Boston College (2), Boston University (2), Brandeis, Clark, Denison, Framingham State, Hamilton, Harvard, Holy Cross, Lafayette, Northeastern (2), Skidmore, Suffolk, Tufts, U. of Maine, UNH, UMass Amherst, UMass Boston, Union, Wheaton, and Williams. That’s the complete list of where the… Read More ›
Month: August 2013
From strangers to family
Yesterday evening the Crimson Summer Academy held its Tenth Annual Celebration to recognize the conclusion of another summer’s hard work. (Hard to believe that it’s been ten years!) Among the many fine presenters, one in particular stood out: the junior class… Read More ›
Surrounded by police
“The house next door is surrounded by police, including a swat team.” This wasn’t really what I wanted to hear (four hours ago) in a phone call from Barbara. By now, of course, you’ve probably heard the main story: two… Read More ›
How many levels should there be?
“I don’t want to stay in Honors Geometry. It’s too difficult!” “I’m bored in regular Geometry. It’s too easy!” We hear remarks like these from a sprinkling of students — sometimes both of them from the same student — usually… Read More ›
Wall to Nowhere
Sarah Palin may have her Bridge to Nowhere, but Lesley University in Cambridge apparently has its Wall to Nowhere. I spotted this hard-to-miss wall in the parking lot of the Shops at Porter, part of Lesley University. As you can… Read More ›
All iPads, all the time?
Can we survive in the classroom if we entirely replace laptop computers with tablets? Last summer we converted from laptops to iPads for the incoming sophomores at the Crimson Summer Academy. This summer we expanded the program to the juniors…. Read More ›
Plagiarism: Pro and con
Pro and con? Perhaps you think this is a deliberately provocative title. Every teacher, after all, is vehemently against plagiarism, right? We are justifiably outraged when a student turns in a paper in which whole paragraphs are cribbed unattributed from… Read More ›
Graphing lines
So here’s the question: should we teach students that the slope-intercept form of the equation of a line is y = mx + b ? Or should we teach it as y = a + bx ? And does it matter? I contend that it does matter, and that there are several good reasons… Read More ›
Learning Strategies 