10.22 First lesson, commenting, and creating your portfolio

We started class with your (awesome) presentations of your lesson plans.  We set up the protocol for your talks, as follows.

Presenter’s want feedback => state what kind fo feedback you want

-         Identify any questions you have about your process or handouts

-         tell us about your concerns ( so we can watch for you)

-         observers should bring their perspective to the observation + make suggestions

Provide context for lesson (what the class has learned so  far and how your lesson fits in)

Provide overview of the lesson with reference to the printed lesson

Point out any areas you are concerned about => and TEACh those (walk through the language or activities you will use)

Discussion

I think you are all well prepared for your lessons - and am looking forward to hearing your reports.

Commenting on student writing.
During the second half of class we through strategies for assessing, and commenting on student writing.  

We began by acknowledging that assessment has different purposes: evaluating (as in giving grades and deciding how/whether programming/teaching is working = summative assessment; and giving feedback on how to move forward = formative assessment.  Most of our discussion focused on formative feedback for student writing.

Strategies for commenting on student writing:  Clark observes that many issues in student writing can arise from incomplete or confusing directions for writing assignments.  She pointed out that the audience, purpose, form, and style for writing assignments needs to be clearly set forward so that students can make appropriate decisions about what to write.

In light of this comment, I described the expectations for audience, purpose, and form for the writing posted on the last blog, and we developed a rubric for summative evaluation of that writing.  We then assessed the summaries in light of that rubric and found that we generally ranked the essays in the same order, and that overall we had similar reasons for that ranking (though not exactly the same).  We also found that we assigned different grades.  This led to a discussion of what grades are meant to meaure (effort? level of competence? completion of requirements?) and the difference between giving a grade and providing feedback.

I passed out the Sommers book on commenting - though we didn't talk about it - and set you up to comment on papers for next class.

For next class:
1. Keep posting to your course blogs (observations of your mentor's class).  
2. Grade + provide comments for 5 papers from a set of papers from your class. Make sure to include a range of writing issues and levels of proficiency.

We will begin by hearing your reports on your lessons and doing some debriefing (what went well, what you want to work on, and brainstorming for how to do that work).

We will then spend some time discussing effective comments to student papers.  Remember that one of the components of your portfolio is a sample of "graded" papers - so this would be a start on that.

Finally - we will spend some time talking about observations (another component of the portfolio).  We are going to do a rhetorical analysis for the kind of observation you want to include - and cruise around some web sites on writing observations.  

See you next week. 

Peter Elbow's Freewriting  http://mgunby.wikispaces.com/file/view/Freewriting.pdf

Sample summary 1

            Peter Elbow’s essay, “Freewriting,” simply states the effectiveness and benefits of the writing process of freewriting.  By doing so, Elbow creates a clear distinction between freewriting and writing: in the regular writing process editing consistently interrupts the natural creativity the mind discharges.  According to Elbow, if freewriting is done frequently and appropriately, freewriting will solve one’s editing qualms.  Practice will eventually make perfect and the once tedious, sporadic process of writing will eventually become an efficient and cohesive process.

Furthermore, Elbow uses another strategy to explain the usefulness of freewriting: analogizing it with speaking.  He explains how one’s voice and one’s words connects to an inner power and exhibits it proudly.  Elbow states this inner strength can only be displayed if one is completely proud and confident in his or her words.  Freewriting, Elbow claims, will ultimately dissolve any uncertainties that editing exhibits.

Consequently, the concept of freewriting allows a writer to be comfortable with what he or she is saying.  Elbow argues freewriting is a fundamental writing technique each writer should use in order to become a successful writer.

Sample summary  2

In Peter Elbows essay titled Freewriting, he explains how free writing can help improve your writing.  Freewriting is a way to relax and improve your writing skills.  All freewriting is, is writing nonstop without correcting or checking what you already wrote. According to Elbow, you should try to free write at least three times a week, and each time write for a few more minutes.  If you get stuck you should simple write “I don’t know what to write, I don’t know what to write,” until an idea or statement pops into your mind.  Elbow states that it doesn’t matter what you write because your freewrite is only for you to read unless you decided to share your work with others.  He also explains that you shouldn’t stop to correct spelling or grammar or even to re-read what you already wrote.  A lot of people get nervous when they write because their scarred their grammar might be wrong or they might be misspelling a lot of words, but when you freewrite spelling and grammar shouldn’t be on your mind.  Elbow explains that freewriting is non-editing, while you’re writing you should be concentrating on writing, not spelling, grammar, or what you previously wrote.  After you freewrite you can go back and correct any spelling mistakes or grammar that you may have used incorrectly.

