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Antibiotic resistant bacterial infections are bacterial infections that are minimally or no longer responsive to commonly used antibiotics. In other words, these bacteria are resistant to antibiotics - they cannot be killed and their growth cannot be stopped. An infection that does not respond appropriately to an antibiotic is suggestive of an antibiotic resistant bacterial infection.
The Centers for Disease Control and Prevention (CDC), the Center for Veterinary Medicine (CVM), and the US Food and Drug Administration (FDA) stand united in their position that feeding raw food to cats is potentially dangerous to both the cat and to you. In the most recent study conducted, nearly 25% of the raw food samples tested positive for harmful bacteria, including Salmonella ssp. and Listeria monocytogenes.
Bearded dragons have several unique problems; understanding these problems will allow you to better care for your pet and minimize future health care problems. These problems include Salmonella, avascular necrosis, abscesses, and dystocia.
Campylobacter infection or Campylobacterosis is a bacterial intestinal infection cased by Campylobacter jejuni and Campylobacter upsaliensis. It is a major cause of human bacterial enteritis although it is considered a normal bacterium in the intestinal tract of many animals and birds.
Brucellosis is an infectious disease caused by bacteria from the genus Brucella. There are different species of Brucella that infect sheep, goats, cattle, deer, elk, pigs, dogs, and other animals.
Cat scratch disease (CSD), also known as cat scratch fever or human bartonellosis, is a disease of humans, not of cats. Although a cat scratch is often associated with the disease, this is not believed to be the means by which infection occurs. A microorganism called Bartonella henselae is the most common cause of this disease.
The birth of a baby or the adoption of a new child is associated with a great deal of anxiety, excitement, and stress for not only the family, but also the family pet. Some dogs and cats can have a difficult time adjusting to these changes, especially if this is your first child, but preparation and planning will help.
One of the most common questions asked by an expectant parent or grandparent to a veterinary healthcare provider is how to introduce the family dog to a new infant, particularly if the dog has not been exposed to children before. The vast majority of dogs readily accept infants after an initial period of adjustment and curiosity.
Chlamydophilosis, also called "psittacosis", chlamydiosis or "Parrot Fever", is a reasonably common disease of birds. It can occur in any bird but is especially common in cockatiels, Amazon parrots and budgerigars (often referred to incorrectly as parakeets.)
Coccidiosis is an intestinal tract infection caused by a one-celled organism or protozoa called coccidia. Coccidia are microscopic parasites that live within cells of the intestinal lining. Kittens are commonly diagnosed with coccidiosis. The most common drug used to treat coccidiosis is a sulfa-class antibiotic, sulfadimethoxine.


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Podcast - December 2007
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Welcome to the December Podcast
We have a Christmas feel to this months Podcast, presented by the lovely Emma H. And this month we announce the details of our next site, which is planned to launch in January 2008. So have a look and find out more on what it will be about from Emma.
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subset: commoncrawl


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Is there a connection between violent video games and mass shootings? Some killers, like Adam Lanza, have reportedly been avid fans of violent video games. Playing at killing for hours, as some mass killers have done, would seem to desensitize young people to actual violence. Whether it makes gamers into killers, however, is unclear. Studies haven't shown a clear connection between violent games and violent behavior. Democratic Vice President Joe Biden says the issue needs more study, and a bill in the Connecticut legislature is calling for a task force to study links between violent video games and behavior. (Another bill would tax "mature"-rated video games.) What do you think? Is there a connection between video games and shootings?
No Correlation Between Violent Video Games, Mass Shootings
CT Newsjunkie
Pushing wrong buttons in blame game
Los Angeles Times
Shooting in the Dark
New York Times


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Welcome to the Playpen, our space for ferrety banter and whimsical snippets of things that aren't quite long enough for articles (although they might be) but that caught your eye anyway.
at 19:57 on 10-07-2009, Rude Cyrus
Well, the film is based on another film which explores the theme of apartheid (and they're both directed by the same guy).permalink
at 17:36 on 10-07-2009, Jamie Johnston
Incidentally, though it's easy to google, here for everyone's convenience is the trailer we're talking about.permalink
at 17:35 on 10-07-2009, Jamie Johnston
That does look quite interesting. Have to say, when I read your post I thought, "Why on earth would anyone bother to make an allegory for a problem that ceased to exist in 1994?" But from the trailer I've seen it looks more like treatment of immigrants, which is more worth allegorizing these days.permalink
at 02:54 on 10-07-2009, Rude Cyrus
Has anybody here seen the trailer for the new District 9 movie? It looks like a decent sci-fi flick, except for the heavy-handed "THIS IS AN ALLEGORY FOR APARTHEID" message.permalink
at 13:47 on 08-07-2009, Wardog
Hey, Arthur, they're clearly thinking of you.permalink
at 09:34 on 06-07-2009, Wardog
I really digging Alec Meer's A Fool in Morrowind series over at RPS.permalink
at 10:59 on 04-07-2009, Arthur B
Oh, and it turns out that she got into silly e-mail spats with John McCain's campaign staff. There's an epic Vanity Fair article on the subject too. Endlessly fascinating, and worth knowing about if she's actually going for a 2012 presidential bid.permalink
at 02:32 on 04-07-2009, Arthur B
Sarah Palin resigned as Governor of Alaska and her resignation speech is incredibly incoherent. I don't know what she's up to but it looks entertaining.permalink
at 23:22 on 02-07-2009, Arthur B permalink
at 13:43 on 02-07-2009, Jen Spencer
There's a new magazine out for women who prefer their magazines to be free of celebrity gossip, dieting, and beauty tips - it's called Filament. Checkst thou it out.permalink
at 08:22 on 01-07-2009, Jamie Johnston
Just heard about the collapse of the Darryn Walker prosecution a couple of days ago. Pseudo-Voltaire-style unenthusiastic hurrahs.permalink
at 22:49 on 30-06-2009, Rami
A comedian has been elected to the US Senate! It sounds bad but isn't -- he's been a very smart, fairly sensible political commentator for years now, and this Senate race has been dragging on under appeals and such for months.permalink
at 13:38 on 29-06-2009, Arthur B
I did notice that he's more active in the summer months, if you check his blog. Real crazies don't let little things like jobs or degree courses get in the way of their obsessions.permalink
at 09:09 on 29-06-2009, Shim
Ah, looks like a shot at viral marketing to me - either he's planning an article/book about it, or it's gonna be a film. All that plugging for people to forward or link it.permalink
at 06:40 on 29-06-2009, Guy
If you've played Passage and are interested in the creator at all, you can see him here chatting in this teaser trailer for an upcoming documentary that has him and perennial cranky-old-game-designer Chris Crawford in it. You don't get much but he seems like a very nice young man. :)permalink
at 17:35 on 28-06-2009, Arthur B
Man sees girl in dreams, tries to find her in real life. His YouTube account is the most tragic thing I've seen. Please, Adam, stop doing this to yourself. (Unless this is a joke, in which case great job and I hope someone gives you your own show...)permalink
at 01:16 on 28-06-2009, Sonia Mitchell
I thought of you guys the other day when I saw a review card on one of Cassandra Claire's books in Borders. As closely as I can remember, it contained the phrase, "this book is comparable to Stephenie Meyer's Twilight series, and that's saying something!"permalink
Yes indeed.
Yes indeed.
at 13:52 on 26-06-2009, Arthur B
If we're going down this road...permalink
Q: What was Michael Jackson's last big hit?
A: The floor!
Q: What was Michael Jackson's last big hit?
A: The floor!
at 12:49 on 26-06-2009, Wardog
As one of my guildies quipped last night, Where were you when the King of Pop died? Grizzly Hills.permalink
at 00:00 on 26-06-2009, Rude Cyrus
Michael Jackson has died, something I didn't think was possible, considering his less-than-human appearance. RIP King of Pop.permalink
at 17:07 on 25-06-2009, Wardog
Rock Paper Shotgun on Ron Weasley's ejaculate. No, God, no!permalink
at 12:52 on 25-06-2009, Arthur B
Using sockpuppet accounts to post 5-star reviews of your own work on Amazon is a dick move, but did you know that it's also against European competition law?permalink


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This heavy sash is made from bamboo and bottle caps that include Coca-Cola, Sprite, Fanta Orange and Castle Beer. With movement the sash rattles and clatters, producing percussive sounds like a musical instrument. A dancer likely wore it along with a headdress, a bamboo skirt, necklaces, arm bands and leggings with bells.
South America: Western South America, Peru
Asia: South East Asia, Indonesia, Sulawesi, Toraja Highlands
Africa: West Africa, Burkina Faso, Volta-Noire, Sourou, Kiembara


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Thursday, November 08, 2007
Mature Audiences Only
As mentioned in a previous post, the younger women become older women, and take with them the habits they formed in their youth. Bad habits are very hard to shake, once they are formed, especially if they involve substances like drugs, alcohol and cigarettes. Young girls are full of fun and rebellion, wanting to relieve themselves of every stress, and turn to mindless occupations.
Immaturity takes the form of:
*Mocking everything that is good. This might be "cute" when you are young but translate it to old age and you get something far more repugnant. If you have ever taken a course as an adult, at a college, you will understand just how silly and immature the young people are today, and wonder if that is what you want running the country when they are older.
*Sarcasm. Young people today have a propensity to be sour on life, and when they get older, they are even more jaded. Habitual scoffing and scorning is a sign of a people without hope, who have buried their talent.
*Twisting everything into a baser thought, or vile comment. This translates into something even more disgusting when you are an older person.
*Drinking and partying. It might seem cool when you are young, to have a beer in your hand and a cigarette in your mouth, but observe what it looks like on the elderly. They don't look so smooth and cool, bent over, gray haired, wrinkled, puffing away at a cigarette and holding a bottle.
