Daily #4 and final Element assignment

Okay, some of you contacted me earlier today about daily #4. Too much time off has turned my brain to mush. I blanked out daily #4 . . . until now. This will be due January 4th.

Here are the topics for daily #4. I've taken many of these right from your papers as I read them. If you wish to expand on the quote I took from your essay, that's fine. If you see another quote that you find interesting, feel free to explore that too.

Daily #4 Topics

The final The Element assignment is to finish the book and then text or email me what chapter you want to present to the class on and lead a discussion on Tuesday.

Thanks and have a great New Year!

Collaborize Classroom

Try this link to access our conversation on Ch. 6 of "The Element" and barrier to people attaining their passions.

Daily #3

Here is a link on finding your passion. Read the article and then using at least three quotes from The Element, write a 2-3 page essay in which you write about finding your passion or element.

This will be due Monday.

Favorite Lines from you Daily #1

". . . but my brain is not for numbers!"

"This is proof that the schooling system is so concrete and formulized that it can't recognize true beauty or talent when it literally knocks on their front door."


"Who cares if you have an elective on your high school transcript? It does not mean you are lazy or stupid. Students need to take those types of classes so they do not have to give themselves a high rating to the statement and can figure out what they want to do."
* the "statement" was this:"too many students graduate or leave [school] early, unsure of their
real talents and equally unsure of what direction to take."

"It all comes down to the connectivity and the common passions and commitment."

". . . and now I'm in the waiting process. The worst part. It's the part where it hits you that your future is really going to happen, and it's so much closer than you think."

"If you really want me to be in my element, give me a piece of string and my kitten and we could be entertained for hours."

Daily #2

For daily #2 (due Wednesday) think of someone who is passionate about what they do or who is in their element. Interview them to see what their high school experience was like.

You might want to ask them questions like:

What was your high school experience like?

What classes did you like?

What classes did you hate?

Besides your classes, what else did you love about high school?

What aspect of high school was overrated?

Is there anything that you learned (or were a part of) in high school that pertain to your passion or element now?

Take their responses and then write a 2-3 page paper in which you analyze how their high school experience affected (or failed to affect) their passion/element.

Ha, talk about being in your element: I'm already half way through my lunch period and I'm still working. Didn't even know the bell rang!

Wallwisher #3 for "The Element"

Find five examples of creativity and post them in the wallwisher below. We will watch and discuss them in class tomorrow.

* remember, if you do an image search, please click on "Full Size Imager" before getting the url.

I have included my five examples.

How are you Intelligent? And creativity.

For today, take a run through some of these assessments. Choose one to leave a short repsonse to.

Right brain vs. Left brain


Creativity Self-Assessment


Here is one related specifically to Gardner's work. See where you land.

Wallwisher #2

Do some searching on the internet and find two people or groups of people who you think are totally in their element. Put them on the wallwisher site below. I got carried away and found three examples.

I wasn't able to get the LHS example to play properly. So I'm embedding it here because it's awesome.

In their Element

What do a group of people totally ensconsced in their element look like?

Check this out --

vuvox example

take nothing for granted

Ken Robinson Wallwisher

Please go out on the internet and find a video (as I have done) or an article related to Ken Robinson, one of the people he focuses on in the either of the first two chapters, passion, creativity, imagination, or school. Then leave a brief explanation connecting it to "The Element."

Walt Jones

I found the story on line for you and have a pdf version here for you if you're interested.

The Element

Today, we start Sir Ken Robinson's magnificent The Element.

Here are some key quotes from the first chapter (followed by questions you may choose to develop into a short essay for Wednesday):

Page 4 - "She just needed to be who she really was."

Question: So, who are you, really? And what is it that you do that allows you feel most like your true self?

Page 7 - ". . . the importance of finding early in life the work that for you is play."

Questions: Why do you think finding work that seems like play is important? How much 'play' do you have in your life?


Page 8 - "The Element: the place where the things you love to do and the things that you are good at come together."

Questions: What is your element? If you don't know, what things do you love to do? What things are you good at? How can you bring these together?

Page 9 - Why don't people find their elements?
A. Take fro granted the range of capabilities
B. Capabilities are related.
C. Our potential for growth (life is not linear)

Question: What obstacles to finding your element have you encountered?

Page 11 - "Too many [students] graduate or leave early, unsure of their real talents and equally unsure of what direction to take next."

