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Keith Hamon

Using Diigo in the Classroom - Student Learning with Diigo - 1 views

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    Diigo is a powerful information capturing, storing, recalling and sharing tool. Here are just a few of the possibilities with Diigo: Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screenshot of a website and see how it has changed over time. Annotate websites with highlighting or virtual "sticky notes." View any annotations made by others on any website visited. Share websites with groups or the entire Diigo social network. Comment on the bookmarks of others or solicit comments to your shared bookmarks. To learn more about how Diigo can be used as as information management tool, visit these pages:
Stephanie Cooper

May, 1998, From Now On - 1 views

  • it is reckless and irresponsible to continue requiring topical "go find out about" research projects in this new electronic context. To do so extends an invitation (perhaps even a demand) to "binge" on information.
    • Keith Hamon
       
      I agree that too many research assignments encourage plagiarism. Stopping plagiarism begins with crafting better research assignments.
    • Stephanie Cooper
       
      True. This definitely needs to be addressed at the beginning of our workshop as a "what not to do."
  • Little thinking is required. This is information gathering at its crudest and simplest level.
    • Keith Hamon
       
      An assignment that requires little thinking will encourage plagiarism.
  • Students become producers of insight and ideas rather than mere consumers.
    • Keith Hamon
       
      This is the key to avoiding plagiarism: providing students with a real situation (writer's role, reader's need, real-world problem) that demands the student be a producer of information rather than a repackager and redistributor of information.
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  • questions worth asking
    • Keith Hamon
       
      Questions are never automatically worth asking; rather, they are always worth asking for someone specifically. Questions should be have value for the students.
  • While some claim that "There are no new ideas under the sun," our students must learn how to apply some extra color or tone it down. They must learn to see the underlying structure and then construct or deconstruct the original until it shimmers with originality.
    • Keith Hamon
       
      Even if there are no new ideas to express, there are new ideas to express to a given audience. Our research assignments too often leave out audience-always to the detriment.
  • We show students how to take notes with a database program.
    • Keith Hamon
       
      Evernote is a useful online note-taking tool.
  • we keep an eye on the note-taking and idea development as they evolve.
    • Keith Hamon
       
      Too many teachers ignore this phase because of the administrative overhead suggested; however, it is much easier & less burdensome to do this online than on paper.
  • We build our programs around what I called The Prime Questions in the October, 1997 issue of From Now On, "The Question is the Answer:" http://fno.org/oct97/question.html Why How Which is best? We transform topical research into projects which demand that students move past mere gathering of information to the construction of new meanings and insight. Example: Instead of asking why events turned out particular ways in our past (a question fraught with plagiaristic opportunities since historians have probably already offered answers), we might ask students to hypothesize why various outcomes did not occur. Example: Instead of asking how we might protect an endangered species whose chances have already been improved (the bald eagle), we might focus on one which no one has managed to protect (various Australian marsupials, for example). Example: Instead of asking students to study a single country or city, we might ask them to decide which is best for various purposes (the Winter Olympics, a university degree, the building of a theme park, etc.).
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    Under the old system of "go find out about" topical research, it took students a huge amount of time to move words from the encyclopedia pages onto white index cards. The New Plagiarism requires little effort and is geometrically more powerful.
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    Under the old system of "go find out about" topical research, it took students a huge amount of time to move words from the encyclopedia pages onto white index cards. The New Plagiarism requires little effort and is geometrically more powerful.
Keith Hamon

Why Flip The Classroom When We Can Make It Do Cartwheels? | Co.Exist: World changing id... - 4 views

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    In some ways, the flipped model is an improvement. Research shows that tailored tutoring is more effective than lectures for understanding, mastery, and retention. But the flipped classroom doesn't come close to preparing students for the challenges of today's world and workforce. As progressive educational activist Alfie Kohn notes, great teaching isn't just about content but motivation and empowerment: Real learning gives you the mental habits, practice, and confidence to know that, in a crisis, you can count on yourself to learn something new. That's crucial in a world where, according to the U.S. Department of Labor Statistics, adults change careers (not just jobs) four to six times or where, as an Australian study predicts, 65% of today's teens will end up in careers that haven't even been invented yet. We don't need to flip the classroom. We need to make it do cartwheels.
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    I find this paragraph particularly telling: "The cartwheeled classroom not only connects text books and classrooms to the real world, but it also inspires, uplifts, and offers the joy of accomplishment. Transformative, connected knowledge isn't a thing--it's an action, an accomplishment, a connection that spins your world upside down, then sets you squarely on your feet, eager to whirl again. It's a paradigm shift." Imagine what this could mean for our ASU QEP, for example, if we told our twelve 2012-2013 teachers that each of their QEP courses was going to be taught within the larger context of being meaningful to the population of a Haitian, African, Muslim, or Afghan village or community. The difference for the students in their real-world learning would be immeasurable.
Thomas Clancy