*Not being a good steward of time. You may get away with unfinished projects and lateness when you are young, but it is a sign of immaturity if you are still doing it as an older women.
*Envy. It shows a lack of maturity and a focus on other people rather than on your own faults and habits. Communists and socialists depend upon envy to motivate rebellion and destroy peace. Mature people recognize that envy will debilitate and immobilize them. If cultivated, envy will blossom into old age bitterness.
*Destruction. Toddlers and young children tend to make messes of everything, but as you get older you are supposed to grow up. Imagine what it would be like to go to a library and find the books not in the shelves, but piled without any kind of order, in mounds all over the floors. Imagine going to a restaurant where there is no order and being expected to eat in peace. Imagine trying to find something in your favorite store and the shelves are all mixed up, with food and toys all together. The world survives on order, not on destruction. Destruction is a sign of immaturity.
*Careless in dress and going unbathed. You might get away with it for awhile, especially if everyone at college is neglecting their appearance and going to school in their pyjamas, but it is more disgusting as you get older. Decades ago, a Christian college put out a booklet about how students were to live while studying at their college. In it was a routine of how they were to prepare for sleeping, when they were to get up and it was forbidden to stay up all night. They had to come to class bathed and dressed and they had to have eaten a good breakfast. They were not allowed to wear sloppy, unclean clothing or put rings in their flesh. The latter might be kind of exciting in your youth, but imagine a 60 year old woman with rings and tattoos all over her body. That is what you will be like.
*Thinking that money is the answer to everything. Mature people are resourceful and do not use lack of money as an excuse.
*Pessimism. Old people who are negative and pessimistic and critical of everything, were once young people who developed these attitudes and cultivated them.
*Turning everything into an argument. Though this was once loftily labeled as "higher criticism," it is just immature rudeness. Skip ahead 50 years and imagine what you will be like as a critical, argumentative old lady.
*Naivety. It is not necessarily innocent to be naive. One is wise and the other is foolish. Naivety may be protected in your youth, but as an elderly person, naivety will rend you powerless.
*Neglect of church assembly. The younger women may have a hit and miss attendance in church, but older women who do this will never be taken too seriously in spiritual matters. They cannot be mentors of younger women if they skip church to attend fairs, horse races, gambling establishments, craft and antique shows, or any other social event. In order to become the Titus 2 woman you have to be consistent in your youth, in your reverence for the Biblical standards of womanhood. There is no higher calling than that of teaching the younger women to love their husbands, love their children, and to be keepers of the home. As I look at the visitor paths that lead people to this site, I see that many people type in words like, "How to learn about home making," or "how to prevent divorce," "teaching children respect," "how to sew," etc. If these things are so out dated and unnecessary, as the progressives are telling the world, then why do thousands of people look for such guidance daily?'
*Careless and dangerous health habits. If you want to be an older woman full of vitality and love for life, you cannot take a pill for every ailment while you are young. The pills, especially those of the statin-drug nature, will deteriorate other areas of your body, such as your liver, your kidneys, your lymph glands, your heart, your vision, your memory, and many other things. Learn to eat live food, as opposed to processed food, avoiding harmful chemicals. Read the small print on all drug packages. Don't accept every vaccine and every new drug that comes along claiming to cure things that are not really diseases but a normal part of life. You might survive, as a young person, for awhile on chemical medicine, but it will break down your judgment and your stamina as an older person. From the looks of the Bible instructions to older women, they are to be "sober" and able to guide, counsel and show. They cannot do this if they are not in good health. Being an older person in good health depends a great deal upon how you take care of your health as a young person. Maturity means to take charge of your own health, which consists of good amounts of rest, sleep, water, fresh food, fresh air, exercise, and peaceful living.
I posted all this to let the young ones know that if you are not mature you will deprive yourself of the blessings of being a refined and dignified older woman, as described in Titus 2 of the Bible. You may have a riotous time in your youth but you will miss out on the good life in later years...the good life that consists of love in the home, a strong family, a lasting marriage and a secure economy. You are sabotaging your own future when you indulge in constant foolish living.
Scoffing and simple mindedness is like being constantly drunk. Drunk people do not have good judgement. Who would pay attention to them? Only those who would restrain them. You are in training to be an older woman. I wrote about this several years ago on the Lady Lydia Speaks column at http://www.ladiesagainstfeminism.org/ and mentioned that you are practicing to become an old woman with dignity or else you are putting into place habits that will make you an old lady that will never be regarded as having any worthwhile wisdom to contribute to the young.
I do not think many people realize how much the older women are needed to be good examples. Though there may be no older women in your life that you desire for mentors, you'll just have to take control and start learning how to be one for the next generation. You can build a reputation of being smart and wise in all things regarding the roles of women.
One lesson to be learned is the art of visiting. An older person who wishes to call upon a younger person should first make an appointment. She should phone and find out when would be a good time to drop by. She can say, "I have a little something I'd like to give you. When would be a good time to drop by." She should prepare a gift bag with something in it for her home: maybe a scented candle, a set of measuring spoons, some jam or a new dish towel in her favorite motifs or colors. Fruit or vegetables from a farmer's market is nice, too. Flowers from your garden put in a jar that is hand decorated...sometimes I use a baby food jar and put a rose sticker or decal on it and "frost" it with clear glitter paint, tie with a bit of ribbon, and put fresh mint leaves in it . If there is no money to spare, she can make her something very simple--a batch of homemade cookies, some hand made cards or stationery.
The next thing she needs to know is that she must try not to over-stay. An hour, in my opinion is enough time. That way you won't use up her day and she will look forward to seeing you again. While I love visits, I find there are older women to whom time means nothing, and they will stay from noon til 6 in the evening and only leave when they see me starting to get dinner for my husband.
Another thing she needs to know about is conversation, and to be careful about subjects that would depress or cause anxiety. I find the easiest things to talk about are the things that seem to mean a lot to the young woman in her house, from decorations, collections, quilts, colors, or whatever you find. Also to inquire about how she has been and what she needs help with. Stay away from discussing all your health problems and your own family problems such as the daughter that doesn't speak to you anymore or the cousin that ran away with his boss's sister, leaving behind his wife and family. Don't criticize your husband. Be a cheerful as you can and leave on a high note.
Finally, she should be careful what she wears and not show up in shorts or something sloppy. I have an elderly friend that I never tire of seeing, because she always comes dressed up. I remember James MacArthur talking about his mother, actress Helen Hayes. He said that his mother was very dignified in her appearance, and in the later years when other actresses were showing up at the studio in jeans and sports shoes, Helen said she would not do it, and came "dressed to the nines." A young person can get away with being a bit more casual, but that casual, sloppy look has a terrible effect on an older person.
I am not yet an older person, but having found very few older women that would teach me, I began at the age of 21 to find out more about this role. The Bible seems to indicate that a woman was considered an "older woman" when she was past the age of 65. I wrote an article on the Guard the Home blog called "Doped Up and Dumbed Down; the Demise of the Older Generation." In it I showed how the older people were under doctor's care and most were given pills, disabling their thinking processes so that they could not teach as they should. They sit in front of television sets and feed on what the liberal media is dishing out. They cannot be counted on to give sound counsel. It is best to care for your health as young person and not get dependent on chemicals if you want to be an effective older person.
It is somewhat difficult to explain the feeling I get when I realize that though there are people in the 60's, 70',s 80's and 90's ahead of me who cannot be trusted to give sound counsel and guidance to the younger generation. It is a terrible waste, but a waste that could be prevented if young people would prepare for their old age more carefully. The older people should be running city hall and the government, and we should not be so youth driven. However, we are losing our elderly due to the many vices they practiced in their youth. You will not be a robust, healthy elderly person if you smoke, drink, stay up all night, eat junk food, take drugs and medication (which wears down your internal organs and cause side effects), have a bad attitude, and in general think that life sucks. Your habits NOW determine your future.
How shall the young secure their hearts, and guard their lives from sin?
Thy Word, the choicest rules imparts, to keep the conscience clean.
Thy Word is ever lasting truth, how pure is every page,
That Holy Book shall guide our youth and well support our age.
25 comments:
- Annaid said...
Thanks you! As a younger woman, I was recently shocked to meet a couple of older women who act like teenagers in an orchestra I play in. They make jokes about the conductor behind his back and say flippant things to him during rehearsals. Their behavior, I think, is not becoming to their gray hair. I hope that I can learn to grow old gracefully so that I need not behave like they do! Their behavior was a wake-up call to me. Thanks for your article; it helped me to realize exactly what was wrong with the situations I've seen.
- Strength&Honor said...
Thank you for such a wonderful post! I know that the woman I will be when I am a lady of a "certain age" will be determined by what I practice today. I will print this to look at daily :)
Great post! This is a good list to look at over and over. The visitor you described would be most welcome anywhere and actually made me think of royalty. We are daughters of the King and should behave as such.
- Mrs.E said...
Wisdom from our elder's is so very important. I can't tell you the number of young people who I see walking around with such horrible manners and vocabulary (as well as adults of course).I know it is wrong to judge and I do my best not to because I know that it is probably not their fault. Maybe they didn't get the guidance at home that they should have. Maybe their elders did not have appropriate values themselves. But I understand what you are saying. Without proper consious decision making and self presentation, where does that leave us?
I think a great idea would be that maybe it should be mandatory to send young people (the younger the better) to a class of some sort where they are taught said values because this society is running low on valued adults. Of course there are many who do live lives on the right path and thank goodness for that but we definitely have plenty others who would benefit from such education.
Thank you for such a wonderful topic.
Dear Lydia,
Your posts of late have truly done my heart good! Believe me when I say that ladies in their 40s and 50s need all the encouragement they can get to remain steadfast in their efforts to dress and conduct themselves in a polite and dignified manner, not only for the sake of our own families but in order to set a good example for the younger ladies as well.