Question: On a scale of 1-10, how does the above quote describe you? Explain that.

Page 16 - "Most students never get to explore the full range of their abilities and interests."

Question: If this is true, how can you most to 'explore the full range' of your 'abilities and interests' over the next four or five years?

Page 21 - People who are in their element "find that time passes differently and that they are more alive, more centered, and more vibrant than at any other times."

Question: Write about a time when you were in your element.

Finally, Robinson states that "The Element has two features, and there are two conditions for being in it. The features are aptitude and passion. The conditions are attitude and opportunity."

For aptitude, Robinson states, "We don't know who we can be until we know what we can do" (23).

Question: So, who is it that you can become and what is it that you can do?

For passion, Robinson states,"People who are in their Element take a deep delight and pleasure in what they do" (24).

Question: Write about someone who you believe to be in their element (okay, so that's not a question, but you know what I mean).

For attitude, Robinson states, "People who love what they do often describe themselves as lucky. People think they're not successful in their lives often say they've been unlucky."

Questions: Do you believe in luck? Do you know of anyone who is definitely not in their element and is having a miserable time because of it? Write about them.

For opportunity, Robinson states, "Being in your element often means being connected with other people who share the same passions and have a common sense of commitment. In practice, this means actively seeking opportunities to explore your aptitude in different fields" (25).

Question: do you interact with a group of people that makes you feel like this?

More from Robinson in person, via TED Talks.

Wednesday's Assignment

If any of you were gone, I've posted the assignment on scribd and embedded it below. The examples of the poppletts from students done in class are below this entry.

popplet

Sticky-Note Book Report Popplets

Here is what we came up with. These kids amaze me all the time.

Chicken Soup / Tuesdays with Morrie



The Great and Only Barnum



Freakonomics



Reviving Ophelia



The Crucible





The Diary of Ann Frank



The Man With a Million Ideas



The Last Lecture



***



Voices from Chernobyl



***





***

The Devil'S Cup




Out of Our Minds



Night





Where Good Ideas Come From



Chariots of the Gods



The Ghost Map

Stick-Note Book Report Check #1

Okay. I know some of you are killing your books. And others (you know who you are) are waiting for Thanksgiving break to actually read. Well, forget that!

Please go to this wallwisher site and leave at least one interesting fact or idea from your novel. Also include a link to something about your book or author. I've done both for an example.

Have this done by Tuesday.

Stick-Note Book Report

Now that you (hopefully, all of you) have your book(s) for the Stick-Note Book Report, here are the assignments for you.

First, here is a copy of the assignment sheet.

There is one change here, though. This is incorrect in that NOW you need to have 50 Stick-Notes for full credit.

Sticky-Note Book Report and other assignments.



Second, here is a copy of the reader response starters you can use to complete your Stick-Notes on.

Reader Response Starters for Stick-Note Book Report

Happiness videos

Here are the videos you may choose to respond to for you happiness daily.

First, Barry Schwarz and the paradox of choice. Apparently, all those possible choices do not lead to happiness. At all.



Next, Denmark is the happiness place on earth. Here is the episode from 60 Minutes.

Finally, here is a Harvard professor telling us how we may make ourselves happy. It's that easy! Just follow these five easy steps.

Monday's Assignment

Please read this article for Monday. Be ready to discuss in depth.

Speaking of beautiful

Just came across this -

At 6 in the morning, though I'm half awake from being up with my son at 11 and 4, and the coffee is still brewing - when I saw this video, a smile broke out across my face. A simple sign of something beautiful and spectacular.

Murmuration from Sophie Windsor Clive on Vimeo.

Sample Definition Essays

Here are several definition essays from last year.

A Universal Language

Homework Definition

Chirping

Wednesday's Assignment

Sorry, but Cash is running a high fever again and he needs is Dad. I am sorry that I cannot be there. I love this class and would be there in a second if I could be. In light of that, here is the assignment for today.

Part 1 -

With a partner (or alone if you wish), please generate your own blog dedicated to your definition of beauty. On this blog I want you to create your own wikipedia article illustrating your personal definition of beauty (obviously, this is a fictitious wikipedia article. I don't expect you to actually log on and create your own wikipedia article. You may mimic the format of wikipedia though).

Part 2 -

Include the things from the beauty scavenger hunt on your blog. You may upload the pictures, imbed the music and video. You may insert links, embed a prezi . . . whatever you wish. This will be due on Friday.