What Learning Cursive Does for Your Brain | Psychology Today - 1 views

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    We all know this, right? Competence in cursive is another fundamental skill that we may be overlooking for struggling college students. How can one take notes without cursive and a notebook? No, I don't think that an iPad or laptop work as well, even if the student's keyboarding can keep up.
Thomas Clancy

On private "classblogs" vs. the wild, wide open ~ Stephen's Web - 1 views

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    Please note this post and its comments (Downes' is a good blog to follow, too, btw). This is a "line" with which we are familiar--private vs. public student writing. Are we prepared to argue in support of "the wild, wide open"? Should we be appeasers and give our faculty the choice? *Let's discuss as a workshop topic.*
Thomas Clancy

Podcasts of CliffsNotes Literature Notes - CliffsNotes - 0 views

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    Each CramCast is a three- to four-minute overview of a classic work of literature and gives you background on the author, a brief summary of the book or play, and ends with the top three things you should know about the work.
Thomas Clancy

With Open Source Lectures, Who Needs So Many Lecturers? | Kairosnews - 0 views

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    Anything mentioning Mark Taylor, even in a note, is worthwhile. I am 100% for letting more dynamic, not to mention knowledgeable and "professional" speakers, take that role from me, as well as from other college teachers, or supplement what I bring to my classes.
Stephanie Cooper

JOLT - Journal of Online Learning and Teaching - 1 views

  • The use of web logs (“blogs”) has become a popular addition to many college courses as faculty try to find new ways to integrate this popular technology into the classroom. (Beeson, 2005; Quible, 2005; Ducate, 2005, Glogoff, 2005).   By the end of 2004, 32 million Americans said they had read a blog, eight million Americans had created blogs, and almost half were created by people under age 30 (Reine, 2005).   In fact, Huffaker (2005) cites several studies that reveal that a significant number of blog authors are younger than 20.  Lenhart (2006) notes that by 2006, these numbers had increased to 12 million American adults who keep a blog, and 57 million American adults who say they read them. Thus, students come to the classroom with a facility for maintaining and communicating through blogs.  Beeson (2005) argues that it is an approach that is more in keeping with their way of thinking (29).  With the increased popularity of blogs, faculty members have been integrating them into their courses to enhance class discussion.  Past research has summarized findings from case studies involving the use of blogs in a single course (Glogoff, 2003; Quible, 2005; Ducate, 2005).  The authors of this study, conducted at a business university, assigned a similar blogging exercise in three different courses—expository writing, e-commerce, and government--in order to introduce students to the use of blogs in their respective disciplines and to help students prepare for meaningful classroom discussion. This study finds that by completing the required readings and then posting discussion questions and reflections on topics of interest to which their classmates can respond--essentially beginning the conversation prior to the class session--students become more engaged in the course material. This exercise requires students not only to read the required course materials but to engage with them critically in order to move beyond a superficial understanding of the materials.  By using the same assignment and assessment tool, the authors found that blogs can be effective in enhancing class discussion in a range of disciplines and in integrating liberal learning into professional programs.            Blogging in the Classroom
  • Like online threaded discussion groups, blogs are an easy way to engage in dialogue on the web outside the classroom. The availability of several blog providers such as Google’s blogger.com, LiveJournal.com, and WordPress.com make it free and easy to set up, manage, and update blogs frequently and without additional support.   By using blogs “students become familiar with blogging, a tool now used by an ever-increasing number of employers to support routine operating functions” (Quible, 2005, p. 76).
  • Since blogs are a fairly recent pedagogical tool, new scholarship has emerged that points to its benefits in the classroom.  The ability of students and faculty to easily update an online journal promotes blogging as a new form of communication to enhance class discussion and to create a community outside the classroom.  Flatley (2005) argues that the technological medium provides a space where students can interact with one another, and it can open up the classroom space "where discussions are continued and where every student gets an equal voice" (p. 77).  In addition, blogs can promote collaboration (Flatley, 2005; Williams & Jacobs, 2004; Oravec, 2002).
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  • In contrast to more traditional forums for online discussion, blogs are open to the world to see. This provides visibility for students to share their ideas with the larger world. Quible (2005) says that blogs are “a natural in business communications courses” (p. 73) because they enable students to share their writing with a larger audience.  Glogoff (2003) notes that students “used the [class] blog for a purpose other than from what it was initially intended,” (p. 2162) causing them to create a new blog for a more general audience.  Huffaker (2005) argues that bloggers can get feedback on their writing from a wide range of other bloggers, and "they can link to fellow bloggers, creating an interwoven, dynamic organization" (p. 94).  In addition, "students can have a personal space to lty member not want student writing made public, blogs can be maintained so that only the students in the are allowed to access it and post to it.
Stephanie Cooper

