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Session 1: September 27, 2016 The Portfolio and Honors Students
For this session, we continued our discussion of last semester’s reading of John Zubizarreta’s essay, “The Learning Portfolio: A Powerful Idea for Significant Learning” with specific emphasis on: Reflection + Documentation + Mentoring = Learning!; Levels of Blooms Taxonomy and the distinction(s) between “complexity” and “difficulty”; and the successful use of Learning Portfolio. As a group, we […]
Session 3, May 31, 2016
This third session focused on John Zubizarreta’s “The Learning Portfolio: A Powerful Idea for Significant Learning.“ The author asserts that student portfolios are still very much in use and should continue to be utilized in all areas of school, as well as out of school contexts, as a method for “displaying and judging evidence of […]
Session 2, May 3, 2016
The discussion for Session 2 centered around “Promoting Critical Thinking through Sequenced Activities” by Barbara J. Mills. This article is valuable from several points of view: 1) from a theoretical one and 2) from a practical teaching perspective. Mills focuses on: I. Deep Learning (the outcome of teaching for critical thinking)— She says that we […]
Session #1: April 5, 2016
Spring 2016 The Reading: This semester the group picked up where we left off in the fall with a discussion of “Democracy Lab” (see Session 3, Chapter 4, Fall 2015). This section of the chapter discusses how to involve students in Democracy Lab Forums. Though James Knauer presents the pedagogical construct as an online experience […]
Session #3: December 3, 2015
A Continuation of Chapter 4 and Chapter 5 This session 3 ran way too quickly for us!! I raised the question several times that Chapter 4 both implies and directly handles: Is an Honors class the terrain for social justice, civic engagement, and democratic undertakings—dialogics and the politics of? Jim Knauer, the author of Chapter […]
Session # 2: November 5, 2015
The discussion revolved around Chapter 4— “Dialogue, Politics, and Pedagogy: Lessons from Democracy Lab” by James T. Knauer This chapter focuses on: 1) the purpose of education, 2) the nature of learning, and 3) “dialogue” as a teaching strategy. Knauer says that the classroom is a political space where dialogic strategies have political value. In this […]
Session #1 October 1, 2015
♥For Session 1: our group discussed three readings from the NCH Monograph Serie– Inspiring Exemplary Teaching and Learning: Perspectives on Teaching academically Talented College Students. We read, reflected, and responded to — Chapter 3: ” Engagement in Learning, Liberal Education, and Honors” by Bernice Braid The focus of this chapter is on intentional active learning which produces […]