I, too, have encountered the elderly women who have very little empathy for those of us who prefer to dress like ladies and remain at home under our husband's God-given authority. As you have pointed out, these women benefitted from being able to stay at home and raise their families at a time when all of society believed that was the logical thing to do, but now, many seem to have fallen into lockstep with popular culture and feminism, deriding those young mothers who are trying to live Godly lives as keepers and mothers at home. I am mystified as to why these elderly women, who should know better, have become so bitter and unhelpful regarding their granddaughter's generation?
Thank you so much for bringing these points to our attention! I appreciate the way you are able to articulate the problems we ladies are facing and, at the same time, give thoughtful recommendations for a remedy.
Kind regards from,
Susan T.
- chez said...
Wow! Thank You for the convicting article! I'm going to print this one out and refer to it often.
- Country Girl At Heart said...
This is such a wondeful post. My Mother-in-Love is just the type of hospitable women you describe in your post. She is always dressed and and smelling wondeful when she comes to visit. She always comes bearing gifts whether it be fruit or something for our home. I glean alot from her and really appreciate her. She visits with her friends and neighors weekly and is always sharing her knowledge of homamaking.
When I grew up you would not think of bringing disgrace to your family, your church or your country. It is a standard with which we were taught to live. It just was not done. So with that in mind that alone helped you from delving into things you know you should not. Also I heard a preacher ask ...If Christ came to visit in your home would he be comfortable with what he saw there {and would you be comfortable with him seeing your home?} and that included what you would be wearing and doing and acting like. To this day with all my relatives gone they, my church, and my country are still something I would not want to bring any disgrace apon. I wish I could write as beautifully as you do on subjects and convey more understnding on it but this is the best I can do. I just cannot believe how far we have come in my lifetime from the respect for our elders {because they deserved it} and the love and pride, and devotion to our country and the foundation of church and God. It brings me to tears every time. I think your latest article at LAF is excellent and brings hope and sound things we can all do to better tomorrow.
thank you for this. I've loved reading your recent articles on older women and how the younger women should prepare to teach what they have learned. I hope to someday be an older lady who can teach young ladies well. There are so many girls at my school I would love to share this article with; perhaps if they were to realize how the decisions they make now not only affect their own future, but the future of those looking up to them, perhaps they would rethink their weekend schedules. I think maturity is something lacking in many generations, from my high-school classes to those well out of school. I find it somewhat ironic, actually, that so many young ladies are trying to act older and more mature on the outside, while inside they're staying too young, too long.
God bless,
- LadyLydiaSpeaks said...
You are welcome to copy it and put it in a notebook. You can buy copy paper that already has holes in it for a ring binder.
Dearest lady Lydia,
This is standard behaviour amongst many older Australian men and women - particularly those in public life (be it the media, sports, current affairs, popular social commentary, academia etc). The worst offenders are the (with all due respect to the fine English ladies who contribute to and read this Blog) older British women. I've a friend of my family who acts in the same manner you've mentioned, is past 60, was raised a God-fearing Christian but rejected it in her early 20's for a more liberal life when arriving here) and scoffs at those of us who try to live our lives in a more dignified manner with harsh comments like 'you're not normal' etc. This type of behaviour is disgraceful. her children (also with very loose and nominal Christian upbringing) are going the same way. it's all through most of my family as well.
Regarding the medicating of our older generation, all but three of us in Bible study are elderly and all suffering with numerous ailments, medicated and very ill (many of whom have never drunk or smoked in their lives). heart disease, hypertension, type II diabetis...it is very sad.
Let us here be the new benchmarks in a world crying out for good, Godly examples.
As I inch ever closer to my middling years, I pray I conduct myself in a way not only becoming a Christian woman but also can be a witness even without words to those around me. Flippant talk is commonplace among people in their 50's, 60's and older...as is man'bashing. I don't join in but defend my husband. They try and bring me in but realising it's futile, drop it. The cynacism, sarcasm, bitterness, contempt for Christianity especially and contempt for authority is entrenched in these generations right through my family and my husband's family. jest or not, how can they in all good conscience speak of their husbands in such tones in front of their faces and in company? I can but pray they all come back to the knowledge of God they were raised with but actively rejected and rebelled against.
Ascedia, Christian ascedia to be exact (along with generous scoopfuls of mesandry) seem to be the order of the day...and have been for the past 50 years. They claim the 60's liberated them from the opressive shackles of duty to and respect for government, church, family and authority, blaming things like vietnam and greed for their turning away. if they but knew the programme spelled out in your LAF article, they would not have thrown out anything but stuck by their guns even more, closing ranks as one in Christ, for the family and supporting fair leaders with Christian conscience over foul.
Oh, and any young lady considering tattoos, over time, the sharp crisp lines blur and smeer, the dyes and pigments fade and combined with the natural ageing of the skin, you will wind up with an unsightly amorphous mess. Even today tattoo removal treatment is costly, time-consuming, painful and mediocre at best. As for piercing, if you want to lose your teeth in later years, go ahead, pierce your tongue. if you want to invite infection, the formation of nasty scarring and cists, pierce your body and if you want to have a truly miserable time of it when you've got a cold, pierce your nose. It's ironic that European missionaries sent to Africa in the 19th century and early 20th century brought the Gospel and counsels upon good living to the nationals of those lands who are now themselves sent as missionaries to Europe, the US, Canada, Australia etc counselling against the very things they were counselled against a century ago - often shocked to speechlessness over the way the 'Christian'? west has fallen.
Our bodies are the temples of the living God! Do we want to be good tennants or bad tennants? Just a thought. Andd, as ambassedors and royalty (each one of us is a child of the King, hence an heir and a princess (the ocasional gentleman reader of course a prince) do we want to bring honour or dishonour to our King and Kingdom?
mrs. E.
- Mrs. D said...
Another wonderful article, thank you. I keep coming back to this blog because you are the only one I know who can write with Conviction but without Condemnation!
I enjoy learning about how to age gracefully and with wisdom. There is nothing wrong with getting older! But our media is so youth-oriented. We have to stop plugging into the media and start plugging into the Scriptures.
I read your comment and appreciate what you said. I turned 40 in 2006. I'm the same age as N.O.W. I grew up with a mother who has gone through all kinds of change, from traditional homemaker to divorced working mother and now remarried, part-time office assistant (she's really more like the office mom - takes care of everything and everyone from the plants to the highest paid real estate agent) but mostly keeper at home. She seems to understand the value of that, having lived through both worlds. I really respect her decisions.
What I'm amazed by is how much has changed in just my lifetime. In school, we used to do Christmas plays without fear of the ACLU. Common story books had a moral element rather than a political agenda. Things changed dramatically over my schooling years. We went from being able to say the "Pledge," to hearing noise about "under God," and then not saying it anymore. The school used to allow evangelists who handed out small New Testament Bibles out. Then, one year, they weren't allowed to come anymore. The reason? If we allow those men access to the student body, we have to allow Satanists to come in. My Fellowship of Christian Athletes group was no longer allowed to advertise meetings, so we relied on word of mouth. Eventually, the group died out. Score one point to the Marxists. Planned Parenthood was in charge of our sex-ed program. Fortunately, we had a teacher who absolutely preached abstinence, though we were all more interested in the act and how to prevent pregnancy - this was before AIDS was discovered.
By the time I entered college (because I was mandated to go to college even though I was nowhere near prepared and was scared to death and REALLY REALLY wanted to stay home for awhile), I was a mess. I hated college. If you have even a sliver of a moral upbringing, you lose it all in that environment. I remember good Christian friends getting drunk at parties, skipping classes, and sleeping over with their boyfriends. These were girls from good families, but, when you're in the devil's den, there's only so much resistance you can put up. Some friends went back home to live with their parents. They were considered weak. When you don't really know who you are, that's the last place you need to be.
Anyway, I had a conversation with my mom recently about how much has changed and how much I used to take for granted but can't anymore. I pre-screen any fiction books my children check out from the library, because you never know if there's an agenda or not. So much current children's literature is just a waste of paper. There's nothing to it - no story, no substance, no morality, not even pretty pictures. Just ink on paper and nothing more. Useless, soulless, and boring. Just imagine the timelessness of a book entitled, "Captain Underpants and the Big, Bad Battle of the Bionic Booger Boy, Part 1: The Night of the Nasty Nostril Nuggets." My son's friend checked this out from his school library a couple of weeks ago. Need I say more?
I'm sorry, I could go on and on, but I won't. I'm just so grateful for ladies like you. I can't find you in the real world, but I'm sure glad I found you in the virtual one. God bless all of you!
- Anna S said...
Indeed, when I look at all the young women today, poorly dressed, with tattoos and piercings, speaking unpleasantly, smoking and drinking, I can't help but think how ridiculous it will all look when they are older, not even too old - say, in their 50's. Old habits die hard.
- Grafted Branch @ Restoring the Years said...
I'm just "surfing around" and must say that this post was a blessing to read! I plan to come back and read it again.
- Tan said...
Great post Lady Lydia,
Mrs E, how about a blog? Id love to read it.
- Tan said...
Australian Mrs E :)
- Pam said...
This was a wonderful post and so needed in today's society. I will be sharing it with many!
- Daughter of the King said...
Excellant post....I love when I meet a gracious woman, no matter what age......the other seems so foolish...
I think that God will raise up a standard for the young people. Blogs like these help to do that, and our influence in our own homes and churches is of paramount importance. We need to pray for the young people and try to help them in whatever way we can.
We must never tire of talking to our children about what is good and right and true. I believe that if we share our values with them every day and live them consistently before them, we will impart these good values to the next generation.
None of us has an ideal life; sometimes those closest to us may not see the value in trying to guard the home, but we must do what we can and not tire of doing good. There have been times when I have been so discouraged, feeling as though Satan was laughing with derision as he systematically tore down whatever I tried to build to God's glory. I have wanted to give up so many times, but then I remember that God doesn't ask me to be successful, He asks me to be obedient. I keep showing up, therefore, and rebuild every day. Maybe Satan will give up before I do. I like to think of myself as being the last one standing.
