If You Havent Got Anything Nice To Say He was in the first third grade class I taught at Saint Mary's School in Morris, Minn. All 34 of my students were dear to me, but Mark Eklund was one in a million. Very neat in appearance, but had that happy-to-be-alive attitude that made even his occasional mischievousness delightful. I didn't know what to make of it at first, but before long I became accustomed to hearing it many times a day One morning my patience was growing thin when Mark talked once too often, and then I made a novice-teacher's mistake. I remember the scene as if it had occurred this morning. At the end of the year I was asked to teach junior-high math. One Friday, things just didn't feel right. That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. The exercise had accomplished its purpose. Several years later, after I returned from vacation, my parents met me at the airport. - Sister Helen P.
How to teach … photography | Teacher Network Students of all ages are fascinated by taking photos – and, now photography has gone digital, it is easy and cheap to get your students snapping. The Guardian Teacher Network has resources to help schools harness the potential of photography and use it as a really powerful cross-curricular tool. Thanks to PhotoVoice, a participatory photography charity that runs projects in 23 countries, for sharing its resources. The charity was set up to provide people, especially young people, with a way of expressing themselves through photography. A great start is PhotoVoice's introduction to composition, which introduces key concepts in composition of photos and will help students to make decisions about how they frame and represent subjects. This photo treasure hunt is a simple and accessible way to introduce creative exploration of an environment or subject with digital photographs. Photography is an accessible way to look at a multitude of issues in the classroom.
Logical Fallacies and How to Spot Them Logical Fallacies and How to Spot Them In the Evolution vs. Creationism debate, it is important to be able to spot all the logical fallacies that Creationists tend to throw around. This essay covers many bare essentials of logical thinking, as well as ways to critically evaluate an argument. The logical fallacies listed here are the ones most often used by Creationists, although Creationists have, to date, used almost every single logical fallacy in existence to "prove" their case. Each fallacy will have its own little paragraph, describing it, why it is fallacious and how to counter it. THE STRAWMAN ATTACK: The strawman is, perhaps, the most heavily-employed tactic used by Creationists. "Evolution is a ridiculous theory! This is an example of a strawman attack. Spotting a strawman attack isn't that hard. Strawman attacks, once exposed for what they are, are not all that difficult to counter. THE FALSE DILEMMA FALLACY: The false dilemma is at the heart of the Creationist argument.
Collaborize Classroom - Online Education Technology for Teachers and Students How to teach … philosophy | Teacher Network In testing times such as these, is there really space in the timetable to teach philosophy? The great German philosopher Hegel (1770-1831) said: "Education to independence demands that young people should be accustomed early to consult their own sense of propriety and their own reason. To regard study as mere receptivity and memory work is to have a most incomplete view of what instruction means." Perhaps Michael Gove wouldn't agree, but for those who are interested the Guardian Teacher Network has resources to help young people think about philosophical questions and come to some coherent conclusions – and there is some evidence to indicate a powerful knock-on effect on student achievement in other subjects, not to mention the capacity to reflect on life choices. We start with an educational movement Philosophy for Children (P4C). And now a couple of ideas for using popular picture books that teachers are likely to have in class as a way into a bit of deeper thinking.
Becoming a Flexible Reader - Study Skills To become a flexible reader, you need to know how to select and use a reading style that is consistent with your purpose for reading. There are three important reading styles you should learn to use. Each has its own purpose. Knowing when and how to use these three reading styles will make you a flexible reader. Read to learn about the three reading styles used by flexible readers. Study Reading is the reading style used by flexible readers when their purpose is to read difficult material at a high level of comprehension. Skimming is the reading style used by flexible readers when their purpose is to quickly obtain a general idea about the reading material. Scanning is the reading style used by flexible readers when their purpose is to quickly locate a specific piece of information within reading material. Before you begin your next reading assignment, identify your purpose for reading.
The 5 E Learning Cycle Model Priming the Pump: Peter Elbow's prompts to help students explore topics, objects, places, issues Questions to help a student write about someone s/he has studied or read about: · Describe _ as an ordinary person. · What was/is special or unique about _ ? · Imagine _ were the opposite sex: describe the life s/he would have lived. · What if _ had lived in a different era, such as _ : describe the life s/he would have lived. · Make up or guess what might have been an important event in _'s childhood. · Create a soap opera plot with _ in it. · What does _ most need to cry about? · What should _ be most appreciated for? · What would _'s mother or father say about _ ? · What would _ be likely to dream about? Questions to help a student write about someone's life as a whole: · What about _'s life remained unchanged? · Describe _'s life and character as determined by important changes or turning points. · Imagine you believe people are truly free and that they somehow choose or cause what happens to them.
Technology Made Easy The Socratic Method The Socratic Method:Teaching by Asking Instead of by Tellingby Rick Garlikov The following is a transcript of a teaching experiment, using the Socratic method, with a regular third grade class in a suburban elementary school. I present my perspective and views on the session, and on the Socratic method as a teaching tool, following the transcript. The experiment was to see whether I could teach these students binary arithmetic (arithmetic using only two numbers, 0 and 1) only by asking them questions. I had one prior relationship with this class. When I got to the classroom for the binary math experiment, students were giving reports on famous people and were dressed up like the people they were describing. "But what I am really here for today is to try an experiment with you. 1) "How many is this?" 2) "Who can write that on the board?" 3) Who can write ten another way? 4) Another way? 5) Another way? 2 x 5 [inspired by the last idea] 7) One more? X [Roman numeral] 14) Which, nine or ten?
The Differentiator Try Respondo! → ← Back to Byrdseed.com The Differentiator The Differentiator is based on Bloom's Taxonomy, Kaplan and Gould's Depth and Complexity, and David Chung's product menu. Try It In: French Dutch • Tweet It • Like Byrdseed • Pin It Students will judge the ethics of the [click to edit] using a textbook and create an essay in groups of three. Revised Bloom's Taxonomy adapted from "A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives" by Anderson and Krathwohl Depth and Complexity adapted from The Flip Book by Sandra N. Depth Big Idea Unanswered Questions Ethics Patterns Rules Language of the Discipline Essential Details Trends Complexity Multiple Points Of View Change Over Time Across the Disciplines Imperatives Origin Convergence Parallels Paradox Contribution Key Words Consequences Motivations Implications Significance Adapted from David Chung and The Flip Book, Too by Sandra N. Group Size One Two Three Four