英語課堂堂都有進度壓力,但又不想只教書裏頭的東西.有時自創教材放進去,卻驚覺太容易因此拖進度,畢竟學校也會有運動會等等節目,往往會拖到科任課的上課進度.前年我和6年級共7班一起用five little pumpkin做大書.雖然結果令人感動,但實在也怕極了這種大型project.10月底的萬聖節我是從8月中開始計劃,9月初開始每節偷進一點點才勉強趕上10月底完成大書….我很認同多元智慧的概念,但是要英語科任執行起來,真的有難度.
A student might also apply the strategy of granularity to the work of writing itself. Instead of writing a draft and “looking it over,” it’s much smarter to break down the work of writing and editing by thinking about one thing at a time. Developing a strong thesis statement: that’s one task. Working out a sequence of paragraphs to develop that thesis: another task. Figuring out how to make a transition from one paragraph to another: another task. If you tend to have patterns of errors in your writing, look for each kind of error, one at a time. Noun-pronoun agreement? Read a draft once through looking only for that. Comma splices? Read once through with your eyes on the commas. It might seem that approaching the work of writing and editing in terms of smaller, separate tasks is unnecessarily cumbersome, but breaking things down will likely make it far easier to work more effectively and come out with a stronger piece of writing. No writer can think about everything at once.
Granularity is also a useful strategy for making even a daunting reading project do-able. If you have eighty pages to read, finish twenty and take a short break; then repeat. If you’re reading James Joyce or Marcel Proust, a handful of pages might be all that you can manage at one sitting, and sometimes you might need to chart your progress by the sentence. But those sentences and pages add up, and I should know. I just finished all seven volumes (3,102 pages) of Proust’s In Search of Lost Time (À la recherche du temps perdu), averaging twenty pages a day over five months and two days of reading.
記得在new media課上老師提到網頁環境設計的其中一個基本原則就是KISS= KEEP IT SIMPLE AND STUPID.對大人如此,對"小人"也是嘍..