CALL FOR SUBMISSIONS: “You Don’t Look Like a Professor:” Insights into Effective Teaching & Learning from Women, Marginalized, and Underrepresented Faculty. A new anthology of evidence-based inspiration and practical pedagogy, edited by Jessamyn Neuhaus.
We analyzed some of the most popular social studies textbooks used in California and Texas. Here’s how political divides shape what students learn about the nation’s history.
📑 Highlights and Annotations
Conservatives have fought for schools to promote patriotism, highlight the influence of Christianity and celebrate the founding fathers. In a September speech, President Trump warned against a “radical left” that wants to “erase American history, crush religious liberty, indoctrinate our students with left-wing ideology.” ❧
I can’t help but think here about a recent “On The Media” episode A Civilization As Great As Ours which highlighted changes in how history is taught in India. This issue obviously isn’t just relegated to populist India.
Annotated on January 12, 2020 at 11:22AM
Pearson, the publisher whose Texas textbook raises questions about the quality of Harlem Renaissance literature, said such language “adds more depth and nuance.” ❧
If they wanted to add more “depth and nuance” wouldn’t they actually go into greater depth on the topic by adding pages instead of subtly painting it such a discouraging light?
But Texas students will read that some critics “dismissed the quality of literature produced.”
Annotated on January 12, 2020 at 11:27AM
Publishers are eager to please state policymakers of both parties, during a challenging time for the business. Schools are transitioning to digital materials. And with the ease of internet research, many teachers say they prefer to curate their own primary-source materials online. ❧
Here’s where OER textbooks might help to make some change. If free materials with less input from politicians and more input from educators were available. But then this pushes the onus down to a different level with different political aspirations. I have to think that taking the politicization of these decisions at a state level would have to help.
Annotated on January 12, 2020 at 11:30AM
How Textbooks are Produced
- Authors, often academics, write a national version of each text.
- Publishers customize the books for states and large districts to meet local standards, often without input from the original authors.
- State or district textbook reviewers go over each book and ask publishers for further changes.
- Publishers revise their books and sell them to districts and schools. ❧
This is an abominable process for history textbooks to be produced, particularly at mass scale. I get the need for broad standards, but for textbook companies to revise their books without the original authors is atrocious. Here again, individual teachers and schools should be able to pick their own texts if they’re not going to–ideally–allow their students to pick their own books.
Annotated on January 12, 2020 at 11:33AM
“The textbook companies are not gearing their textbooks toward teachers; they’re gearing their textbooks toward states,” she said. ❧
And even at this they should be gearing them honestly and truthfully toward the students.
Annotated on January 12, 2020 at 11:39AM
Guidance on planning classroom instruction.
What if the early Web adopters in higher education had imagined Domain of One’s Own instead of Course in a Box? Why didn’t they?
On Friday, 12 August 2016, Martha Burtis gave one of two closing keynotes at the Digital Pedagogy Lab Institute held at the University of Mary Washington. Below is the text of her talk; the audio above is edited from the video recording of that morning’s keynotes.
She does make some great points about how uncreative things can be with the sterile big box LMS solutions. School administrations shouldn’t be trying to coop everyone up in neat tidy little boxes. As much as they may want to “disrupt” the space and make things better, easier, cheaper, and more streamlined, limiting creativity and innovation is the surest way to not get there.
Originally bookmarked on December 17, 2019 at 01:35AM
Not only is Lynne Kelly the author of several books on memory, but she is a highly skilled researcher, science educator, author and memory competitor.
Most known for her theory about Stonehenge’s purpose, she has also contributed to work in popular science and is a promoter of skepticism.
Lynne’s critical thinking and contributions to such a wide range of science subjects has led to awards from the Royal Zoological Society of South Wales among others. As a memory expert, Lynne Kelly is that rare practitioner who takes on large learning projects and shares the journey in addition to attending memory sport activities.
- The real reason why stores play such upbeat, catchy music.
- Why outdoor Memory Palaces can be so helpful for memory retention.
- The benefits of “setting aside” time for memory training versus incorporating practice into everyday life.
- How vivid, violent, or vulgar imagery can bring abstract concepts to life.
- Why “rapscallions” are useful memory tools and not just mischievous little creatures.
- How art can help you remember more in a Memory Palace.
- The pros and cons to living with aphantasia.
- The key to using hooks and layering to create dynamic visuals.
- How to “dialogue” with your memory aids.
- Why we should encode using music and places for maximum mental skill (and possible mental health) benefits.
