Day 9: Writing Literature Reviews

Source:
Baumeister, R. F. & Leary, M.R. (1997). Writing narrative literature reviews. Review of General Psychology 1(3), 311-320.

What is Sacred:
This is another stone soup article, but this time I am using this article for an assigned reading for my ED612 literature review course. I am sure that it would have been easier to use a textbook, but I do not believe in one way for all or one frame for all, so I am building several articles and like other stone soup articles, the reader needs to weigh what they need with what the article is giving them to create their own source material.

Therefore, what is sacred just depends. Here is what I pulled out with the understanding that I am looking at this article as a possible source as the instructor of the class and not someone who actually needs to learn how to write my own literature review.

Authors aspiring to write such reviews [literature reviews] must therefore recognize that their task is not simply assembling and describing past work but rather is one of building or testing theory. (p. 312)

What makes this article valuable is the attempt by the authors, using their own lived successes and failures in their writing, to go through how literature reviews are different from other formats, what some of the common goals are in writing literature reviews and some common mistakes of writers.

Connections to Current/Future Work:
This is the first reading for the online discussion. Students will react, respond, question and connect and we will go from there.

Comments

Kino (an indigenous logic model): post 1 of 4

Passion I have. What I need is to practice my elevator speeches, those short informative program synopses that can be done in the time it takes to ride the elevator. Of course it will take me 4 posts. Post 1: The honua: building on solid ground The Alana culture-based education course is graphically depicted by the above logic model. The honua (green box), the earth, represents the mo'ok ūauhau, the geneology of this program that informs and guides the building of this course. Dr. Shawn Kanaʻiaupuni and her team lay the foundation for culture-based education (CBE) modeling and immersion within the course. Dr. Walter Kahumoku and Keiki Kawaiʻaeʻa, in consultation with Dr. Bernice McCarthy (4Mat) bring to the geneology the work of moenahā, a curriculum planning concept based on the way kupuna taught. Makawalu, literally eight eyes, is a concept practiced by Kaʻimipono Kaiwi and her teachers at Kamehameha Kapālama to encourage multiple perspectives in the standards-b

Tech Tools to Support Formative Assessment in the Classroom

Source: Dyer, K. (Jan. 31, 2019). 75 digital tools and apps teachers can use to support formative assessment. NWEA blog . What is sacred: Normally, when I read an article that I am going to use for class, I highlight citations that are sacred, but this is a different type of article, so what I wanted to do was keep track of apps that I tried in class or am trying and use Dyer's own lens to talk about worth and value in my own classroom. I cannot do 75. I will do 5. Her criteria: S upports formative instructional strategies and ways to activate learners to be resources for themselves and peers Is free or awful close to it (under $10 per year, where possible) When possible, both students and teachers can take the activator role (sometimes teachers need to get things started) 1. Flipgrid allows you, students, families to do a video response (from 15 seconds to now 10 minutes - I love a good upgrade). New in 2020 besides the added time - it used to be maxed at 5 minutes - is the a

Visual Synectics Strategy: Beyond the Icebreaker

To get professional conversations going, one strategy is the visual synectics strategy. The purpose is to select a visual and generate comparisons as a way to foster professional conversations within the table. Our visual options were: Martin Luther King Jr., Dorothy Gale from The Wizard of Oz , Peter Falk from Columbo , Michael Jordan, Winston Churchill, Oprah Winfrey. The cloze passage for the day was: Learning with other professional educators is like_______________ because_______________. Our tongue in cheek response: Learning with other professional educators is like Dorothy because sometimes we need to realize that we're just not in Kansas anymore, embrace the change, learn through the process, and only then can we find our way back home. Why is this strategy better than an icebreaker? It's not busy work. It guides participants to start thinking as a professional. It's not personal. The word icebreaker connotes that there is ice to be broken. People

Pure Manaʻo

Search This Blog