Reflect-Re-reflect and Re-Reflect…and Re-Reflect

Students who learn together in pairs can accomplish great things: as a pair, they can be more creative, more flexible, and can push each others’ ideas further. Partner learning (called Havruta, starting back in the ancient Jewish Yeshivas, and continuing to this day) is the original crowd-sourcing! A crowd of 2! But chevruta can also […]

Teaching About Israel/Palestine During Complicated Times: Using the QOL Wheel

Says the author:

Taking the risk of being with each other, breathing a sigh of relief when we know we are safe with each other, and then getting on with the business of being normal, nice people — except that for each of us here in Jerusalem right now, every normal, nice interaction that would be forgotten in a second if we were living in normal days — [all this] is now taken into the heart as a little, precious sign that all may not be lost, and that faith between [people] may yet prevail.

Projects: make classwork like a little project, and projects like big classwork. But cooler.

In class planning, too often I see (and have written) projects with high stakes based on skills that have never been practiced in class.

This is not to say that we shouldn’t be planning awesome projects. One of the five things I remember from High School was a mythology project, wherein I created an epic radio drama. Did it contain computerized music, voices, hilarious non-sequiturs, and scraps of information from class? Yes.

Did I use it to bring learning I’d been doing all semester to the next level?


Teaching Writing Part 3: Best Practices for Encouraging Revisions – and Streamlining the Process

Students learn that teachers grade work with a desirable grade when they “like” it. And that is a dangerous but understandable conclusion for students to draw. It is counterproductive to the meta-goal of learning how to take criticism for the benefit of the product – and it teaches that setback is bad. Unlikable. Yucky.