Monthly Archives: June 2014

 

 


		
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Considering the Flipped Classroom

Daynah’s demonstration today is on the flipped classroom.

She has asked us to consider three mini-lessons we would teach during a writing unit.

Here are mine (first, some context: this is a informational writing unit):

  1. collecting mentor texts and explaining why they are good and bad examples
  2. strong hook / tying together into conclusion
  3. revising for flow in sentences

 

here’s some rabble-rousing I did during the presentation:

 

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writing for my dystopia!

Argument: Language shapes the way we think about and understand the world.

Show in this piece: that structuring language in specific ways reduces ‘learning’ to specific set of measured criteria

Background: ‘they’ have standardized English and have taken out the letter W from the language


Information about Exam 1: Exam 1 is usually taken after your second full year in The University. It measures your ability to read, comprehend, and respond to an informational text on a general-information topic. Your translation is going to be compared against benchmark responses and measure your accuracy and fluency. 

Instructions for Exam 1: 

This exam is the first of three formal exams required for successful completion of your degree as granted by The University. It assesses your ability to read a historical text in the Original English, comprehend its main point, and translate misspellings and unclear vocabulary into Standard English. The genre is informational text and its content is meant to assess your general ability at this stage in your learning. Failure to attain proficient status or higher entails re-taking the exam in one year’s time.

Information about Exam 2: This exam is usually taken after your fourth full year in The University It measures your ability to read, comprehend, and respond to an informational text in your Domain Area. Your translation is going to be compared against benchmark scores 

Instructions for Exam 2: 

This exam is the second of three formal exams that your successful completion of a degree from The University. It assesses your ability to read a historical text in the Original English, comprehend its main point, and translate misspellings, unclear vocabulary, and authorial craft into Standard English. It is an informational text in your specialized content area and is meant to assess your readiness for the next level of education. Failure to attain proficient status or higher entails re-taking the exam in one year’s time.

Information about Exam 3:

Instructions for Exam 3: 

This exam is the second of three formal exams that your successful completion of a degree from The University.

Tuesday morning

Everything was conspiring to get me up this morning. I woke up around 4am to shut the windows to the torrential flood pouring from the sky. Then I woke up at 5:40 and was wide awake – I even got up and fed the cats. But then decided I would go back to bed for an hour or so. Half an hour later, the cats made it clear they wanted none of it (they seem to think we should eat breakfast together?) and “helped” me awake by scratching in the litter box and jumping on the bed. Between that and my 9-minute snooze button, I don’t know why I didn’t just stay awake earlier.

BUT, in one of those half-awake, in-between spaces, my research topic came to me.

In a complete sentence.

I study how teachers use digital platforms to support student composing practices.

(insert harmonious chords sung by a large chorus).

When I got up, I went for a run. Well, half walk half run. But the rain was perfect. While I was out, I tinkered with some more versions of my topic:

– I study how teachers support student composing practices with digital tools

– I study how teachers support student composing practices with digital platforms and social technologies.

– I study how teachers support students’ literate practices with digital platforms and social technologies.

See, I know that technologies are inherently social, but I want to be able to study what happens offline (and technologies as more than digital tools)

It’s more of a clear path than I had.

Current Reading 

Anyway, reading yesterday some of Dewey’s Experience and Education – super good, and so pertinent. The opening he was characterizing traditional education as a top-down and outside-in paradigm of what learning is. Progressive education, in dismantling that, must struggle to also figure out how to not throw out the value of learning from a body of knowledge and those older and more experienced. I’m looking forward to reading more of it.

This morning on the bus I was reading some of Tufte’s Envisioning Information – hoping to think about visual representations of information, data, and how design plays a role in creating time and experience of information.