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First and foremost, we must always keep sound pedagogy in mind, something that I discuss at length in Digital Leadership. I often recommend the use of this tool in History as a way to explore primarysource documents. We know that teachers, like they always do, will rise to the occasion.
But these old-school pedagogies seemed mechanical compared to what’s possible with inquiry. I wanted discussion in the context of disciplinary tasks, and I found a new opportunity with the Library of Congress’ “PrimarySource Analysis Tool.” It was just unnervingly quiet most days. So, why was my classroom so quiet?
Together, these experiments contribute to ongoing conversations about the pedagogical value of AI tools, core competencies needed for AI literacy, and pedagogies that prepare students (and professors) to effectively, creatively, and ethically engage AI in the work of anthropology.
Moore writes about how teaching fuels him, and “Teaching Black History to White People” illustrates his uniquely engaging pedagogy that has won awards and made Moore a highly respected and sought-after professor and speaker. She retells history with expert analyses of historical artifacts, primarysources and thorough research.
That rubric defined “rigor” as student engagement with primarysource texts and artifacts. Question Two) — is most appropriately addressed by interpreting primarysources. This mistake — the narrowing of history pedagogy to “document analysis” — reflects another mistake: confusing novices for experts.
They were our primarysource of relevant information, after all. The post Shaking Up High School Math appeared first on Peers and Pedagogy. One year, we all wanted to watch the final four basketball games during class, so we wrote some math problems about basketball and then we had to watch them.
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