Sample Summary  3

In Peter Elbows Free writing Essay he expresses many examples and great ideas on how free-writing improves your writing. Throughout the essay he points out many different examples. Elbows thinks that practicing free-writing will make you better at it, then essentially make you a better writer.   He explains how to free-write so well that it makes sense to everybody. In the essay he tells you not to edit while free-writing. Editing while free writing puts a block on your thoughts, when you have a block you can’t write. Since you’re not editing he says to just write, no matter what your writing, just to write This essay will make it easy for people around the world to free write without any worries.

Sample Summary 4

            According to Peter Elbow, Freewriting can and should be utilized as people develop and enhance their writing.  In the essay entitled, “Freewriting” Peter Elbow begins by explaining the process of freewriting.  Elbow states that writers should write for a period of time without stopping; no matter how coherent or incoherent.  He believes this will greatly improve a person’s writing.

            Elbow goes onto explain that a person’s  freewriting  can be read by another but not evaluated, due to his belief that freewriting can be coherent or incoherent.   Elbow believes there is too much editing while producing.  Elbow explains in freewriting one should not think or edit, just write.   Elbow then compares freewriting with speaking, because we tend to speak freely without worrying about consequences.  Unlike writing where we have an opportunity to edit our thoughts and make them perfect.  Elbow states, if practiced regularly freewriting can break the habit of constant editing while producing.

According to Elbow most people struggle at the beginning of a writing, which leads to constant editing and then has a negative effect on the entire writing.  Elbow points out not to get discouraged at the beginning of a writing, we can always go back and edit when finished writing.  Elbow explains that constant editing can diminish the writer’s power and voice. Elbow concludes by saying that eventually some of your freewriting voice and power will carry over into your regular writing.

Sample Summary 5

The article we read is called “free writing” by peter elbow. The main idea of the essay is how free writing makes writers better. When we write we tend to proof read our work while we are writing things down. Elbow wants us to stop doing that and just write. It doesn’t matter what it is but write whatever is on your mind. In the article he explains how to use free writing and how to use your whole time while free writing.  We all proofread while we write because we are so afraid to be wrong. We want to sound correct when we write, so that we sound educated, You write to get all your thoughts and emotions out on paper, to know that they are not all bottled up inside.
              To me what elbow is expressing is that each time you write add more time on to the time before and so on and so forth  but do not stop and check your work or stop to think of what to say next. Elbow wants you to get lost in your words in your thoughts even if they make no kind of sense, writing helps clear your heads and thoughts, and it allows you a way to express your feelings. Hopefully when you are done free writing and after you do it for awhile you will be used to writing in that format and you can carry that over the your regular writing, never doubt yourself even when writing a free write, just let the words flow.

10.15 Analysis and Textbook Review

We spent the first half of class working on how to teach analysis.  I gave a sample lesson on how I teach analysis.

My lesson plan:
Objectives:
to engage students in DOING analysis = they will analyze a logic problem
to engage students in reflecting on the "moves" they make as they do analysis
to develop a list of moves that describes analytic process
to name and classify the moves associated with analysis
to describe how to apply analytic processes to problems different from the problem in the lesson
to identify aspects of analytic process that should be included in analytic writing  

Materials
logic problem

List of activities
Ask students to write/list what they think of as analysis
Collect students' language through whole group discussion and put it on the board
Identify the language students use to talk about analysis (about 10 minutes)

Put students in groups
Introduce the problem solving activity by describing the problem and telling students that they are both to work on the problem AND to notice the "moves" they make to solve the problem
Define what is meant by "moves"
Ask groups to say back the directions
Hand out problem (about 5 minutes = the whole set up should take about 15 minutes)

Work in groups for about 20 minutes
Circulate among groups - watching for signs of frustration and re-enforcing identification of moves
Provide graduated "hints" to move problem solving along
Prompt students to write down moves through out process
Allow students to work until all groups solve the problem
Celebrate solving the problem

Harvest group findings (about 10 minutes)
Ask groups to report the moves they made
List all moves on board
Classify moves
Develop sequential list of moves that define analytic process
Identify language associated with each set of moves (introduce the terms naming, classifying, patterns, hypothesis, and theory)


Apply analysis of the puzzle to everyday analysis students do (making decisions about what to buy, what to write, how to interpret social situations, etc) (about 5 minutes)

Apply analytic language to rhetorical analysis (name moves for analyzing audience, purpose, form, content for a particular writing task => constructing Lewis' portfolio) (about 15 minutes)

Reflect on what we learned, call for questions, set up next class (about 5-10 minutes)

Total: 75 minutes

And that is what we did.


Textbook review.
During the second part of class we looked through about 10 freshman writing texts, and talked about what they did, what kind of students they would work for, and which one fit with your writing philosophy.

Your textbook review is your opportunity to represent your perspective on what makes a good textbook.  It should be the book cited in your syllabus, and it should be the book used for your assignments + asssignment series.

