Tag Archives: professional development

Abolitionism

“Abolitionism: A term associated with protest on grounds of inhumanity and call for the abolition of: first, slavery (see, for example, the work of William Wilberforce, 1759-1833); and, more recently, prisons and imprisonment. The latter stance developed within Scandinavian criminology (see T. Mathiesen, The Politics of Abolition, 1974) but has since been taken up within wider critical criminology. Abolitionists argue that prisons are ineffective, their justification untenable, and their violations of human rights widespread. The abolitionist stance rejects reformism on the grounds that this perpetuates and legitimizes the existing system. Abolitionism proposes new responses to crime, offending, and disputes—for example, community-based alternatives to incarceration—and argues that the urge to punish and inflict pain must be challenged.”

Excerpted from: Marshall, Gordon, ed. Oxford Dictionary of Sociology. New York: Oxford University Press, 1994.

Jerome Bruner on the Importance of Reiteration

“Children rarely [are provided work in] redefining what has been encountered, reshaping it, reordering it. The cultivation of reflectiveness is one of the great problems one faces in devising curricula: how to lead children to discover the powers and pleasures that await the exercise of retrospection.”

Jerome Bruner

Beyond the Information Given: Studies in the Psychology of Knowing

Excerpted from: Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: ASCD, 1998.

A Bibliography on Electronic Screens, Child Development, and Learning from Parents Across America

If you’ve been teaching for ten years or more, you probably remember a time in your working life before smartphones became ubiquitous and turned your classroom into a battleground of wills over the presence of these devices in school. I have only one question for people who defend the presence of smartphones in classrooms: would you want your child–or any child–arriving in class every day with a smart television set and a cable modem and wireless router?

That is, of course, a rhetorical question (unless it’s not, which is very bad news indeed for this teacher). But the fact is this: we do allow smart televisions and cable modems/wifi routers when we allow smartphones in our schools. As I like to tell students, I have nothing, and I do mean nothing, that can compete with the constant stimulation, approbation, distraction, and amusement that these devices offer. What I have is material that requires prolonged attention, engagement, consideration, analysis, and, finally, deep thought. What I offer will more often than not challenge students’ views of the world–which I think is kind of the point of education, after all.

I’ve been waiting for a moment when I would have the stamina to write a lengthy essay to accompany this extended bibliography on the hazards of screens for child development and learning. I can’t summon the outrage–probably because where outrage is concerned, my well runneth dry–to add more than these few words of expository gloss to accompany this excellent document.

But I do want to thank the good people at Parents Across America for this document–and for all the excellent work they do.

Bruno Bettelheim

Bruno Bettelheim: (1903-1990) Austrian-born American psychologist, educator, and author, Bettelheim came to the U.S. in 1939 as a survivor of the Nazi concentration camps. Drawing from this experience, he wrote the widely read and influential study Individual and Mass Behavior in Extreme Situations (1943). He is best known, however, for his psychiatric work with severely disturbed children and its application to the study and education of normal children. Love Is Not Enough (1950), addressed to parents and a general readership, describes his work in his Orthogenic School for emotionally disturbed children and outlines means for meeting both children’s and parents’ needs in the modern family situation. Among his many other books are The Children of the Dream (1969), about communal childbearing in the kibbutz; A Home for the Heart (1974); and The Uses of Enchantment (1976), in which he discusses the psycho-social importance of fairy tales. Surviving and Other Essays (1979) contains diverse essays on problems in American society, on surviving under extreme duress, and on childhood schizophrenia. Freud and Man’s Soul was published in 1983, and Freud’s Vienna and Other Essays appeared in the year of his death.

Excerpted from: Murphy, Bruce, ed. Benet’s Reader’s Encyclopedia, Fourth Edition. New York: Harper Collins, 1996.

Term of Art: Experiential Learning

“experiential learning: Learning based on experiences, rather than lectures or reading. Experiential learning, also referred to as hands-on learning, can be especially helpful to students with a learning disability since it allows them to learn without being hindered by difficulties in reading or writing. An experiential approach to education and learning is based on the belief that students are more motivated and will remember concepts better when they have a direct physical experience.

Experiential learning also may have a strong basis in the nature of memory, especially for individuals with learning disabilities or attention deficit disorders. For many students, learning techniques that incorporate sight and touch are much easier for them to remember and retrieve. Evidence suggests that many individuals with learning disabilities or attention deficit hyperactivity disorder have a hard time remembering concepts, rules, and verbal information (semantic memory), while finding it much easier to remember events, people, places, and experience (episodic memory).

To some degree, experiential learning activities may provide a means of bridging those two basic forms of memory, and for enabling individuals to use strengths in one area to compensate in one area for weaknesses in another.”

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

Teaching and Learning Support: Enclose Parenthetic Expressions Between Commas

[If you would like this learning support as a Word document, just click on that hyperlink.]

Enclose parenthetic expressions between commas.

The best way to see a country, unless you are pressed for time, is to travel on foot.

This rule is difficult to apply; it is frequently hard to decide whether a single word, such as however, or a brief phrase is or is not parenthetic. If the interruption to the flow of the sentence is but slight, the commas may be safely omitted. But whether the interruption is slight or considerable, never omit one comma and leave the other. There is no defense of such punctuation as

Marjorie’s husband, Colonel Nelson paid us a visit yesterday.

or

My brother, you will be pleased to hear, is now in perfect health,

Dates usually contain parenthetic words of figures. Punctuation is as follows:

February to July, 1992

April 6, 1986

Wednesday, November 14, 1990

Note that it is customary to omit the comma in

6 April 1988

The last form is an excellent way to write a date; the figures are separated by a word and are, for that reason, quickly grasped.

