Roles in Education
Brain and Inquiry: Praxis III
Submitted by Brie Stark on Fri, 09/04/2009 - 5:11pmBrain 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:
Classroom Aides – how can they be most useful?
Submitted by alesnick on Thu, 08/20/2009 - 12:47pmElena Darling-Hammond
The Worst-Case Scenario Handbook: Mentor's Edition
Submitted by alesnick on Wed, 07/22/2009 - 10:53amThe Gap Between the Real World and the Academic World
Submitted by alesnick on Wed, 07/22/2009 - 10:51am
Finding Value in Uncertainty: What Happens When the Tutor Doesn't Know
Submitted by alesnick on Wed, 07/22/2009 - 10:48am
Corrupting Rationality: Exposing Emotions in Our Language
Submitted by alesnick on Wed, 07/22/2009 - 10:46am
My Ongoing Philosophical Thoughts
Submitted by Brie Stark on Mon, 07/20/2009 - 5:34pm- biology
- brain
- complexity
- Complexity in Education
- culture
- Dealing with Challenges
- diversity
- Diversity and Culture in Education
- education
- Educational Empowerment
- emergence
- feminism
- gender
- Incorporating Student Experiences
- Learning Environment
- mental health
- philosophy
- physics
- Progressive Education
- religion
- Roles in Education
- science
- story telling
- web and technology
- life spontaneity living philosophy brain thoughts thinking unconscious conscious social reality superiority hierarchy
Living Life
The Importance of Engaging Students’ Interest in their Learning
Submitted by alesnick on Mon, 05/11/2009 - 7:58pm
by Akua Peprah
Curiosity and thus learning thrive when connected to and/or emergent from contexts which are familiar and meaningful to the learner.[1]
From Teaching to Mentoring, Herman and Mandell
Unconscious and Uncomfortable Learning
Submitted by alesnick on Mon, 05/04/2009 - 2:38pmby Catherine Curry
On negotiating difference: When your goals and the learner’s goals collide
Submitted by alesnick on Fri, 05/01/2009 - 7:40pm
by Alexandra Martinez
As I walked into our partnership, Dan* opened up the internet and his email to see our lesson plan that I had attached and sent him, as we start most meetings. As he was doing this, I decided to make my move. Dan often writes to his sister and I have noticed that his typing could use improvement.
"Why don't you put your thumbs on the space bar, so we can practice using all the keys and type in a more cohesive way," I suggested.
"My hands are too big, it won't work."
"Sure it will- let's try."
