Classroom Presentations

John Orozco - English Department  "The Dialectic Journal"
reference link:

John will demonstrate how the dialectic process can be used to improve the writing of our students across the disciplines.

Orozco writes in the above article - "The key to analysis is close reading. The most common close reading technique is to underline key passages, and to write brief comments as you read. Another type of  technique is called a dialectic journal. First, enter into your journal a numerical or alphabetical code to separate entries. Also, add the page and paragraph number in order to return to the passage if necessary. Divide your journal into three parts: A.) Direct quote, B.) The reason the passage is important, C.) The reason
your reaction is important. The dialectic process follows thesis, antithesis, synthesis. "

The Dialectic theory originated with Georg Hegel (early 1800's)


Richard Rains - Physics Department  "Chaos Theory and Practical Applications"
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Richard will discuss Chaos Theory and practical applications in our lives.

"Physicists like to think that all you have to do is say, these are the conditions, now what happens next?" -Richard P. Feynman

Manus J. Donahue from Duke University writes - "The world of mathematics has been confined to the linear world for centuries. That is to say, mathematicians and physicists have overlooked dynamical systems as random and unpredictable. The only systems that could be understood in the past were those that were believed to be linear, that is to say, systems that follow predictable patterns and arrangements. Linear equations, linear functions, linear algebra, linear programming, and linear accelerators are all areas that have been understood and mastered by the human race. However, the problem arises that we humans do not live in an even remotely linear world; in fact, our world should indeed be categorized as nonlinear; hence, proportion and linearity is scarce. How may one go about pursuing and understanding a nonlinear system in a world that is confined to the easy, logical linearity of everything? This is the question that scientists and mathematicians became burdened with in the 19th Century; hence, a new science and mathematics was derived: chaos theory."

Gary Prostak - ESL Department "Multimodality Teaching"
reference link:

Gary will discuss the Seven Intelligences as described by Gardener, and how knowledge of them can help to improve your teaching in the classroom.

Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are:

Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Linguistic Intelligence--involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information.

Spatial Intelligence--gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains--Gardner notes that spatial intelligence is also formed in blind children.

Musical Intelligence--encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.)

Bodily-Kinesthetic Intelligence--is the ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activity are unrelated.

The Personal Intelligences--includes interpersonal feelings and intentions of others--and intrapersonal intelligence--the ability to understand one's own feelings and motivations. These two intelligences are separate from each other. Nevertheless, because of their close association in most cultures, they are often linked together.

Although the intelligences are anatomically separated from each other, Gardner claims that the seven intelligences very rarely operate independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems. For example, a dancer can excel in his art only if he has 1) strong musical intelligence to understand the rhythm and variations of the music, 2) interpersonal intelligence to understand how he can
inspire or emotionally move his audience through his movements, as well as 3) bodily-kinesthetic intelligence to provide him with the agility and coordination to complete the movements successfully.