An Open Learning Project

Each spring the TALONS undertake an In-Depth Study, a five month “passion project” wherein they are asked to document their growth and learning toward personalized goals in learning a skill or craft. There are two universal goals for the In-Depth Study: 1. Know something about everything and everything about something. In school you are usually […]

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Why Collaborative Inquiry?

In a facilitator’s guide for Collaborative Inquiry for Educators, Jenni Donohoo presents the formation of professional learning communities as a means of addressing “adaptive challenges,” or those “for which the necessary knowledge to solve the problem do not yet exist” (Vander Ark, 2006 p 10). Many aspects of professional development seeks to approach these types […]

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Blog as Prologue

  Upon completing my undergraduate education, I toyed briefly with the idea of heading directly into my Master’s, though at the time it would have likely been in American literature or an MFA program in fiction writing than the course I’m currently following. Then again during my course work to obtain my teaching certificate, I […]

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Rising to meet the Eminent Speech

Almost without fail, the Eminent Person Speech reigns supreme as the element of the annual project that produces – in the estimation of teachers, peers, and self-assessment – the highest quality work. While there are inevitably remarkable pieces of work contributed to various aspects of the study, whether in Night of the Notables learning centers, […]

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Reflection, Self-Explanation & Citizenship

Reflection vs. Self-Explanation One of the questions asked by a #TieGrad classmate during my presentation on the Self-Explanation principle was whether there was all-too-much difference between the practice of self-explaining and a more general reflective process. And while I might be more inclined to leave the definitive boundary-setting to those more versed in the theory, something that […]

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Learning and Metaphysics

Now making my third pass at the philosophy 12 course, I have approached this year’s unit on Metaphysics as an opportunity to crystalize the course methods as an expression of the values underpinning it. I’ve learned in the past two years that to embrace a constructivist view of epistemology presents the idea of course design as a […]

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