100+ Google Tricks That Will Save You Time in School | Online Colleges - 0 views

  • Google Specifically for Education From Google Scholar that returns only results from scholarly literature to learning more about computer science, these Google items will help you at school. Google Scholar. Use this specialized Google search to get results from scholarly literature such as peer-reviewed papers, theses, and academic publishers. Use Google Earth’s Sky feature. Take a look at the night sky straight from your computer when you use this feature. Open your browser with iGoogle. Set up an iGoogle page and make it your homepage to have ready access to news stories, your Google calendar, blogs you follow in Google Reader, and much more. Stay current with Google News. Like an electronic clearinghouse for news, Google News brings headlines from news sources around the world to help you stay current without much effort. Create a Google Custom Search Engine. On your own or in collaboration with other students, put together an awesome project like one of the examples provided that can be used by many. Collect research notes with Google Notebook. Use this simple note-taking tool to collect your research for a paper or project. Make a study group with Google Groups. Google Groups allows you to communicate and collaborate in groups, so take this option to set up a study group that doesn’t have to meet face-to-face. Google Code University. Visit this Google site to have access to Creative Commons-licensed content to help you learn more about computer science. Study the oceans with Google Earth 5. Google Earth 5 provides information on the ocean floor and surface with data from marine experts, including shipwrecks in 3D. Learn what experts have to say. Explore Knol to find out what experts have to say on a wide range of topics. If you are an expert, write your own Knol, too.
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    There's so much Google can do that most of us aren't even aware of! Some of these might come in handy for yourself as well as your students.
Keith Hamon

EchucaELearning - Digital Portfolios - 0 views

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    This wiki is a collaborative learning space. If you want to contribute to this e-portfolio or digital portfolio page, please join the wiki and then add your thoughts, your notes or describe how you created digital portfolios for your students.
Stephanie Cooper

Forsyth's Teaching Resources - 0 views

  • But writing assignments are not just exercises in grammar and grading. They are exercises in learning
  • Psychologists and other cognitive scientists know so much about psycholinguistics, language, and memory that they should well understand the close link between composition and knowledge. Yet many view writing as only a means of assessing a students' understanding of course material, and overlook the profound impact that the writing process has on understanding itself
  • The act of writing is an act of thought
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  • Writing, then, is a profoundly active learning experience, for when people write, they identify and define problems, evaluate evidence, analyze assumptions, recognize emotional reasoning and oversimplification, consider alternative interpretations, and reduce their uncertainty (Wade, 1995). Indeed, in many cases writers do not understand a concept clearly until they must organize their thoughts on the topic and communicate those thoughts through composition. As a result, authors are often surprised by the ideas they themselves write, for understanding emerges during the struggle to make points clear to others (Murray, 1985).
  • Professors who wish to add just one element of student-centered instruction to an otherwise professor-centered approach should start by asking students to write. These writing assignments may include the traditional favorites-term papers and essay tests-but Walvoord (1982) wisely recommends giving shorter, but more varied and frequent, writing assignments.
  • When students write they are learning to use "the traditions of language to discipline their thinking and to make that thinking clear to others" (Murray, 1985, p. 52). Unfortunately, many students will need coaching on the process of writing and feedback about the quality of the writing they generate. The professor must, as Walvoord (1982, p. 3) suggests, "make writing assignments meaningful, establish a wholesome and stimulating writing environment for their students, coach pupils in the writing process, respond accurately and specifically to student papers, communicate clearly with students about their writing successes and failures, and help student improve writing as they learn and in order to learn."
  • Clarify the assignment. Nodine (1999) notes that students need to learn about writing assignments as much as they need to learn about writing per se. Telling the students to "write a 5-10 page paper on one of the topics covered in this unit" is likely to frustrate students and disappoint professors. Instead, the assignment should explain the paper's purpose, the audience for the paper, the genre, voice, typical length, style, degree of documentation expected, and deadlines.
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    Writing as an exercise in learning
Keith Hamon