Wow me with your inventiveness!

Here is the embedded scavenger hunt if needed:

Beauty Scavenger Hunt

1.1.11 assignments

Here are the two essays for today.

Daily Essay on Beauty

Beauty Quotes

First reading for Theme #4

Our fourth theme is a definition essay.  What that means is that you will choose a word, concept, idea and offer us your personal definition of it.  We will talk at length in class about this.

The first word/concept we will explore is beauty.  What follows is a two part introductory assignment to the concept.

FIRST:

As way of an introduction to the concept, read the following story from the Washington Post entitled "Pearls Before Breakfast" and be ready to discuss it in depth on Tuesday in class.

Here is the link to "Pearls Before Breakfast."

Here is a video of the actual experiment from the article.



SECOND:

Go the wallwisher site below and leave ONE entry with a link to something (audio, video, or jpeg) that you consider to be 'beautiful' and a short statement explaining why you consider to be so.  We will discuss these in class too.  Be original and truthful.

Remember,

Here is a great tweet from one of the world's greatest teachers on a very important topic

"Reading stamina" is an absolutely essential skill for you to develop.  Some of you who are taking PSEA classes know this already.  One reason I heap on the readings is for you to figure out your own individual skills concerning how to tackle the reading load.

As you saw a few weeks ago, the one thing ALL my previous students in college now said was that they wish they would have had been taught how to read critically or how to manage the reading load at college.

In truth (or so I believe), there is no real way to teach this.  The only way is for you to learn how to do it yourself.  Only you know your tendencies and strengths/weaknesses and your study habits.  Develop those as you work through these readings.

20 Things Kids Want the Nation to Know About Their Education

There are two parts to your next assignment.  The first part is to let me know what you guys think of this? Please leave feedback below. Remember, you have to register for an account if you do not have one. As always, you can email me a response if you can't figure it out (come on! You're millennials though!) or turn in the assignments on a sheet of paper (boooooorrrrrrriinnnnnnnggggg!).

1. I have to critically think in college, but your tests don't teach me that.
2. We learn in different ways at different rates.
3. I can't learn from you if you are not willing to connect with me.
4. Teaching by the book is not teaching. It's just talking.
5. Caring about each student is more important than teaching the class.
6. Every young person has a dream. Your job is to help bring us closer to our dreams.
7. We need more than teachers. We need life coaches.
8. The community should become more involved in schools.
9. Even if you don't want to be a teacher, you can offer a student an apprenticeship.
10. Us youth love all the new technologies that come out. When you acknowledge this and use  
     technology in your teaching it makes learning much more interesting.
11. You should be trained not just in teaching but also in counseling.
12.  Tell me something good that I'm doing so that I can keep growing in that.
13. When you can feel like a family member it helps so much.
14. We appreciate when you connect with us in our worlds such as the teacher who provided us with
   extra help using Xbox and Skype
15. Our teachers have too many students to enable them to connect with us in they way we need them
    to.
16.Bring the electives that we are actually interested in back to school. Things like drama, art,
   cooking, music.
17. Education leaders, teachers, funders, and policy makers need to start listening to student voice in
    all areas including teacher evaluations.
18.You need to use tools in the classroom that we use in the real world like Facebook, email, and other
  tools we use to connect and communicate.
19. You need to love a student before you can teach a student.
20. We do tests to make teachers look good and the school look good, but we know they don't help us
  to learn what's important to us.

Again, in a coherent paragraph (or longer.  You know I love to read your writing!), react to a couple of these.

The second part, is to respond to someone else's feedback in a coherent paragraph (remember, you are millennials your like discourse and to engage and discuss, right?).

Thanks

Test entry for KB Drive in

Hello.  Follow the link below to our wallwisher site to get talking.

http://www.wallwisher.com/wall/kbfalldriveintestwal

10.4.11 response

I found this interesting story this morning via twitter.

It talks about social media vs. social learning. The two terms are not synonymous. That got me to thinking about the Steven Johnson text and what he is arguing (that social media has vast potential to impact your social learning and actually make you smarter). That, in turn, got me reflecting back to the sections of the Mark Bauerlein text that we previously read and what he is arguing (social media is making you all narcissists and social learning via social media is actually non existent).

Look at this chart from the story. The author uses this image to illustrate that while social media and social learning and not the same things, they do, however, overlap. He argues when that happens, there is great potential for learning, growth, and engagement. You know - all the good stuff that you millennials love.

