This is not so much a counter-response to the Flipped Classroom model, but instead a reminder that using what works from both models--Flipped or Traditional-- should be the teacher's goal.

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.

This chart could apply to MOOCs or to any innovation that we bring to our teachers and that they bring to their classrooms.

Sounds like MOOCs have a bright future and are here to stay!!

"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!!

Let the discussion ensue!!

Now I KNOW this article is about MATH and not writing, but please skim/read it over and apply what is being said here to what we know about the teaching of English -- grammar and writing -- and how we have our favored "old" way of learning and teaching and how that often contrasts with new and "improved" methods that we see.

I'm not familiar with this term "Educanto," but the article hits a concept that is close to us--assessment. If "grades" don't reflect a grasp of "basics," then what is it that we want to measure?

A return to heaven . . . or to hell??

This blog might be too long for use in classes, but I would seriously consider shortening it and distributing at least part of it to students. Maybe we will make some version of it available in our labs and on our Web site. Thanks for reading and commenting!

This article does not touch on writing "per se," but we here at Albany State in Georgia are an HBCU school, so I wanted to share this mildly optimistic news with our faculty.

A look across the not-too-distant border from us here in Albany, GA. One has to ask what the country-wide figures might be. And how soon will these 14-15-yr.-olds be in college, and what literate skills will they develop before then, or not at all?

A very interesting and useful blog writer whom I found through Dave Cormier (Connectivism advocate). I would like to explore "contract grading" as a concept to share with our QEP faculty at Albany State.

Maybe "failure" is too strong a term. Maybe "almost there," "nearly there," "just about there" and other mid-way steps should be incorporated in the Humanities.

Massive Open Online Course -- still intend to do something of this nature for the final year of our QEP program 2012-2013.

The "gamification of education" is very hot at all levels of education. It reminds me of what Keith and I were trying to do by bringing a concept of "play theory" to our QEP model, in our case, through repeated small yet successful writing experiences for the students. Through the repetition of pleasurable experiences, what I call "regenerative value," the students "level up" in their written communication abilities.

creative critical thinking

new technologies

visual construction