Engaging Minds: Cultures of Education and Practices of Teaching

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Paul William Eaton profpeaton. Search Search. References Braxton, J. Inventions of teaching: A genealogy. Like this: Like Loading Leave a Reply Cancel reply Enter your comment here Fill in your details below or click an icon to log in:.

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Avi Sion. Andrea Luz. Apolo Imon. Prithi Usha Rao. At the same time, however, we refuse to reduce these principles to recipes and procedures. Instead, there is advice that we feel renders such technocratic formulations problematic. Lest we be misinterpreted here, our suggestion is not that lesson plans and management strategies are bad things. Quite the contrary, none of us has ever entered a classroom without some specific preparation and some well-honed abilities to organize learning. Rather, our point is that such worries are often born of and sustained by particular, fragmented beliefs about what it means to teach.

A more complex, ecologically minded attitude toward teaching, we suggest, prompts different emphases, ones that elaborate without denying concerns for technical com- petency. Our point, then, is that lesson planning, classroom management, and so on cannot be considered as isolated topics.

By way of illustration, a classroom activity that permits learners to adapt the task to their specific levels of understanding would mitigate the needs to remediate slow learners and to otherwise occupy advanced learners — which is to say, many management problems derive from planning strategies that are too rigid for the diversity that is present among any group of learners.

Similarly, lesson planning is an immense worry if teaching is understood to be a performance, rather than a matter of enabling learn- ing. Our refusal to treat such intertwined matters as Weaves and Texts The word text derives from the Latin other hand, we understand language to be textura web which, in turn, comes from an evolving form and texts to be woven the Latin verb, texere to weave.

Book Notes; Engaging Minds | Perception | Memory

In spite of appearances, then, the ogy that has to do with one of the major written word is never really static, never criticisms of conventional academic work. Understood as reliant on the printed text In this text, we use a number of strate- — which is sometimes seen as a unified, gies to underscore these points. For in- relentlessly linear, straightforward, uncom- stance, our five chapters are each divided promising genre — such writings are of- into three parallel sections in a manner that ten condemned as limited and limiting.

On the one tal and vertical strands of a weave. As well, hand, we do see a problem with the rigidly we have inserted side notes and inset boxes linear rational argument that was so pow- to highlight points, to elaborate, and to oth- erfully enabled by the written word.

Why teachers teach but kids don’t learn - Ben Richards - [email protected]

On the erwise prevent the illusion of a linear read. Opening Words 15 isolatable is thus not a denial of their importance, but an attempt to highlight the complexities of learning and teach- ing. In effect, this section represents our attempt to shift the focus onto the broader web of thought in which various ideas have come to form while providing direction to those readers inter- ested in more fully developed discussions of the issues at hand.

The book is not intended to be read from start to fin- ish. Chapters can be considered in any order, as can their sections. We have, in fact, inserted deliberate interruptions to the flow of the text, in the forms of margin notes and in- set boxes. These moments are intended as much to inter- rupt the linearity of the writing as they are to highlight and elaborate particular points in the text.

That is, to the extent possible, we have attempted to present a resource that, true to the origin of the word text, is a weave, a web of relationships.

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