After you chose a text to review - we talked about points to include in your review

Description of the text
physical features: size, weight, price, visual appeal
style
organization
areas of focus theory of writing (implied)
theory of teaching (implied)
readings (effectiveness as model texts)
power to explain writig process


Evaluation
Usefulness to your students
Relevance to your approach to teaching (what it allows you to teach)
How and whether it includes what you see as the important features of composition theory + process

For next week:
Because Joe was absent and because Lewis and Wayne wanted to work more on their lessons for analysis - you will be presenting your lesson's THIS week.  You should send a written plan (like the one posted above= it does not need all the points that education majors have in their plans)

Continue to post your class observations - we will use these for the observation you need to include in your portfolio.

Read: Clark, Chapter 5, Assessing Writing
BRING PAPERS WITH COMMENTS FROM YOUR CLASS.

In class we will spend the first half working on your lesson plans, and the second half working on responding to writing.

See you on Friday!

10.09 Teaching philosophy workshop - plan for rest of term

What we did in class:

1. Set up dates + focus for lessons (first lesson)

Joe:  Thursday Oct 18 Chapter 9-10 revision  or Tuesday 23, review for exam

Wayne:  October 24 analysis

Lewis:  October 26 = rhetorical mode of analysis or nov 2 introductions + conclusion

Next week you will email me a copy of your lesson plans (which I will make available to classmates).  In class, you will talk through your lesson plan - and "teach" any parts you want/need to try out - so you can receive feedback.  

Lesson plans will include:

Purpose/goals/objectives

Activities

Materials

Set up - introduction

Description of the sequence of activities + how long each will take (timeline)  

Wrap up activity = to make sure students' got it

Student reflection/ assessment

2. Develop a rubric for teaching philosophy + workshop your teaching philosophies

We used the assignment sheet, Wayne's draft rubric, and the rubric Joe found at GCSU to develop a set of measures to evaluate at 3 levels (outstanding, meets expectaions, needs work).  We will talk more about development of descriptors (the language to assess the level) as we work on assessment. 

Rubric for assessing your teaching philosophy: 
Reasons for Wanting to Be a Teacher
Your pedagogical connections to composition theorists

Examples/illustrations of how to make connections to students/classroom applications fo theory 

Appropriate audience

Logic and Clarity Grammar and Format (visual presentation)

Reflection

3.  Decide what to put in portfolio (see previous post).

Good class.  

For class October 15:
Turn in your lesson plan + come to class prepared to teach your lesson

We will look at textbooks used for composition classes and create the assignment sheet for the textbook review.  You should think about which textbook you want to review (it should connect to the syllabus/calendar you develop) so that you can make a choice by the end of class.  

Tentative description of Teaching portfolio

• (last)A 3-4 page portfolio rationale in which you connect your teaching philosophy, your course and assignments, your lesson plan, and your responses to student writing to the theories of composition we’ve been reading about and discussing in class
• Oct 8 :  a 2-3 page teaching philosophy
• a 2 page 1A observation reflection (from class observations) = Oct 29 = review your blogs and choose the one you want to write up
• course calendar + syllabus  for a course you would teach
• presentation of an assignment series for one of the major writing assignments in your calendar
• Oct 15 and in Nov  (then choose your best for the portfolio) a lesson plan for a class day in your course
• responses to two student writing samples (bring papers with comments Oct 22)
• text book review (introduce Oct 15 - draft due presentation Nov 19) 
• video of teaching (optional = from lessons)

10.1 Home study week

In response to health issues for me and Joe, I looked at the schedule and because this class demands so much time ( by essentially having you attend two courses) and because you are clearly excellent independent workers, I am going to suggest that we cancel class tonight - and that if you want to talk over what we read for this week or the sample portfolios you are looking at on the web - that you schedule a conference - and we will catch up next week.

So that we don't get  behind =>for next week

1.  email me your teaching philosophies, and I will give you written comments.

2. create a draft rubric to evaluate the teaching philosophies.  DO NOT make it more complicated than a 5X3 = five features to evaluate with key words for assessing high competence, competent, and not competent at each word (3 levels of competency).  Use the writing rubric in your handouts for College Composition as a model.   Do not include writing process as one of the features to evaluate.  Make sure your 5 features choose the points that you want to learn/teach with respect to creating a teaching philosophy. 

3. Read Clark on revision

Our calendar says that next week is as follows:

M Oct 1

Discuss revision (having read Clark)

Revise assignment sheets + rubrics for teaching portfolio

Workshop element from teaching portfolio

Presentation of student lesson

Discussion of notes from class

Read:  Clark, Chapter 5 - Assessing writing

Bring student writing samples (if OK) + the assignment sheet for the response essay,

Our revised plan will be:

quick discussion of Clark re: audience AND revision

review + consolidate your draft rubrics (I will post the assignment sheet)

preliminary discussion to identify the focus of the lesson you will teach in your classroom

Discussion of your notes on the classes you are observing + talk about developing a class observation/reflection on a class observation as part of your teaching portfolio

As usual - we will respond to issues that come up in class.  

Have a good week and be in touch if you have questions.