Best content in Writing Across the Curriculum

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Pearson Social Media Survey 2010 - 1 views

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Plagiarism Advice - Plagiarism Advice - 1 views

www.plagiarismadvice.org/advice plagiarism writing Education 2.0

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http://ms.echalksd.com/www/pd_ms/site/hosting/blog_and_writing.pdf - 1 views

ms.echalksd.com/...blog_and_writing.pdf Shelbie Witte writing blogging elearning social networking PLN connectivism

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http://family.lskc.edu.hk/files/dwn/LearningWithWeblogs.pdf - 1 views

family.lskc.edu.hk/...LearningWithWeblogs.pdf Helen S Du Christian Wagner blogging Web 2.0 writing social networking PLN connectivism constructivism

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Why I Will Not Teach to the Test| The Committed Sardine - 1 views

www.21stcenturyfluency.com/blogpost.cfm writing critical thinking

shared by Stephanie Cooper on 30 Nov 10 - No Cached

Any teacher worth his or her salt knows that if you really want to measure the level of student thinking, you have to have students write. Answers to multiple-choice questions can often be faked; answers to essay questions cannot.
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I also find it odd that while many states have raised their test scores over the past few years, we as a country continue to fall in international comparisons of academic achievement. How can this be? If we are getting “better,” why are we declining internationally? In an attempt to answer these questions, Linda Darling-Hammond of Stanford University studied high-achieving countries from around the world. Her findings? School systems in high-achieving countries value higher-order thinking. They parse their standards to make them lean. They use very little, if any, multiple-choice assessments to monitor student progress. They require students to research, to inquire, to write—to think critically. They give students time to reflect upon their learning. They emphasize the skills graduates will need to be college- or career-ready in a globally competitive marketplace. They surround their students with interesting books. Because their assessments demand critical thinking, their students are moving ahead. Because our assessments demand shallow thinking, our students are falling behind.
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4,100 Massachusetts Students Prove Small Isn't Always Better - NYTimes.com - 1 views

www.nytimes.com/...28school.html writing across curriculum

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

www.good.is/...creative-and-critical-thinking Zoe Burgess critical thinking writing

shared by Keith Hamon on 05 Oct 10 - No Cached

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 on 05 Oct 10
  
  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.
  
  <div class="cArrow"> </div><div class="cContentInner">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.</div>
  
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sound critical thinking is imperative to social progress.
- Keith Hamon on 05 Oct 10
  
  This social imperative is somewhat troubling to me. Is not good critical thinking its own reward?
  
  <div class="cArrow"> </div><div class="cContentInner">This social imperative is somewhat troubling to me. Is not good critical thinking its own reward?</div>
  
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Cultivating critical thinking may be accomplished with modeling
- Keith Hamon on 05 Oct 10
  
  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?
  
  <div class="cArrow"> </div><div class="cContentInner">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?</div>
  
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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 on 05 Oct 10
  
  Nice methods that change the complexion of the typical classroom from one of content-delivery to content application.
  
  <div class="cArrow"> </div><div class="cContentInner">Nice methods that change the complexion of the typical classroom from one of content-delivery to content application.</div>
  
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teachers suggest, and insist, that students investigate further, making—but more importantly, justifying—inferences and conclusions.
- Keith Hamon on 05 Oct 10
  
  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"?
  
  <div class="cArrow"> </div><div class="cContentInner">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"?</div>
  
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It’s hard to design test questions that effectively measure a child’s ability think creatively.
- Keith Hamon on 05 Oct 10
  
  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?
  
  <div class="cArrow"> </div><div class="cContentInner">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?</div>
  
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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 on 05 Oct 10
  
  This kind of open-ended discussion and work in class is key to the QEP classroom.
  
  <div class="cArrow"> </div><div class="cContentInner">This kind of open-ended discussion and work in class is key to the QEP classroom.</div>
  
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Keith Hamon on 05 Oct 10

But how is creative or critical thought defined and taught? And by what assessment can we measure it, if at all?

<div class="cArrow"> </div><div class="cContentInner">But how is creative or critical thought defined and taught? And by what assessment can we measure it, if at all?</div>

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How to Create Nonreaders - 1 views

www.alfiekohn.org/...nonreaders.htm Alfie Kohn reading motivation Education writing

shared by Keith Hamon on 01 Oct 10 - Cached

have kids read (and write) mostly on their own -- if your goal were to cause them to lose interest in what they’re doing.
- Keith Hamon on 01 Oct 10
  
  The point of a PLN is to encourage our students to write to other people (teachers too seldom qualify as other people in the minds of students).
  
