The history of http://www.tourchautauqua.com/Default.aspx is pretty interesting. There is a netflix video on it too which is a nice introduction about when education went from Sunday schools to what we see today.

If you are getting an ink jet, go to Walgreens and see if they'll refill your jet style FIRST!!!! Currently we have a Mercedes Benz printer who eats ink (literally) the price of Russian caviar. Walgreens is only 12.99 a refill.

Er uhm...we are discussing philosophical reasoning behind repetition on the Art of Teaching thread.

You can make your feed as noisy or loud as you want. Each time you add someone you can select exactly the kinds of information you'd like them to show up gras on your feed...if you only want super important stuff, like a major life event, pictures, comments, status updates, shares..whatever. Or just toss them all to the side into a specialized interest feed and nothing shows up unless you open that section. Facebook is what you make it. If you are super nervous about photographs being spread around, send prints in the mail or don't share at all.

Somewhere in those links I was carried into quadratic estimation and patterns and was happy as a lark the entire day. That was like a flipping opera! :drool:

Better make that two buckets. :lurk5: :lurk5:

My keyboard is very hot. :huh: I have things to do. Carry on.

You need to take this into your local representatives office as well. This is disgusting.

Um. Uh.

I will withhold my opinion of this for now. http://www.npr.org/2013/07/23/204516709/teachers-hit-the-books-to-master-new-education-standards

Go the the towns local newspaper and add them. I use mine like a newspaper. I have weather, local news, opinions, personal interests. etc. etc. Friends and social stuff are just a small part of facebook.

THE METHOD AND FUNCTION OF RECITATION Good teaching embraces many diverse elements. All of them are important in some degree or other. Recitation is amongst the most important. A master's work does not end with explanations, how- ever good and varied. For after he has given the best that he knows in the best possible way, he still has a grave dnty to- wards his pupils. He must see what effect his instructions are having on their minds. For though he may work with great skill and diligence, yet it is just possible that, for some reason or other, the stream of knowledge which flows from him may pass into the intellect of his charges, be impeded in its course for a moment, and then flow 68 TEACHER AND TEACHING 69 on and out, leaving the mind as arid and fruitless as ever. This should be corrected in the very be- ginning. Otherwise it will work incalcu- lable harm to pupil and teacher alike, caus- ing stagnation in the one and a feeling akin to despair in the other. The corrective lies in intelligent recitations, oral and writ- ten. This is apparent from the very na- ture and function of the recitation. For there is no instrument more capable of testing and training the mind. Its aim is not merely to gauge a pupil's knowledge. It has a value above and beyond this. By skilful use it becomes a wonderful agent for correction of mental defects and defi- ciencies. It promotes introspection, en- genders habits of correct and orderly thought, and guides the mind into new channels of unsuspected lore. Moreover, it inspires to better work, and easily falls in with the teacher's chief purpose by as- sisting in the moulding of character, giv- ing as it does, mental poise and resource- fulness in difficult circumstances, two aids to calmness, frankness and courtesy. http://www.archive.org/stream/teacherteaching00tier/teacherteaching00tier_djvu.txt Sorry Mouser, like you need more text in your life..lol <3

I dare you to bump it..lol...

I think *part* of it ..(repetition)... is about the development of the unseen things.

(In process of laundry taking time..have a minute..) Preface/Disclaimer. I'm the mother of one student at home-so my views are colored by my current experience, those with two or more or any other learning issues/styles may take a different view..I can only talk from what I am experiencing here and now... Disclamer: I am not in current possession of the book to co read just yet.. Anyways. :) A learning style I am extremely fond of and use often is the guided reading techniques I learned as a lead in Junior Great Books. It's highly intentional and can be used in groups. I have not seen this discussed yet, not sure if anyone out there is familiar with it either..but if it comes up later on here, I'm glad to chat about it. I think I've done that particular type of guided reading for so long it's second nature to me, and I script my responses in that pattern. That style of guided reading has about forty zillion tons in common with the reading techniques so carefully and brilliantly recorded in The Well Educated Mind. Please note, I'm NOT talking about the two issues of a. The Well Trained Mind - nor b. The suggested canon in the Well Educated Mind. So follow me here....it's the method, the presentation, delivery and thought that the guide has to put in, to stifle an automatic response, about gently guiding those bunny trail conversations back to the core content. Finish your milk. Then eat dessert if you have room. Self control of your faculties is one thing. To train your guidance (and words) to an alien river is difficult, but rewarding. This comes back full circle to the idea of the exhaustion of virtue in the teacher. To teach from a place of rest, interest and all of that... Very foundational, but the hallways are many.

Gilbert something or rather is the author.... I've a lot to do today so no time to extrapolate. For myself, growing up, I recall a lot of this phrase: "I don't care what you read, what did you think?" At home. And a lot of "why?" Going on. These books are the sort of thing I have to print small clips out of and carry them around a while to really get it. I'm slow yo catch on like that.

