http://crathbon.blog.uvm.edu/edss200/ Copyright 2005 Wed, 03 Aug 2005 10:35:51 -0500 http://www.movabletype.org/?v=3.1 http://blogs.law.harvard.edu/tech/rss Hi Everyone: Here are our email addresses as I have them. If you have a better address or a second address you'd like to add, just email me. Best wishes, Charlie tholland@uvm.edu (Tara) Cee1101@aol.com (Christie) dnapolit@uvm.edu (Dante) dbaroody@uvm.edu (David) llewis@uvm.edu... http://crathbon.blog.uvm.edu/edss200/archives/2005/08/email_addresses.html http://crathbon.blog.uvm.edu/edss200/archives/2005/08/email_addresses.html discussion Wed, 03 Aug 2005 10:35:51 -0500 I felt poorly after the intelligence/style discussion. When I'd read it, the distinctions were so clear. After talking, the distinctions were not so clear. Ahhh, the benefits of dialogue and how it moves one into one's ZPD. I'd like to... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/d6confusing_dis.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/d6confusing_dis.html discussion Tue, 26 Jul 2005 07:44:17 -0500 Major components of Complex Instruction cooperative learning strategies.... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/ci_overview.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/ci_overview.html resources Tue, 26 Jul 2005 07:43:00 -0500 What we want to learn… Reviewing the KWL Four Days After It Was Done Friday, July 22, 2005 1. Do expectations differ for students? Different expectations for different students? Should you take the challenge to the edge of someone’s strength?... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/kwl_discussion.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/kwl_discussion.html resources Fri, 22 Jul 2005 22:34:25 -0500 Hi -- I'm not sure about the rest of you but I thought the discussion about Tiering was very fruitful today. The idea of having some kind of framework through which to engineer the complexity of the various levels is... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/no_tears_over_t.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/no_tears_over_t.html discussion Wed, 20 Jul 2005 21:33:25 -0500 Good example of how a lesson can "tiered," a DI strategy that focuses on increasing the sophistication of content without losing its central meaning. Useful for learners of various abilities.... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/tiered_lesson_g.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/tiered_lesson_g.html resources Tue, 19 Jul 2005 15:13:09 -0500 11-25-03 ver.1.5 Lesson Plan Format Teacher: C. Rathbone Context: Spontaneous class activity given discussion on planning DI. Topic: Planning DI Curriculum Age/Grade: College, Graduate Course Time: 11:10am Class #2. Goals: What are goals for myself and my teaching? To take... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/lesson_plan_fro.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/lesson_plan_fro.html resources Tue, 19 Jul 2005 14:23:09 -0500 I'm listing two here. One from the National Geographic and one from a private company (I think). I think the NG plans are very high quality. Some are di in scope.... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/di_websites.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/di_websites.html resources Tue, 19 Jul 2005 14:19:30 -0500 Canadian WorkForce Website containing several assessment tools to create a work preference profile.... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/a_different_pla.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/a_different_pla.html resources Mon, 18 Jul 2005 04:43:08 -0500 Recent research about the physiological mechanisms that make highly emotional experiences more salient in memory. "How The Brain Gives Special Resonance To Emotional Memory."... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/emotions_and_me_1.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/emotions_and_me_1.html resources Mon, 18 Jul 2005 04:28:13 -0500 Recent evidence linking the power of emotion in remembering. "Emotional Memories Function In Self Reinforcing Loop.... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/emotions_and_me.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/emotions_and_me.html resources Mon, 18 Jul 2005 04:23:27 -0500 A highly respected study from the National Academy of Sciences. The entire book on line.... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/how_people_lear.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/how_people_lear.html resources Sun, 17 Jul 2005 21:42:14 -0500 Inflexible knowledge - the beginning of expertise. An interesting comment on shallow knowledge.... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/how_do_people_l_2.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/how_do_people_l_2.html resources Sun, 17 Jul 2005 21:34:06 -0500 Remembering something deeply has to do with what you think about. A comment on memory, learning, and performance. "Students remember - what they think about."... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/how_do_people_l.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/how_do_people_l.html resources Sun, 17 Jul 2005 21:28:54 -0500 Perhaps teaching to perceived learning styles isn't what it's cracked up to be? An example of teacher folk knowledge?... http://crathbon.blog.uvm.edu/edss200/archives/2005/07/how_do_people_l_1.html http://crathbon.blog.uvm.edu/edss200/archives/2005/07/how_do_people_l_1.html resources Sun, 17 Jul 2005 21:17:53 -0500