, goals, and experiences of the student and delivering a plain vanilla product, one-size-fits-all.
  • ...1 more annotation...
  • When I say 'interactivity' I say the knowledge in the community is created by the interaction of the members of the community rather than created in one person and then spread through the community.
    • Keith Hamon
      Keith Hamon on 15 Jun 10
       
      This is a key to connectivism: that learning emerges, either in our minds or in our communities, from the patterns and interactions of individual people or neurons.
  • Keith Hamon on 15 Jun 10
     
    Our knowledge, our intelligence, must be based on something emergent from the connective activity of many individual neurons, can't be based on the content of a neuron, has to be based on the pattern of connectivity of these neurons. We replicate that in connectivist teaching.
Keith Hamon

Around the Corner-MGuhlin.org: 5 Steps to Digitizing the Writing Workshop #edchat #writing - 3 views

www.mguhlin.org/...gitizing-writing-workshop.html

writing digitalstorytelling edtech Miguel Guhlin PLN Web 2.0

shared by Keith Hamon on 03 Aug 10 - No Cached
  • Expecting students to write in our classrooms for hit-or-miss praise is criminal. Their nimble fingers can text an entire piece of writing via their mobile device to a relevant audience online at the same time they publish to a worldwide network. For them, the pay is in the joy of publication, in the act of making their work known, and of partaking of the work of others.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This is a big part of the intrinsic, and fun, motivation for writing online.
  • Take advantage of over 20 digital tools for students (Sidebar #2 - Digital Tools for Students).
  • You can easily transition from notes and highlights kept in Diigo.com social bookmarking tool to a written piece that appropriately cites content. Check Sidebar #3 for Electronic Citation Resources.
  • ...8 more annotations...
  • reflect on the teacher's role in the writing workshop, and the technology available to organize the writing workshop.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      One of our tasks in QEP is to devise tools and strategies to make the instructor's job easier, not more difficult. Technology can help, and we want to explore how.
  • Create a Self-Editing checklist that is actually a GoogleForm or the Questionnaire Module in Moodle so you can quickly see class progress in graphs. Students complete this information via a web-based form that allows you to quantitatively track progress in class. Create a bank of online mini-lessons that students can watch and listen to again and again in an archive. Build that in your GoogleSites Wiki or Moodle. Facilitate sharing using recording tools in a discussion forum or Sites wiki. When doing the Group Share during a Writing Workshop, you can either play the students' presentation of the audio (which they recorded when they were ready) or record the feedback students get so that it can be added to the written piece/recording shared. That way, students can come back and reflect on the advice provided by their peers.
  • Using a Moodle or wiki, you can create a reference point that can house your mini-lesson content, including audio and/or video recordings.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      Perhaps we could build a mini-lesson space on the Writing Labs wiki?
  • VoiceThread.com - Enables teachers to create an enhanced podcast about the MiniLesson content, but also allow students to contribute audio, text, or video content as comments. This enables many to many interactions.
  • GoogleDocs Presentation Tool - Enables teachers to create a slideshow that students can participate in chat, as well as contribute slides to.
  • As wonderful as a writing workshop teacher may be, s/he cannot offer the feedback that ALL students may need. However, online discussion forums through Moodle, attached to wikis, or with blog postings and comments CAN facilitate student to student interaction independent of the teacher. While many fear these kinds of interactions, in online learning, these interactions make or break an online course...or a face to face one.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      Fostering this kind of online conversation is key to QEP. It's what we are about, but we recognize that most of our students are unaccustomed to conversing about academic issues among themselves. We want to teach them to talk college.
  • Collaborative word processors can also serve as a way for students in groups to interact with ONE text online.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This is an excellent entry point into many different kinds of exercises: group editing, group writing, group brainstorming, group illumination (adding images and video). I like this.
  • Shelly Blake-Pollock, the teacher and author of the TeachPaperless blog (http://teachpaperless.blogspot.com), encourages his students to publish online. Beyond that step, though, he offers feedback on their writing online as well via screencasts, or video recording of his computer screen. Screencasts, or "JingCrits," that he creates are short, less than 5-minute video clips where he highlights student work on screen and offers feedback (View an example - http://bit.ly/bsgVQQ).
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This could be a wonderful strategy for moving our QEP Writing Labs into the online world, enabling writing specialists to engage student writing, and offer useful feedback, online.
  • Keith Hamon on 03 Aug 10
     
