YOU SHOULD HAVE BEGUN YOUR LEARNING ANALYSIS WHEN YOU ARRIVED LAST TUESDAY! 1) what 5 steps do you need to take even BEFORE you begin writing? 2) what 5 steps do you need to pay attention to AS YOU WRITE? 3) when will you meet with class buddy with final drafts to review with each other for typos and spelling and anything else? at least 2 days before the due date: 8 December!
>>>EXPERIENCE SET FOUR: FEMINISM IS FOR EVERYBODY
Tuesday, 24 November – THANKGIVING WEEK WORK AT HOME DAY: NO CLASS BUT….
• Finish up the materials you chose concerning Octavia Butler & Octavia's Brood: be ready to discuss!
• Finish up the materials you chose concerning Alison Bechdel: be ready to share with others!
What have you learned in class you might want to share with friends and family this week? What would you choose and how would you connect with all these concerns? Ask friends and family about their experiences in social movements, or their values for social change. Be open to listen and to talk with sensitivity, heart, integrity.
Tuesday, 1 December – Visions for Justice
• Look over any stuff in Reed, Perez, Freeland you haven’t gotten to yet
• If possible finish up your book 5 or at least read an additional chapter.
• Consider all the readings for the class: make sure you have completed them all.
What are all these books about now you’ve worked with both and done projects that tie you into the insights they want to share with us? How do they each speak to the idea that feminism is for everybody? What feminist worlds do they open? Which aspects of Women’s Studies do you glimpse from these? How do they offer versions of intersectionality, feminist identities, visions of social justice?
Tuesday, 8 December – Sharing Feminisms – LAST DAY!
• DUE ASS. #4: Final redrafted and edited version of your Learning Analysis: hardcopy in class; electronic copies to TA.
Our class will share learning analyses today in class. You must be present to get credit for this assignment!
YouTube Published on Nov 2, 2015: https://youtu.be/9SwaIN0b2Mw
"What if on Thanksgiving Day, people began to acknowledge the myth of the original Thanksgiving and the truth of the genocide, suppression of culture and of theft of territories from First Nation Peoples? A dialogue took place on Indigenous Peoples Day, October 12, 2015 on Randall's Island in Manhattan."
We will be doing a lot of
freewriting and small grp talk today as we gather the resources you need to
complete the learning analysis well.
Evaluations for this class are
available online now. You may have been sent email notice already or even
already completed yours. If so, that is fine. If not, it is possible you will
have the most useful feedback for us AFTER you finish this course, either next
Tuesday after the learning analysis is due, or even a week from Thursday, after
your last section. The evaluations are not finally due until the following
Monday. As you fill these out for all your classes, please do so in the spirit
in which you hope your teachers will be writing up evaluations for you about
your work. Since these went online there have fewer comments that are
constructive responses. Please let yours be one!
TALK IN PAIRS AND TAKE NOTES TO SHARE WITH ALL OF US:
1) what 5 steps do you/did you need to take even BEFORE you begin writing your learning analysis?
>>GATHERING:
= go through the Learning Analysis assignment description and make a list of everything you might want to review as you think about and write up your reflections on your journey through the course.
= go through the Learning Analysis assignment description and make a list of everything you might want to review as you think about and write up your reflections on your journey through the course.
2) what 5 steps do you/did you need to pay attention to AS YOU WRITE?
3) when will you meet with class buddy with final drafts to review with
each other for typos and spelling and anything else? Try to make it at least 2
days before the due date: 3 December!
Intellectual
friendship is one of the great enjoyments that college
offers, sometimes lasting throughout one's life. This could be a place where
you make life-long friends and learn skills and pleasures you will find
valuable for many years. This is where we want to put our intentions,
motivations and energies!
FREEWRITE:
= what is the argument of the class?
What does that even mean? DISCUSS
= now shape freewrite into two sentences that somehow are unique to your experience. Use vivid words that capture thinking, feeling, acting in ways you are just beginning to understand.