So I would urge all of us to do the same. Honor God in everything, guard your home, love one another and keep on doing what you know is right. If all you can do some days is pray the Name of Jesus and put a simple hot meal on the table, then know you have done a good, useful thing.
Thanks, Lydia, again for writing with wisdom for us all.
Hi Lady Lydia
Just to let you know that there is a BBC adaption of Mrs Gaskell's "Cranford" on next Sunday on BBC1. People in the USA may be able to get the adaption on PBS soon, I should think.
I'd like to say that everyone is an "older woman". I'm sure there is always someone younger than you that you can be a godly influence on. My 16 yr. old granddaughter is a very positive and godly influence on her two younger sisters and younger girls at church. Then the young married women are good influences on her and so it goes on and on. At any age we never know who is watching us and how we are effecting the household of God.
My own personal opinion is that the ultimate fault lies with the church...that's you and me. We are willing to listen to half-truths and "glossings" from the pulpit and even like them a bit because they excuse us of our own favorite little sins. Until we are all truly willing to live like the "bride of Christ" young and old alike will be an embarrassment. If we truly love the Lord with our whole hearts and teach our children to do the same then we can make real change if only in our own families.
I am so blessed to belong to a Bible believing and teaching church, not a perfect church,(I go there)but one where the things you talk about in your blog really are a normal part of our lives. Our motto is "Raising a godly people one generation at a time". We need to pray for one another and hold one another up so that we have the strength to stand in the world but for our Lord Jesus Christ.
Gob bless you Lady Lydia for the time and thought and hours in prayer to be able to call us all to "arms" as christian soldiers.
- bran said...
Enjoyed this post so much. Lots of wisdom to heed.
- Civilla said...
As a 55 year old woman, this was a very good reminder. Ladies old enough to be my mother smile and smirk when I wear a dress or skirt from time to time. There is a 95 year old lady in town who frequently wears dresses and gets made fun of by the other old women. This is so sad.
I am of the baby-boom generation --the generation that never grew up. Our country is so youth oriented. We are ashamed of being older, and feel like we have to act like the young.
However, none of us can totally escape being a product of our culture. We have to be careful that we are not totally taken over by it.
On the other hand, perhaps due to the continuing youth culture, I have a very hard time mentoring younger ladies. They know everything and resent anybody, especially an older person, saying anything.
We all think older women should teach younger women, as long as WE get to be the older women! I still need some mentoring at my age, and value the more elderly women with grown children and grandchildren.
Very, very good post, Lady Lydia. I'll remember it.
- Lydia said...
If you will write me personally I would be glad to talk more about it.


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Although President Obama denied a permit for the main Keystone XL pipeline from Canada's tar sands to the Gulf of Mexico in January, it is expected that he will announce on Thursday on a visit to Cushing, Oklahoma, a plan to speed up the permit for the southern section of the Keystone XL pipeline, which would carry tar sands crude from Cushing to Port Arthur, Texas.
Noah Greenwald of the Center for Biological Diversity said today, "Keystone XL may be a boon to Big Oil companies in the exporting business but those profits will come at a stiff price for our land, water, wildlife and climate." "Building Keystone XL in pieces doesn't make it any less dangerous."
* * *
CNN: Obama to fast track southern half of Keystone XL Pipeline
President Barack Obama plans to announce in Cushing, Oklahoma Thursday that his administration will expedite the permit for the southern half of the Keystone XL pipeline, a source familiar with the president's announcement tells CNN.
* * *
The Texas Tribune: Obama to talk about Keystone XL pipeline in Oklahoma this week
A White House official confirmed Tuesday that the president on Thursday will "reiterate his administration's commitment to expediting the construction of a pipeline from Cushing, Okla., to the Gulf of Mexico, relieving a bottleneck of oil and bringing domestic resources to market."
* * *
Suzanne Goldenberg, The Guardian/UK:
On two-day energy tour, US president is expected to hasten building of southern section of tar sands line out of Canada
Barack Obama is expected to speed up approval of the Keystone XL tar sands pipeline on Thursday after taking to the road with what the White House is billing as an "all of the above" energy tour.
Obama's planned visit to the oil hub of Cushing, Oklahoma, on day two of the energy tour has raised expectations he will speed up approval of the southern US-only segment of the pipeline, running from the town to Port Arthur, Texas.
The approval, which would infuriate environmental groups, could allow construction on that portion to begin before November's presidential elections instead of next year.
Obama's tour starts with a visit to the country's biggest operating solar farm in Boulder City, Nevada. The White House said in a statement: "The president will highlight his administration's focus on diversifying our energy portfolio, including expanding renewable energy from sources like wind and solar, which thanks in part to investments made by this administration is set to double in the president's first term."
But the visit seemed a detour on a trip apparently solidly focused on fossil fuels and the price of gas at the pump.
Obama has been under nonstop attack from Republicans for rising petrol prices, which now stand at well over $4 (£2.50) for a US gallon in some parts of the country, and for his decision in January to halt the pipeline because of a section running through an ecologically sensitive part of Nebraska.
On the campaign trail, Newt Gingrich has said he would cut gas prices to $2.50 if he is elected president, and Mitt Romney has taken to demanding Obama sack his energy secretary, Steven Chu, the interior secretary, Ken Salazar, and his Environmental Protection Agency administrator, Lisa Jackson. Gingrich calls the three the "gas hike trio".
But Obama's forthcoming speech at a pipe yard owned by TransCanada, the Canadian company behind the project to pump crude from the tar sands of Alberta, was seen as a strong signal that the pipeline – at least, the portion running from Cushing to Port Arthur, Texas – is back on track.
The White House said last month it would allow the southern portion, which requires no State Department approval, to go ahead. It was not immediately clear how Obama would push the process along further.
TransCanada has said it will go ahead with the Cushing-Port Arthur segment of the pipeline as soon it gets the go-ahead from the army corps of engineers.
The White House said in a statement Obama's visiting Cushing was intended to show his commitment to "improving and supporting the infrastructure that helps us leverage our domestic resources, while also ensuring these projects are developed in a safe and responsible way".
It continued: "This includes a pipeline that will transport oil from Cushing to the Gulf of Mexico, which will help address the bottleneck of oil that has resulted in large part from increased domestic oil production in the midwest."
Fast-tracking a portion of the pipeline would be a huge disappointment for a broad coalition of activists who have campaigned against the project, framing it as a test of Obama's green credentials.
* * *
Bill McKibben: Mr. Obama Goes to Cushing, OK
Amidst the many environmental disappointments of the Obama administration -- the fizzled Copenhagen conference, the opening of vast swathes of the Arctic to drilling and huge stretches of federal land across the northern Plains to coal-mining, the failure to work for climate legislation in the Senate, the shameful blocking of regulations to control ozone -- the president has done one somewhat brave thing. He responded to the largest outpouring of environmental enthusiasm so far this millennium and denied a permit for the main Keystone XL pipe from Canada's tar sands to the Gulf of Mexico.
Cynics said he did so just to avoid disappointing young people before the election, and pointed out that he invited pipeline proponent Transcanada to reapply for the permit. It's hard not to wonder if those cynics might be right, now that he's going to Oklahoma to laud the southern half of the project just as Transcanada executives have requested.
True, the most critical part of the pipeline still can't be built -- thanks to Obama and 42 Democratic Senators, the connection to Canada remains blocked, and hence that remains a great victory for the people who rallied so fiercely all fall. But the sense grows that Obama may be setting us up for a bitter disappointment -- that his real allegiance is to the carbon barons.
* * *
Center for Biological Diversity: Obama Trumpets Dirty Fuel Pipeline That Will Allow Global Export of Tar Sands Oil, Worsen Climate Crisis
"The Gulf Coast leg would add to the fossil fuel infrastructure at a time when we critically need to transition away from fossil fuels in order to avoid climate catastrophe," said Noah Greenwald of the Center for Biological Diversity. "Just like Keystone I, the Gulf Coast leg of Keystone XL will spill, polluting land and water and ruining important habitat for endangered species like the whooping crane, piping plover, American burying beetle, interior least tern, and Arkansas River shiner."
"The president's support for this pipeline is troubling," said Greenwald. "Keystone XL may be a boon to Big Oil companies in the exporting business but those profits will come at a stiff price for our land, water, wildlife and climate."
"The American people have spoken clearly against this project," said Greenwald. "Building Keystone XL in pieces doesn't make it any less dangerous."


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rainettef13 necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 82 diseños de 22 diseñadores freelance.
Rainette Rowland, photographer
I have a Bachelor of Arts degree in photography/journalism. I have been working as a commerical photographer for over 13 years. I have been in many publications ie. books, calanders, magazines and papers. I have photographed everything from the Pres. Clinton, CEOs, models, Miss America, Sports, Planes, Cars, Events, Landscapes, Food, Pets, People, Architecture Work, Art/Painting/Pottery, you name it and I have photographed it. I have also been hired by companies like Stetson, Okahoma Histroy Center, McNeese Fitzgerald & Assoc., VYPE, Market Fresh Produce, Cherokee Nation and individuals who just wanted a family portrait.
I will be targeting business from the commerical advertising photography world to sport magazines to Native American Tribe(s)/Casnios. I freelance all across the nation and have gone to Canada and Mexico to work. I want to have a broad market in offering my photographic stills. I have also worked on several book projects.
I want my logo to be simple. No cameras or film. I want to be able to put this logo on my webpage, business cards, letterhead and shirts. I like the fact that I have an unusual first name "Rainette". Also, I am Native American. I would like to use the R with a raindrop or something along those lines. My initals are RR. But I am open minded to all designs. I like the basic colors...Black, Red, Blue, White.
