OEC

ASC 1070

Mon, 28 Jun 2010 13:33:12 Z

Cornell notes, January 13/14, 2009
Note-taking strategies, January 20/21, 2009
Learning styles, February 3, 2009
Multiple intelligences, February 10/11, 2009
research paper

Learning styles

Wed, 16 Jun 2010 02:42:40 Z

Learning Styles Inventory, February 3/4, 2009

From textbook: right brain vs. left brain inventory

Computer lab exercise:

Pre-reading: describe your learning style. Do you think you are Visual, Audio, Read/Write, Kinesthetic (VARK)?

Here is the VARK learning style questionnaire you should take.

SWOT: Study With Out Tears

How do you take information in, how do you do something with it, how do you use it?

Pre-reading: describe your learning style based on the results of your VARK questionnaire and your left brain/right brain results.

We will be partnering with Mr. Warner’s ELA class in reading Three Cups Of Tea via Jigsaw. You are welcome (and encouraged) to read the whole book if it suits your interest, but in the meantime you’ll only be reading a part of it. (The book will be divided into three parts, which for this particular novel makes sense.)

You will need a notebook for Three Cups Of Tea, specifically dedicated to that book. You will be using this notebook to take notes from each chapter based on the strategy you determine above.

On right/left brain: The goal isn’t to use this information to disempower yourself (e.g. “I’m too right-brained to do math”), but rather to be able to invoke appropriate learning styles to maximize your learning potential in all subjects.

Multi-modal: choose the one that seems to best match your learning style, or print out more than one.

Active reading HOMEWORK ASSIGNMENT: choose a strategy suggested in your VARK inventory to actively read Chapter 7 of your textbook.

Additional Info:

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Home Page

Wed, 17 Feb 2010 10:03:18 Z

Welcome

Welcome to the Oakland Early College wiki!

About OEC

Oakland Early College (OEC) is an Early College High School (ECHS). It represents an innovative partnership between the West Bloomfield School District and Oakland Community College’s Orchard Ridge campus. OEC students (grades 9-13) attend high school on OCC’s campus, and engage in an exciting college-preparatory curriculum taught by teachers from award-winning West Bloomfield Public Schools. A core element of OEC is dual enrollment in coursework at OCC. Students graduate with a high school diploma, innovative educational and professional experiences(resume help), and up to 60 transferable college credits or an Associate Degree in the field of their choice—all provided at no out-of-pocket cost to students and their families.

Students at OEC will be encouraged to select specific areas of academic focus, and to work towards Associate Degrees in areas of study including:

Liberal Arts;
Fine and Performing Arts; and
Business and Entrepreneurship.
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Our students come from all over Oakland County—from Milford to Royal Oak, from Southfield to Oxford. They join us from public schools, private schools, parochial schools, and home schools. What they share is a desire for a rich educational experience that bridges the gap between K-12 and higher education.

OEC is committed to helping increase post-secondary access and opportunities for Oakland County students, and to improving the quality of education available to young people that will enable them to have a good job in the future like. OFC gives importance to students who may not have found their niche in larger, more traditional high schools.

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About this wiki

This wiki exists as an academic and institutional resource, available to all students, parents and teachers. Resources include:

Our mission statement?, vision statement?, statement of goals? and core beliefs?, including some materials we’re using to develop the statements.pdf.

Some tools for thinking about curriculum.

Academic resources for courses using this wiki, including:

ASC 1070

Definition of games and puzzles
The best term paper in the shortest terms
sample essays

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Civics and Economics

Mon, 14 Sep 2009 17:53:37 Z

This is for Mrs. Mc Hardy?’s Civics and Economics class.

Topics:

The United States Constitution

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Definition of games and puzzles

Fri, 27 Feb 2009 00:44:40 Z

Definition of games and puzzles

A game is a voluntary attempt to overcome unnecessary obstacles, where the outcome is uncertain at the start.
A puzzle is a voluntary attempt to overcome unnecessary obstacles, where there is a solution (or best solution) at the outset.
Games have replay value. Puzzles generally do not.
Activism is a voluntary attempt to overcome necessary obstacles.
An obligation (duty) is an involuntary attempt to overcome necessary obstacles
A punishment is an involuntary attempt to overcome unnecessary obstacles.

History vs. memory

Analogies

Mystery :: secret
Game :: puzzle
Learning :: school

Multiple intelligences

Fri, 13 Feb 2009 12:45:15 Z

Multiple intelligences: February 10/11, 2009

Howard Gardner’s (1983) eight kinds of intelligences. The idea is to more broadly, and perhaps more accurately, understand what we mean by the umbrella term “intelligence.”

“Clicky pens,” since your brains learn better in color:

Blue ink: annotate
Underlined in green ink: I agree; I’ve had this experience; this is true.
Underlined in red ink: I disagree; I have not had this experience; this is false.

Annotation after every question and answer—but remember to underline in green or red ink based on whether you agree with the statement, or have experienced this.

Remembering back to Bloom’s Taxonomy in Chapter 2 … and to the handout from earlier in the year …

In small groups: your job is to focus on critical thinking level questions (analysis, synthesis, and evaluation) (check out page 41, 44 and 45 of your textbook).