===
IN PAIRS, DISCUSS
= which reading was way more complex than you expected but offered you an ah ha experience nonetheless?
= what is consciousness-raising and when did you find yourself experiencing it?
= what is an experience set and how does it work?
= which experience set was the most fun? the most difficult? the most interesting?
===
WHY DO WE DO ALL THIS? METACOGNITION....
Metacognition, From Wikipedia, the free encyclopedia: https://en.wikipedia.org/wiki/Metacognition
"Metacognition is "cognition about cognition", "thinking about thinking", or "knowing about knowing". It comes from the root word "meta", meaning beyond.[1] It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving. There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.
"Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition. Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students.
"Some evolutionary psychologists hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures. Writings on metacognition can be traced back at least as far as Perì Psūchês; and the Parva Naturalia of the Greek philosopher Aristotle."
[image from: https://s-media-cache-ak0.pinimg.com/236x/0e/1a/91/0e1a913f53cd67d85c2e227884459d41.jpg ]
===
WHAT'S IT GOOD FOR?
"Many teachers we know enjoy teaching students how to wield one of the most powerful thinking tools: metacognition, or the ability to think about your thoughts with the aim of improving learning. A metaphor that resonates with many students is that learning cognitive and metacognitive strategies offers them tools to "drive their brains." The good news for teachers and their students is that metacognition can be learned when it is explicitly taught and practiced across content and social contexts."
From Edutopia: http://www.edutopia.org/blog/metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers
[image from: http://academic.regis.edu/ed202/images/kolb_cycle_detailed.jpg ]
===
How did you experiment in this class?
What about this was fun?
What about this was ... what? something else worthwhile?
How are you, yourself today, different from that person who sent you time capsule messages early on?
[image from: https://blurppy.files.wordpress.com/2013/09/the_tardis_by_disent.jpg ]
===
WHAT ROLE DID SPECULATIVE FEMINISMS PLAY IN OUR CLASS?
===
IN PAIRS, DISCUSS
= which reading was way more complex than you expected but offered you an ah ha experience nonetheless?
= what is consciousness-raising and when did you find yourself experiencing it?
= what is an experience set and how does it work?
= which experience set was the most fun? the most difficult? the most interesting?
===
Metacognition, From Wikipedia, the free encyclopedia: https://en.wikipedia.org/wiki/Metacognition
"Metacognition is "cognition about cognition", "thinking about thinking", or "knowing about knowing". It comes from the root word "meta", meaning beyond.[1] It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving. There are generally two components of metacognition: knowledge about cognition, and regulation of cognition.
"Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition. Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students.
"Some evolutionary psychologists hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures. Writings on metacognition can be traced back at least as far as Perì Psūchês; and the Parva Naturalia of the Greek philosopher Aristotle."
[image from: https://s-media-cache-ak0.pinimg.com/236x/0e/1a/91/0e1a913f53cd67d85c2e227884459d41.jpg ]
===
WHAT'S IT GOOD FOR?
"Many teachers we know enjoy teaching students how to wield one of the most powerful thinking tools: metacognition, or the ability to think about your thoughts with the aim of improving learning. A metaphor that resonates with many students is that learning cognitive and metacognitive strategies offers them tools to "drive their brains." The good news for teachers and their students is that metacognition can be learned when it is explicitly taught and practiced across content and social contexts."From Edutopia: http://www.edutopia.org/blog/metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers
[image from: http://academic.regis.edu/ed202/images/kolb_cycle_detailed.jpg ]
===
How did you experiment in this class?
What about this was fun?
What about this was ... what? something else worthwhile?
How are you, yourself today, different from that person who sent you time capsule messages early on?
[image from: https://blurppy.files.wordpress.com/2013/09/the_tardis_by_disent.jpg ]
===
WHAT ROLE DID SPECULATIVE FEMINISMS PLAY IN OUR CLASS?
===
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