"The third method of teaching is the commonest. This is classroom work. It is difficult to give it a single name. "Repetition: sounds too mechanical. "Discussion" is more of a free give-and-take than the average meeting of a class, at least in schools The traditional American word is "recitation," which suffers from the same fault as 'repetition'. Classroom study of this kind ought to be much more than memory-work, although it is based on memorizing." {snip} "The teacher divides the subject into sections, each of which is to be studied privately in preparation for one session of the class. When the class meets he has two duties. One is to explain what the pupils have been trying to learn: this he does by filling in the gaps in their understanding, pointing out things they have missed, sometimes helping them practice and repetition and public reading to deepen their confidence. The other is to ensure that they have actually done the preparation. The second of these is less important than the first, but unfortunately it has come, in many schools, to seem much more important. The real job for which teachers are trained and paid is to *help* the young to learn,. It should not be necessary to also *Make* them learn."

So a bunch of us are doing all these videos and books from this one thingy. (I can't say thingy IRL, so I abuse it here for my own amusement) Anyways. :) There's a bunch of resources and chatter out there. These are initial notes (not mine) of interest from the book, "Art of Teaching" so far. Discuss at will, have fun. I intend to get the book shortly, just finished a second reading of "The Intellectual Life". Both books were recommended in the lectures from Perrin. http://www.youtube.com/user/ViaNovaMedia1?feature=watch (Only two of them are published thus far) ----clip So Around pg 100 of The Art of Teaching, he starts breaking down methodology. First is Socratic method, which is the best, but only can be used with a few students because it is exhausting for the teacher. "It is far easier to give two one-hour lectures to classes if fifty or sixty than to tutor one or two pupils for two house, questioning, objecting, remembering, following up and arguing, defending yourself and counterattacking, and always moving toward a definite end which mist not be hurried or overemphasized. And after giving tow such tutorials you are exhausted. Virtue has gone out of you. You cannot teach anymore. And, what is worse, you cannot work at anything else. It is very hard to finish an active session with a few vigorous and stimulating pupils and then to open your own books and continue with the job of research. It is sometimes possible, I believe, for teachers of mathematics, medicine, and laboratory subjects subjects generally, whose tuition, although quite as intense, is shorter and less sustained; bit for teachers of languages, literature, philosophy, history, and the humane subjects generally, it is very hard indeed" pg 109 SO TRUE. After we were done schooling I was *done*. Totally exhausting. Like, go make a PB&J for dinner because I need to not think until tomorrow when I have to do this all over again. So. reading that was totally a "So I'm not just lazy!" moment. Plus, being an introvert..whew. "But, for the pupils, tutoring on this system is far the best kind of education." Yeah, this we know. So. Where do we go from here? Secondly, the tutorial system. "The pupil prepares a body of work by himself. He takes it for criticism and correction to the tutor, who then goes over it with the greatest possible thoroughness, criticizing everything from the general conception to the tiniest detail. The pupil learns from three different activities; first, from doing his own work alone; second, from observing the mistakes he has made, and also from defending himself on points where he believes he is right; third from looking over the completed and corrected work, and comparing it with the original assignment and his first draft. The first of these is the work if creation, the second, is criticism, the third is appreciation and wholeness." pg 111 -------------------- notes: Now, it's when he goes into how HE Was taught at Harvard that it really comes alive. He and another student were tutored by an prof two days a week. They were assigned to write on a particular subject. One essay a week. Tuesdays was his turn. Prof sits backs, listens to the essay and starts tearing it apart. Friday, the next student read his essay and the same thing happened. -------------- "Then he began to ask me questions about my essay, page by page, paragraph by paragraph, word by word. What was my authority for the statement about he Allies on the first page? Yes, it was all in the books on the subject, but what was the original evidence? Didn't that deserve more careful analysis? WHat other interpretations of it were possible? Did I know who proposed them? Shouldn't they have been given more attention in view of recent discoveries? And on page 5, what was the usual translation? How could the version I offered be justified? Let's look it up now and see. (Dick was brought in at this point and we engaged in a three sided argument.) The third page was a rehash of the Tuskar theory wasn't it?And so on through the whole essay." ------------------- "After that, Mr. Hamish took the essay as a whole and pointed out the omissions, calling on me to justify them or suggest how they could be filled in. He finished off by a few airy references to pieces of research just concluded, to arguments carried out on last week at the Philobiblian Society, and to Caversham's new book on the subject, look at it sometime, wont' you? and for next week you might write about Mumble Mumble; and so shoved us ogg toward the Buttery and a well earned glass of sherry."

Not clicking, nor sharing. Waiting for McAfee to go ballistic...lol

My poor DH came in while I was reading this, and he said, "Whatchya reading?" So I began to read aloud to him your post... I said, "So, is he talking about critical stress points or velocity issues depending on substances and pressures?" He just sorta tilted his head and backed away slowly....

Sorry, I was expecting to see some funky sweaters in this thread. My mistake. Carry on.. lol

Just use a books index?

I have no knowledge of the value of one study guide (specifically the CLEP) over another. I do know that the 2014 edition is not being published until the first week of August...I've been waiting. I have to order everything in (library here is pathetic) - so I'm hoping the College Board edition is a quality one. Here's the link to it on Amazon. http://www.amazon.com/CLEP-Official-Study-Guide-2014/dp/145730032X/ref=sr_1_11?s=books&ie=UTF8&qid=1374928744&sr=1-11

The courses rely on a fluency in primary resources as learning tools, that's what I like about them.

This link makes the rounds once in a while. Haven't seen it for a bit around here, just placing as a refresher as folks are making plans. http://www.mooc-list.com/ Description: A complete list of Massive Open Online Courses (free online courses) offered by the best universities and entities.