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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Brief SummaryRead full entry
TaxonomyAll living lungfish possess a single central fin that extends two-thirds down the body.Unlike other fish they do not have paired fins at the sides, rather they have spindly 'lobes' that they use to 'walk' along the river or lake bed.Instead of marginal teeth, living lungfish have two opposing pairs of tooth-plates that are ideal for crushing food before eating.
Lungfish are of particular evolutionary interest as they and coelacanths are the nearest living relatives to the land-dwelling vertebrates (tetrapods).There are 6 living species: one from South America, one from Australia and four from Africa. The South American and African species are most closely related.The oldest lungfish fossils date back approximately 400 million years.The group is an excellent example of how the rate of evolution can slow down dramatically. Fossils very similar to the living species are known from 100 million years ago, indicating relatively little evolution over a long time period.
Protopterus annectens looks rather like an eel and is very tricky to distinguish from other Protopterus species.


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Alene Aubert, 95, of Vancouver, Wash., died peacefully March 21, 2012, in Vancouver. She was born Jan. 26, 1917, in Dixie, Wash.
She was preceded in death by her husband, Leslie, granddaughter Terrie, 10 siblings and numerous nieces and nephews.
Alene graduated from Parkdale High school in 1936. She married Leslie in 1937, and they had a small farm in Mt. Hood and then later moved to Parkdale and began their orchard business.
Alene was an active member in the Parkdale community. She and Leslie were active in the Lions Club, Parkdale Fire house, Booster Club and Parkdale Community Church.
She packed fruit in the fall and for a few years worked at the McIsaac's grocery store.
Survivors include her daughter and son-in-law, Marcia and Mike, and her son and daughter-in-law, Gordon and Deanna, both of Woodland, Wash.; her grandchildren Teresa, Kelly, Lisa, Debbie and Chris; and 11 great-grandchildren.
Private interment will be held at Lincoln Memorial Park. A celebration of life will be held at a later date. Memorial contributions may be made to the Lions Club, Ray Hickie Hospice House or a charity of your choice.
Information from the News and our advertisers (Want to add your business to this to this feed?)


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Three's Company: Industrial Chic Trifold Mirrors
I love the look of trifold or triptych mirrors, especially those with metal frames. They are such a lovely fusion of industrial functionality and bohemian chic. These mirrors have a simple serenity, yet because they are triptychs, they add another dimension of character to a bathroom or bedroom.
I usually see vintage versions of triptych mirrors on Etsy but my latest search came up short. It is definitely worth rechecking, though!
Pictured above:
1. Waterworks co-founder Barbara Sallick's own bathroom, which features a lovely vintage 1920s French trifold mirror. House Beautiful.
2. Solid Frog via Winston's Roost.
3. Love this trifold mirror in a Paris apartment in Maison Plus via Sanctuary.
4. Daphne Metal Rectangular Wall Mounted Trifold Mirror from Waterworks, $2,100. It also comes in nickel.
5. Restoration Hardware sells a lovely triptych wall mirror in two sizes. This is the small one, which is $165. The larger one is $195.
(Images: As linked above)


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Magnificent brand new modern masterpiece built by Todd Glaser situated on estate sized lot on upper North Bay Road. Property has +/-186' on wide bay with direct Downtown Miami skyline views. Approx. 13,000 SF of interior living area, elevator, gourmet kitchen, palatial master suite, rooftop deck and huge entertaining and pool area, all situated in a park-like setting of over 3/4 of an acre. 3-car garage.
Fill in the form below to figure out your mortgage!


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Dordt College is among a handful of member colleges nationwide in the "Reacting to the Past" Consortium led by Barnard College of Columbia University. Students in these courses participate in historical simulations based on actual events.
"It's easier to learn the material when it's important to me," said one student after a French Revolution simulation. "It was important because I was fighting for a cause."
These simulations encourage students to go beyond the dates and figures and look at the motives and worldviews behind these events.
The Chronicle of Higher Education has spotlighted the Dordt College history department's efforts in this area, featuring comments from History Professor Paul Fessler and student Nate Gibson.
Staff Ride
While studying the U.S. Civil War and Reconstruction, students take a staff ride to battlefields in Wilson's Creek, Missouri, and Pea Ridge, Arkansas. Students experience history firsthand as they conduct extensive research and become an expert on one or two people in the battle. At the battlefields, they use this knowledge to analyze the motivations and implications of the events.
Mini Model Arab League
Dividing into teams representing key countries in the Middle East, students research their country's perspective on important issues such as nuclear weapons, foreign relations, and environmental concerns.
Mirroring the real Arab League, students write and debate resolutions in committee sessions. Then, the whole class meets to push through the legislation that would most benefit their chosen country.
Study Abroad
A variety of study-abroad programs allow you to experience life and culture in Russia, Egypt, Latin America, Europe, and other places.
For a complete listing of semester abroad opportunities, check out our Off-Campus Programs.


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Tiger Woods is off the hook, at least with Florida cops.
The golf superstar faces a $164 ticket and four points on his driving record as a result of the wee-hours driving misadventure outside his Florida mansion Friday.
"Mr. Woods' status in no way impacted our investigation or its conclusion," Florida Highway Patrol spokeswoman Sgt. Kim Montes said at a press conference Tuesday.
He was cited for careless driving, a moving violation. Authorities said he provided his license, registration and proof of insurance.
"We are not pursuing criminal charges in this matter," Montes said, adding that there is insufficient evidence to issue a subpoena for any medical evidence in the case.
Woods was also cleared by the "other woman" he was reportedly having an extramarital affair with. Following the early morning accident, in which Woods struck a fire hydrant and a neighbor's tree, there was widespread speculation that the incident had been precipitated by a fight with his wife over reports of his infidelity.
But the gorgeous nightclub hostess accused of bedding Woods blasted the story as "ridiculous" and said she's only met the golf star briefly at a bar and later when she sat his party at a table in the trendy Manhattan joint where she worked.
"It's horrible to Tiger's family," Rachel Uchitel told the New York Post. "His wife must feel horrible. The worst part of it, it's not true."
In Woods' only statement, he called the "embarrassing" crash his fault. "I'm human and not perfect," he wrote on his website. He and his wife, Elin Nordegren, have refused to meet with cops in the aftermath of the accident to address apparent inconsistencies in their story.
Uchitel said she has only met Woods twice. Their first encounter was "for two seconds at a bar through a mutual friend," she told the Post. "He was shy and quiet and sitting with someone else." Her next meeting with Woods was in her capacity as a A-list hostess for The Griffin, a swanky club in Manhattan's Meatpacking District last summer, she said.
"As usual in my job, I got a call from a promoter that he's coming in," she told the Post. "I went outside and brought him and his entire group in, walked them upstairs, introduced him to his waitress.
"I may have asked him if he needed anything. I hung out at the door to make sure they were OK, and when they were ready to leave, I walked them downstairs to the car. That's my job. Then I heard rumors I was making out with him at Griffin, that I had brought him in to Griffin."
"I don't want people to think I am having an affair with Tiger Woods, or that I am trying to leak some story that I'm having an affair with Tiger Woods," she said.
Also yesterday, Woods' neighbors said the superstar did not appear to be driving under the influence and showed no signs of having been in a fight in the minutes after his car crash outside his mansion.
Woods' injuries were "consistent with a car wreck and inconsistent with him being beat up," said Bill Sharpe, an attorney representing one set of neighbors. "The scratches on his face were consistent with someone who maybe was in a minor car accident and hit his head on the windshield. ... None of his injuries looked like he was beat up by his wife."
Sharpe said neighbor Linda Adams and her two adult sons went outside their home in the exclusive gated community of Isleworth after hearing the crash and Nordegren asked them to call 911.
He said the neighbors found Nordegren kneeling beside her husband, upset about his injuries. Sharpe said Woods appeared woozy and had scratches on his face and that his wife was trying to console him. The Adams wrapped Woods in a blanket and made sure he didn't move.


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NASA Selects Contract for Procurement Services
WASHINGTON -- NASA has selected Brandan Enterprises, Inc. (BEI) of Knoxville, Tenn., for agencywide contract-closeout and procurement-support services, effective Feb. 1, 2013.
Contract-closeout services will be on a firm fixed-price completion basis, and the procurement support services will be provided under task orders issued under a firm fixed- price indefinite-delivery, indefinite-quantity provision in the contract.
The contract consists of an eight-month base period with three one-year option periods and one eight-month option. The potential maximum contract value for contract closeout support is about $12.5 million. The ordering provision for procurement support services has a potential maximum value of $30 million.
The contract will provide services to all of NASAs acquisition offices. Closeout services covered include contracts, purchase orders, grants, cooperative agreements, interagency agreements and other agreements. Procurement support services to be performed include pre-award and post-award activities.
The contract is managed at the NASA Shared Services Center at Stennis Space Center in Mississippi. The NSSC is a partnership between NASA, business solutions provider CSC and the states of Mississippi and Louisiana. The center performs selected business activities for all NASA centers.
For information about NASA and agency programs, visit:
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Thinking Skills
Posted 16 July 2003 - 09:06 PM
Thinking Skills, creative and critical, are rapidly becoming seen as a good thing. In this seminar I shall discuss thinking skills and how to approach thinking in the teaching of history. Over the next week I shall post various topics on the teaching of thinking skills, guidance on how to write a thinking skills lesson, the benefits of teaching thinking skills, and offer a range of adaptable and flexible strategies/activities for use in the classroom.
In this post I will discuss why teaching thinking is important, the key skills involved in higher order learning, how the teaching of thinking involves the teacher and a few key features that are common to Thinking Skills lessons.
