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	<title>Ars Docendi</title>
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	<link>http://www.arsdocendi.org</link>
	<description>By Greg Vanderheiden, a high-school teacher</description>
	<lastBuildDate>Fri, 17 Feb 2012 09:37:19 +0000</lastBuildDate>
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		<title>Coach of Many Colors</title>
		<link>http://www.arsdocendi.org/2012/02/17/coach-of-many-colors/</link>
		<comments>http://www.arsdocendi.org/2012/02/17/coach-of-many-colors/#comments</comments>
		<pubDate>Fri, 17 Feb 2012 09:19:20 +0000</pubDate>
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				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=829</guid>
		<description><![CDATA[Readers of my posting on the flexible classroom (“The Class of a Thousand Spaces”) know that in a room where little is nailed down, much is possible. The other requirements of a successful flexibility are 1) a teacher whose approach to learning varies with the kind of learning to take place, 2) students who are [...]]]></description>
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		<title>Read &#8216;Em and Weep</title>
		<link>http://www.arsdocendi.org/2012/02/10/read-em-and-weep/</link>
		<comments>http://www.arsdocendi.org/2012/02/10/read-em-and-weep/#comments</comments>
		<pubDate>Sat, 11 Feb 2012 03:50:54 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=823</guid>
		<description><![CDATA[The homegrown Writing Assessment I discussed in my last posting sought to peg students’ writing against grade-by-grade standards that we teachers felt we could reasonably expect students to meet. The standards started with those of the senior year, and the question we asked of each essay was Would this piece of writing be acceptable to [...]]]></description>
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		<title>Grading Parties</title>
		<link>http://www.arsdocendi.org/2012/01/28/grading-parties/</link>
		<comments>http://www.arsdocendi.org/2012/01/28/grading-parties/#comments</comments>
		<pubDate>Sun, 29 Jan 2012 06:01:57 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=817</guid>
		<description><![CDATA[The school where I had my flexible classroom gave us much room for movement in other things too. In general, the principle was to trust the teachers’ professional judgment, and in general the principle worked. One of the things the English department decided to do was to implement an in-house testing program using homemade “instruments,” [...]]]></description>
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		<title>Question Time</title>
		<link>http://www.arsdocendi.org/2012/01/20/question-time/</link>
		<comments>http://www.arsdocendi.org/2012/01/20/question-time/#comments</comments>
		<pubDate>Fri, 20 Jan 2012 09:24:38 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=811</guid>
		<description><![CDATA[Much has been made of a recent study[1] that shows a correlation between the “effectiveness” of teachers as determined by the scoring of their students on “value-added metrics” and these students’ success in their later lives as determined by “markers.”  This muchness put me in mind—again—of Flannery O’Connor’s remark that “[t]he devil of educationalism that [...]]]></description>
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		<title>(Brick and Mortar) Schools</title>
		<link>http://www.arsdocendi.org/2012/01/07/brick-and-mortar-schools/</link>
		<comments>http://www.arsdocendi.org/2012/01/07/brick-and-mortar-schools/#comments</comments>
		<pubDate>Sun, 08 Jan 2012 06:10:39 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=805</guid>
		<description><![CDATA[It’s time to stop using the expression “brick-and-mortar school” as if there is any other kind. I mean in particular to oppose the terms “virtual” and “on-line” being applied to schools, for such network-connections-and-data-bases don’t act as schools except in a threadbare and impoverished sense. Or are they even as good as threadbare? The standard [...]]]></description>
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		<title>Wishes for the Holidays and New Year</title>
		<link>http://www.arsdocendi.org/2011/12/22/wishes-for-the-holidays-and-new-year-2/</link>
		<comments>http://www.arsdocendi.org/2011/12/22/wishes-for-the-holidays-and-new-year-2/#comments</comments>
		<pubDate>Fri, 23 Dec 2011 00:37:00 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=802</guid>
		<description><![CDATA[May your classroom be full, but not too full, of eager students. May your students not be jaded. May they have had a good night’s sleep. May they greet you when they come in and bid you goodbye when they leave. May they look you in the eye but not get in your face. May [...]]]></description>
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		<title>Didact&#8217;s Dictionary (continued)</title>
		<link>http://www.arsdocendi.org/2011/12/17/didacts-dictionary-continued/</link>
		<comments>http://www.arsdocendi.org/2011/12/17/didacts-dictionary-continued/#comments</comments>
		<pubDate>Sat, 17 Dec 2011 10:03:12 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=790</guid>
		<description><![CDATA[branding irony: a description or name chosen for its public relations value that is the opposite of what is actually the case with the thing named, as No Child Left Behind, Race to the Top, Value Added Learning era (n): 1. a brief period of time. a. in education, the time between the introduction of [...]]]></description>
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		<title>Closer Than Finland with Less Stormy Weather</title>
		<link>http://www.arsdocendi.org/2011/12/09/closer-than-finland-with-less-stormy-weather/</link>
		<comments>http://www.arsdocendi.org/2011/12/09/closer-than-finland-with-less-stormy-weather/#comments</comments>
		<pubDate>Sat, 10 Dec 2011 06:59:57 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=778</guid>
		<description><![CDATA[As I write this, it is 37°F/3°C and raining in Helsinki, Finland. Fortunately, educators wanting to stay dry and save money on international fact-finding missions need not head for distant stormy weather. Instead they may go to Rockville Centre, New York (49°F/9° and partly sunny), where Diane Ravitch reports that South Side High School, a [...]]]></description>
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		<title>Information Literacy from Blank to Blank</title>
		<link>http://www.arsdocendi.org/2011/12/03/information-literacy-from-blank-to-blank/</link>
		<comments>http://www.arsdocendi.org/2011/12/03/information-literacy-from-blank-to-blank/#comments</comments>
		<pubDate>Sun, 04 Dec 2011 06:19:18 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=770</guid>
		<description><![CDATA[We seem to proceed as individuals and as groups by keeping a kind of balance between, on the one hand, our mental tendency to find (or create) structures and systems in whose stability and truth we can repose and, on the other, our tendency to leave those structures behind and “seek a great perhaps,” from [...]]]></description>
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		<title>Monkey on the Loose</title>
		<link>http://www.arsdocendi.org/2011/11/26/monkey-on-the-loose/</link>
		<comments>http://www.arsdocendi.org/2011/11/26/monkey-on-the-loose/#comments</comments>
		<pubDate>Sun, 27 Nov 2011 04:34:04 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://www.arsdocendi.org/?p=754</guid>
		<description><![CDATA[The old British saying “Slowly slowly catchee monkey” is the beginning of wisdom in “educational reform,” but let us also add “Thinkee thinkee catchee monkey.” Unfortunately, that is not the way some education organizations see it, and so we get education “reforms” undertaken precipitately with poor thinking behind them, leaping intrepidly forward into a mess. [...]]]></description>
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