Here is your assignment: think of a time when your social learning overlaps with one of your favorite types of social media (blogs, wikis, youtube, twitter, facebook . . .).  Then write a short response explaining this interaction helps you learn better.  Leave your response in the feedback/commentary section below this entry.  If you have questions how to do this, text or tweet me, and I'll assist you.

First Assignment for "Everything Bad . . ."

Here is the link to your first discussion points for the introduction and Ch. 1 of Steven Johnson's Everything Bad is Good for You.

The directions are on the wallwisher, but here they are again. I know how millennials love to read directions closely (just like Gen Xers).

Leave TWO observations for our first reading (intro and Ch. 1). One of the observations must include a link to a related source. Be willing to share in class both your observations and also how your outside source relates to the ideas discussed in the first reading.

If you are interested in (and millennials always are), here is an amazing TED podcast from Steven Johnson. Let me know what you think by leaving a comment below.

LHS Rocks

Our faculty brought the house down with this surprise dance routine to cap 2011 Homecoming.

New Feedback

Brittany Linder sent me this message last night concerning her college experience.  Keep in mind, she was sitting exactly where you guys are right now just last year!

Things go by quickly.  Take her feedback to heart (as I have done).

Hey Reynolds! Just thought I'd send out an email to you telling you of all of my academic challenges thus far, especially since I know you love hearing about how we're all doing (and later telling your current College Comp. classes).

Well, I'm four weeks into the semester here at Macalester, and my oh my, is the course-load rigorous. I haven't had any major papers or assignments just yet, except for my 20-minute long oral presentation due next Wednesday for my Intro to East Asian Civilizations class. But aside from that, I've mostly just had A LOT of reading. It's funny, when I think about it; I heard from so many college students last year in your class about how much reading there is, but you don't really seem to grasp it until you actually need to read it. Needless to say, I am behind in my reading--both for my Principles of Economics class, and my East Asian Civ. class. If I were to add up all the reading I do a day (if I were caught up, of course), I would probably need to read about...60 pages a day: 20 from my Econ. textbook, and then 20 pages each from my two textbooks for East Asian Civ. Oh, and that isn't even including my supplementary reading for Econ. That would be another 20 pages or so. But my supplementary reading isn't so bad. It isn't a textbook, so it isn't written in such a plain, tell-it-like-it-is format. I also greatly enjoy and am intrigued in the content; it reminds me of Freakonomics. I actually think you would enjoy this book, Reynolds. It's called, The Economic Naturalist by Robert H. Frank. It sounds boring, but it isn't really. It discusses different "enigmas from everyday life," and tries to describe the reasoning behind it using economic concepts. Some questions Frank addresses are, "Why is there a light in your refridgerator but not in your freezer?"; "Why do 24-hour convenience stores have locks on their doors?"; "Why do the keypad buttons on drive-up cash machines have Braille dots?"; and plenty of other questions just as interesting. Just thought I'd do a little advertising. 

Ack, long paragraph. Sorry.

Anyways. I'm enjoying my Japanese class immensely. It's pretty difficult, learning all the different characters, but it's a good kind of difficult. My music history course is also going well, as is my East Asian Civ. class. I really enjoy all of my classes, despite the vast amounts of work I have to do. I am struggling a lot in my economics class (Northland has nothing on Macalester). I have learned more in one month here in this class than I have in the whole semester at Northland. Sadly, Northland didn't really do too much in preparing me for Macalester--yet, I suppose I should have expected it, especially considering the vast difference in academic quality.

I would like to thank you, though, for everything you have taught me in College Comp. I and II. We had to write an essay during orientation week, mostly just as a placement test to see where we were skillwise in writing (I suppose it's a really big issue here at Mac). Those that didn't meet a certain standard had to take a writer's workshop. Thanks to your amazing teaching skills, I did well enough to pass, and thusly don't need to take the workshop. So, thank you for being such a great teacher. 

However, I would like to make one suggestion for your classes in the future, concerning citations styles. While I am very thankful for you teaching us MLA and APA, I, unfortunately, don't need to use either of those citation styles at the moment. Rather, I need to use Chicago/Turabian for my music history course. So, I think perhaps you should at least give a brief overview of Chicago/Turabian to your future classes. They may not need to use it that much, if at all, in the future, but if they do, I think they would really appreciate having a slight familiarity with the style (I know I certainly would have appreciated it). 