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

  • 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
       
      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.
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  • reflect on the teacher's role in the writing workshop, and the technology available to organize the writing workshop.
    • Keith Hamon
       
      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
       
      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
       
      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
       
      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
       
      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.
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    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

Use Diigo To Help Write Your Next College Essay or Term Paper - 0 views

  • since most research papers are based on quotes used from various sources, Diigo provides a way to not only bookmark your sources, but also to manage and access your quotes, notes, and analysis.
    • Keith Hamon
       
      This post assumes that most college research papers are based on secondary sources easily found on the Internet.
  • The best way to do research is know what your thesis is for a given topic.
    • Keith Hamon
       
      I'm not sure I agree. Many students start with a subject, such as gun control, but don't develop a thesis until after they have done some reading and investigation.
  • Having a thesis in mind can help you narrow research, even if you change your thesis during the process.
    • Keith Hamon
       
      I do believe that students should be taught to do research after they know what they are looking for. 
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  • create a list for your topic. This list will be used to manage all your bookmarks and highlights.
    • Keith Hamon
       
      Any item can be added to many lists, or more precisely, can be tagged with many items.
  • install the Diigo bookmarklet, or diigolet, in your favorite web browser
    • Keith Hamon
       
      This is an essential tool for using Diigo. You can bookmark without the Diigo tool, but it is much more cumbersome to do so.
  • You might consider color coding your highlights, e.g., yellow for quotes that support your thesis, and green for quotes that are against your thesis.
    • Keith Hamon
       
      Visual cues work for some people.
  • If you’re working on a group research project, Diigo can be used for the same purpose. Simply create a group for which everyone can bookmark sources to.
    • Keith Hamon
       
      Diigo is a great tool for collaborative writing.
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    Diigo can be a very useful tool for helping you to write a college essay or research paper.
Stephanie Cooper

Our obligation to prepare students for what is and will be, not what was | Dangerously ... - 1 views

  • What's our moral / ethical / professional obligation as school leaders to prepare students for the world as it is and will be, not what was? I think it's pretty high.
  • You note that students aren't using the technology for anything 'meaningful.' Why would they be? Have their schools, teachers, or parents helped them understand the power of using digital technologies for productive work within the relevant discipline of study? Most have not, instead utilizing technology primarily for replicating factory, rather than information age, models of schooling. Absent productive use and modeling by their instructors and/or parents, of course students are going to use technology primarily for social purposes (just like we adults do).
  • In my recent experience of integrating technology into my classroom, I’ve found that the mode of communication changes but several elements of classroom do not change.
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  • What stays the same is the need students have to be engaged as active learners, not passive receptacles. (That’s an old, old idea that still sticks like tar in the minds of too many teachers.) Technology provides ways for students to enrich even the most elaborate and complex presentation a teacher can provide.
  • I guess the bottom line is this: If the content they are expected to learn is not interesting to them, they are not engaged. If they are not being asked to think critically in their learning, they are not engaged. It wont matter what tools or technology you use. However, today’s technology resources are available 24/7 and allow us to reach and engage students in ways we never could before. This is paying off big-time at my school.
Keith Hamon

Can We Teach Creative and Critical Thinking? - Education - GOOD - 1 views

  • Critical thinking is, among many things, the ability to understand and apply the abstract, the ability to infer and to meaningfully investigate. It’s the skills needed to see parallels, comprehend intersections, identify problems, and develop sustainable solutions.
    • Keith Hamon
       
      We have not adequately accounted for abstraction in our discussions of CT or investigation. I wonder if CT is such a large, amorphous category as to be almost meaningless? Perhaps not, but it is clear to me that almost every discussion of CT must begin with a clear delineation of just what we mean when we say critical thinking.
  • sound critical thinking is imperative to social progress.
    • Keith Hamon
       
      This social imperative is somewhat troubling to me. Is not good critical thinking its own reward?
  • Cultivating critical thinking may be accomplished with modeling
    • Keith Hamon
       
      Modeling is a promising technique, but how often do teachers expose their own thinking processes to students? Don't we usually let them see only the polished final product of our thought, and not the messy critical thinking we went through prior to our polished position?
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  • School trips, service learning requirements, and various other kinds of hands-on situations allow students to make connections at their own pace
    • Keith Hamon
       
      Nice methods that change the complexion of the typical classroom from one of content-delivery to content application.
  • teachers suggest, and insist, that students investigate further, making—but more importantly, justifying—inferences and conclusions.
    • Keith Hamon
       