History should be taught in lively and interesting ways to motivate and stimulate the pupils. I use a variety of teaching styles to breath life into the teaching of history for example, thinking skills, brain based learning, accelerated learning. I believe pupils should be provided with challenges by setting high standards, structured lessons with engaging, stimulating and motivating activities. Pupils should be encouraged to become articulate, especially through group discussion. Perhaps the greatest incentive for providing such a varied diet is that it is more fun to teach and to learn in this way. Above all doing History should be fun. I cannot claim to an expert in thinking skills, more of a growing enthusiasm from a professional development path I found myself on four years ago. Through the teaching of thinking in History and RE I have found that both the pupils and myself really enjoy and are motivated by the whole process of teaching and learning.
A lot of thinking already takes place in the classroom, and many teachers may be tempted to utter we do that already. However we cannot claim there is enough attention focused on higher order thinking in the planning of lessons. If there were then the classroom and experience of the pupils would be totally different. Imagine a classroom where pupils ask more enquiring questions, where the teachers do not dominate, where lessons are full of surprise, ambiguity and motivation.
In Thinking Skills the focus is on 'knowing how rather than 'knowing that - on learning how to learn. If learning is making sense of experience, and thinking is how we learn, then improving children's thinking will help them to make more sense of learning and of life.
Why is teaching thinking important? Thinking Skills is not a didactic attempt by the teacher to teach the defined set of thinking skills. It is not an activity where teachers tell pupils the learning, give them an activity connected to it, and then tell them what they have just learned in that activity. Teaching thinking involves the creation of challenging learning experiences which call for high level thinking, such as the development of the skills listed in the National Curriculum Orders for England under the five headings of information processing, enquiry, reasoning, creative thinking and evaluation. It is stipulated that the curriculum should "promote an enquiring mind and a capacity to think rationally the curriculum should enable pupils to think creatively and critically, to solve problems (Key Stages 1,2, DFEE and QCA 1999).
Information-processing skills enable pupils to:
· locate, collect and recall relevant information
· interpret information to show they understand relevant concepts and ideas
· analyse information e.g. sort, classify, sequence, compare and contrast understand relationships e.g. part/whole relationships
Enquiry skills enable pupils to:
· ask relevant questions
· pose and define problems
· plan what to do and how to research
· predict outcomes, test conclusions and improve ideas
Reasoning skills enable pupils to:
· give reasons for opinions
· draw inferences and make deductions
· use precise language to explain what they think
· make judgements and decisions informed by reasons or evidence
Creative thinking skills enable pupils to:
· generate and extend ideas
· suggest possible hypotheses
· be imaginative in their thinking
· look for alternative innovative outcomes
Evaluation skills enable pupils to:
· evaluate information they are given
· judge the value of what they read, hear and do
· develop criteria for judging the value of their own and others' work or ideas have confidence in their own judgements
The main focus for teaching thinking is on developing pupils ability as learners. Pupils need to consider not only what has been learned but also how it has been learned so that they can transfer these skills more readily to other areas and subjects. Without the right words, thinking and learning are difficult to discuss so teachers need to develop a thinking vocabulary for pupils to use. The ultimate aim is for pupils to become independent thinkers, capable of planning for, checking and reflecting on their thinking across different types of tasks.
The teaching of thinking skills involves teachers in:
· Setting challenging tasks that encourage pupils to strive to think through a problem or issue which may have no single correct answer;
· Planning for learning objectives, which encourage pupils to gain an understanding of the patterns of thinking and principle concepts;
· Encouraging pupils to use and build on what they already know in order to make sense of new information
· Planning for pupils to think together through collaborative talk and active listening;
· Intervening, when necessary, by asking questions that support or extend pupils thinking.
· Using the plenary to check learning against objectives and to debrief pupils on both their solutions to the task and their strategies for carrying it out;
· Helping pupils to make connections between the thinking involved in the task and other contexts in order to encourage transfer of knowledge and skills.
Teaching Thinking Skills offers the teacher an opportunity for either stand-alone or bolt on lessons to reinforce the learning that is already taking place or a series of lessons built into the Scheme of Work. Remember effective thinkers will surely do better in a subject when it comes to exams. A Thinking Skill lesson is taught in a subject specific context but the delivery of the content is secondary to the focus on thinking and reasoning. The individual teacher must decide how often and when to slot in a thinking skills lesson once or twice a term?
A few characteristics common to Thinking Skills lessons:
· Challenging tasks that encourage pupils to use prior knowledge.
· The pupils are asked to make connections between the thinking and learning from the task to build a bigger picture transferring skills
· A puzzle, 'mystery' or problem that provokes cognitive conflict, e.g. a felt need to examine and advance one's thinking
· Attention to the vocabulary and process of reasoning
· Considerable discussion, especially with peers, to identify and resolve problems.
· The teacher only gives assistance when necessary giving the pupils a chance to struggle
· During the plenary and the debriefing there should be an opportunity to discuss the solutions and how the task was done
· Co-operative work tasks in groups with discussion encouraged.
· The opportunity to reflect upon the development of both group and individual thinking
· Diagnostic and formative assessment is more common. Listening and watching group work is as important as marking,
I would stress again that I am no expert, nor do I have all the answers, I am just a history teacher will a real interest and enthusiasm for the teaching of Thinking Skills in History. I hope this seminar acts as a resource for those of you who are interested in the teaching of thinking in history. For those of you who contribute I hope this seminar offers you the opportunity to contribute your thoughts and experiences in the teaching of thinking. Above all I hope the ideas that will be generated are useful, inspiring and motivating.
Lesley Ann Buxton
July 2003
DFEE (1999) The National Curriculum (www.nc.uk.net)
Fisher P (2002) Thinking Through History Chris Kington Publishing,
Fisher R. (1995) Teaching Children to Think, Stanley Thornes
Fisher R. (1995) Teaching Children to Learn, Stanley Thornes
Fisher R, (1998) Teaching Thinking, Cassell
Fisher R, (1999) Head Start: How to Develop Your Child's Mind, Souvenir
Posted 16 July 2003 - 09:57 PM
In this seminar I shall discuss thinking skills and how to approach thinking in the teaching of history. Over the next week I shall post various topics on the teaching of thinking skills, guidance on how to write a thinking skills lesson, the benefits of teaching thinking skills, and offer a range of adaptable and flexible strategies/activities for use in the classroom.
Firstly, Ann, can I say what an excellent idea I think this is. It will give us all a chance to digest and reflect upon what you have to say in stages - much as one might do in a series of lectures or seminars.
As for what you say, it is only latterly - largely as a result of some of your earlier posts on the Forum - that I began to try to adopt Thinking Skills into my teaching and I certainly found that these had a stimulating effect on my classes. Focusing on strategies for learning and an awareness of how they were learning was of very real interest to the pupils. However, I have never been keen on dealing with teaching methods such as this as 'add-on extras' and wonder whether treating Thinking Skills in isolation can be as effective as embedding it into the content of the lesson.
Since my ideas were cribbed from you I'm afraid I don't have anything of significance to add to what you have said, but I know that there are other members of the Forum who have more experience.
Posted 17 July 2003 - 09:00 AM
I have been trying to increase the amount of 'Thinking skills' activities in my lessons and have had quite a few successes, both in terms of enjoyment and outcome. Like alot of the new ideas associated with the KS3 Foundation I have tried to introduce them slowly, with selected classes in the lower school until I am more confident and the students have a chance to learn how to participate in these new activities. Once that has been achieved the activities get better and better each time.
One of the most successful activities that I use is based on the Black Death and is a very open ended task which has many solutions. The students are given a drawing of a town and are given the instruction that they are the Mayor of the town and have to stop the plague from spreading. They work in small groups and come up with as many solutions as they can. Of course they are not allowed to use the knowledge that the fleas on the rats were spreading the disease. Once they have come up with their suggestions, which range from quarantining, to burning the whole village, to moving every healthy villager into the Lord's house etc, I tell them that they have to now consider the effect of their actions on a) shopkeepers and B) doctors. By adding in this extra dimension the students are then forced to rethink their plans. This lesson is a really interesting way for the students to get a real feel for the period, and really THINK about what they would do. the fact that there is no correct (closed) answer allows them to really take off in their imagination.
Edited by Dan Lyndon, 17 July 2003 - 09:02 AM.
Posted 18 July 2003 - 08:43 AM
Excellent introduction to the subject. I have long believed that the best way of getting children to think deeply about a subject is through historical simulations. Like Dan I have also used a simulation on the Black Death during Y7 (part of the Medieval Village simulation and will be going online later in the year). However, I think it is important not to tell the students that it is the Black Death as there will always be a few students who will know about the connections between fleas, rats and the disease. I always give it the name used at the time pestilence (the Black Death is a 19th century term).
A lot of thinking already takes place in the classroom, and many teachers may be tempted to utter we do that already. However we cannot claim there is enough attention focused on higher order thinking in the planning of lessons. If there were then the classroom and experience of the pupils would be totally different. Imagine a classroom where pupils ask more enquiring questions, where the teachers do not dominate, where lessons are full of surprise, ambiguity and motivation.
After I gave my seminar at Leeds I was approached by a NQT who was an ex-RAF officer. He said that simulations were used overwhelmingly to train officers in the armed forces and said he was surprised that they were not used more in schools to teach thinking skills. People working for large companies have told me similar stories.
I agree completely with the idea that we should be encouraging students to be asking questions. Far too much of what goes on in the classroom involves students filling in the blanks type questions. What appears to be on the surface, investigation type questions, are really comprehension type questions. Bright students in particular will soon get bored with this approach and will become non-cooperative.
Posted 18 July 2003 - 07:46 PM
Picking up on John's point links nicely into the next post on:
I agree completely with the idea that we should be encouraging students to be asking questions. Far too much of what goes on in the classroom involves students filling in the blanks type questions. What appears to be on the surface, investigation type questions, are really comprehension type questions. Bright students in particular will soon get bored with this approach and will become non-cooperative.
Raising the challenge of your lessons within the Blooms Taxonomy of Higher Order Thinking.