So, I suppose I should stop now. I wrote a lot, and I do believe I gave an adequate amount of information concerning my first month here. You are more than welcome to read anything from this email to the class, and you can edit it to your liking. It is a lot of...stuff, and the class doesn't need to hear about a book I'm currently reading. 

I hope my unnecessarily lenghty email brings you right back to editing and reading my lengthy papers. Enjoy!

~Brittany 

Power of the Flat World and Twitter

This morning I saw an interesting Tweet from one of my favorite writers and defenders of teachers, Diane Ravitch. Here is her website.

I learned of Diane from the John Merrow "Learning Podcast" episodes via iTunes. Those led me to buy her book, The Death and Life of the American School System.

When I began getting into Twitter, she was one of the first people I followed.

This morning, she had a very interesting Tweet about how using high stakes test scores to punish schools is tantamount to bullying. I totally agree. Her Tweet reminded me of a quote, so I responded to her.

Minutes ago, I just got an email notifying me that Diane had retweeted my tweet. What does that mean? Well, it means first that Twitter allows me to interact with a real player in the education reform movement. When was that ever possible before now?

It also means that now my message has been shared with her almost 20,000 followers on Twitter.

When else in the history of education has such contact and idea sharing ever been possible? Yet, how many schools, teachers, and administrators dismiss Twitter as a fad or distraction?

And as a result of this, I just received notification that another teacher just followed me, no doubt in response to Ravitch having retweeted my message.  My new Twitter follower has her own blog, which I know can add to my reading list and it's another contact and another way to develop professionally.

Not bad for a Wednesday morning.  And it's barely 9:30.  Given this flat classroom in a flat world, what will happen by 3?

What would your video capture

I think you guys will like this.

New Reading

Here is a new article for us to discuss. As you read it, please state using wiffiti, how Bauerlein would discredit this article and its claims.

Multi-Media Project

Here is a polleverywhere site I set up to let us publicly post our multi-media project concepts.

Let's see what you're going to wow us with.

Create interactive meetings at Poll Everywhere

The Learning Nation: Uphill both ways in a snowstorm

Here is our next reading. Read it and then using wall wisher (the link is below the story), please list three reactions to this article (reactions may be in the form of observations, questions, connections, or opinions). In addition to your three reactions, please have one post that includes a link to an outside source that adds to our discussion. I have included two examples: the first is a link to an article on the 12 things my generation needs to know about your generation (you might be surprised) and the second is a link to a video featuring one of my favorite educators and thinkers, Leon Botstein.

We will discuss your reactions to this in class on Friday.

The Learning Nation: Uphill both ways in a snowstorm: Yesterday, I read yet another article on "The Entitlement Generation" published in the Globe and Mail.  It was a scathing account of the you...


Here is the wallwisher discussion board.

http://www.wallwisher.com/wall/entitledgeneration

A possible multi-media project for position paper #1

If you are thinking of the multi-media project, one think Prensky talks about in "Engage me or Enrage me" is the need for schools to be more, well, engaging. He argues that kids plug in to video games outside of school because they are sleek, entertaining, fun, addicting, and captivating. I liken this to what Richard Gerver says in his book Creating Tomorrow's Schools Today when he says that we should makes schools into Disneyland.

Then I thought of this youtube video advertising the changes at this school in Newbrunswick.



Now here are some options -

1. Think of a class you have now. Make an iMovie trailer for it. Show how fun and engaging it is. Make students want to sign up for this class they way students want to play Call of Duty or travel to Disneyland (no small task, I know).

2. Create an iMovie trailer revolving around an issue in school or that you have studied that you are passionate about.

3. Take an issue that totally fails to engage you. Using digital media, make it engaging and interesting - the way the creators of the Newbrunswick ad makes their school district look interesting and awesome.

For those who are not interested in a video, you might wish to try the blogger format. Here are some examples from last year. See what you like and want to steal. See what you don't like and want to avoid.

Koop's Korner

Interactive World History

The Smartest Generation

Student Engagement

Here is an example of what you could do to make a subject more rich and complex via blogging, Wikipedia, and hypertext.

OR

You might want to experiment with infographs and creating them.

One last example from a former student who now uses her blog to expose others to her work.

