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Inflexible => flexible
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Self separate from teaching
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openness
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Reveal self - share experiences
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Clear, definite terms
No contextual change
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communication
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Common language -
negotiated terms |
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Teacher responsible for classroom outcomes
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responsibility
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Student responsible for clarifying terms, demanding explanations,
establishing clear due-dates
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Teacher defines expectations and evaluates work based on those
expectations
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expectations
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Teacher teaches to and/or responds to the expectations of individual
students
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Our discussion did not decide whether inflexible (definite/clear) or flexible (negotiable, contextualized) teaching styles were right or wrong = rather we explored the kinds of problems and solutions that could be posed through each approach.
Electronic Portfolios. I created a sample teaching portfolio and reviewed the headings (material) we agreed would be in your portfolio. This portfolio is a requirement for completion of this course and it is the primary document for the assessment of your performance. It (or some version of it) will also be a critical component of your job applications. For that reason, you should create your portfolio for an audience suitable to your job search, and I will evaluate (and give feedback to ) your work based on my assessment of its effectiveness with that audience.
Documents to include in the portfolio include:
- portfolio rationale
- teaching philosophy
- class observation ( this may be a reflective observation of your own teaching - or an observation of the kind we discussed last week)
- calendar + syllabus
- assignment series
- lesson plan
- sample graded papers
- textbook review
We then spent some time creating a site map (designing the link structure) for your portfolios. Each of you posed a slightly different organization with different headings. Your structure should reflect the identity of your audience and the message you want to give to that audience about who you are.
Syllabi & Calendars
We finished class by reviewing Wayne's presentation of the syllabus from Professor Grillo's class, and Lewis' syllabus from his business writing course. Discussions surrounding these documents made it clear that there are many different ways to present information about course content, assessment, policies, and etc that are both effective and appropriate. Your form of presentation should match your persona as a teacher - and the needs for your course. The audiences for this document are the students in the coures AND your potential employers. This means you need to create language that is both easily understood by your student readers, and able to convey the content your employer will be looking for.
For next week:
Send me the link to your portfolio, and set the "share" settings so that anyone with a link (or everyone in the world) can see your materials.
For the rest of the term, I will look at draft materials as they appear on your portfolio.
Post your draft book review and the introduction to your portfolio.
The lesson plan and the assignment series were due 11.26 = so post drafts for those so I can give you some feedback on those, too.
In class we will do some focused work on the book reviews and the portfolio introduction. You might want to review the blog where we talked about the textbook review to collect your thoughts on what perspective to take.
You might also want to look at these reviews, as models for how other reviewers have represented textbooks.
Blog with book reviews There are several - click through the posts (not saying this is the right format - just an example).
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