Before I post guidance on writing a Thinking Skills lesson I would like to raise the issue of raising the challenge of your lessons using Blooms Taxonomy.
As John states - pupils are asked to tackle too many tasks that are really comprehension type activities a lower order thinking task and more able pupils will soon become non-cooperative.
When planning Thinking Skills activities it is helpful to be aware of Blooms Taxonomy of Higher Order Thinking.
Quick guide to:
Blooms Taxonomy of Higher Order Thinking
Higher Order Thinking
Making quantitative and qualitative judgements developing opinions about the relative value of parts.
Arranging and combing elements in new ways to create a picture that was not there before.
Breaking information down into parts making clear the hierarchy or relationships
Using new information in new and concrete situations relating information to own position
Translating information into other forms using your own words making an interpretation of new material
Remembering and recalling facts storing information in basic form.
Lower Order Thinking
To raise the challenge of your Key Stage 3 lessons the teacher should aim to pitch the lessons objectives and activities within the Blooms Taxonomy framework. Below is roughly how the types of thinking from Blooms Taxonomy link in with the National Curriculum Levels of Attainment.
Basic Order Thinking: KNOWLEDGE
NC Level 2/3
Basic Order Thinking: UNDERSTANDING/COMPREHENSION
NC Level 4
Middle Order Thinking: APPLICATION:
NC Level 5
Middle Order Thinking: ANALYSIS:
NC Level 5/6
Higher Order Learning: SYNTHESIS:
NC Level 6/7
Higher Order Thinking: EVALUATION:
NC Level 7 +
Raising the challenge in your Lesson objectives:
I hope his seminar gives guidance for teachers to identify and share with pupils challenging learning objectives. When writing your lesson objectives be as clear and specific as possible. At the beginning of the lesson share your objectives with the class, state exactly the nature and the level of the learning intended in your lesson use the trigger words like to evaluate, judge, justify. For example a Year 8 lesson pitched at Level 5 to 7 a lesson objective could be - To evaluate the historical interpretation of the Gunpowder Plot: Was there a Gunpowder Plot? Have no more than 2 or 3 learning objectives per lesson. Avoid mixing objectives (dont write To identify and explain) - always have single objectives. Avoid general phrases such as to know and to be able to understand this is lower order. Use words that allow both the pupil and yourself to assess if the intended learning has taken place by the end of the lesson during the debrief/plenary.
So if you have a specific lesson in mind and want to pitch the lesson higher to raise the challenge use the trigger words below to help you write your lesson objectives. For example Year 8 lesson objective - to build an interpretation of Henry VIII. This is a higher order SYNTHESIS thinking objective pitched at level 6/7.
Basic Order Learning: KNOWLEDGE
If your lesson is pitched at NC Level 2/3 then lower order-thinking tasks are required. Trigger words/activities: identify, label, list, retell.
Basic Order Learning: UNDERSTANDING/COMPREHENSION
If your lesson is pitched at NC Level 4 then lower order-thinking tasks are required. Trigger words/activities: compare, contrast, estimate, explain.
Middle Order Learning: APPLICATION
If your lesson is pitched at NC Level 5 then middle order-thinking tasks are required. Trigger words/activities: solve, predict, demonstrate, relate.
Middle Order Learning: ANALYSIS
If your lesson is pitched at NC Level 5/6 then middle order-thinking tasks are required. Trigger words/activities: differentiate, categorise, speculate, outline.
Higher Order Learning: SYNTHESIS
If your lesson is pitched at NC Level 6/7 then higher order-thinking tasks are required. Trigger words/activities: construct, build, create, summarise, design.
Higher Order Learning: EVALUATION
If your lesson is pitched at NC Level 7+ then higher order-thinking tasks are required. Trigger words/activities: judge, justify, conclude, criticise, assess.
Lesley Ann Buxton
This excellent advice came from a CPD INSET by Ron Rooney (Durham LEA)
Posted 18 July 2003 - 10:48 PM
Extremely useful. I especially like the advice not to 'mix objectives'. The key idea, as you rightly point out, is to use language that allows everyone in the room to assess how far the objective has been met by the end of the lesson.
Your / Rooney's suggestions surely don't just apply to key 'thinking skills' either - they, as many of the KS3 strategy approaches seem to - apply to good practice in all aspects of our teaching.
Thank you. This is very much one of those topics that will encourage frequent use of the icon near the bottom left of the forum.
Generate your own versions of my games, quizzes and eLearning activities: ContentGenerator.net
Posted 19 July 2003 - 12:17 PM
Step One: When launching the activity you should
· Give clear instructions this is very important. Do this without defeating the object, dont give the pupils all the answers or thinking strategies they will need.
· Help the pupils to see what they are about to do by linking with prior learning or experiences this will give the pupils the confidence they need to get started, and helps them make sense of the task.
· It may be appropriate in some cases to model the strategy using a different context thus making the process more explicit.
Step Two: The Activity
· This will involve group work and discussion for some, if not all, of the activity.
· There might not always be a written outcome this appeals to some pupils, who feel they have not done real work until debriefing when they become aware of their thinking.
· Activities are varied and designed to appeal to the pupils with a wide range of preferred learning styles remember not all children learn in the same way it is important to give a rich diet of teaching methods VAK.
· The teachers role is often to OBSERVE the pupils progress rather than to intervene in the learning process.
Step Three: The Debriefing/Plenary
· This is a whole class activity that provides a chance to REVIEW the learning and the way that the pupils have had to think in order to complete the task.
· It will involve a number of open questions the order of the questions needs to respond to the progress of the class discussion.
· The teacher should encourage the pupils to reflect upon, and talk about, the thinking processes they have used known as METACOGNITION.
· The learning that has taken place during step two the activity, in terms of content, conceptual understanding and awareness of thinking can be bridged to other contexts.
Posted 19 July 2003 - 12:57 PM
Teaching Style: The teaching style should very much focus on the pupils thinking. This is different, although compliments activities that are required to be content-led or investigative. Thinking Skills should not be confused with active learning that does not necessarily involve the thinking skills.
Subject Analysis: Here the focus is on the big ideas that underpin higher order thinking within a specific subject.
Language: The use of language used should be subject specific language to articulate the reasoning.
Concrete Preparation: Highlight the key words and the equipment to be used in the activity.
Cognitive Conflict: Challenge the pupils to be aware of inconsistencies, provoke the pupils to resolve them.
Meta-cognition: Reflect on the thinking - encourage the pupils to reflect upon, and talk about, the thinking processes they have used encourage the pupils to apply these new thinking processes to solve other problems.
Bridging: Link the work, thinking they have done to the broader curriculum, other contexts, the BIG PICTURE.
Posted 19 July 2003 - 02:42 PM
Teacher cries, I did a thinking skills lesson and it went horribly wrong! Why? Or It just didnt work, Im not trying that again!
This next post contains things that may have gone horribly wrong and how to put it right!
It takes a lot for a teacher to come out of his/her comfort zones, to try something new . they have to feel confident and be willing to try again. If things do go wrong . go back to the lesson plan, get back in that classroom and TRY AGAIN! Dont give up!
Arh! Group work . it did not work! Okay so if the group work didnt work consider this! How often do you do group work? Are the pupils used to group work? They may appear unwilling or nervous to discuss because they are simply not used to group work. Go back to your planning. Next time give the pupils a sheet with questions on to discuss give them a structure. Leave space on the sheet for the pupils to jot down ideas. Practice makes perfect your pupils will need to get used to group work activities for it to work, give them patience, training and time. Dont write group work off! Some teachers find group work difficult on INSET days.
I ran out of time!
If you have spent too long on preparing the pupils for the activity and the activity itself then you will not have left enough time for the most important part of the lesson - the debrief/plenary and bridging.
When planning your timings the start the debrief/plenary with 20 minutes left to go. Remember pupils learn more at the beginning and end of a lesson then they do in the middle.
Silence in the debrief!
Take a proactive approach whilst the pupils are working in groups. Listen and observe the discussion, jot down good points they make. Only step into the group discussion if the pupils get unstuck - ask the pupils to explain or elaborate on the points they make. Give the pupils an early warning - inform the pupils that the debrief will take place in 5 or 10 minutes time. Ask them to prepare what they are going to say, agree a spokesperson, tell them to practice. I show the pupils the open ended questions I will be asking them so they are aware of the questions and are given plenty of time to consider their answers. For example: What strategies/skills did you use to come to your decision? - How did you come to your decision? Have you changed your mind during this activity and if so why? Can you think of other lessons that you could use these skills in? Can you think of other situations that you could use these skills in?
To encourage talk have a read of this: 'Encouraging children to explain /verbalise their thinking and their activity' by Pete Griffin.
"They dont have any meta-cognition skills!
The main focus for teaching thinking is on developing pupils ability as learners. Pupils need to consider not only what has been learned but also how it has been learned so that they can transfer these skills more readily to other areas and subjects. Without the right words, thinking and learning are difficult to discuss so teachers need to develop a thinking vocabulary for pupils to use. The ultimate aim is for pupils to become independent thinkers, capable of planning for, checking and reflecting on their thinking across different types of tasks.
Teachers of thinking need to give their pupils the language and vocabulary, use this glossary list to arm your pupils.
Thinking Skills Glossary
If the pupils struggle then model the process for them by giving them questions to start them off For example: What became clear to you during the lesson?
The activity went wrong!
Did you prepare? Did you explain the instructions clearly? Did you have the write equipment? Go back to the lesson plan and re-teach. Dont give up!
Posted 19 July 2003 - 07:05 PM
1 thing i want to add now is on the issue of questioning technique. so much pupil thinking comes from framing the right questions. an article that appeared in my pigeon hole recently hit the nail on the head:
the average teacher asks about 400 questions a day, 25000 a term, and over 3 million in a career. for most teachers 90% of these require an answer that takes less than 1 second to give, and one that simply recalls knowledge requiring no though processes/discovery/enquiry at all.
the secret of good teacher questioning to provoke thinking?
open questions is the obvious answer, but also waiting - the article claims that a pause of 10 seconds before you seek an answer has an exponential impact on the quality of the answer and the thought process all pupils have gone through after the question has been asked.
