May+8th,+class+thirteen

Class Thirteen


 * PLAN TO MEET IN CSB, ROOM 29**


 * 1.) Reading review**
 * 2.) General questions/concerns about the proposal**
 * 3.) Introduction of final speech/presentation requirements and details**
 * 4.) Workshop/conference time**

Workshop for Final Speech/Presentation

//What://In a //timed// presentation (meaning it should take 5-7 minutes to read, view, or listen to) carefully communicate one thing related to your proposal that you have learned and its importance to you as a current or future teacher scholar.

At the core of your presentation integrate __direct evidence__—for example, a key quotation, artifact and/or diagram—inspired by or taken directly from one of our readings and/or your observations or interviews. **I recommend that you include 6 or more pieces of direct evidence in your speech.**

Your presentation will be posted on your own wiki-page on this site, and you will receive interactive peer response.

//Why:// This assignment allows you to formally present and respond to ideas while practicing another key teacher role, "live," in-class, performance-based assessment.

Assessment will be based on the substance and clarity of your **presentation** as well as the course-related evidence you bring. It will also be based on your ability to respond to colleagues.


 * SAMPLE WIKI-RESPONSES**

Nice Power Point, Greg!

I especially appreciate your focus on revision and the writing process. Thanks for including your own personal evolution as a writer through your anecdote about revising your own writing. It's always interesting, and sometimes frightening, to reflect on our personal experiences as students and let those experiences inform our teaching practices. I also like your focus on community, and how a meaningful, supportive writing community is a precurser to writing with passion. Students can only open up meaningful, potentially turbulent writing if they sense a strong sense of communal support and encouragement. Finally, your thoughts on community extend to your idea of the teacher as facilitator and guide. I like how you plan to let the students become active participants, even leaders, of the class. This will certainly provoke student engagement and promote meaningful and lasting learning.

Colleen,

I like your background here, it is very festive! The use of life experiences in Romano's book is great, and our personal experiences all surely do shape us as educators. Student based revision is a great tool, and I agree that students will be less harsh on their peers as they are all in the same boat. As a soon to be teacher, I appreciate you thoughts on the teachers manual. It seems like a great crutch, but there are also many pitfalls associated with leaning on the teachers edition too often. And lastly I agree with your point on the necessity of taking a variety of approached to teaching writing and properly matching them to each students particular needs. Great project and thank you for the valuable insight.

Brian, I love the Prezi, you’re getting really good at it. I like that you value motivating students intrinsically. Finding what motivates is going to be the our job, and you really hit upon this point

RESPECT! If students do not respect us they will not want to write well for us or do good work. We need to ensure there is a mutual exchange of respect as you state. If the class is place of respect it will allow free exchange of ideas to flow throughout without fear. I think a lot that is lot that teachers should respect their students. This is so wrong, if students feel respected they give respect back.

I like that you want students to make connections to their writing to the past and present. Especially, in history there is so many connections we can make that students can see the value in what they are learning and reading.


 * SAMPLE WIKI-PROJECTS**

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http://prezi.com/v0wgo2zvddef/final-project/

http://prezi.com/bvouqqo_bl1s/teaching-writing-and-thinking/

media type="youtube" key="ABEa56igdEI?fs=1" height="385" width="480" align="right"The video was shot on December 20, 2010. It is entitled "A Writing State of Mind", and features several topics from Trace Schillinger's "Teaching Writing and Thinking in Secondary School" class at SUNY/New Paltz. Enjoy!