The threaded discussion below took place in October, 2010 (over email) at the initiative of one colleague seeking ideas from others. The focus began with the idea of challenging students' mental models and grew into a consideration of the question whether there is such a thing as unlearning (from the point of view of the brain, of human experience, and growth) and how the idea of unlearning signifies in various fields and endeavors.  In hopes of continuing and broadening participation in the conversation, we have moved it to Serendip and invite all interested to join.

From Alison, October 30:

 Empowering Learners: Spring 2010

Field Group Project Part 4:

Sarah Choyke, Candace LaCrosse,

Linnea Segan, and Alexandra Funk

As the title suggests, this handbook is about teaching assistantship at Bryn Mawr and Haverford Colleges.

Brielle C. Stark, December 11, 2009

Praxis Field-placement:

Brain and Inquiry: Praxis III Independent Study

Researcher: Brielle Stark, Bryn Mawr College '12

Research Questions:

• Are open-ended activities engaging to students?
• Do open-ended activities transfer knowledge to students?
• Is there a difference between teacher and student perceptions of open-ended activities?

Goals:

Elena Darling-Hammond

"In this entry I will discuss strategies for classroom aides. I first discuss my own experiences as and aide in an elementary special education classroom and what I learned during the process. I will then discuss ways in which I think teachers and aides can make the class room experience beneficial for all." 

Lauren Dickey

 The author discusses about her experience in one of the Teaching and Learning Partnerships at Bryn Mawr. A great example to show that a mentor can learn and teach even when he doesn't know the correct answer.