Clever and Original TItle

Another week, another set of readings and another posting done after my Sunday morning activities.

First, I'll get the unpleasantness out of the way: The best thing about the BBR article, once again, was that it was short. That will be all which I shall say about that.

Next, is our Daniels and Zimmerman chapter. This, unsurprisingly, was more helpful, although it did echo a good bit of what we saw in Torvani last week (and even cited it, too). Of particular interest to me was that students tend to have trouble visualizing what they read. This typically shows up in math and science (according to our readings), but also in other subjects, like Latin. For instance, if you were to look at one of the (depressingly brief) readings on the Roman legions in the textbook, you'd see depressingly short description stating that a legionary wore iron armor made out of "banded strips," with a short sword and large shield.

Take a moment to picture that.

Now, look at these fellows:

Get some, Germans

This plays into another thing which I found quite helpful in Daniels and Zimmerman, and that's something I found between the lines, so to speak (and something which I struggle with): Avoid jargon/strange new words. I love big, borderline incomprehensible words. My students, however, do not. If they can't follow you, or visualize what you're saying/talking about, they're lost. And lost students do not learn.