No, It’s Not Arbitrary and Does Make Sense: Teaching the English Punctuation System You might also try putting a period at the end of a “thought.” And what about semi-colons and colons? Well…maybe those are for exceptionally long breaths and thoughts? Okay, I guess you can see that these are no official “Strunk and White” rules about usage but rather the kind of myths about standard punctuation that are perpetuated, sometimes by educators, I’m afraid. Add to this the concern that writers, such as novelist and poets, often employ their own creative punctuation: for example, poet e.e. cummings wrote in all lower-case; popular novelist Stephen King, a former English teacher, writes long, run-on sentences to indicate stream-of-consciousness thought. 1Attack the Old BeliefI’ll stop short of saying telling students “Forget everything you learned before about punctuation,” but I think a good starting place is finding out what students already know.
Active Learning By Diane Starke, El Paso Community College Purpose: Learning is not a spectator sport. Research has demonstrated that students learn more if they are actively engaged with the material they are studying. Key Concepts: Section 1: What is Active Learning? Active Learning is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. This website from Stoutland Elementary School in Missouri, provides an extensive list of the various definitions of active learning originally posted by the Teaching Resource Center at UC Davis. Powerful Partnerships: A Shared Responsibility for Learning (1998 Joint Report, American Association for Higher Education, et. al.) describes learning as an inherently active process: Learning in an active search for meaning by the learner--constructive knowledge rather than passively receiving it, shaping as well as being shaped by experience....To stimulate an active search for meaning, faculty [must]: D.C.
open thinking: rants & resources from an open educator AOS Home > English > ESL > Area of Study: Belonging > AOS This material was written by Carmen Vallis and modified for HSC English (ESL) by Eve Mayes, Condell Park High School. Key vocabulary to use in responses on Swallow the air Context of Swallow the air Telling stories to belong Who belongs? Key vocabulary to use in responses on Swallow the air Look at the list of words related to belonging and Swallow the Air. The "Red light" words are important to know to write well on Swallow the Air and belonging. Look up and learn any words that you are unfamiliar with. RED LIGHT - You HAVE to know these words and what they mean AMBER LIGHT - You SHOULD know these words and what they mean GREEN LIGHT - It's GOOD for you to know these words Download a PDF version of this table. Context of Swallow the air Like all texts, Swallow the air was written in a specific context that influences the ideas of belonging that are explored and the language used. The novel is mostly set in modern day Australia. Activity: Aunty
Active and Cooperative Learning The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professors' lectures. "Active Learning" is, in short, anything that students do in a classroom other than merely passively listening to an instructor's lecture. Exercises for Individual Students Because these techniques are aimed at individual students, they can very easily be used without interrupting the flow of the class.
The Principal of Change Plutarch • Sayings of Spartans — 208B‑236E (Vol. III) Plutarch, Moralia 1 When someone expressed surprise to Agasicles, king of the Spartans, because, although he was very fond of reading and lectures, yet he would not admit to his presence Philophanes, a learned man, he said, "I want to be a pupil of those whose son I should like to be as well." 2 When someone else remarked that he while king had been made hostage with those in the prime of life, and not their children or their women, he said, "That is but just, for it is good that we ourselves should bear the consequences of our own mistakes." 3 When he wished to send for some dogs from home, and some said, "There is no such export permitted from there," he said, c"Nor was there of men before this; but now it has been done!" 7 When a lecturer said, "Speech is the most important thing of all," he retorted, "Then if you are silent, you are of no worth at all!" p303 Antiochus Archidamidas
Why Don't They Apply What They've Learned, Part I - Do Your Job Better By James M. Lang For two years I taught in a special program in which the same cohort of students took two consecutive courses with me: freshman composition in the fall and introduction to literature in the spring. In both years that I taught the two-course sequence, I was startled to see many students come back from winter break and—on their very first papers in the spring class—revert directly back to those tired strategies that I had worked so hard to help them unlearn in the fall. One such student came into my office early in the spring semester to show me a draft of her paper, and it included a lame reverse-pyramid (i.e., general to specific) introduction. She looked up at me in genuine puzzlement: "You mean that the stuff we learned last semester applies in this course, too?" D'oh! "Far transfer is, arguably," they point out, "the central goal of education: We want our students to be able to apply what they learn beyond the classroom." Many of us state that outright in our courses.
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