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Turn anything into a lesson, but will it stick?
A friend of mine has done something unusual with the celebrations of Martin Luther King, Jr.’s birthday this year. She teaches young adolescents with moderate cognitive disabilities and behavior problems, and this year, she chose King’s 1964 Nobel Prize acceptance speech as the basis for a series of lessons in reading, language arts, civics, etc. […]
Teaching about what humans do
I’ve been tagged by Craig Smith, who asks, Why Do You Teach and Why Does It Matter? after reading Dr. Crazy’s explanation of why she teaches literature. This comes on the heels of Stanley Fish’s boldly hedonistic Epistle to Philistines and the expansion on this, last night’s Epistle to Dumb-Ass Colleagues. (Okay, the posts were […]
Timothy Burke beats me to the punch on interesting learning objects
In his blogging on a conference this week sponsored by the National Institute for Technology and Liberal Education (or NITLE), Timothy Burke has raised the right questions to ask about electronic learning objects that are interactive, information-intense, and based on scholarship and the interests of great teachers: How could they be crafted to change teaching? […]
Technology as culture, part 1
When the Honors College asked me to teach one of their lower-division arts/humanities classes this fall, I had two thoughts: If I do run for the leadership of the faculty union chapter, it’ll be an interesting semester. (For most faculty, an Honors College class is an overload, not part of the regular load.) I’m in […]
Social annotation for teaching how to read difficult material
A few days ago, I raved about the possibilities of social annotation. What I barely touched were the teaching purposes of social annotation. Let me provide an example from my masters course in social foundations of education. Below is the root to a discussion thread over the past week on the Seattle and Louisville desegregation […]