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Judith Lucas-Odom's picture

What We Have Done!

Submitted by Judith Lucas-Odom on Mon, 05/30/2011 - 8:50pm

This was an exciting year for inquiry.  My students and I took what we learned this summer and included it from the first day of school.  My students became out of the box thinkers and they were able to look at old ideas in new ways.

Believing and Doubting



Anne Dalke and Alice Lesnick
"Believing and Doubting"

A Session in Honor of Paul Grobstein,
skeptic and believer

Living Our Heritage:
Seeking Equality Through Education
Conference of the Friends Association of Higher Education
Bryn Mawr College

alesnick's picture

Agency Journal Compilation and Reflection

Submitted by alesnick on Tue, 05/24/2011 - 9:55pm

Hallie Garrison

Empowering Learners

 

This student reflects on the entires she wrote in her agency journal for the Empowering Learners course.

alesnick's picture

Applying for Success

Submitted by alesnick on Tue, 05/24/2011 - 9:46pm
See video

Hallie Garrison

Empowering Learners

 

 As the subtitle of this essay says, "Can college students effectively navigate the intricacies of mentoring high-risk youth?

 

See video
alesnick's picture

Dialogue—Communicating Disapproval with Students: A Spin-Off Piece in Response to On Becoming an Effective Praiser

Submitted by alesnick on Tue, 05/24/2011 - 9:30pm

Amanda Fernandez

Empowering Learners

 

Fernandez shows deep thinking in her piece about how to appropriately convey disapproval to students.

alesnick's picture

Cross-Cultural Connections in the ESL Classroom: Forging Respect and Shattering Societal Barriers

Submitted by alesnick on Sat, 05/21/2011 - 11:02pm

Riley Diffenderfer

Empowering Learners

 

 The author responds to an earlier paper in this handbook, focused on transcending cross-cultural barriers in mentorship and teaching.

leamirella's picture

An Ethnography: The ‘Talking Head’ Video as a Form of Text

Submitted by leamirella on Thu, 05/19/2011 - 7:50pm

An Ethnography: The ‘Talking Head’ Video as a Form of Text


This paper builds upon my last paper for this class ‘My Experiment’ which took the form of a glog-and-video combination that tested out how my own personal learning as well as the learning of my audience is affected by the medium through which I presented my paper. Conversations were sparked after I published this paper to the class’ Serendip site and this paper is part, my own ‘lived experience’ and observations of user behaviours and part analysis of processing and learning from the ‘talking head’ videos that have grown in popularity over the video-sharing website, YouTube.

Oak's picture

Reading Like a Computer

Submitted by Oak on Thu, 05/19/2011 - 5:22pm

This is an analysis of a project I did for my class Intro to Data Structures. This analysis is supposed to examine the ways in which computer reading and processing of information is different from human reading and processing of information.

I will be examining three components of the game: the game file I created, which contains simply formatted information about the different aspects of the particular game; the game engine, which takes information out of any game file, processes it, and presents it as a game; and the way the game presents itself to and is used by the player. I have included Wordles of each of these components, as well as sample screenshots of the text, in order to help the reader understand them.

The Wordle of the game file:

How do organisms use energy?

Enzymes convert substrates to product

This analysis and discussion activity introduces students to the basic principles of how organisms use energy.

Students learn that, in cellular respiration, glucose is one input for reactions that provide the energy to make ATP. The hydrolysis of ATP provides the energy for many cellular processes.

Students apply the principles of conservation of energy and conservation of matter to avoid common errors and correct common misconceptions.

The Student Handout is available in the first two attached files and as a Google doc designed for use in distance learning and online instruction. The Teacher Notes, available in the last two attached files, provide instructional suggestions and background information and explain how this activity is aligned with the Next Generation Science Standards.

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Remote Ready Biology Learning Activities

Scanning electron microscope image of SARS-CoV-2

Remote Ready Biology Learning Activities has 50 remote-ready activities, which work for either your classroom or remote teaching.

Narrative is determined not by a desire to narrate but by a desire to exchange. (Roland Barthes, S/Z)

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