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A Diagram Of 21st Century Pedagogy -

A Diagram Of 21st Century Pedagogy - | Resources | Scoop.it

he modern learner has to sift through a lot of information.

That means higher level thinking skills like analysis and evaluation are necessary just to reduce all the noise and establish the credibility of information.

 

There is also the matter of utility. Evaluating information depends as much on context and circumstance as it does the nature of the data itself. The essay full of fluff may distill quite nicely down to a 140 character tweet. A trivial fact about governments may appear useless in a research paper on the 3 branches of government, but could find utility in a project-based learning artifact on the evolution of government systems worldwide.


Via Rob Hatfield, M.Ed.
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Rob Hatfield, M.Ed.'s curator insight, November 9, 2013 5:02 AM

This is a nice review map of 21st Century pedagogy.

Dr. Kimberly Hurns's curator insight, November 10, 2013 9:27 AM

#teaching

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Center for Teaching Excellence at Texas Christian University

Center for Teaching Excellence at Texas Christian University | Resources | Scoop.it
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TCU Koehler Center for Teaching Excellence -- A series of events to advance your teaching

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Resisting the Temptation to Make It Easier

Resisting the Temptation to Make It Easier | Resources | Scoop.it
When you assign a service-learning project that reveals other sides of your students, you're not always going to like what you find.
TCU Composition's insight:
Charlotte HoggInteresting piece here about service-learning and writing courses. Check it out!
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Top 30 Most Cited in Composition Studies | CultureCat

Top 30 Most Cited in Composition Studies | CultureCat | Resources | Scoop.it
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From James Chase Sanchez

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First Year Comp

First Year Comp | Resources | Scoop.it
20 Years of College Teaching Experience and a Sense of Humor
TCU Composition's insight:
Charlotte HoggAnother great resource for teachers. 
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Why Teach and Study English?

Why Teach and Study English? | Resources | Scoop.it
Whence, and where, and why the English major? The subject is in every mouth—or, at least, is getting kicked around agitatedly in columns and reviews and Op-Ed pieces. The English major is vanishing from our colleges as the Latin...
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From Cynthia Shearer (fb)

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Classroom Leadership:Race, Class, and Culture:Using Ebonics or Black English as a Bridge to Teaching Standard English

Classroom Leadership:Race, Class, and Culture:Using Ebonics or Black English as a Bridge to Teaching Standard English | Resources | Scoop.it
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
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From David Isaksen and Lydia Davis (fb)

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Rhetoric Pedagogy @ TCU's Rhetoric Society

Rhetoric Pedagogy @ TCU's Rhetoric Society | Resources | Scoop.it
TCU Composition's insight:

TCU's own RSA has a great collection of pedagogical resources that are useful for 10803 and 20803

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Essay on how to deal with (and not obsess over) student plagiarism | Inside Higher Ed

Essay on how to deal with (and not obsess over) student plagiarism | Inside Higher Ed | Resources | Scoop.it
TCU Composition's insight:

Charlotte Hogg

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What is Open Pedagogy?

What is Open Pedagogy? | Resources | Scoop.it
Hundreds of thousands of words have been written about open educational resources, but precious little has been written about how OER - or openness more generally - changes the practice of educatio...
TCU Composition's insight:
TCU Composition's insight:

Interesting article on "open pedagogy."

 

Also, fascinating idea from Matthew Schmidt in the comments: "I've been playing with having my students help build the assignment itself. I provide the initial idea for the assignment, and the students help me to clarify the assignment, the grading criteria etc. through critiques and comments. This touches on your points of trust, clarity in task, and clarity in assessment.

I will admit that the idea was accidental and happened at the beginning of this semester when I did not properly set the permissions on a Google Doc. Students began commenting on various parts of their assignment and having back-and-forth discussion. I've been refining the approach ever since, and the transparency is "insanely awesome"."

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Bedford Bits: Ideas for Teaching Composition » Blog Archive » Use a handbook. Start a habit.

Bedford Bits: Ideas for Teaching Composition » Blog Archive » Use a handbook. Start a habit. | Resources | Scoop.it
TCU Composition's insight:
Charlotte Hogg Wondering how students can get the most from a handbook? Here are some tips from Nancy Sommers, who knows a little something about student writing.
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Student Success in Writing Conference | Continuing Education | Georgia Southern University

Student Success in Writing Conference | Continuing Education | Georgia Southern University | Resources | Scoop.it
Student Success in Writing Conference 8 a.m. to 4 p.m. Friday, April 4, 2014 Coastal Georgia Center, Savannah, GA About the
TCU Composition's insight:

From Sarah Zoe Pike

This is my favorite conference I've been to. It's called Student Success in Writing and it's held in Savannah, GA in early April each year. It's a one day conference where HS and college writing teachers get together and share ideas, talk about issues, etc. The presentations there were some of the best I've seen. Here's the link if you think you may want to check it out in the future: http://academics.georgiasouthern.edu/.../studentsuccess/

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Teaching Ethically with the Free Web | Inside Higher Ed

Teaching Ethically with the Free Web | Inside Higher Ed | Resources | Scoop.it
TCU Composition's insight:

From Sarah Zoe Pike:

An excerpt:

"Google certainly makes money when your students sign up for Google accounts. And WordPress benefits from the creation and readership of my students’ lively blogs. Which means that I need to consider the rights of my students and my responsibilities as their instructor when I require the use of digital tools for coursework. As teachers, we are ethically responsible for the technology we ask our students to use, and we have to be aware of the ethical, legal, and user limitations of certain “free” technologies."

She explores these questions:
When I promote the use of an online tool in my classroom...
-Who “owns,” or even has access to, my students’ work?
-What access issues do I need to consider?
-What are my responsibilities as an instructor to provide options?

Some good stuff here I don't often think about.
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