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Paddy's Lament, Ireland 1846-1847: Prelude to Hatred
Thomas Gallagher
Pivot: The Only Move That Matters Is Your Next One
Jenny K. Blake
When in French: Love in a Second Language
Lauren Collins
Beyond the Job Description: How Managers and Employees Can Navigate the True Demands of the Job
Jesse Sostrin
Vision and Art: The Biology of Seeing
David Hubel, Margaret S. Livingstone
Achieving Your Potential As A Photographer: A Creative Companion and Workbook
Harold Davis
Reclaiming Conversation: The Power of Talk in a Digital Age
Sherry Turkle
Picture Perfect Practice: A Self-Training Guide to Mastering the Challenges of Taking World-Class Photographs (Voices That Matter)
Roberto Valenzuela
Man's Search for Meaning
Viktor E. Frankl, Harold S. Kushner
Terms of Service: Social Media and the Price of Constant Connection
Jacob Silverman

Teaching Minds: How Cognitive Science Can Save Our Schools

Teaching Minds: How Cognitive Science Can Save Our Schools - Roger Schank I've read through chapter 7 and need to return it to the library. I may or may not get back to it. There were some interesting ideas, but the author came across as cranky and crotchety, so it wasn't a pleasure to read. Effective teaching means teaching these things:- how to be a critic- whom to respect and copy- how to know where you fit- how to take action- how to thinkAbilities should be taught, not subjects. "why don't kids like school? Because we teach them knowledge they won't need. How do they know this? They know that their parents don't know this stuff -- that is how. Many kids don't like math much and it is clear why. They find it boring and irrelevant and to anything they care about doing. If we think math is important, then why not teach it within a meaningful context, where it actually is used?" p. 89