Each group needs to come up with TWO higher level questions that could be used as an essay question for the article you just read. What we will do at 3:30 is compile all the questions (meaning we will have 14 of them). You will choose ONE of these for your writing topic.

Remember: if you’re not sure what a higher order level question is, be sure to consult your book!

The questions:

Is it the school’s responsibility to teach truth, beauty and good? Are these even things that can be taught?
Why don’t schools honor different types of intelligences?
What evidence exists that supports Gardner’s claim that there are multiple kinds of intelligence?
How does a school teach abstract concepts like truth, beauty and good?
Why is it important to understand your learning style or dominant intelligences?
Why do teachers generally think the strict “study and drill technique” is the best way to learn for all students?
Do you think that the multiple intelligence approach should be used in every day school? Why or why not? How?
Do you think it’s possible to apply this approach in a school in practice? Why or why not?
How might the school experience be different for students and teachers if Gardner’s theory of multiple intelligences were truly emphasized, rather than standardized test and assessment models?
Would it be possible for all students to achieve if schools “bought in” to the concept of multiple intelligences? Are we doing students a disservice, or a service, by requiring them to learn in a particular style?
How do your teachers teach you? What are some of their techniques? How does this relate to the article? Explain.
Should teachers be required to use the theory of multiple intelligences in their teaching? Why or why not?
Is Howard Gardner right when he says the “three R’s” are the foundation students should be taught early on, but that they’re not taught very well at present? Do you agree?
What evidence does a school have to show that the theory of multiple intelligences work?
What would be the disadvantages of utilizing multiple intelligences in K-12?
If you could design a school curriculum and assessment, what would it look like?

HOMEWORK: Quiz on this next week; and then choose ONE of the above questions and write a MINIMUM of a one-page essay response. It should include your own personal experiences in school, and should include information you’ve learned from Chapter 7 about multiple intelligences, VARK, left-brain/right-brain, etc.

Note-taking strategies

Wed, 21 Jan 2009 20:06:04 Z

Note-taking strategies: January 20/21, 2009

Class started with four minutes to look over Chapter 5 quiz

Quiz¹ is 15 minutes; the last five minutes, you may use your notes (but not your book).

James Zull on note-taking methods. Any good note-taking method will have the note-taker do the following to information:

Gather
Analyzing
Creating
Acting

In five groups, today: your goal is to come up with your own method of note-taking. This will allow you to innovate, and to think about strategies that work for you (that might be substantially different from Cornell notes, if you’re not a fan of those).

Your strategy has to show (examples in italics):

A way of taking information in (I’m going to bullet it)
A way of analyzing information (I’m going to color-code concepts)
A way of creating (I’m going to make a practice test, using the format I think the professor is most likely to use)
A way of acting (I’m going to take that practice test and study from it)

Assign jobs within your groups:

One person is recorder, who will write down what your group comes up with
One person is director, who will keep conversation flowing and make sure group is on task
One person is reporter, who will present information to class

Will present at the beginning of class next session.

¹ Including essay responses on back:

Did you use some variation of label/margin system to take notes on Chapter 5?
Did you feel prepared for today’s quiz? Why or why not?
Draw a t-graph. On one side: what works about label/margin system? On the other: what does not?

Cornell notes

Fri, 16 Jan 2009 12:54:15 Z

ASC 1070: Tuesday/Wednesday, January 13 and 14

Cornell notes—who uses it, and why?

Important thing isn’t using Cornell notes specifically, it’s that you have a method that works well for you.

Here is a really neat Cornell note generator you can use to make your own version of the note-taking paper.

Informal survey of students:

Most don’t use Cornell notes.
Those who do like the organization.
Many don’t, or have their own method.

Visual cues: help you realize whatever is being said is important!

College classes: lectures connected with textbook

If something is in the lecture AND the textbook, it’s probably important.

The real question is: What works best for me as a learner?

The POINT of taking notes isn’t really to RECORD … it’s a method of ENGAGING WITH THE MATERIAL.

Cornell has an emphasis on review, summarization, and application.

Brain research in the last 10 years … using MRI:

Summarizing information shortly after lecture greatly increases retention.

Arizona Idol video

Download the movie here, which is the full version in Quicktime format (31 M).

Specific strategies:

Topic/Questions section: goal is to summarize as a question that might be asked on a test.
Adding notes afterwards, and reflect in such a way as to remind yourself later—engaging your own experiences.
Summarizing at end.

For homework (be sure to add this in planner):

For Chapter 5, for which you did the pre-reading: use the “label in the margin” system to take notes on Chapter 5.

Gary Weisserman

Thu, 15 Jan 2009 02:51:42 Z

Gary Weisserman Head of School at Oakland Early College Faculty at University of Michigan Program Director, Interactive Communications and Simulations Group at University of Michigan

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Early College*

separation of powers

Fri, 10 Oct 2008 14:53:55 Z

Creating independent branches of government so that one branch doesn’t have absolute power.

The United States Constitution

Fri, 10 Oct 2008 14:52:41 Z

Some of the terms associated with the United States Constitution include:

separation of powers

tools for thinking about curriculum

Fri, 10 Oct 2008 14:50:47 Z

There are a lot of tools available for developing curriculum:

ALPS has come up with a nice framework for this, which includes thinking about:

Throughlines
Generative topics
Understanding goals
Performances of understanding
Ongoing assessment