http://gravyway.wordpress.com/2007/01/24/the-monotillation-of-traxoline/ Just another WordPress.com weblog Tue, 22 Sep 2009 02:04:44 +0000 http://wordpress.com/ hourly 1 http://gravyway.wordpress.com/2007/01/24/the-monotillation-of-traxoline/#comment-75 Brad Hoge Fri, 26 Jan 2007 19:54:36 +0000 http://gravyway.wordpress.com/2007/01/24/the-monotillation-of-traxoline/#comment-75 Great thoughts, Joshua. I've sat through numerous seminars by Biochemists, and they've often seemed a lot like your example. One comment that occurred to me while reading this is that as a teacher I often insert vocabulary "in context" that I know students don't know yet. I often don't point out the fact that it's a new word, but act as if I expect them to already know it. I think this accomplishes three things. 1) It introduces the hook for a new concept; 2) it encourages the students to look for this word as they study the material; and 3) it challenges them to be prepared for the next time they hear a word they aren't familiar with. Of course, I always follow the word with the definition, again, in context, and I always try to repeat the word at least three times within the lecture to reinforce its meaning. Not to say that I script my lectures this diligently, but after many years of teaching it is something I've learned to recognize in my style. Great thoughts, Joshua. I’ve sat through numerous seminars by Biochemists, and they’ve often seemed a lot like your example. One comment that occurred to me while reading this is that as a teacher I often insert vocabulary “in context” that I know students don’t know yet. I often don’t point out the fact that it’s a new word, but act as if I expect them to already know it. I think this accomplishes three things. 1) It introduces the hook for a new concept; 2) it encourages the students to look for this word as they study the material; and 3) it challenges them to be prepared for the next time they hear a word they aren’t familiar with. Of course, I always follow the word with the definition, again, in context, and I always try to repeat the word at least three times within the lecture to reinforce its meaning. Not to say that I script my lectures this diligently, but after many years of teaching it is something I’ve learned to recognize in my style.

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