The Wrestling Thread that's not about anything.....

• Bitterrunner-up

  CP is definately two, I'll do some homework tonight and get back to you.
• cruiser_96

  

  hizzmuther: I may have extrapolated too far. But what I was reading, kind of went along the lines of books of history more than anything else. When an author pens an idea or set of circumstances, he does so in order to convey a message. Under the guise of constructivism, and a number of other philosophies, the student gets to decide what that meaning is, what that meaning means to that student, and what to do with it. All this devoid of what the author was trying to communicate.
  
  Consider your example: the student gets to decide what value he places on a nickel. After reading Alfie Kohn, I think that is what he is striving for. Hence, my agreement with Hirsch in that meaning is different than signifigance. A five dollar bill to Lebron James has less signifgance to him than it does to the homeless guy, but meaning is the same. Just saying.
• cruiser_96

  

  And to clarify... I do not doubt that students learn differently and are effected differently by different styles and strategies. I think being an effective teacher, we should strive to reach each student, but not compromise thruth along the way.
• cruiser_96

  

  Oh, and bitter...thanks.
• Bitterrunner-up

  Cruiser...I didn't get a chance to look into it last night. If you can believe it, I fell asleep at 8:30. I'll look into it this weekend and get back to you ASAP. Maybe I'll come up to The Port Tuesday. How are numbers?
• cruiser_96

  

  Concerning your mission... Hey! Not too early. I sleep in Sunday’s. Hey bitter, your shoe’s untied! Don’t be so gullible.
  
  Concerning numbers... I love The Outfield's "Your Love"! Love that song.
• cruiser_96

  

  I'll be there Tuesday. Can't wait! Looking to get a GREAT roll in. Burroughs, Cael, Travel, Reece... And of course, Tommy... They got me all fired up!
• dbluvsd1amonds

  

  cruiser_96;896655 wrote:65 to present now complete. What a great ride.
  
  Doing some research on education, theories of, implementation of practice... all great stuff. After reading about 5 to 7 names and philosophies, I'm not sold that kids get to construct meanings of what a certain set of information means. I tend to agree with Hirsch that meaning is different than significance..Just saying.

  My favorite implementation- Universal Design. It was originally implemented in the field of architecture, but then altered for use in education. Most of my master's component was done on Universal Design. Most of the material available is specific to students with ADA, but some alternate information can be found using the phrase Design for All. Creating the the original curriculum is a pain in the rear, but once it's done, it's fantastic. However, noting how tech savvy you happen to be, and the recent addition of an iphone to your household, you'd probably like it too. I can steer you towards some excellent authors on the subject if you'd like. Dan Ediburn's (sp?) article Would you recognize universal design if you saw it does an excellent example of explaining the need for technology, and the limitations of the theory. The number one reason that I like it is that it provides a method to teach proactively instead of retro-actively, and it provides the necessary tools for students who want to become independent learners. In addition, it also helps create curriculum that addresses all learning styles. I've a got a few papers that I wrote on the rationalization of use and practicality of use. Let me know if you want me to PM a few with sources to you. (Or anyone else who cares to learn about it.)
  
  Haven't been on in awhile. The start of school always kicks me in the tail!
• cruiser_96

  

  Welcome back. Any and all references and sources you care to send my way, I would be glad to indulge in them. Gimme some time if you wanted feed back. Usually takes a while to piece philosophical pieces together.
• dbluvsd1amonds

  

  cruiser_96;903020 wrote:Welcome back. Any and all references and sources you care to send my way, I would be glad to indulge in them. Gimme some time if you wanted feed back. Usually takes a while to piece philosophical pieces together.

  LOL-- NO FEEDBACK! If anyone had any complaints about it, it's too late now! I have already graduated based on this research. Presenting information to a three to five person panel is painstaking work. I prefer not to relive it even if it's virtually. I will consider answering questions though.
  I'll get the info together later today. This is not a philosophy like the constructivist philosophy is though. It's a theory with most of its critics being empiricist due to the lack of quantitative research. It's a relatively new theory though so it's no surprise that it lacks the in depth quantitative data that other theories have. It is a pain to understand though because realistically you have to understand several theories. In particular, you need to support Mackelprang and Sanger's Minority Model of Interpretation in order to understand how it can apply to all students. After understanding that, it basically requires that you develop curriculum that will address several different learning theories and styles in one set of curriculum. I'll send basic info though so it should help you get started. *I will tell you up front that I've study the majority of learning styles, and theories and I have a strong bias towards this one simply because it incorporates so many social, and learning issues into the development of curriculum. I have used it successfully in all but one of my classes.
  
  * Disclaimer
• I Wear Pants

  This discussion does not seem like wraslin'.
• cruiser_96

  

  I Wear Pants;904171 wrote:This discussion does not seem like wraslin'.

  The better news is, it's not about eligibility!
• Gardens35

  Brady, Staubach, Stabler, Roethlisberger.
• cruiser_96

  

  You are correct, sir!
• cruiser_96

  

  On the tube in Mr. Cruiser_96's Alternative Classroom today... The 1994 OHSAA State Finals, brought to you by Cable 9 sports, via The Dayton Nutter Center.
  
  Thanks, bitter.
• cruiser_96

  

  DI: 130-Hickin (Kent Roosevelt) v. Clement (St. Eds) = AMAZING match.
  
  At 125, why show anything OTHER than Willie going for number 4? Unreal.
• cruiser_96

  

  DI: 152 - Groudle (Walsh) is a HOUSE!!! Mad props to Deubel (Maple Heights). ...and his tights.
• cruiser_96

  

  DI: 160 - Overholt (Walsh) v. James (Lorain Southview) ... can't WAIT!!!!!!!!!!!
• cruiser_96

  

  And now, the 1995 OHSAA State Finals!!!
• Lou Demas

  This is the thread that never ends , yes it goes on and on my friends some people stated posting on it and I'm not sure they even remember why but they will keep posting till the day they die cause this is the thread that never ends,yes it goes on and on my friends...................
• cruiser_96

  

  Just heard a HILARIOUS question from what appears to be a mid-20's female...
  
  "Was he wearing a wrestling hat. The thing with the big ears?"
  
  I didn't hear the whole context of the conversation, but really, did I need to??? HA!!!
• FallOffCradle

  It is imperative these kids wear their wrestling hats...
  
  They don't want to end up like Wesley Wes Wesley
• 1_beast

  

  medical tape is a great toe patch for wrestling shoes....
  
  hope this helps...
• Brett Shaut

  Keep it going!!!
• dbluvsd1amonds

  

  cruiser_96;907072 wrote:Just heard a HILARIOUS question from what appears to be a mid-20's female...
  
  "Was he wearing a wrestling hat. The thing with the big ears?"
  
  I didn't hear the whole context of the conversation, but really, did I need to??? HA!!!

  I can only think of one thing that might make this quote even funnier... Where did you hear this?
  As a side note, I am reading ohio chatter tonight because I hate the new facebook layout. It takes me forever to find all my updates for pertinent news such as the NWCA posts. I find that these are some of the best post for wrestling news in general.