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Reading Critique: How People Learn - Chapter 7

This chapter addressed the effectiveness of teaching in three common fields in elementary, middle, and high schools. These fields were History, Mathematics, and Science. It was very explicit and provided examples on how being an effective teacher does not mean that one can teach every field, and that the most successful teachers are actually incredibly resourceful and proficient in their field. Further, their skills are tailored to the specific field in which they teach. They retouched on some examples of History we had seen before, and how it can be a field to learn facts in, or a field where you study and interpret certain events in order to deduce what actually occurred in history. The example of Bob Bain struck home quite quickly in the sense that I was really disappointed in my experiences in History throughout school. I had never experienced a professor like him or Ms. Kelsey, whose strategies seem to actually engage these students in a historical adventure which I now seem to yearn.  Some of the issues I found with the chapter were that it did not provide a figure which I was imagining in my mind. I really desired a graph that would illustrate the skills needed to be a math, history, and science teacher, and what skills could be extrapolated to be your cookie-cutter teacher model. Something that I felt the chapter did not elaborate on was the concept and effectiveness of ‘team teaching’. I had previously read a few articles that highlight some of the benefits of groups of teachers who work in collaboration to help their students learn more. I found one example that combined a biology course and a business course in college to develop a “community composting food waste network” (Little & Hoel, 2011). This related a lot to a course I had taken here at Georgia Tech (a special topics course on ICT4D with Professor Michael Best) which combined a variety of different majors to collaborate and work on projects. The efforts of Professor Best to bring different students together truly changed my way of thinking, not to mention the excitement I had to get involved in different volunteer projects to help developing nations. I bring this all back to the methods of teaching and learning that I have been involved in. As much as a professor needs to be incredibly proficient in his/her field, I firmly believe that the collaboration of fields also has an incredible potential to bring topics to sensible applications and not abstract representations, which allow students to further understand and make connections they would have not reached previously.

Works Cited

Little, A., & Hoel, A. (2011). Interdisciplinary Team Teaching: An Effective Method to Transform Student Attitudes. The Journal of Effective Teaching, XI(1), 36-44.


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Learning to float

First my apologies.
Perhaps I gave y'all the idea that
it was all spit without the gears
We aint about that shit

Words can leave you salivating
But sweat builds the fucking mountains
So don't ever forget that in a heartbeat
I could carry your dreams and forget I even did

You're swimming in it, but you can't even float
The irony of words is that they hold the strength of plans
Without the gunshot
You'll never be grand.

We can all aim high but precision does the talking
It's all too simple these days
With the chatter and spread of information
We're suddenly heroes and activists

But we haven't even blinked, the AC,
It's still running. It's near silence
but its not. The inaction,
It's deafening.

Heck I've gone mute,
I can't even rhyme shit
that could emphasize the prolonged
dream of a typeface, the letters were blank.

It was always that way,
It was always silent because at some point
We stop pinching ourselves and assume
that it was deserved…



It switched.
Unequivocally different.
Through those hardships
We finally turned around.

Perhaps reflections and glimmers
Gave us sight when we could not claim
But the panoramic put the shimmer
To shame.

Thank you.
In this brilliance we rose
Hoping to understand why the routine
drifts away in prose

For every detail and every insight
The neurons kept firing in question,
Let us speak for it is time
To mark this audacity in rhyme.

Although subtle
The cues went noticed
The portrait tact
And yet somehow,

But lets digress from these colors
Let the light paint our shadow
For the steps keep calling
with a subtle vibration

We know its time.

On nature's sincerity

I wish I could But I spoke nonsense I wrote it rather To speak it back to you.
The trees spoke quietly I looked from above and smiled The sun tucked away and I hoped It would spill its secrets.
The picture was rightfully painted Had I blinked, I would have missed it. Do not use sincerity It is not becoming of usage.
Learn to become And you will see the world As it was born It will smile once more. x