In schools of antiquity, according to Alfred North Whitehead, philosophers aspired to impart wisdom. In modern colleges, our humbler aim is to teach subjects. The drop from divine wisdom, which was the goal of the ancients, to textbook knowledge of subjects, which is achieved by the moderns, marks an educational failure, sustained through the ages. He defines wisdom as the way in which knowledge is held. The ways in which we hold our knowledge is the subject of these essays. It is a subject too little pursued in the corridors of education where the concern today resides with the data rather than the import of the knowledge we pursue. The goal of every teacher, regardless of the level taught, is to think about the knowledge they teach and how it informs and expands the ways in which we live. Without this kind of oversight, we fall into the mere mechanics of instruction, failing to press it beyond the bounds of ordinary thought.
Find the next step in your zentangle journey, with even more step-by-step techniques and beautiful inspirational drawings! An exciting and in-depth follow up to One Zentangle A Day, Beckah Krahula guides you along with her sure-footed instruction and beautiful examples as she shows you how to take tangle drawing to the next level. From florals and organics to journal drawings and cityscapes, all kinds of experimentation are explored. Gain deeper insights into how tangles can be combined to create more complex and realistic forms, how to use contour and shading, how to work with midtoned papers by adding highlights and shadows, how to use introduce color-based media, how to integrate mixed-media techniques, and how to work on various surfaces. With Tangle Journey, get ready to progress in your knowledge, skill and relaxation!
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
This volume examines the development and growing use of online student ratings and the potential impact online rating systems will have on the future of students’ evaluations of teaching. The contributors demonstrate how the preference for online evaluation is growing, even amidst challenges and doubt. Sharing their first-hand experience as researchers and administrators of online systems, they explore major concerns regarding online student ratings and suggest possible solutions. D. Lynn Sorenson and Christian M. Reiner review existing online-rating systems that have been developed independently across the globe. Kevin Hoffman presents the results of a national survey that tracks the increased use of the Internet for student ratings of instruction. At Northwestern University, Nedra Hardy demonstrates how ongoing research about online student evaluations is helping to dispel common misperceptions. Application of online rating systems can present institutions with new challenges and obligations. Trav D. Johnson details a case study based on five years of research in the response rates for one university’s online evaluation system and suggests strategies to increase student participation. Reviewing online reporting of results of online student ratings, Donna C. Llewellyn explores the emerging issues of security, logistics, and confidentiality. Other chapters explore existing online systems, highlighting their potential benefits for institution and instructor alike. Beatrice Tucker, Sue Jones, Lean Straker, and Joan Cole analyze Course Evaluation on the Web (CEW), a comprehensive online system for instructional feedback and improvement. Cheryl Davis Bullock reviews the Evaluation Online (EON) system and its successful role in facilitating midcourse student feedback. The fate of online rating may rest in the unique advantages it may – or may not – have over traditional ratings systems. Debbie E. McGhee and Nana Lowell compare online and paper-based methods through mean ratings, inter-rater reliabilities and factor structure of items. Comparing systems from another angle, Timothy W. Bothell and Tom Henderson examine the fiscal costs and benefits of implementing an online evaluation system over paper-based systems. Finally, Christina Ballantyne considers the prominent issues and thought-provoking ideas for the future of online student ratings raised in this volume. Together, the contributors bring insight and understanding to the processes involved in researching and initiating innovations in online-rating systems. This is the 96th issues of the quarterly journal New Directions for Teaching and Learning.
