Alrighty. I usually steer clear of myself on this blog, but I've been blog-tagged with the "five things" meme by my friend Sophia and couldn't resist. So here goes:
1. When I play a musical instrument, I "see" notes as colours: A = white; B = orange/brown; C = yellow; D = blue; E = red; F = brown; G = green. Sharps and flats are different intensities of their "parent" colour; for the musicians out there, I read sharps/flats as Ab, Bb, C#, Eb, F#. I was never taught this and have no idea how common this is. [Edit: Turns out it's a form of synesthesia.]
2. I enjoy being creeped out. This can manifest in a variety of ways: film, music, visual art, literature, or the occasional feeling of déjà vu. I draw the line at food, however.
3. I'm a student of Theravada Buddhism.
4. I am attracted to wide, open spaces, and have a desire to ride the rails across the North American prairies.
5. My career has been, and continues to be, devoted to water, but I've never learned to swim.
Rather than tag five other bloggers (which suggests a chain letter, which isn't my style), I'm issuing an open invitation to any who also wish to navel-gaze. The comments are yours, brother and sisters.
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Reporting from the Technology, Reading & Learning Diversity Conference, Anne Davis reflects on giving language to the process of comprehension; by defining and describing the process, students can better understand how best to develop their comprehension strategy. She writes: • When you are deeply engaged the world around you disappears. In order to make the dimensions of understanding come alive, teachers should: • Model — This translates into you sharing with your students about times you were intensely involved with learning and what triggered you to push those understandings further. Share the details. Did you happen to be studying something at the time that was an area in which you were passionately interested? What made you want to dig deeper? Did it lead you to more understandings? In a companion post, Anne describes strategies for making this dimension come alive in the classroom: • Set aside some chunks of class time for focused, silent work in which students can concentrate on more deeply understanding one idea – when they have time to listen to themselves think and consider subtleties rather than rushing to memorize the next thing. Anne repeatedly mentions the importance of finding/allowing time to listen to our thinking and to reflect on ideas, a concern that Dave Pollard comments on in this recent post. |
Some thoughts on teaching, learning, and the process of communication. Posts on these pages are collected under the following categories:
Ambience: a grab-bag of words, sounds, and pictures. Projects: completed works and works-in-progress. School: items of educational interest.
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