- The usefulness of memory techniques for school aged children and their long-term effects.
- The secret to overcoming “ghosting” when using memory techniques.
There’s an interesting segment on aphantasia and post traumatic stress disorder (PTSD) in the middle here. I’d definitely be interested in looking into the research on aphantasia more. There’s also some more material here on memory methods for education (compared with other interviews with Dr. Kelly). She does use a physics example on force and the idea of push/pull with respect to Star Wars which I’ve heard her mention before.
Originally bookmarked on December 07, 2019 at 01:11PM
There are always lessons to be learned.
I’m committed to playing the long game of learning, rather than the short game of schooling. ❧
–December 10, 2019 at 06:55AM
These types of literacies are really important to explore.
53 °F broken clouds
Tomorrow at 12 PM Eastern/ 9 AM Pacific I’ll be be hosting a Connected Courses discussion that will explore the IndieWeb movement as a people-centered response to the corporate web. How do core IndieWeb principles such as owning your content, remaining better connected, and redefining control online intersect with the values of connected learning? Take a bit of time tomorrow and join myself, Mikhail Gershovich, Ben Werdmuller, Erin Jo Richey, and Simon Thomson to find out more.
[Withknown is] the posterchild of the IndieWeb.
— Jim Groom
I’ll agree that it is pretty darn awesome!
Some slight rephrasings from Ben in the video that I thought were spot on:
IndieWeb: allowing people to connect online without caring about what platforms or services they’re using.
IndieWeb puts the learner first. The LMS, which primarily serves an administrative function, should not be the center of the process.
Fleming College faculty (and anyone else who’d like to add!) are building a community patchwork of ‘chapters’ into a quasi-textbook about pedagogy for teaching & learning in college. This space is that work in progress. Each patch of the quilt/chapter of the book (let’s call it a patch book) will focus on one pedagogical skill and be completed and published by an individual faculty member. Wherever possible, we’d like to have the student perspective embedded in the work as well.
I want to hear it from them. The Open Faculty Patchbook is an ongoing collection of stories by post-secondary educators about their teaching. It was meant to serve as a community collaboration of how-to-teach tips and tricks that can be patched together to form a sort of manual on how to teach. What...
When you worry students won’t understand an assignment, the answer is often not to add more instructions, but to take instructions away.— Jesse Stommel (@Jessifer) November 14, 2019
A rainbow handful of carrots graces the cover of Peter Hertzmann’s new book. But, as I discovered when I spoke to Peter, you can’t judge a book by its cover. Or even, apparently, by its title: 50 Ways to Cook a Carrot. Because although all the methods (not recipes!) feature carrots in one form or another, they’re intended to offer techniques that, Peter insists, you can apply to many other vegetables, fruits, and even meat and fish.
There is, indeed, much to be learned from the book, even for an experienced cook, and I have already successfully applied one of the methods to some leeks. The UK edition of the book, published by Prospect Books, is available now, but it won’t be available in the US for a couple of months. However, Prospect kindly agreed to send a copy to one lucky winner.
Next Monday (28 October) I will pick someone at random from all of those who subscribe to Eat This Newsletter. If you’re already a subscriber, you don’t need to do anything, although I would appreciate if you spread the word and thereby diminish your own chances. If you’re not a subscriber, do sign up now, and feel free to diminish your chances too by persuading friends to sign up.
I have to say that I whole-heartedly agree with Peter Hertzmann’s view of cooking pedagogy. It’s NEVER about the recipe, instead it’s all about the method. If you have the knowledge of the methods of cooking and know some ingredients then you’re set. Now of course when it comes to baking and a few other small sub-areas then having the proper ratios of ingredients becomes useful too. The rest is just taking the science of cooking and bring it up to the sublime level of art.
I’ve got a copy of the book on pre-order for it’s release on January 14, 2020 and based on Jeremy’s interview I suspect it’ll take up residence on the shelf right next to McGee’s On Food and Cooking and Ruhlman’s Ratio.
Asking questions in conversation has become problematic. For example, try saying this out loud: “I wonder when Martin Luther King was born?” If you ask that online, a likely response is: “Just Google it!” Maybe with a snarky link: http://lmgtfy.com/?q=when was martin luther king born? https:...
Without much critical examination, teachers accept they have to grade, students accept being graded, and none of us spend enough time thinking about the why, when, and whether of grades.
At the June 4 meeting of the Tackling a Wicked Problem instructors group, we were asked to develop an action plan to lay out things we need to learn about and/or do between now and our next meeting on July 30. Here is my action plan.