education

 

What is Idaho too great for?

Dawn Hathaway

November 14, 2008

Critical Feminist Studies

Professor Anne Dalke

Architecture Reveals the Aspirations of its Creator

The trick is to focus not on what people can't agree on, nor on what they can agree on, but rather on issues/questions/problems that have the potential to generate ways of thinking that no one has thought before. 

More to come on where that thought came from, and what its useful for .... 

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Encouraging article in the NY Times yesterday: "A Teacher on the Front Line as Faith and Science Clash." Yes, there are ways to avoid drawing lines in the sand, to work productively across (even because of) divides.

"I don't expect you to 'believe' the scientific explanation of evolution ... I do expect you to understand it" ... David Campbell, high school teacher, Florida.

" ... there's a difference beween thinking something is interesting and believing it" ... Doug Dougherty, student in Campbell's course.

The Brain and Behavior Institute actually helped me to put myself in the position of my students and experience how it feels to be a student in a classroom with the Inquiry mode of learning. Most of the learning experiences we had were done through questioning and one form of hands-on activity or the other. On several occasions when the topic for the week or even the day was being introduced using the lecture mode, I feel very impatient waiting for the time we are going to be doing related activities on the subject. This is the situation with our students. They can’t wait to do something hands-on (Kinesthetic learners) or watch a video/teacher demonstration (visual learners) in order to enhance their learning.