Wiffiti Test Run

Let's use this as a test run of wiffiti -

Reactions to "Engage me or Enrage me"

Go to this link -

http://www.wallwisher.com/wall/rHgOWwKvCU

and leave some comments regarding the article by Marc Prenksy entitled, "Engage me or Enrage me."

To think about -

* How often are you engaged like this in school?
* Do you agree with Prensky's call for updating technology use in classrooms?
* How does he stand in contrast to what Bauerlein espouses?
* How can your relate some of these concepts to what happens here at LHS?

How Millennial Are You?

I'm not sure how it happened, but my score actually went up this year!

Take the quiz here and see just how millennial you are. Be warned, Mr. Froiland holds the record low with 8.

Here is Enemy #1 - or the Prophet of Truth . . .

Jay Walking.  Placement Test.

How can you hope to compete?




Then there is the "myth of nostalgia" - Check this one out.

Sometime before class on Friday, leave your thoughts on one of these pieces in the comments below.  Please sign in with a username so I can give you credit for this assignment.

Questions for Dumbest Gen intro and ch. 1

Keep these questions in mind as you read the introduction and first chapter of The Dumbest Generation. Please be willing to discuss these in class next week.

1.  In your opinion, how true is this statement: "They've been programmed for success, and a preschool-to-college gauntlet of standardized tests, mounting homework, motivational messages, and extracurricular tasks has rewarded or punished them at ever stage"?


2.  What do you think of this statement: "These young adults have graduated from high school, entered college, declared a major, and lasted seven semesters, but their in-class and out-of-class punch cards amount to fewer hours than a part-time job"?

3.  Why would Bauerlein argue that you minds plateau at age 18?

4.  How does your popular culture, digital media, and social networks cut you off from world realities?

5.  Do you believe that an anti-intellectual mindset prevails among your peers?

6.  Why do young Americans excel at acquiring material possessions but fail at gaining adult skills?

7.  What are you thoughts on the long quote on page 37?

8.  Find one quote or statistic that you think best represents your generation.

9.  Find one quote or statistic that you think does not represent your generation at all.

10.  Finally, if you could plead your case to Bauerlein, what would say?  That is, how can you convince him of the strengths of your generation?

Exploratory Essay

Here is the topic for theme #1 -

* Choose a topic you are interested in. Then begin finding sources that allow you to explore the issue or topic in greater depth. As you learn more about your topic, chronicle what you learn about it. Using at least one source, explore your that topic.

You do not have to draw any firm conclusions, as this is an exploratory essay. Maybe you want to weigh both sides of an issue. Maybe you want to play devil’s advocate on an issue. Maybe you want to just learn more about a subject you have never had a chance to explore. Maybe you want to convince yourself that you have selected the right major or college. Maybe you want to research a subject in order to prove someone you know wrong.

Be sure to use your print source to help you explore your essay. Don't simply find a source and cite it in order to get them out of the way. Instead, use the source to help inform or guide the exploration of your position.

My example from last year -

Like many, I've been watching the tragedies in Japan. I'm particularly worried about the damaged nuclear reactors. I would have to see a repeat of the Chernobyl disaster.

So for my essay, I plan to explore nuclear power plants. Now that is pretty broad. To help narrow that down, I'm going to develop a specific position on nuclear power plants. My position will be how to best prevent them from melting down and unleashing massive amounts of radiation. I will let that position drive my exploration of the topic.

Another example from past classes -

I recall one student who was fascinated by the new iPad. They took the perspective of wanting to know if it could replace their laptop. They used that perspective to drive their exploration of the the iPad.

Another student wanted to explore the reasons behind school internet filters. They took the perspective of arguing against school content filters. Again, they let this perspective drive their research. However, because of their exploration, they actually realized that they were in favor of the content filter and wished for it to remain in place.

A final example, a student wanted to convince their parents to let her attend a college far away from home. She researched the university and the program she wished to major in and used that research to help try and convince her parents.

Exploratory Essay Examples

Here are several past exploratory essays.

Exploratory Essay - Death Penalty

Exploratory Essay-Macbook Air

Exploroatory Essay Imagination

Exploration examples

Here is Richard Feynman, nobel prize winner, describing - in a very exploratory way - how our eyes perceive light and how that allows us to experience reality in our own unique way. Just watch how he takes an incredibly complex subject from physics and makes it understandable. Also look at the passion and voice he uses in explaining the subject.



Here is another example from TED Talks. Clifford Stoll is brilliant. His TED Talk, I think, is the very personification of an exploratory essay. This is what exploration and passion looks like in human form. Enjoy.

