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Lora Fanning

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  1. In his lecture on tests, Gibbs suggests that "tests should be a learning experience, not just a chance to show what a student has learned. Test students as God does - to make them a better person." I wonder if anyone has practical suggestions for how to think of these questions with any text we study. What guidelines should I use, what questions should I ask myself that might help me develop assessments that push my students toward virtue? Perhaps starting each book with a prayer for creativity would be a good place, but if anyone has any other tips, I'm open! Or any great test ideas for specific books you've used with success! (Obviously, these assignments don't have to be tests, if you've got creative assignments that pursue virtue, I'd love those, too.) thanks, Lora
  2. While I'm only through with the first 6 or 7 lectures, teaching match classically seems to involve: Understanding the grammar, logic, rhetoric progression of learning and not being driven by a schedule or a curriculum, but letting understanding dictate our pace The goal of study is virtue, and this is no less true in Mathematics. A study of mathematics should lead to a love of how our world is ordered and a deeper appreciation of the mind of God. A study of mathematics offers as a benefit the ability to construct logical thoughts and to consider what tools we have at our disposal to solve a particular problem. When no tools are found suitable, we can then form our own tools from the ones we have or learn new approaches and techniques to solve a problem. I'm certain that teaching math classically means more than just this, but this is what I have discovered so far.
  3. I will be teaching a co-op 9th grade class next year that only meets once a week. I wonder if I should then only come up with 10 major questions for my catechism instead of the 50 recommended by Gibbs, since my students have 1/5 of the time to learn it. I've often taught my students passages of Shakespeare by chanting and memorizing, even though we only met once a week, but I had to limit the length. Does this sound right? Or am I limiting myself too much and underestimating my students? Lora Fanning
  4. Just finished watching Video 2 of Teaching the Odyssey. In the interview with Dr. Brann, she tells Dr. Perrin that "you can't make people think" and sometimes students can have the most interesting piece in front of them, but they don't seem to see the brilliance. And the discussion goes nowhere and you go home disappointed and think you're a terrible teacher. My question is this: What do you do in this case? Is the role of the tutor to take over and begin to talk? To look for another question, another way to rephrase? Or to let the class sit in the awkward for a bit? Maybe all of the above? I'd love some suggestions. Thanks! Lora
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