A colleague recently mused about how much homework to assign his students over the winter holiday break. The only sensible reply, which I blurted loudly, was “GOOD GOD, MAN: NONE!”
I’ll do a bit of exam grading and planning over the break, but that’s my job; it’s why I get the big bucks and the red pens. I certainly hope that my students have a genuinely refreshing break from their schoolwork, and I think that time should be off-limits to school assignments. I hope students spend quality time with their families, get enough sleep, goof around, and relax. Of course there’s time for some useful and engaging stuff, too. One could easily sleep and loaf away two weeks in a glorious festival of sloth, and I wouldn’t judge anyone for napping lazily down that path. But abject sloth gets old surprisingly fast. Continue reading “Six Things To Do Over Break Besides Schoolwork”
Anyone considering the role of Advanced Placement (AP) history in a school’s curriculum ought to begin with the following exercise:
- Describe in a few sentences what you think a good history course should be and do. What type of reading should students be assigned, and what should the classroom look like and how should it function?
- Describe what you mean by “critical thinking.” What should this look like in a history classroom?
- Describe what you mean by “intellectual rigor.”
Continue reading “Why I Hate Teaching AP History”
As part of a brief project before our study of the Scientific Revolution, I recently had my sophomore high school students read Carl Sagan’s “The Fine Art of Baloney Detection,” from his 1995 book The Demon-Haunted World. The aim of this mini-unit was to provide students with some tools with which to sharpen their critical thinking skills, and to this end Sagan provides an overview of how to evaluate the credibility of scientific research specifically, and arguments in general. I recommend it to anyone who hasn’t yet read it; it is a lively, at times personal, and very effective guide to healthy skepticism. Sagan concludes the chapter with definitions and examples of seventeen major logical and rhetorical fallacies.
After a discussion of Sagan’s piece and a bit of practice recognizing and creating examples of fallacies, I wanted the students to apply their critical tools to an actual argument. A bit on the fly, because I knew it was riddled with easily-recognizable fallacies and other weaknesses, and because I thought their reactions to it might be interesting, I gave each student a copy of pages five through nine of A Guide to Becoming a School of the Future, by the National Association of Independent Schools’ (NAIS) Commission on Accreditation. The students were to read the brief section for homework and come to class armed with four substantive critiques of the argument’s structure and credibility. I made it clear that whether they agreed or disagreed with the general point of the essay was irrelevant to this assignment, which was concerned only with analyzing the argument’s effectiveness. Continue reading “Detecting Baloney about “Schools of the Future””
As I took my seat in a high-school auditorium recently, I noted with surprise and a bit of subversive pleasure that our speaker, a prominent author and professor of creative writing, had requested only a podium and an ancient, Little House on the Prairie-looking chalkboard as his stage setup. For the next forty minutes, this awkwardly charming middle-aged man held his audience’s rapt attention as he spoke about truth, language, and the writing process. In my classes later that day and throughout the days following, students enthused, mostly unprompted, about how much they enjoyed the author’s talk, how his way of thinking resonated with them, how intriguing they found his notion of the relationship between the truth and the stories we tell, and how much they liked his book. It was a lovely period of collective intellectual excitement.
Continue reading “Fending off the Barbarians of Educational Technology”
Thank you to all of the teachers who participated in my recent survey regarding the course content of AP European History. This survey is part of a larger evaluation of the course that will appear in this space shortly.
Below are the written comments submitted with the survey:
Continue reading “AP European History Teacher Survey Results”
“Good teaching is as much about passion as it is about reason. … It’s about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students.” —Richard LeBlanc, York University
If you work anywhere near a school, you’re probably accustomed hearing people praised for, or urged to “rekindle” their passion for education. You may also cringe every time an administrator or consultant or parent mentions the word “passion,” because you understand it to be a platitude in the service of a larger pattern of condescension toward teachers. Practitioners of few other professions are so regularly praised for their emotional enthusiasm toward their jobs. Continue reading “Please Don’t Call Me “Passionate””
“Fed by our own uncertainties, occasional anecdotes, and sensational stories from the media, we ignore the data that overwhelmingly show that digital environments are no worse – and often better – than in-person environments. That is to say, the data show that in-person environments nearly always have higher rates of bullying, harassment, and abuse/predation than digital environments. The fear drives some schools to ban cellphones, disallow students and faculty from using Facebook, and lock down Internet filters so tightly that useful websites are inaccessible.” Scott McLeod
I’d like to know what data Mr. McLeod is using to assert that online harassment is such a minor issue as to be of little consequence when considering school policies and practices. It’s quite a claim to leave unsupported. Continue reading “Rebuttal, Part Three: The Apparent Myth of Online Harassment”