NYT - "Inflating the Software Report Card"

New York Times on technology in the classroom, this time from somewhat a negative point of view, - link to the article here.

The Trouble with Diversifying the Faculty

Dear GEDIs,

We were talking last time about discrimination and diversity so here is one text presenting a perspective on those issues in the higher education. The author is referring to inequalities related to race, sex and class.


Best regards,
Milos

Elevator Law

In undergrad I was given a project to go against the social norm.  So I chose an elevator experiment.  On an elevator it is proper procedure (if there are only 2-3 people riding) to stand on opposite ends of the elevator.  I chose to stand on the same side within 1 foot of the other passengers.  We went up 7 flights and they (I suspect they were a couple, bf & gf) tried to move to the other side of the elevator car.

Last night we discussed the rules of engagement when riding an elevator. Turns out New York Actually has a state law on elevator behavior \_o_/

http://www.divinecaroline.com/22323/99603-i-m-arrest-what-fifty-bizarre/3

The Great Debaters

As long as we are recommending books, indeed, why not recommend some movies? =)

Has anybody seen "The Great Debaters", directed by Denzel Washington. It goes right into the guts of so many issues we are discussing right now, namely the role of an educator (acc. to Freire, whom we just read) and diversity. Definitely worth checking out!

As long as we are recommending books....

....I'd like to suggest David Willingham's "Why Don't Students Like School." Though I have not yet personally read this book, I saw a keynote address by Willingham a few months ago. One of his main points ties directly into our discussion of possibly removing course content in favor of allowing students opportunities to engage with the material through critical thinking exercies.

Simply put, Willingham argues that without the content, you can't begin to think crtically. And, what seperates the "smart kids" from the "dumb kids" is ability to recall facts. We must teach facts, because recalling facts builds the base upon which criical thinking happens.

If the book is anything like the presentation, his argument is pretty convinving. It does, I think, apply more to the notion that we can simplg Google search any of the small details rather than actually memorize and learn them, but I think it can easily be applied to decisions of how much content needs to be cut from our courses.

"A whole new mind", D.H.Pink

Hi everyone,

I am reading this book called "A Whole New Mind" by D. H. Pink. I heard Dean DePauw recommending it on several occasions, so decided to finally read it. And, although, it is not directly related to teaching, students, pedagogy, etc., it does explain, to an extent, what tendencies there are and why they are taking place.

D. Pink argues that under certain geopolitical and sociological circumstances, the whole state of our mind is undergoing a change towards using more of the right side of our brain, rather than the left (if you don't know the difference, the book explains it in plentiful detail), and that, in turn, might help explain why the students we encounter are the way we are.

So, nothing major really - simply wanted to bring an interesting book to your attention.

Cheers,

Ivan

"Education isn’t magic. Education is the wisdom wrung from failure."

Dear GEDIs,

Take a look at this interesting text about pcyhological research relating brain research and learning from failure.

Bellow this, there is a lot of other interesting texts - take a look at them when you have extra time - but do not procrastinate if you were supposed to do your research! :)


Best regards,
Miloš