*** Weekend Chat - Sat 16th / Sun16th ***

littlemisschocolate

Pooky wrote: »

She did ask if she can write "no" 500 times.....:D



She said the exact same thing .

She keeps getting her work handed back with "you need to look at it from all aspects - not just your own views".....to which she replied with "then don't ask for my opinion, just tell me what you want me to write".

I love her style!!! Go Pookys daughter! :j

LouiseJ

ZTD wrote: »

So, exercises are something else we should be nagging you about...

Probably:o Once I get back out on my daily walk with OH it keeps itself right, that and the "cat stretch" and the other daily strengthening exercised I "should" do.

........today I shall lounge and potter.

ZTD

Pooky wrote: »

She did ask if she can write "no" 500 times.....:D

Perhaps she could demonstrate if the moral question does not prove that she herself exists - when she can prove (at least to herself) that she does, then it can not prove the existence of anything else.

Especially given that everything else can be an illusion (like the Matrix). Including the teacher. And dumb homework.

bookseller1980

I've sorted the cupboard. Thrown all the 'tupperware' type containers away that do not have a fitting top/bottom. Fed up of trying to find the non-existent right lid.

Now what?

LouiseJ

I think that evaluative arguments should be encouraged by teachers, it really does help push student's thinking skills to the top end of Blooms taxonomy. The product is less important than the process here;)



*takes teaching head back off*:o

bookseller1980

LouiseJ wrote: »

I think that evaluative arguments should be encouraged by teachers, it really does help push student's thinking skills to the top end of Blooms taxonomy. The product is less important than the process here;)



*takes teaching head back off*:o

Goes to find another cupboard!

littlemisschocolate

LouiseJ wrote: »

I think that evaluative arguments should be encouraged by teachers, it really does help push student's thinking skills to the top end of Blooms taxonomy. The product is less important than the process here;)



*takes teaching head back off*:o

Goes back to the essay!

ZTD

LouiseJ wrote: »

I think that evaluative arguments should be encouraged by teachers, it really does help push student's thinking skills to the top end of Blooms taxonomy. The product is less important than the process here;)



*takes teaching head back off*:o

But it doesn't really. There will be those people who can go through long periods of analysis and get the wrong answer. Then there are those people who know the answer pretty much straight away. Then there are those people in the middle.

The trick is not to spend a stupid amount of time on a single abstract question - the trick is to keep real and relevant problems coming until the cognitive "short-cuts" are well established.

As an illustration:

Are you more or less likely to have an driving accident now, than when you first passed your test (all other things being equal)?

Are you more or less likely to pass a driving test now, than when you first passed your test (all other things being equal)?

It is part of the modern trend to bury "talent" and replace it with "training".

spud30

Does anyone know how to word a resignation letter? It must be 20 odd years since I've written one

scaredy_cat

spud30 wrote: »

Does anyone know how to word a resignation letter? It must be 20 odd years since I've written one

to whom it may concern,

please take this letter as my offical notice of resignation of my employment with XXX as of x date.

then any sentiments you wish to write?