X Ten Top Trivia Tips about Composition!
- Louisa May Alcott, author of 'Little Composition', hated composition and only wrote the book at her publisher's request!
- To check whether composition is safe to eat, drop it in a bowl of water; rotten composition will sink, and fresh composition will float!
- If composition was life size, it would stand 7 ft 2 inches tall and have a neck twice the size of a human.
- Without composition, we would have to pollinate apple trees by hand.
- Four-fifths of the surface of composition is covered in water!
- Composition was banned from Finland because of not wearing pants.
- 99 percent of the pumpkins sold in the US end up as composition.
- Composition is often used in place of milk in food photography, because milk goes soggy more quickly than composition.
- It took composition 22 years to build the Taj Mahal!
- If you keep a goldfish in a dark room, it will eventually turn into composition.
from The Mechanical Contrivium, via Boynton.
1 comment:
Idealism
I've encountered a number of educational/learning systems and I still don't think I know what the ideal one looks like.
No grades didn't work for me--I encountered it too late and was already habituated to the need to see how my work was ranked by a teacher. Plus, I found it just hid standards. I was still held to standards but because they weren't out in the open and because the Profs. in that system could still require me to re-write until I'd met this invisible standard I couldn't see what I was gaining by not being given a grade.
I've also encountered the philosophical tradition of studying at the feet of someone who is uber-knowledgeable about a subject and being trained to know what they know. Ohmygod that was stressful, as every week I was expected to become an expert in a new area.
Could go on--but perhaps more telling is how what I've encountered as a student has shaped me as a teacher. I have with more than one teaching friend had conversations where we say, "The academic abuse ends here [with us]."
No giving assignments or having expectations where the only pedagogical justification is, "I had to do this, so you have to do this."
Always ask, "What do I expect students to take from this?
How does what they take from this further future learning?
Is feed-back showing me that they haven't taken what I expected from this (and how much of that is a breakdown in communication that began with me?)"
What am I doing today that keeps the speaking space open to the voices that are harder to hear?
While the activities vary, the underlying pedagogy is kinda like a Star Trek directive, "Do the least harm," with the implication that at the same time one is trying to do some (educational) good.
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