frankenstein200.blogspot.com

Mary Shelley 200 Years Later: A Frankenstein Bicentennial at The Oakridge School

Contact Info. for the 2017 Frankenstein Colloquium. Schedule for Jan. 30th, 2017. A Call for Papers on Shelley's Frankenstein. A Call for 2D Art and Film/Video. A Call for MakerSpace Designs and Products. Tuesday, January 10, 2017. Updates about the Frankenstein Colloquium - Hosted by The Oakridge School on January 30, 2017. First off, congratulations to all presenters who have been selected to showcase their work at the 2017 Frankenstein Colloquium this January 30th. 1 Arizona Virtual Academy. The sched...

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Mary Shelley 200 Years Later: A Frankenstein Bicentennial at The Oakridge School | frankenstein200.blogspot.com Reviews

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Contact Info. for the 2017 Frankenstein Colloquium. Schedule for Jan. 30th, 2017. A Call for Papers on Shelley's Frankenstein. A Call for 2D Art and Film/Video. A Call for MakerSpace Designs and Products. Tuesday, January 10, 2017. Updates about the Frankenstein Colloquium - Hosted by The Oakridge School on January 30, 2017. First off, congratulations to all presenters who have been selected to showcase their work at the 2017 Frankenstein Colloquium this January 30th. 1 Arizona Virtual Academy. The sched...

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6 13 greenhill school

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8 8 30 8 50am commencement ceremony

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Mary Shelley 200 Years Later: A Frankenstein Bicentennial at The Oakridge School | frankenstein200.blogspot.com Reviews

https://frankenstein200.blogspot.com

Contact Info. for the 2017 Frankenstein Colloquium. Schedule for Jan. 30th, 2017. A Call for Papers on Shelley's Frankenstein. A Call for 2D Art and Film/Video. A Call for MakerSpace Designs and Products. Tuesday, January 10, 2017. Updates about the Frankenstein Colloquium - Hosted by The Oakridge School on January 30, 2017. First off, congratulations to all presenters who have been selected to showcase their work at the 2017 Frankenstein Colloquium this January 30th. 1 Arizona Virtual Academy. The sched...

INTERNAL PAGES

frankenstein200.blogspot.com

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Mary Shelley 200 Years Later: A Frankenstein Bicentennial at The Oakridge School: Oakridge's 3rd Period Sophomore English Class Shares Insights about Chapters 1-4 of Vol. 1 from Mary Shelley's Frankenstein:

http://frankenstein200.blogspot.com/2016/09/oakridges-3rd-period-sophomore-english.html

Colloquium Program and Schedule. Contact Info. for the 2017 Frankenstein Colloquium. A Call for Papers on Shelley's Frankenstein. A Call for 2D Art and Film/Video. A Call for MakerSpace Designs and Products. Wednesday, September 21, 2016. Oakridge's 3rd Period Sophomore English Class Shares Insights about Chapters 1-4 of Vol. 1 from Mary Shelley's Frankenstein:. Victor's Creation: The Lab Report. Chapters 1-4, Vol. 1, from Mary Shelley’s Frankenstein. Or does it cause him to make childish mistakes and de...

2

Mary Shelley 200 Years Later: A Frankenstein Bicentennial at The Oakridge School: Oakridge's 1st Period Sophomore English Class Reflects on the Opening Letters from Mary Shelley's Frankenstein:

http://frankenstein200.blogspot.com/2016/09/oakridges-1st-period-sophomore-english.html

Colloquium Program and Schedule. Contact Info. for the 2017 Frankenstein Colloquium. A Call for Papers on Shelley's Frankenstein. A Call for 2D Art and Film/Video. A Call for MakerSpace Designs and Products. Monday, September 19, 2016. Oakridge's 1st Period Sophomore English Class Reflects on the Opening Letters from Mary Shelley's Frankenstein:. To Our Fellow Readers of Mary Shelley’s. Arlington, TX, Sept. 19th, 2016. It struck us as odd: Why do we begin the novel near the North Pole? Where is the line?

3

Mary Shelley 200 Years Later: A Frankenstein Bicentennial at The Oakridge School: October 2016

http://frankenstein200.blogspot.com/2016_10_01_archive.html

Colloquium Program and Schedule. Contact Info. for the 2017 Frankenstein Colloquium. A Call for Papers on Shelley's Frankenstein. A Call for 2D Art and Film/Video. A Call for MakerSpace Designs and Products. Friday, October 14, 2016. Oakridge's 7th Period Sophomore English Class Discusses the Creature's "Loss of Innocence" in Chapters 1-5 of Vol. 2 in Mary Shelley's Frankenstein. The Interview, Session 1, October 17- :. Question 1: What does it mean to be born innocent? And did you start off as innocent?