  <div class="cArrow"> </div><div class="cContentInner">The point of a PLN is to encourage our students to write to other people (teachers too seldom qualify as other people in the minds of students).</div>
  
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every single study that has examined grades and intrinsic motivation has found that the former has a negative effect on the latter.
- Keith Hamon on 01 Oct 10
  
  If we tie writing and critical thinking to grades, we will undermine both.
  
  <div class="cArrow"> </div><div class="cContentInner">If we tie writing and critical thinking to grades, we will undermine both.</div>
  
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What matters is not what we teach; it’s what they learn,[14] and the probability of real learning is far higher when the students have a lot to say about both the content and the process.
- Keith Hamon on 01 Oct 10
  
  The point is not to cover content, but to spark knowledge in students.
  
  <div class="cArrow"> </div><div class="cContentInner">The point is not to cover content, but to spark knowledge in students.</div>
  
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Keith Hamon on 01 Oct 10

I'd like to begin my contribution to an issue of this journal whose theme is "Motivating Students" by suggesting that it is impossible to motivate students. … What a teacher can do - all a teacher can do - is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with: to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people.

<div class="cArrow"> </div><div class="cContentInner">I'd like to begin my contribution to an issue of this journal whose theme is "Motivating Students" by suggesting that it is impossible to motivate students. … What a teacher can do - all a teacher can do - is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with: to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people.</div>

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A Rubric for Evaluating Student Blogs - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...27196 rubric blogging student blogs education

shared by Stephanie Cooper on 28 Sep 10 - No Cached

I developed a simple 5-point scale, which rates each post according to the level of critical thinking and engagement displayed in the post. The rubric is quick and easy and in roughly 1–2 minutes I know what to rate any given blog post:
- Stephanie Cooper on 30 Sep 10
  
  This is a good example of a rubric for evaluating posts. Notice that the prof is placing emphasis on critical thinking and engagement - 2 of our QEP priorities!
  
  <div class="cArrow"> </div><div class="cContentInner">This is a good example of a rubric for evaluating posts. Notice that the prof is placing emphasis on critical thinking and engagement - 2 of our QEP priorities!</div>
  
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gideonburton - September 27, 2010 at 12:13 pm
- Stephanie Cooper on 30 Sep 10
  
  I also like the way this prof evaluates the blog as a whole.
  
  <div class="cArrow"> </div><div class="cContentInner">I also like the way this prof evaluates the blog as a whole.</div>
  
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Center for Excellence in Teaching and Learning | Sex and Word Clouds: Crafting Effectiv... - 1 views

www.txwescetl.com/...fting-effective-session-titles Bill Watson Wordle data visualization data mining data analysis writing

shared by Keith Hamon on 04 May 11 - No Cached

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Flickr: Tell a story in 5 frames (Visual story telling) - 1 views

www.flickr.com/visualstory DigitalStorytelling visualization photography web2.0

shared by Stephanie Cooper on 28 Sep 10 - Cached

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Free and Unlimited Web Conferencing | Free Video Conferencing | Online Web Meeting | Mu... - 1 views

www.bigmarker.com collaboration Web 2.0 webinars online conference elearning social networking

shared by Keith Hamon on 06 Oct 11 - No Cached

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ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...36190 writing reflection public discourse Ryan Cordell

shared by Keith Hamon on 07 Oct 11 - No Cached

Writing in class gives students direct access to me as they think through their ideas.
- Keith Hamon on 11 Oct 11
  
  This is a key benefit of flipping the classroom.
  
  <div class="cArrow"> </div><div class="cContentInner">This is a key benefit of flipping the classroom.</div>
  
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Keith Hamon on 07 Oct 11

I suspect that many of us ask students to do some kind of writing in class: whether reflecting on the day's topic, responding to a brief prompt, or outlining their ideas. I include those kinds of writing-to-learn activities in my classes as well.

<div class="cArrow"> </div><div class="cContentInner">I suspect that many of us ask students to do some kind of writing in class: whether reflecting on the day's topic, responding to a brief prompt, or outlining their ideas. I include those kinds of writing-to-learn activities in my classes as well.</div>

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