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LEARNING OPPORTUNITIES
Reading Autobiographies
Interview someone who knows you as a reader/writer and reflect on yourself as a reader/writer. Write an autobiography of your own reading/writing history. What was the first memory you had of a book, of listening to stories? Who read them? Who told them? How did you come to appreciate stories? As you developed what were your experiences in learning to read and write? How do you see yourself today?
The writing of this personal history will be 'a work in progress' as you revise it during the course. The final revision will be shared with your colleagues along with type-written copy to be handed in at midterm. You will begin the initial writing during our first class session. This should not be a 'last minute' piece of writing. The final copy should reflect a well-crafted, thought-out, and thought-provoking piece of quality writing.
Include an ending paragraph identifying your own theoretical framework(s) about teaching and learning. What role do you believe "reading" plays in the educational process? What are important questions, concerns, and/or issues?
Aesthetic Reading
Each student will have the opportunity to read a chapter/excerpt aloud in each of our sessions. A book will be chosen in class.
BLOG Communication Forum
"Experience without reflection is hollow" as Cooper and Collins noted in their book The Power of Story. You will be asked to post your comments, reflections, opinions, attitudes, experience on our online discussion forum throughout the class. The website is at http://unm-sjc.tripod.com/438/
Readings from Literature
Socratic thinking and Socratic Method of Inquiry will be emphasized throughout our course in providing opportunities to practice critical thinking and questioning in collegial interaction.
Text Chapter Dialogues
In the first weeks of class students will choose course text chapters to read and be responsible for leading colleagues through a chapter dialogue posing questions and engaging in active collegial dialogue.
Book Share
To augment, challenge, and extend the contents of our texts, students will also read from one academic book or popular literature. Efferent book presentations are oral deliveries of 15-20 minutes (approximately) with the presenter highlighting key points leading a group discussion and initiating questions (April 3-17). Obtaining books are the sole responsibility of students. Link to Booklist is also included in Tentative Schedule.
Reading Strategies
Each student will conduct a videotape of a reading strategy within their classroom. Format for the videotaping will consist of an introductory background, rationale for strategy, demonstration, student responses and conclusion. As video producer, you will be responsible for all equipment, editing and taping concerns. Video presentations will be scheduled during March 13-April 3, including a written reflection of the process and product on the course blog at http://unm-sjc.tripod.com/438/.
Creative Collaborative Project
Students will work in collaborative teams (of four) to develop an online student self-help reading resource. A working journal will be kept by individual team members. The collaborative project will be presented in four phases throughout the course with final exhibit showcased on April 24. Evaluation Criteria will be determined by the web designers with: Informative | Inventive | Interactive | Form following function | Accessibility & Ease of use offered as rudimentary guidelines.
Midterm & Final Summary/Evaluations
Students will have the opportunity to reflect on and assess their own learning over time. At midterm students will summarize course progress thus far based on evidence of course objectives four course strands and the five dimensions of learning to:
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Evaluate progress in terms of a grade; suggest how to further their development during remainder of semester; suggest class activities or for the professor to better support their learning.
At final students will summarize course achievements and evidence covering the entire semester in terms of the four course strands and the five dimensions of learning to:
Reflect on semester's learning experience; offer suggestions for the professor for future classes; Evaluate growth in terms of grade.
See checklist of Assignments
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