Tag Archives: learning and cognition

Inclusion (n)

“The practice of placing students with disabilities in regular classrooms in accordance with federal law. To the maximum extent possible, students with disabilities are supposed to be educated alongside their peers in regular education classrooms unless ‘the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily’ (P.L. 94-142020 U.S.C 1412 (5) (A)).”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Hamlet’s Blackberry

About ten years ago, when I still listened to National Public Radio regularly. I heard William Powers interviewed. He was discussing a research endeavor at the Shorenstein Center on Media, Politics and Public Policy that resulted in report he titled Hamlet’s Blackberry. Over the years, I meant to read it. Then, in 2010, he expanded the original essay and published it as a book.

But the original essay, at 75 pages with the works cited page, is still available at no cost under the link, if you search “Hamlet’s Blackberry PDF,  The Death of Paper.

I have a particular interest in the history of books and book lore, including changes in printing technologies, I had an interest per se in this piece of writing. For educators, I think this is a good read because it says some things we need to know about the reading and reception of texts.

And Mr. Powers is a fine stylist, so this is a quick and breezy read about a subject that is, by any measure I appreciate, quite profound.

A Complete Lesson Plan on the Greek Word Root Anthrop/o

Rain continues to fall in New York City, a manifestation of Hurricane Florence, which is about to put a beatdown on the Carolinas. I’m glad to be in my dry apartment working on posting this complete lesson on the Greek word root anthrop/o, which means man and human. I start this lesson with this context clues worksheet for the noun humanity to provide a basis for the heuristic work this scaffolded worksheet with an independent practice assignment requires of students. The context clues worksheets can serve as the prior knowledge students will need to help them understand the meaning of this Greek word root.

If you find typos in these documents, 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.

Terms of Art: Readiness

“The degree to which an individual is prepared developmentally to learn a new skill. Readiness is a term often used in early education to describe a child’s acquisition of prerequisite emotional, social and cognitive skills for academic learning.

For example, reading readiness would include pre-reading skills such as letter identification, print awareness, and rhyming. When a child has demonstrated mastery of such skills, that child would be ready to learn to read.

However, the concept of readiness can be applied to any stage of learning. For example, readiness for algebra must mean an individual has mastered certain mathematical calculations.

Normal three- to six-year-olds acquire academic and social readiness naturally when brought up in a literate environment, but developmentally delayed, learning disabled, or environmentally deprived children may need extra training or early intervention to prepare them for learning. Early school failure or unnecessary referrals can be prevented with some extra attention in early education to bolster children’s readiness for school.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Master List of Latin Cognates

Over the years, I’ve worked steadily at engineering a vocabulary building curriculum that uses Greek and Latin word roots to help students develop the active academic lexicons they need to succeed in school. Early on, because I work with so many Spanish-speaking students, I started to work up cognate lists of words that were similar or even identical across the Romance Languages.

One of the results of that effort is this master list of Romance Language cognates. Over the summer I copied and pasted all these lists into the word root worksheets that proceed from a given root.

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.

Word Root Exercise: Morph/o

It has been very hot here in the Five Boroughs this summer. I’ve just returned from the Upstate city of Gloversville, New York, in which I conceived an interest from reading the novels of Richard Russo. It’s almost 200 miles north of my home in The Bronx, but only one degree cooler yesterday.

Here is a worksheet on the Greek root morph/o, which means form.

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.

Eric Hoffer on Fanaticism

“No so the fanatic. Chaos is his element. When the old order begins to crack, he wades in with all his might and recklessness to blow the whole hated present to high heaven. He glories in the sight of a world coming to a sudden end. To hell with reforms! All that already exists is rubbish. He justifies his will to anarchy with the plausible assertion that there can be no new beginning so long as the old clutters the landscape. He shoves aside the frightened men of words, if they are still around, though he continues to extol their doctrines and mouth their slogans. He alone knows the innermost craving of the masses in action; the craving for communion, for the mustering of the host, for the dissolution of cursed individuality in the majesty and grandeur of a mighty whole. Posterity is king; and woe to those, inside and outside the movement, who hug and hang on to the present.”

Excerpted from: Hoffer, Eric. The True Believer: Thoughts on the Nature of Mass Movements. New York: Harper & Brothers, 1951.