      Is it not obvious how the focus on the "right answer" undermines this willingness to explore? Why would most students expend any energy on an issue when they already have the answer that will be on the test, the "correct answer"?
  • It’s hard to design test questions that effectively measure a child’s ability think creatively.
    • Keith Hamon
       
      Note the writer's confusion of critical thinking and creative thinking. Are they usually confused? Should they be? Is there any advantage to distinguishing between them?
  • At the heart of teaching critical and creative thought is the ability to ask the right questions to students. In turn, they need to be able answer in a way that demonstrates their ability to see the parallels and intersections;
    • Keith Hamon
       
      This kind of open-ended discussion and work in class is key to the QEP classroom.
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    But how is creative or critical thought defined and taught? And by what assessment can we measure it, if at all?
Keith Hamon

Brown - 0 views

  • As new technologies take us through major transformations in the way we use documents, it becomes increasingly important to look beyond the conduit image. We need to see the way documents have served not simply to write, but also to underwrite social interactions; not simply to communicate, but also to coordinate social practices.
    • Keith Hamon
       
      This touches directly on Deleuze & Guattari's admonition to ask not what a document means but what it does.
  • Printed documents, Anderson maintains, were essential to replacing the ideology of sovereigns and subjects by creating the idea of a self-constructed society built around shared ideals and shared practices.
    • Keith Hamon
       
      Creating documents of our own empowers us in all ways.
  • Anderson calls the resulting community an "imagined" one. This is no slight. An imagined community is quite distinct from an imaginary community. It is one, Anderson notes, whose members "will never know most of their fellow members, meet them, or even hear of them, yet in the minds of each lives the image of their communion." Where an imaginary community does not exist, an imagined one exists on too large a scale to be known in any other way. And the central way they can be imagined is through the documents they share.
    • Keith Hamon
       
      I really like this imagined community. Actually, I think all communities are imagined, but this makes a useful distinction.
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  • In this way, document forms both old (like the newspaper) and relatively new (like the television program) have underwritten a sense of community among a disparate and dispersed group of people.
    • Keith Hamon
       
      Connectivity enables community, and it's the documents created in that community that provide the tell-tale markers and sign-posts about the function of that community.
  • In offering an alternative to the notion that documents deliver meaning, both arguments instead suggest connection between the creation of communities and the creation of meaning, for communities seem to create meaning for themselves.
    • Keith Hamon
       
      This is a very challenging notion in education, where we usually assume that it's the job of experts to provide or channel meaning to the students and verify that they got it. This says that a group of students create meaning in a community and that teachers assist in that construction.
  • Providing a shared context for constructing meaning, documents are the beginning rather than the end of the process of negotiation.
    • Keith Hamon
       
      To my mind, this inverts the usual role of documents in most classrooms.
  • Indeed, writing on writing is both literally and metaphorically an important part of the way meaning is negotiated. Annotation is a rich cultural practice which helps, if only by the density of comment attached, to signify the different cultural importance of texts and parts of texts. The thin trickle of original text overflowing a vast dam of commentary, the long introduction, and the separate subject entry in a library catalog offer clear indications that a particular text is socially and culturally valued.
    • Keith Hamon
       
      How often do we ask students to write on writing, and then tell that their constructed meaning is wrong?
  • Hypertext software, however, has revived the immediacy of intertextual links.
    • Keith Hamon
       
      Software such as Diigo allows for easy annotation and for sharing such annotations within a community.
  • The interpretation of a document always depends on community standards. Nonetheless, documents can and do play important roles in negotiating differences and coordinating practices between communities.
    • Keith Hamon
       
      Nice: documents at once define a community and act as a point of negotiating between that community and other communities. What does that say about our classes as communities of discourse?
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    To fully assess the document's evolving role requires a broad understanding of both old and new documents. For documents are much more than just a powerful means for structuring and navigating information space -- important though that is. They are also a powerful resource for constructing and negotiating social space. It is the latter quite as much as the former that has made the documents of the World Wide Web so popular.
Keith Hamon

ELT notes: IWBs and the Fallacy of Integration - 1 views

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    There is a underlying idea in the framing of our questions that needs unlearning. The belief that there are "levels", layers of complexity, hierarchies that we can detect and... well, control. But wait! Isn't that the very old way we want to truly change with new technologies? We already know it's about shifting power. Tight teacher control is a hindrance to foster empowered students who own their learning paths.
Mary Ann Scott

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

  • 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?
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  • 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
       
      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
       
      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
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    Some excellent questions for building an assignment. Look beyond the writing assignment pedagogy to the general aspects of any assignment.
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