    This article is about 5 steps you can take, as a writing teacher, to digitize your writing workshop. There are many more, though, so "stay tuned" for future articles!
Keith Hamon

Foundation for Critical Thinking: Books, Conferences and Academic Resources for Educato... - 0 views

www.criticalthinking.org/index.cfm

critical thinking education teaching learning writing

shared by Keith Hamon on 20 Sep 10 - Cached
  • Keith Hamon on 20 Sep 10
     
    The Foundation and Center for Critical Thinking aim to improve education in colleges, universities and primary through secondary schools. We present publications, conferences, workshops and professional development programs, emphasizing instructional strategies, Socratic questioning, critical reading and writing, higher order thinking, assessment, research, quality enhancement, and competency standards.
Keith Hamon

NCTE Inbox Blog: Building Community in 15 Minutes a Day - 0 views

ncteinbox.blogspot.com/...mmunity-in-15-minutes-day.html

Traci Gardner elearning social networking PLN writing connectivism

shared by Keith Hamon on 07 Sep 10 - Cached
  • you can easily adapt the project for any students and class.
  • Be sure that the writing prompt you choose require a personal response.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      QEP seeks to connect new knowledge to what the student already knows, which is key to connective knowledge.
  • Remember that writers have more authority when they can choose a topic that they are comfortable with.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      Building a sense of authority is key to good writing. Real writers always try to write from a position of relative authority. If they can't, then they ask good questions or keep quiet.
  • ...3 more annotations...
  • Invite students to do whatever kind of writing they want to. The important thing is to write. Exactly how they write is less important.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      In QEP, we seek first to encourage student writing, build participation, regardless of the kind or quality of the writing. Those issues emerge ONLY after people are writing in a group.
  • Once students do their writing, it's time to use their texts to build community.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      This is a key: we must find ways to pull student ideas into the classroom. This invests the students in their own learning and connects them to the class, the content, and to each other.
  • Using Anderson's project as a model, you can jump start community building in the classroom this fall. The first days of school can be very scary. As teachers, we need to make students feel comfortable with each other as quickly as possible. Writing is the answer. Welcome students as writers, give them advice and encouragement, and watch discussions about writing blossom as students build connections and encourage one another to write. And you can do it all in about 15 minutes a day!
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      This is why our QEP focuses so much on writing in social networks.
  • Keith Hamon on 07 Sep 10
     
    Laurie Halse Anderson… invites readers to spend 15 minutes writing every day during the month. She provides writing prompts, advice, and encouragement. All readers have to do is set aside 15 uninterrupted minutes and write.
Keith Hamon

Building an Online Presence More Important Than Ever - 0 views

www.findingdulcinea.com/...-More-Important-Than-Ever.html

Colleen Brondou social networking writing PLN Education 2.0 Web 2.0 critical thinking connectivism elearning

shared by Keith Hamon on 21 Sep 10 - No Cached
  • For older students, Silvia Tolisano, a technology and 21st-century learning specialist, offers a comprehensive blog post on helping students take their blog skills to the next level. She focuses on the ability of blogs to help students become better writers, and be part of a network and contribute to a larger community.
    • Keith Hamon
      Keith Hamon on 21 Sep 10
       
      This is close to the heart of what we are doing in ASU's QEP.
  • Keith Hamon on 21 Sep 10
     
    Educators have long cautioned students about posting damaging information online, but now it's also becoming important to build a positive digital footprint. When should students start building their online persona? The earlier, the better.
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