Post 21 of 30 The posts are becoming more and more dispersed due to a long weekend, evenings spend hammering hundreds of carpenter nails into the deck, or marking. But I am slowly catching up again. Story-Telling How to tell a story? So one of the things I want to achieve, but not entirely sure […]
When you stuff your brain glutinously with ideas and paradoxes that push you into cognitive dissonance trying to come up with a story and there is no anti-acid—or granny’s really expensive gentian-schnapps—that can help the brain to break the thought-food down as it does with overeating during the holidays, then what do you do? Mind-Map? […]
Day 19 of 30 If it doesn’t work pull the plug I vaguely based this ‘writing for 30 days and see what happens’ on articles like this one by Glen Allsopp. However, it doesn’t work. Maybe it works for keeping the notes to yourself until they are ready to be shared. But it doesn’t work […]
Post 13 of 30 We (office roomie and I) have been pretty good at taking our lunch-breaks (most days, most weeks) and going for lunchtime walks. It’s been really good. Sometimes these walks turned into walking meetings, planning work, activities, research. Sometimes they were about everything and nothing, and looking at squirrels. So today, because […]
Last semester, when teaching on a course called Student Engagement, I asked the participants why they choose this particular course. They were honest. Seriously, I need to stop building trust, they were really, really honest.
Today was the first day of an eight week long twice a week 6-7 a.m. bootcamp I signed up for. On my way back when thinking about planning the writing activities I have to undertake. I realised there is a strange commonality between the early morning intensive circuits training and academic writing.
Identity and integrity have as much to do with our shadows and limits, our wounds and fears, as with our strengths and potentials. (Palmer, 1997)
Reflective practice, in conversations, in writing, is the teacher’s secret weapon. It doesn’t matter if we teach at university, college, or school. The ability to look over our own shoulders (knowledge on action) can help us develop knowledge in action.
Lernen im Prinzip—Anwenden im Gegenstand. Learning in principle, apply on object. A brief explanation of my de-contextualize—re-contextualize concept.
Triadic Reciprocal Causation I forgot to publish this so this is still a work in progress, and for various reasons I cannot go into detail. However, I hope it still makes some sense. The last project in my old role: Discussions about resilience of students and the rise of mental health issues have been on […]