There may have been some anti-bacon talk - as well as anti-Packers talk - in the 3pm English 120 class today, and yet I think the Padlet discussions were a "hit." Padlets make their thoughts much more VISUAL than what Blackboard offers, and I can "see" everyone's thoughts all at once... So, here's what we accomplished: Check-in using my Google Voice number. Padlet discussions for Unit 1:  Course Themes:  How can we have meaningful conversations between people with different views? On what issues do people disagree? Why do people disagree about them? What are worthwhile goals for talking with people you disagree with?  I am controversial because   _____ and/or my friends and family around me are controversial because _____. (Vegetarian smoker? Homosexual and religious?) Fill in either one of these blanks… I had planned to use the Padlet for the Scavenger Hunt, too, but we ran out of time. Oh well. It was assigned for Wednesday along with the Syllabus Quiz. On...

Regarding English 110, here's what we accomplished during the 11am class; I hope to replicate it for the 1pm section: Check-In with questions, concerns, or a happy story. Tour of Blackboard: syllabus, collaborate, textbook, blog, and self-assessment quizzes. I forgot to show them how to upload something! I'll do that Wednesday. A brief lecture on Content and Structure. Then we had time to complete the Syllabus Quiz. Wednesday's class will consist of  Story #1 & Scenario #4, a tutorial on uploading things to Blackboard, an intro to Large Project #1, and time for completing the Writing Sample.

So, what if I used this little blog for my own class notes (and as a way to communicate with students who miss class or need a reminder)? Here's what I just journaled about regarding today's classes: I have enough things to cover, yet I will take their pulse on how things are going. I might give a tour of Blackboard more – show them where Collaborate is, etc. – since I was going to give a tour of the textbook and that’s where the “content and structure” “lecture” comes into play. Also, a few must not have gotten my email about not emailing me their Beginning of Semester reflections, so maybe I shoot out a bonus email OR just touch on it in class (show them where they can be uploaded to)? Or blog about it? Should I link to that {this} blog as a way for them to see the “class notes” of the day? That might be handy. If I keep it all brief and concise, it should work well. It brings me back to the first blog I created WAY BACK IN THE DAY. Oh, the memories. Yeah. Now, I'll put l...

a) This is my sample response to the essay: " The Transformation of  Silence into Language and Action" b y Audre Lorde. The question that hits me first is one she asks herself: " Of  what had I ever been afraid?" What have I been afraid of and why? Were there very good reasons to be afraid of speaking up or of being myself in front of others? Then she writes these two doozies: " My silences had not protected me .  Your silence will not protect you." She's correct. I'm guessing that people who know me best would state that I speak my mind, but I do filter out A LOT to protect others' feelings. I censor myself at times when I probably shouldn't, just so people will like me. "What are the words you do not yet ha ve? What do you need  to say?" It starts with my syllabus piece about mental health. I want students to know that I will give a voice to those who have had depression, among other issues. I also need to speak out more in pro...

English 110: English 120: