“It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up in the world of thought—that is to be educated.”
Edith Hamilton (1867-1963)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
Posted in English Language Arts, Quotes, Reference
“He then learns that in going down into the secrets of his own mind, he has descended into the secrets of all minds.”
Ralph Waldo Emerson (1803-1882)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“The very concept of history implies the scholar and the reader. Without a generation of civilized people to study history, to preserve its records, to absorb its lessons and relate them to its own problems, history, too, would lose its meaning.”
George Kennan (1904-2005)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“If you attack stupidity you attack an entrenched interest with friends in government and every walk of public life, and you will make small progress against it.”
Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.
“Education is not merely a means for earning a living or an instrument for the acquisition of wealth. It is an initiation into life of spirit, a training of the human soul in the pursuit of truth and the practice of virtue.”
Vijaya Lakshmi Pandit (1900-1990)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“It is counterproductive, if not unethical, to teach toward one specific target of learning and grade learners on another.”
Excerpted from: Hillocks, George. Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning. Portsmouth, NH: Heinemann, 2011.
“A second program of research addressing multimedia learning has been conducted by Richard Mayer and his colleagues and is summarized in Mayer (2001). A caveat relative to this research is that multimedia are construed very narrowly in this research to mean ‘the presentation of material using both words and pictures’ (p. 2) and do not study information technologies specifically. Furthermore, the preponderance of his research has been conducted with young adults. Nevertheless, we include his work because: (a) it is informed by and contributes to a theory of multimedia learning, drawing upon Paivio’s (1986) dual coding theory, Baddeley’s (1992) working memory theory, and Mayer’s (1996) theory of meaningful learning; (b) it attends to the issue of individual differences; and (c) it may productively inform the work of learning scientists studying new literacies.
This program of research has yielded seven principles regarding the effective integration of words and pictures:
1. Multimedia principle–Students learn better from words and pictures than from words alone.
2. Spatial contiguity principles–Students learn better when corresponding words and pictures are present near rather than far from each other on the page or screen.
3. Temporal contiguity principle–Students learn better when corresponding words and pictures are presented simultaneously rather than successively.
4. Coherence principle–Students learn better when extraneous material is excluded rather than included.
5. Modality principle–Students learn better when an animation is accompanied by spoken text, rather than printed text.
6. Redundancy principle–Students learn better from an animation accompanied with spoken text rather than an animation accompanied with spoken text and printed text, and
7. Individual difference principle–Design effects positively correlate with users’ domain knowledge and spatial ability.
Learning scientists should study whether these principles still hold in the contexts they find most compelling: real-life settings in which learning is taking place through interactions with others and with technological artifacts.”
Excerpted from: Annemarie Sullivan Palincsar and Barbara G. Ladewski, “Literacy and the Learning Sciences,” in in The Cambridge Handbook of the Learning Sciences, ed. Robert Keith Sawyer (New York: Cambridge University Press, 2006), 306.
Posted in Essays/Readings, Quotes, Reference
“Genius without education is like silver in the mine.”
Benjamin Franklin (1706-1790)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
“Drawing connections to students’ personal lives, embedding the introduction of new concepts and skills within meaningful tasks, and emphasizing the instrumental value of mastering a skill or or doing well in a subject area enhances value. For example, teachers can bring in speakers and experts from the local community to more authentically draw connections with life outside of school. A second way to enhance value is by incorporating topics that students find interesting (e.g. space travel, dinosaurs). Finally, value may be enhanced by having students work on questions and use practices similar to those used by members of the discipline (e.g. scientists and mathematicians).”
Phyllis C. Blumenfeld, Toni M. Kempler, and Joseph S. Krajcik, “Motivation and Cognitive Engagement in Learning Environments,” in The Cambridge Handbook of the Learning Sciences, ed. Robert Keith Sawyer (New York: Cambridge University Press, 2006), 477.
“Society produces rogues, and education makes one rogue cleverer than another.”
Excerpted from: Winokur, Jon, ed. The Portable Curmudgeon. New York: Plume, 1992.
Posted in English Language Arts, Quotes, Reference
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