101 Excellent Sites for English Educators

August 31, 2012 § Leave a comment

101 Excellent Sites for English Educators
http://www.goedonline.com/101-websites-for-english-teachers#.UDVTNPm4fu4.twitter

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Quotes of the Week, August 27 | 21k12

August 28, 2012 § Leave a comment

Quotes of the Week, August 27 | 21k12
http://21k12blog.net/2012/08/27/quotes-of-the-week-august-27/

Essay Fodder from “Mountains Beyond Mountains”

August 27, 2012 § Leave a comment

“‘Countries with the steepest grades of inequality and the greatest poverty have the biggest AIDS problems, and I’m sure Professor Montagnier would agree that while cofinfections are important cofactors, they’re not as important as these.  We need to erase social inequalities, and very few countries have done that.’ He closed in one of his favorite ways, by quoting a peasant.  ‘A woman in Cange said to me, ‘You want to stop HIV in women? Give them jobs.’

By now I felt I was getting a sense of how Farmer put together experience and philosophy.  In trying to control TB and AIDS in the central plateau, he had ended up wrangling, not much with third world myths, like beliefs in sorcery, but usually first world ones, like expert theories that exaggerated the power poor women had to protect themselves from AIDS.  This was Cuba, of course, the hemisphere’s small, lonely iconoclast” (Kidder 199). 

” ‘That feeling has the disadvantage of being … wrong …  The polite thing to say would be, “You’re right.  It’s a parallel universe. There really is no relation between the massive accumulation of wealth in one part of the world and abject misery in another.”‘ He looked at me.  He’d made me laugh.  ‘You know I’m being funny about something serious,’ he said. 

I felt as if for that moment I could see a little way into his mind.  It seemed like a place of hyperconnectivity. At moments like that, I thought that what he wanted was to erase both time and geography, connecting all parts of his life and tying them instrumentally to a world in which he saw intimate, inescapable connections between the gleaming corporate offices of Paris and New York and a legless man lying on the mud floor of a hut in the remotest part of remote Haiti. Of all the world’s errors, he seemed to feel, the most fundamental was the ‘erasing’ of people, the ‘hiding away’ of suffering. “My big struggle is how people can not care, erase, not remember.”

Embracing a continuity and interconnectedness that excluded no one seemed like another of Farmer’s peculiar liberties.  It came with a lot of burdens, of course, but it also freed him from the efforts that many people make to find refuge and distinction from their pasts, from the mass of their fellow human beings” (Kidder 218-219). 

 

Article: eNotations: Produce Your Own Critical Edition In Class

August 27, 2012 § Leave a comment

eNotations: Produce Your Own Critical Edition In Class
http://chronicle.com/blogs/profhacker/enotations-produce-your-own-critical-edition-in-class/41820

“Can stu­dents pro­duce their own learn­ing con­tent? Cathy David­son(@cathyndavidson) thinks so, and has been chal­leng­ing edu­ca­tors to make this hap­pen. Last semes­ter I mod­est­ly attempt­ed answer her call by ask­ing my stu­dents to cre­ate their own anno­tat­ed crit­i­cal edi­tion of a lit­er­ary text. This assign­ment was part of a “Lit­er­ary Research” sem­i­nar, a gate­way course that intro­duces stu­dents to research method­olo­gies for the lit­er­a­ture major. One of its ped­a­gog­i­cal goals is to train stu­dents to rec­og­nize how the crit­i­cal recep­tion of a text changes over time.”

Article: Five Reasons to Think About How You Work

August 27, 2012 § Leave a comment

Five Reasons to Think About How You Work
http://chronicle.com/blogs/profhacker/five-reasons-to-think-about-how-you-work/42004

“Why think about pro­duc­tiv­i­ty sys­tems at all? Why try to think about ways we can be more pro­duc­tive? Doesn’t that imply we’re not doing enough, or that we’re wast­ing time?

Most peo­ple I know are pret­ty busy, and in fact find them­selves bur­dened more and more each year by ever-expanding, often non­sen­si­cal expec­ta­tions that have lit­tle to do with the core aca­d­e­m­ic mis­sions of teach­ing and research, or with gov­er­nance. More­over, decades of the aggres­sive defund­ing of pub­lic high­er edu­ca­tion has usu­al­ly meant that this expand­ing amount of work has been done by fewer resources and by fewer peo­ple.”

Article: TAKING NOTES IN A DIGITAL AGE–SOMETHING FOR THE INTENTIONAL TEACHER TO THINK ABOUT

August 27, 2012 § Leave a comment

TAKING NOTES IN A DIGITAL AGE–SOMETHING FOR THE INTENTIONAL TEACHER TO THINK ABOUT
http://www.notyourfathersschool.org/2012/08/taking-notes-in-digital-age-something.html

“The other day I heard a teacher won­der whether it was okay to ask stu­dents in a dig­i­tal class­room—that is, a class­room in which every kid is pack­ing a lap­top—to keep notes in a paper note­book.

That’s a heck of a good ques­tion, get­ting at the heart of how we learn, how we orga­nize incom­ing infor­ma­tion, how we process this, and how we keep track of con­tent and ideas we need to keep track of.”

Article: 7 Mobile Apps Students Can Use to Never Lose Handwritten Notes Again

August 27, 2012 § Leave a comment

7 Mobile Apps Students Can Use to Never Lose Handwritten Notes Again
http://www.freetech4teachers.com/2012/08/7-mobile-apps-students-can-use-to-never.html

Try one or all of these seven apps if you have stu­dents that pre­fer to hand­write their notes or if you pre­fer to hand­write your notes, but you’re wor­ried about those notes get­ting lost. 

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