4

Mary Shelley 200 Years Later: A Frankenstein Bicentennial at The Oakridge School: Dr. Anne Frey of Texas Christian University will be giving the keynote address at the 2017 Frankenstein Colloquium at The Oakridge School

http://frankenstein200.blogspot.com/2016/09/dr-anne-frey-of-texas-christian.html

Colloquium Program and Schedule. Contact Info. for the 2017 Frankenstein Colloquium. A Call for Papers on Shelley's Frankenstein. A Call for 2D Art and Film/Video. A Call for MakerSpace Designs and Products. Friday, September 9, 2016. Dr Anne Frey of Texas Christian University will be giving the keynote address at the 2017 Frankenstein Colloquium at The Oakridge School. Dr Anne Frey, Associate Professor, TCU English Department. Authorship, Agency, and Bureaucratic Nationalism. 8203; almost every semester.

5

Mary Shelley 200 Years Later: A Frankenstein Bicentennial at The Oakridge School: August 2016

http://frankenstein200.blogspot.com/2016_08_01_archive.html

Colloquium Program and Schedule. Contact Info. for the 2017 Frankenstein Colloquium. A Call for Papers on Shelley's Frankenstein. A Call for 2D Art and Film/Video. A Call for MakerSpace Designs and Products. Sunday, August 7, 2016. Frankenstein 200 Years Later: A Call for Papers, Media, and More! Due Nov. 22nd, 2016! To see previous years' blogs for the colloquia we hosted in the past). And looks like this:. On the website, you will find three categories for Calls for Student Work:. 1) a Call for Papers.

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edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: Metaphors We Teach By, Part Three - Consider the Rhizome: On Deterritorializing Silos in Schools

http://edu-scenius.blogspot.com/2015/12/metaphors-we-teach-by-part-three.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: Planning The Oakridge School's 2017 Inter-Institutional Colloquium on Mary Shelley's Frankenstein - Entry 2, August 18, 2016

http://edu-scenius.blogspot.com/2016/08/planning-oakridge-schools-2017-inter.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: October 2015

http://edu-scenius.blogspot.com/2015_10_01_archive.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: What Should We Do with Our Classrooms? Make Them Mobile and Plastic.

http://edu-scenius.blogspot.com/2016/09/what-should-we-do-with-our-classrooms.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: Connect with Colleagues Now!

http://edu-scenius.blogspot.com/p/connect-with-colleagues.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: July 2016

http://edu-scenius.blogspot.com/2016_07_01_archive.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: Connecting Educators to Break Down Silos: Inviting Readers & Colleagues to Sign Up & Join the "Grassroots" Movement

http://edu-scenius.blogspot.com/2016/02/connecting-educators-to-break-down.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: September 2015

http://edu-scenius.blogspot.com/2015_09_01_archive.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: September 2016

http://edu-scenius.blogspot.com/2016_09_01_archive.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

edu-scenius.blogspot.com

What Should We Do With Our Classrooms?: Statement of Teaching Philosophy

http://edu-scenius.blogspot.com/p/my-teaching-philosophy.html

What Should We Do With Our Classrooms? Brian Eno’s term scenius describes "the intelligence and the intuition of a whole cultural scene. It is the communal form of the concept of genius." This is a place for cultivating pedagogical scenius. Catherine Malabou's work on neuroplasticity asks the question: What Should We Do with our Brains? And just as the brain is plastic so is the learning process, and our spaces for learning should reflect this. So how can we get there? Statement of Teaching Philosophy.

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Mary Shelley 200 Years Later: A Frankenstein Bicentennial at The Oakridge School

Contact Info. for the 2017 Frankenstein Colloquium. Schedule for Jan. 30th, 2017. A Call for Papers on Shelley's Frankenstein. A Call for 2D Art and Film/Video. A Call for MakerSpace Designs and Products. Tuesday, January 10, 2017. Updates about the Frankenstein Colloquium - Hosted by The Oakridge School on January 30, 2017. First off, congratulations to all presenters who have been selected to showcase their work at the 2017 Frankenstein Colloquium this January 30th. 1 Arizona Virtual Academy. The sched...

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