Not Very Punny . . .
. . . but I couldn’t resist. Not timeless certainly, nor broadly applicable but I’d have some fun with this in an English classroom. It’s along the same lines as the remixed “Read” posters Dan started and I did a few of a while back.
If, for some reason, you want the big version of either just click on the image.
The Santa Monica ad agency RPA cut half-inch grooves into a quarter-mile stretch of Avenue K, in the exurban L.A. desert city of Lancaster. The grooves were synched in such a way that driving over them at precisely 55mph caused Rossini’s “William Tell Overture” — a.k.a. the Lone Ranger theme — to echo in the air around you. –VSL So how cool would this be for physics, science and math? Lots of concepts to explore in a simple entertaining little Youtube clip. Wonder what it’d take to make your own version? Not necessarily with a real car- maybe a remote controlled model?
THe following two photographs of slides are from David Wiley’s presentation on open education (which was awesome). I am playing against his definition for a variety of reasons which may become clear as I progress. (1) Any kind of teaching materials- textbooks, syllabi, lesson plans, videos, readings, exams “Teaching materials” are in the eye of the beholder but leading with this phrase puts people in a certain mindset around content and one that is actually harmful. People make fun of “educational” resources for good reason. A large part of what needs to be opened is our ideas around what content might be educational and how we might use that content. (2) Free and unfettered access, and (3) Free permission to engage in the “4R activities“ I won’t argue much with #2, although I do realize I “pay” for access to some of this content when a 3rd party tracks me. While I recognize the importance and goodness of #3, I hate to exclude all the content that falls outside that definition. I’d rather have a larger “house” of content and a few rooms that help people decide what they can do with it. I think it’s actually good that content might be ephemeral and might eventually go away. I am ok that I can’t remix certain things. I still find […]
You probably don’t remember the scene. It’s below. Very short. It came to me this morning. “What is best in life?” Such a perfect question with which to plumb the depths of historical or literary figuresImagine it’d work for scientists or mathematicians. English and History uses aboundIt also gives me a chance to do my Arnold impersonation. Don’t play it seriously. There’s a reason to use a cheesy Conan quote to introduce this. It ought to have some humor. As always, your example will be key. Make it good and then break down with the students why it is good. The simplest thing is to play the clip. Discuss it. Now the students assume whatever persona and write the threeNumber of your choosing. 3 is a good number but make sure you keep it limited. things that person would say are best life. The things that are best have to be concise and quick. I’d probably have them write explanations for their choices for proof of processing/show your work purposes. More – Students work together in groups to write the “best in lifes” for a number of figures with another figure as final judge of what is right. Even more – The class votes on the best answer and mash it into the original video. I’d probably do this with […]