Month: August 2008

Total 20 Posts

dy/av : 009 : don’t be prez

dy/av : 009 : don’t be prez from Dan Meyer on Vimeo.


dyav, classroom management, teacher, teaching, the wire, prez


iPod Edition

dy/av : 009 : don’t be prez (640 x 480)

Previous Episodes

dy/av : 008 : behind the scenes
dy/av : 007 : the motiongraphics episode
dy/av : 006 : carver’s classroom management
dy/av : 005 : how i work
dy/av : 004 : thank you, teaching
dy/av : 003 : on the office
dy/av : 002 : the next-gen lecturer
dy/av : 001 : earn the medium

Correct Me If I’m Wrong

Wordle’s classroom use – no matter where I find it – seems predicated on the false assumption that word frequency has anything to do with meaning.

What – if anything – does this Wordle say about The Raven? Very little about subtext, certainly, but its creator enthuses:

… will they notice that the word soul is used more frequently than tapping and rapping? As I looked at the cloud for “The Raven,” I couldn’t help feeling that I had created a piece 21st century text in its own right.

How are otherwise competent lit instructors so seduced by low-level lit analysis?

dy/av : 009 : preview

Motivating Question

  • If we frame the teacher-student interaction as a sales pitch (just go with me for a sec) what qualities of a salesperson will repel the buyer?

You can take this any number of directions but I’ll ask you to consider for a moment the qualities of a relational teacher that aren’t also the qualities of a relational person. What I mean is, clearly, kind teachers are preferred but let’s try harder.

Tomorrow I’ll examine a teacher whose students simply don’t relate. And while his humorless, anal-retentive personality curries him few favors with the students of the Baltimore City Public Schools, one defect in particular poisons his relationships.

This defect is simple. It is potent. And, I’m convinced, it gets worse the longer you teach.

Web 2.0: Education’s Accidental Friend

Wes Fryer glows over Animoto, the debits of which I addressed some time ago, and a lot of my hesitance to embrace [your pet Web 2.0 tool] crystallized in my response there:

Animoto is wrong for education in every way that it’s right for consumers – and the befuddlement of its creators at its educational market share affirms this directly. Consumers want something that takes the difficulty out of an engaging slideshow but difficulty is essential to learning.

These are businesses, after all, and some businesses (though not all) attract customers by making difficult processes easier. Sometimes (but not every time) those difficult processes are the same ones which impel learning. So while Blogger, for example, makes the right processes easier for students (the mechanics of online publishing) so that they can focus on the difficult one (writing), Animoto simplifies the wrong processes (editing a slideshow with rhythm, music, visual panache) leaving behind only the most menial (select an order for your images, select a track, press go)Again, because I have enormous respect for the skill of Animoto’s editors and of Animoto, itself, as a consumer tool, this screed is only to urge its judicious use among educators..

Many have come to this conclusion before me, I realize, but I am only now fully struck by the fact that the goals of profit-driven Web 2.0 applications and the goals of educators only align accidentally.

Share Your Lists

Dina Strasser, killing me in the comments of the last post:

Was I NOT just up til midnight last night scavenging Youtube for lit term videos??!

Thinking to myself, “{expletive redacted}. No one’s done this yet to my satisfaction… something *else* I need to do?!?”

And then this.

Educators will understand that it is not the mere synchronicity, but the fact that my workload has been LIGHTENED that confirms the hand of God at work here.

Or the hand of Todd Seal, a high-functioning blogger. Can we all get with this program?