A name of title in direct address in parenthetic.

If, Sir, you refuse, I cannot predict what will happen.

Well, Susan, this is a fine mess your are in.

The abbreviations etc., i.e., and e.g., the abbreviations of academic degrees, and titles that follow a name are parenthetic and should be punctuated accordingly.

Letters, packages, etc., should go here.

Horace Fulsome, Ph.D., presided.

Rachel Simonds, Attorney

The Reverend Harry Lang, S.J.

No comma, however, should separate a noun from a restrictive term of identification.

Billy the Kid

The novelist Jane Austen

William the Conquerer

The poet Sappho

Although Junior, with its abbreviation Jr., has commonly been regarded as parenthetic, logic suggests that it is, in fact, restrictive and therefore not in need of a comma.

James Wright Jr.

Nonrestrictive relative clauses are parenthetic, as are similar clauses introduced by conjunctions indicating time or place. Commas are therefore needed. A nonrestrictive clause is one that does not serve to identify or define the antecedent noun.

The audience, which had at first been indifferent, became more and more interested.

In 1769, when Napoleon was born, Corsica had but recently been acquired by France.

Nether Stowey, where Coleridge wrote The Rime of the Ancient Mariner, is a few miles from Bridgewater.

In these sentences, the clauses introduced by which, when, and where are nonrestrictive; they do not limit or define, they merely add something. In the first example, the clause introduced by which does not serve to tell which of several possible audiences is meant; the reader presumably knows that already. The clause adds, parenthetically, a statement supplementing that in the main clause. Each of the three sentences is a combination of two statements that might have been made independently.

The audience was at first indifferent. Later it became more and more interested.

Napoleon was born in 1769. At that time Corsica had but recently been acquired by France.

Coleridge wrote The Rime of the Ancient Mariner at Nether Stowey. Nether Stowey is a few miles from Bridgewater.

Restrictive clauses, by contrast, are not parenthetic and are not set off by commas. Thus,

People who live in glass houses shouldn’t throw stones.

Here the clause introduced by who does serve to tell which people are meant; the sentence, unlike the sentence above, cannot be split into two independent statements. The same principle of comma use applies to participial phrased and to appositives.

People sitting in the rear couldn’t hear. (restrictive)

Uncle Burt, being slightly deaf, moved forward, (non-restrictive)

My cousin Bob is a talented harpist. (restrictive).

Our oldest daughter, Mary, sings. (non-restrictive)

When a the main clause of a sentence is preceded by a phrase or a subordinate clause, us a comma to set off these elements.

Partly by hard fighting, partly by diplomatic skill, they enlarged their dominions to the east and rose to royal rank with the possession of Sicily.”

Excerpted from: Strunk, William Jr., and E.B. White. The Elements of Style, Fourth Edition. New York: Longman, 2000.

Daniel Willingham on Circularity and Hermeneutics

Most of us have this experience at one time or another. You consult a dictionary to get a word definition, perhaps ‘condescending.’ The dictionary defines it as ‘patronizing,’ which is no help because you don’t know the meaning of that word, either. So you look up ‘patronizing’ and find that it is defined as ‘condescending.’

That’s an example of a circular definition, and it’s kind of funny, especially when it happens to someone else. But wait a minute…. Words seem defined by their features (watermelon is the red-on-the-inside, juicy, sweet, fruit), but how are the features defined? By other words. So doesn’t the model amount to a bunch of circular definitions, even if the circles may be bigger than the condescending-patronizing loop.

The way out of this problem is to consider the possibility that some representations are grounded. That means that some mental concepts derive meaning not from other mental concepts, but more directly from experience. For example, perhaps the definition of red is not rooted in language. Indeed, if you look up ‘red’ in the dictionary, the definition is pretty unsatisfying. Perhaps the mental definition of red should be rooted in the visual system; when you see the word ‘red,’ its referent is a memory of what it’s like to actually see red.

In the last twenty years, much evidence has accumulated that some representations are grounded—they are defined, at least in part, by our senses or by how we move. For example, when you read the word ‘kick,’ the part of your brain that controls leg movements shows activity, even though you’re not moving your leg. And the part of your brain that controls mouth movements is active when you read the word ‘lick,’ and that which controls finger movements is active when you read ‘pick,’ Part of the mental definition of kick, lick, and pick is what it feels like to execute those movements.

Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.

Etruscan

“Etruscan: Ancient language in an area of Italy to the north of Rome, attested by inscriptions from around 700 BC, until extinguished by Latin. Not genetically related to any language any better documented; hence only partly and insecurely understood. Written in an alphabet derived from that of Greek and itself one source of the Roman.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

Term of Art: Affective Education

“affective education: schooling that helps students deal with their emotions and values. This term is used to distinguish such schooling from cognitive education, which refers to academic knowledge and studies. Some would argue that the two are actually intertwined and that affective education increases students’ readiness to learn by addressing their emotional problems.”

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

A Lesson Plan on Psychiatrists and Psychologists

If you want or need to help students differentiate between psychiatrists and psychologists, this lesson plan on the subject along with its short reading and vocabulary-building and comprehension worksheet might serve your purpose. And if you think longer versions of these documents (i.e. more vocabulary words and a few more questions) might be better, you’ll find them under this hyperlink.

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.