Posted 19 July 2003 - 09:31 PM
1. Choose the context you wish to use for the lesson Do you need to explain or account for something? Identify a key concept? Address a specific skill?
2. Select a strategy to create cognitive conflict. Now structure the lesson so that it will be created.
3. Consider what preparation needs to be done for the lesson? What language will you use to emphasise the activity.
4. Consider what ideas the pupils may generate during the debrief/plenary? How will you stretch the more able pupils? Can you challenge their ideas? Do you want to structure the questioning by having a key question to start the debrief/plenary?
5. Consider what thought processes the pupils will use in this lesson? How can these skills be transferred to another scenario or subject? What have we learnt today? How did we get the answer?
Posted 19 July 2003 - 10:53 PM
There are a number of thinking approaches in the UK of which the best known are CASE (Cognitive Acceleration through Science Education), CAME (Cognitive Acceleration through Mathematics Education), Thinking Through the Humanities, Somerset Thinking Skills, and Philosophy for/with Children.
A Thinking Skills should be written in Four Stages or Acts. Most teachers will be familiar with Act 1 and 2.
Act 1: Concrete Preparation or Framing, putting the pupils in the picture. Give clear instructions - Make sure that the pupils know the focus of the lesson and that they know and understand any words crucial to the task. When introducing the topic, place it in context, perhaps by making a connection. Emphasise to the pupils the importance of group work, working together, listening, organising groupings. (Friendship groups, mixed groupings, mixed ability groupings) Get the pupils to organise themselves around a table so they can see each other for discussions. For example 3 pupils in a row like xxx is not a good way for a discussion to take place but:
would be a much better way for a group of 3 pupils to organise themselves for a group discussion.
Act 1 should be fairly short, do not talk too much!
Act 2: The activity cognitive conflict and construction of a solution.
This activity has been carefully chosen to make the pupils think, discuss and give feedback to the class. The best way for this to happen is for the pupils to be working in groups during act 2 the group needs to attempt to resolve the cognitive conflict. Please make the pupils aware that they will be required to share their findings to the class during act 3 (debrief/plenary).
During this activity the teacher should ensure that all groups are on task and limit intervening to groups where pupils have become unstuck. Listen from a discreet distance - listen and observe watch groups, jot down interesting snippets of what you hear/see. Circulating and listening in Act 2 allows the teacher to effectively stage-manage the debrief/plenary. The whole idea behind a thinking skills task is for the pupils to reach higher order thinking and not on the accumulation of facts or getting the right answer. If groups finish earlier challenge them to elaborate on their points. Work out the order you will ask the groups to contribute in the debrief/plenary. It is important that you inform the class of how much time they have left to allow them to prepare for Act 3.
The danger of Act 2 is allowing it to go on for too long. In your lesson you should aim to leave the last 20 mins of the lesson for Act 3 and 4 the more challenging of the acts. A time limit of 20 minutes should be placed on Act 2.
The Real Teacher Challenge Act 3 & 4.
Act 3: Debrief/Plenary the sharing of solutions and methods.
Here the pupils will be feeding back to the class their groups ideas and findings. Make the pupils think and aware of their thinking. Emphasise that there are no right or wrong answers to questions about their own thinking. Pupils should be encouraged to outline their own thinking. Initially get the groups to answer the question posed in the context of the subject. During Act 3 ask open questions. Have them on the board/OHP during Act 2 so they are aware/time to prepare. Ask the pupils for their reasons, make them explain. Encourage alternative arguments, give each group time to evaluate and consider the responses. Give time for the discussion to flow. If you a faced with silence ask the pupils to go back into your groups for 40 seconds to discuss what has just been said. Then ask for responses again.
Once the solution has been shared, the focus should shift towards reflecting upon how they came to the answers, the process of thinking metacognition. ask how they completed the task? What strategies/skills did you use to come to your decision? - How did you come to your decision? Have you changed your mind during this activity and if so why?
Be prepared for their thinking to be different or even better than yours!
Dont ask the pupils too many closed questions. Dont accept one-word replies. Dont superimpose a right answer. Dont ask the brightest pupils first. Dont move on from a pupils response without responding to it acknowledge their response build their confidence!
Effective debriefing can last 15 to 25 minutes.
Above all PRAISE their efforts to reason and think even if solutions are questionable.
Act 4: Bridging or Making connections:
Try to connect the learning outcomes from this lesson to other contexts probability to betting, decision making to deciding on holidays, reliability of sources to gossips in Coronation Street, discussion to speaking!
Where will this type of thinking be useful?
Where have I already used this skill?
Which subjects can I use this thinking?
Can you think of other lessons that you could use these skills in?
Can you think of other situations that you could use these skills in?
Act 4 could last 5 to 10 minutes.
Posted 20 July 2003 - 01:44 PM
Thanks for the contributions so far from Carole Faithorn, Dan Lyndon, John Simkin, Andrew Field and Richard Drew.
I would stress again that I am no expert, nor do I have all the answers, I am just a history teacher will a real interest and enthusiasm for the teaching of Thinking Skills in History. For those of you who contribute I hope this seminar offers the opportunity to contribute your thoughts and experiences in the teaching of thinking. Above all I hope the ideas that will be generated are useful, inspiring and motivating.
My subsequent postings will include thinking skills strategies to try out in the classroom.
Lesley Ann Buxton
Posted 20 July 2003 - 01:46 PM
Group work: Ideally in groups of 4. Ask the pupils to give themselves a number 1 to 4.
Room organisation: In tables arranged to allow space for movement to the front.
Resources: Single copy of map or picture (A4 or A3 size). If it is a map then it should have COLOUR, WORDS, and SYMBOLS etc. If a picture then it could be a source, cartoon source, a labelled diagram e.g. a Trench, Motte and Bailey Castle. This task is appropriate for any visual document. Each group should have a blank A4 piece of paper, coloured pencils, sharpener, pencils, ruler and eraser .
1. Give clear instructions: you want each group to make as good a copy of the map/picture you are going to show them as possible.
2. Each member of the group will be invited one person at a time (numerically) to come to the front of the classroom where you will show them the map/picture. Alternatively the map/picture could be taped to a wall outside your classroom in the corridor. Allow a few minutes for the group to come up with a strategy.
3. The first pupils will come out to look/inspect the map/picture for a short time fifteen to twenty seconds is ample time for the pupils to view the map/picture. The pupils are not allowed to bring equipment with them e.g. No paper or pencil etc.
4. The first pupil then returns to their group to transfer what they have seen onto the A4 paper. The pupils are not told how to transfer this information I have seen some pupils verbally give instructions to another to draw the map/picture or draw it themselves informing the group of what the have seen, I have heard pupils say Look in the top right hand corner, I cant recall what it said.
5. When the pupils return to their groups guard and cover the map/picture.
6. Allow a short time before you invite the second pupil to look/inspect the map/picture about 1 to 1½ minutes.
7. The activity continues like this until you feel that the groups have had enough time to gather information to add to the picture. Perhaps giving each pupil one or two turns to view the picture. You may find that as the activity progresses pupils will tend to look less at the map/picture and return to their groups more quickly. Later in the activity extend the time they have with the groups before calling upon the pupils to view the map/picture.
8. Give the pupils some warning of the last viewing to avoid being lynched! Inform them that there will only be two more viewings before the end.
9. The groups are allowed to discuss as much as they need to, but they must not communicate with the group member who is studying the map/picture cheating is frowned upon
10. After the last viewing allow the pupils to give finishing touches to their own group copy.
Debrief & bridging:
· Encourage the pupils to reflect upon and discuss what they have done. 1) the process of replicating the map/picture 2) any information that has stood out on the map/picture.
Open-ended questions to ask:
· What was difficult about completing the map/picture?
· What was simple about completing the map/picture?
· Did you find that some members of the group found some parts of the map/picture easier to remember whilst offers found it hard? - Highlighting different preferred learning styles of the pupils, groups enabling pupils to play on the strengths of the group and others recognising their own areas for development.
· What strategies did you use to remember the map/picture? Was this the same for everyone? How might these strategies help in other situations?
· What did the groups discuss during the activity? How did this help replicate the map/picture?
· How might you judge how good your groups version of the map is?
· Did you use any prior knowledge to help you complete the task? What was this?
· Give your group a score out of 10 for group work what is it? How did you collaborate/work together? How did this help?
· If you did this activity again for another map/picture/diagram how would you do it differently?
· When could you use this skill, strategy again? (e.g. revising)
For more details on this approach see:
Fisher P (2002) Thinking Through History Chris Kington Publishing
I used this approach recently with Year 10 using the Source The Gap in the Bridge a British cartoon of 1920 shows America refusing to join the League. The pupils had not been previously exposed to this particular source and I was interested to see what they made of this activity. After using this activity I found an added benefit, the pupils source skills became much more effective...they discussed what could be inferred, the provenance, the reliability, the purpose. The cartoon from memory activity was much more enjoyable then looking at the source from an OHP or textbook and the teacher dominating asking questions to the whole class. This activity involved all the pupils thinking!
Posted 21 July 2003 - 05:30 PM
i want to be clear, however, i have witnessed a classroom full of students possesing all or most of the skills you talk about, where there were relevant questions, the right reaserch was done, they were articulate, and there was little need for the teacher's involvement: they practically taught themselves. but there were still some students who wouldn't participate and would have talked with friends the whole class except for peer pressure from the rest who were paying attention. in conclusion, i mantain, though you should give the skills to eveyone, it isn't necessary for for them to be used by each student for the class to be successful, simply a majority.
-ariel shultz
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