Class Room Dialogue

I saw this article and thought it might be of benefit to us as we continue to use collaborative activities in our classrooms. Let me know what you think about the concepts and practices.

A Dialogic Inquiry Approach to Working With Teachers in Developing Classroom Dialogue

Teacher’s College

by Sara Hennessy, Neil Mercer & Paul Warwick � 2011

TED Education Week

This week is the TED Education week so I am happy to share these links with you. Exploring teaching and teaching philosophy is so valuable to us all as we strive for excellence in teaching.

If anyone is interested I think it would be great to get together and discuss some of the issues presented in these talks. Anyone interested?

Brooklyn Navy Yard visit (Group 1)

Agenda for Friday, March 30, 2012:

9:30 – Meet in the faculty commons (second-year fellow meeting)
10:00 – walk to Navy Yards
10:15 – observe admirals row from Flatbush Avenue (Navy St. –N Elliot Pl.)
10:30 – Museum & divide up into groups and roles
10:45-11:30am – Explore the exhibition
11:30am – Tour of the Yard with Daniella
12:30pm – Lunch Museum Café* / Work in Group
1:00-Work in Group
1:30 Debate

* The café lunch is approximately $15 each they are reserving tables for us

Please review videos and readings posted in this link:

Group 4 Assessment

HIV in Brooklyn: Incidence of the disease based on Ethnicity, Age and Culture

The Human Immunodeficiency virus (HIV) is an infection that progressively affects the immunological system of individuals impacting the lymphoid and immunologic organs and leading to the acquisition of opportunistic diseases and cancer.  It is transmitted by contact of body fluids containing high levels of viral particles, such as: blood, semen, pre-ejaculatory fluids, vaginal secretions and breast milk.  During our group activity we learned that the best preventive measures rely on avoiding contact with these fluids by adopting safe practices like sex abstinence, condom use, preventing blood-contaminated contact, not nursing if sero positive, among others.  The fact is that although preventive and surveillance programs are readily available, every day more people sero convert.  For this reason, the scientific community is constantly looking for new methods to prevent HIV sero conversion and new treatments to improve the quality of life of those that acquire the virus.

A new method proposed for prevention is pre-exposure prophylaxis.   It relies on the administration of HIV treatment medication to a population that it is HIV negative, but is at a high risk of getting the virus.   A few weeks ago the 19th Conference on Retroviruses and Opportunistic Infections was held at Seattle, WA.  At this conference the results of several clinical trials related to HIV prevention where presented.  The links found below will take you to New York Times articles that summarize the studies and their findings.

After accessing the articles, please think about the following questions:

Would you consider the study effective for HIV prevention?

Can the drug substitute for all the other preventive measures previously promoted?

Are there any ethical issues involved in these studies?  Why one of the studies was cancelled earlier?

High Impact Learning project outline for Ins and Outs Of Physical Computing


An introduction to interactive technology with a focus on how we use technology to express ourselves and interact with our environment. This class will combine a hands-on exploration of sensors and microcontrollers with concepts of interaction design employing a structured design process. Students will work on creative group projects and provide on-line documentation of their work. An array of sensing technologies from simple switches to video tracking will be introduced. Students will use the simple programming of microcontrollers to process incoming data from sensors.

project description: After a few weeks of introductory materials and exercises students will propose a final project idea. The proposal requires them to state a problem that they will try to solve using the technologies taught in this class. They will present their proposals to their classmates and vote in ranked order what are their top 4 favorite project proposals. The three highest ranked projects will go forward with the student who proposed it as the team leader for and the remaining students will be assigned to the projects they ranked the highest. The students will then do research on methods to solve their chose problem, prototype a solution to it and document their design process and problem solving methodologies which will be presented at the end of the semester with a group presentation and accompanying page on the openlab site for the class.

High Impact Practices Assignment: Reading and Writing the Brooklyn Bridge

Reading and Writing the Brooklyn Bridge
ENG2000: Introduction to Literature
Professor Johannah Rodgers
Final Project


To engage students in a site-specific collaborative research project related to interpreting texts and responding to texts creatively and critically


We have spent the semester reading texts about Brooklyn in a variety of genres.  We are now going to respond to one of the texts that we have read and respond to the Brooklyn Bridge as “text” by:

1/ Studying the Brooklyn Bridge and what it represents in its current cultural context through collaborative on-site primary research (note-taking, interviewing, journaling, photographing, etc.)

2/ Creating a representation in a medium of your choice reflective of what the bridge represents for you now in its current urban context (writing (creative or expository in genre of your choice), painting, drawing, photography, video, sound, sculpture)

3/ Comparing this representation to other representations of the Brooklyn Bridge that we have read about to consider how our current representations confirm, extend, comment on, erase, or otherwise alter prior representations of the bridge


  1. Documentation of your on-site group research
  2. Presentation of findings and observations from group research
  3. A concrete, concise representation of the bridge that reflects its current cultural status, meaning and context in the medium of your choice (length/size requirements by medium and genre will be forthcoming)
  4. A 3-4 page written essay comparing and contrasting your findings about the Bridge with what the bridge represents and how it is represented in ONE of the works that we have read


TBD:  This assignment will take place over several weeks and drafts of creative and critical projects (#3 and #4 deliverables) will be due one to two weeks prior to final project due dates


Grading rubrics will be distributed for each one of the four deliverables for the project.


•            Retrieve, evaluate, and interpret information from a variety of sources and points of view.
•            Evaluate evidence and arguments critically.
•            Produce well-reasoned written or oral arguments using evidence to support conclusions.
•            Identify and apply the fundamental concepts and research methods of a discipline or interdisciplinary field exploring creative expression, including, but not limited to, communications, creative writing, media arts, music, and theater.
•            Analyze how arts of the past serve as a foundation for those of the present
•            Articulate how meaning is created in the arts or communications and how experience is interpreted and conveyed.
•            Use appropriate technologies to conduct research and to communicate