Podcast assignment

Watch this podcast. It tells you every thing you need to know for tomorrow's assignment.



If your browser doesn't show the video or if you are watching this at school and our nefarious content filter blocks it, try this url.

http://youtu.be/T9a41DnWPbM

If all else fails, here it is from podomatic

Sticky-Note Book Report

Most of you have grabbed your copies of The Element. I will include the assignment here. Feel free to use your Twitter accounts in lieu of the Sticky-Notes.

For Tuesday have the introduction and Ch.1 read and be ready to discuss your thoughts on it. Can't wait to see what you guys come up with.

Sticky-Note Book Report and other assignments.

When looking for what to respond to in the book, examine some of the reader response starters below. Simply complete the sentences as they relate to the book. Additional points will be given if you choose to respond using any of the responses from the last four categories (in bold).

Reader Response Starters for Stick-Note Book Report


* Because this was intended for last semester's class, disregard the due dates, the book talk, and the research paper on this particular assignment sheet. Though we will write a research paper based on this book!

Theme #4

Here is the topic for theme #4 -

* Choose a topic you are interested in. Then begin finding sources that allow you to explore the issue or topic in greater depth. As you learn more about your topic, choose a position on your topic. Using at least three sources, explore your position on that topic.

You do not have to draw any firm conclusions, as this is an exploratory essay. Maybe you want to weigh both sides of an issue. Maybe you want to play devil’s advocate on an issue. Maybe you want to just learn more about a subject you have never had a chance to explore. Maybe you want to convince yourself that you have selected the right major or college. Maybe you want to research a subject in order to prove someone you know wrong.

Whatever your position, be sure to use your three sources to help you explore your essay. Don't simply find three sources and cite them in order to get them out of the way. Instead, use the sources to help inform or guide the exploration of your position.

My example -

Like many, I've been watching the tragedies in Japan. I'm particularly worried about the damaged nuclear reactors. I would have to see a repeat of the Chernobyl disaster.

So for my essay, I plan to explore nuclear power plants. Now that is pretty broad. To help narrow that down, I'm going to develop a specific position on nuclear power plants. My position will be how to best prevent them from melting down and unleashing massive amounts of radiation. I will let that position drive my exploration of the topic.

Another example from past classes -

I recall one student who was fascinated by the new iPad. They took the perspective of wanting to know if it could replace their laptop. They used that perspective to drive their exploration of the the iPad.

Another student wanted to explore the reasons behind school internet filters. They took the perspective of arguing against school content filters. Again, they let this perspective drive their research.

A final example, a student wanted to convince their parents to let her attend a college far away from home. She researched the university and the program she wished to major in and used that research to help try and convince her parents.

Exploratory Essay Examples

Here are several past exploratory essays.

Exploratory Essay - Death Penalty

Exploratory Essay-Macbook Air

Exploroatory Essay Imagination

Video for Happiness

Watch this TED talk video on Happiness and then comment on it. What strikes you as interesting? Do you buy the whole "genuine" versus "synthetic" happiness? Offer and example of each.

Theme #3 (definition essay)

Theme #3 (definition essay)

Here are the essays you've written so far -

Definition of beauty.

Definition of love.

These are, of course, in addition to the discussions and explorations of the concepts of "evil" and "happiness."

Now, for Wednesday, please write a definition essay (including one outside sources) in which you explore a term or concept of your own. Then upload it to Scribd.com and send me the link to your essay. I will then post it here. I have uploaded and embedded two sample definition essays below for you to read as examples.

Here is my example. I start off discussing my topic, "time," and then I focus on a personal experience, written as a personal narrative, that seeks to illustrate my personal definition of "time."

My Theme #2 (Time)

Essays for theme #3 (definition essay)

Here are the essays you've written so far -

Definition of beauty.

Definition of love.

These are, of course, in addition to the discussions and explorations of the concepts of "evil" and "happiness."

Now, for Wednesday, please write a definition essay (including one outside sources) in which you explore a term or concept of your own. Then upload it to Scribd.com and send me the link to your essay. I will then post it here. I have uploaded and embedded two sample definition essays below for you to read as examples.

Here is my example. I start off discussing my topic, "time," and then I focus on a personal experience, written as a personal narrative, that seeks to illustrate my personal definition of "time."

My Theme #2 (Time)