“Education is the jewel casting brilliance into the future.”
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“Education is the jewel casting brilliance into the future.”
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Posted in English Language Arts, Quotes, Reference
“Unimportant * Irrelevant * Nonsensical * Embarrassing * Distressing
Patients undergoing Freudian psychoanalysis must be free to say whatever comes into their head, however unimportant, irrelevant, nonsensical, embarrassing, or distressing it might seem to be, and yet be sure of receiving the same level of intent listening from their analyst.”
Excerpted from: Rogerson, Barnaby. Rogerson’s Book of Numbers: The Culture of Numbers–from 1,001 Nights to the Seven Wonders of the World. New York: Picador, 2013.
“This discussion rejects the doctrine that students should first learn passively, and then, having learned, should apply knowledge. It is psychological error. In the process of learning, there should be present, in some sense or other, a subordinate activity or application. In fact, the applications are part of the knowledge. For the very meaning of things known is wrapped up in their relationships beyond themselves. Thus, unapplied knowledge is knowledge is knowledge shorn of its meaning.”
Essays in Science and Philosophy
Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.
Moving right along on this frigid morning (two degrees when I left my building at 6:03 a.m.), here is a Cultural Literacy worksheet on short-term memory.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Now let’s take a look at these people (these earliest humans) dressed in skins, as they paddle their boats made of hollowed-out tree trunks towards their village of huts on stilts, bringing grain, or perhaps salt in the mountains. They drink from splendid pottery vessels, and their wives and daughter wear jewelry made of colored stones and even gold. Do you think much has changed since then? They were people just like us. Often unkind to one another. Often cruel and deceitful. Sadly, so are we. But even a mother might sacrifice her life for her child and friends might die for each other. No more but also no less often than people do today. And how could it be otherwise? After all, we’re only talking about things that happened between three and ten thousand years ago. There hasn’t been enough time for us to change.”
Excerpted from: Gombrich, E.H. Trans. Caroline Mustill. A Little History of the World. New Haven: Yale University Press, 2005.
Posted in English Language Arts, Quotes, Reference, Social Sciences
“heuristic: A rule of thumb or procedure that works to provide a satisfactory if not optimal solution to a problem; a technique of discovery, invention, and problem solving through experimental or trial-and-error techniques. Some examples of heuristics include throwing out parts of a problem and solving the simplified version; breaking a problem into parts and solving each one separately; and means-end analysis–defining the current situation, describing the end state, and then taking steps to reduce the differences between them.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
“megavitamins and ADHD: the use of very high doses of vitamins and minerals to treat attention deficit hyperactivity disorder is based on the theory that some people have a genetic abnormality that requires higher levels of vitamins and minerals.
However, there is a complete lack of supporting evidence for megavitamin treatment for learning disabilities, and there are no well-controlled studies supporting these claims. Both the American Psychiatric Association and the American Academy of Pediatrics have concluded that the use of megavitamins to treat behavioral and learning problems is not justified.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
Last week, after reading a few pages each morning with my coffee before leaving for work, I finished Martha Stone Wiske’s (ed.) Teaching for Understanding: Linking Research to Practice (San Francisco: Jossey-Bass, 1997); yesterday I finished its companion, The Teaching for Understanding Guide by Tina Blythe (San Francisco: Jossey-Bass, 1997). From the latter, I cribbed this glossary of Teaching for Understanding terms if you’re inclined to use this planning and instructional framework.
If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.
“Generative topics have several key features: They are central to one of more disciplines or domains. They are interesting to students. They are accessible to student (there are lots of resources available to help students pursue the topic). There are multiple connections between them and students’ experiences both in and out of school. And perhaps most important, they are interesting to the teacher.”
Excerpted from: Blythe, Tina, et al. The Teaching for Understanding Guide. San Francisco: Jossey-Bass, 1998.
“qualia n. pl. A philosophical term for sensory experiences that have distinctive subjective qualities but lack any meaning or external reference to the objects or events that cause them, such as the painfulness of pinpricks or the redness of red roses. The term is virtually synonymous with sense data. See also sense data, inverted qualia, phi movement, sensation, sensibalia. quale sing.
[From Latin qualis of what kind]
Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.
You must be logged in to post a comment.