A colleague who's been teaching for many years found this video the other day and thought it was the best thing she'd ever encountered for teaching thesis-writing. It would likely be useful for anyone teaching English Language Arts from grade 9-12. Check it out!
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This video is a couple of years old but I just found it today and got really excited because it elaborates (much more effectively) onmy previous post about "the white (heterosexual, able-bodied) male story." My husband and I visited The Disney Family Museum on Monday, and I had watched The Lion King on Saturday, so thoughts about the subtexts of kids' movies were fresh in my mind. I, like Stokes, find it interesting that the most recent movies feature males using force to dominate, and agree that we need to show our boys masculinity that still challenges patriarchy. I also liked his point that we need to provide children with more role models of wisdom and leadership than of warriors. As a bit of a side note, I also wanted to mention the issue of age demographics. Many of the stereotypical male stories also feature boys or men-under-forty; elderly figures are normally missing or play minor roles that are either stereotyped or parodied (much like POC). Again, this is another reason I enjoyed OITNB, especially season 2: there was considerable time spent on sharing the lives of older, even dying, women. Here's a video done on a wonderful professor of mine. They also interviewed me and took a little snippet from that (fun!). I wish I could have Jane as a shoulder angel to accompany me into all of my future teaching. I so appreciate her down-to-earth approach and the way she challenges the rhetoric, buzzwords, and trends within education. I always leave her classes with more questions than answers, but also more peace, hope, and joy. This is a very thought-provoking talk that fits nicely with my current courses on problem-solving through comm tech and philosophy of tech in education. McCandless' discussion on visualization and on 'data as the new soil' reminded me a lot of Marshall McLuhan's notions of how the literate culture (the age of writing) is dominated by the eye (also reinforced by the coloured visualization of 9:20) and of his concepts of 'rootedness' and the need to examine the soil from which we are growing as human beings (i.e., how has technology changed the soil makeup? how does that affect our senses and ways of understanding?). I agree that I, too, find myself longing for large chunks of written text to be converted (compressed) into an image/diagram and am relieved when this happens. I think this longing goes hand-in-hand with the speediness of vision. On Friday, I attended Talking About Teaching - Disrupting Your Regular Teaching Program and Harold Jansen spoke about his experience of flipping his classroom by creating and posting YouTube videos and corresponding with students via Twitter. I've read and watched a number of things about flipping classrooms using online resources like Khan Academy, and about the trend toward MOOC at the university level, and I'm trying to get a sense of if/how I might use a class website, YouTube, and Twitter to extend learning to my students outside of the physical classroom as well as normal school hours. I'm hoping to be able to participate in his focus group to learn more. While it has potential to benefit all students, the main students that come to mind are:
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