Rationale: Courses Taught by P. L. Thomas—
Welcome to the Occupation
Paulo Freire (1993) establishes early in his Pedagogy of the Oppressed, “One of the basic elements of the relationship between oppressor and oppressed is prescription. Every prescription represents the imposition of one individual’s choice upon another, transforming the consciousness of the person prescribed to into one that conforms with the prescriber’s consciousness” (pp. 28-29).
The course before you, your course, will be guided by some essential principles, beliefs, and research concerning the nature of learning and teaching along with the commitments I have to the dignity of each person’s humanity and to the sacredness of intellectual freedom within a democracy. The practices and expectations of this course are informed by many educators, writers, and researchers—many of whom are referenced at the end. But the guiding philosophies and theories of this course can be fairly represented as critical pedagogy, critical constructivism, and authentic assessment.
Now that I am in my third decade as a teacher, my classroom practices and expectations for students are all highly purposeful—although most of my practices and expectations are non-traditional and may create the perception that they are “informal.” For you, the student, this will be somewhat disorienting (a valuable state for learning) and some times frustrating. Since I recognize the unusual nature of my classes, I will offer here some clarity and some commitments as the teacher in this course.
In all of my courses, I practice “critical pedagogy.” This educational philosophy asks students to question and identify the balance of power in all situations—an act necessary to raise a your awareness of social justice. I also emphasize “critical constructivist” learning theory. Constructivism challenges students (with the guidance of the teacher) to forge their own understanding of various concepts by formulating and testing hypotheses, and by utilizing inductive, not just deductive, reasoning. A constructivist stance asks students to recognize and build upon their prior knowledge while facing their own assumptions and expectations as an avenue to deeper and more meaningful learning. My practices avoid traditional forms of assessment (selected-response tests), strive to ask students to create authentic representations of their learning, and require revision of that student work.
Some of the primary structures of this course include the following:
• I delay traditional grades on student work to encourage you to focus on learning instead of seeking an “A” and to discourage you from being “finishers” instead of engaged in assignments. At any point in the course, you can receive oral identification of on-going grades if you arrange an individual conference concerning your work. However, this course functions under the expectation that no student work is complete until the last day of the course; therefore, technically all students have no formal grade until the submission of the final portfolio. One of the primary goals of this course is to encourage you to move away from thinking and acting as a student and toward thinking and acting in authentic ways that manifest themselves in the world outside of school.
• I include individual conferences for all students at mid-term (and any time one is requested), based on a self-evaluation, a mid-course evaluation, and an identification of student concerns for the remainder of the course. You will receive a significant amount of oral feedback (“feedback” and “grades” are not the same, and I consider “grades” much less useful than feedback), but much of my feedback comes in the form of probing questions that require you to make informed decisions instead of seeking to fulfill a requirement established by me or some other authority. Your learning experience is not a game of “got you”; thus, you have no reason to distrust the process. I value and support student experimentation, along with the necessity of error and mistakes during those experiments. My classroom is not a place where you need to mask misunderstandings and mistakes. I do not equate learning with a student fulfilling clearly defined performances (see Freire’s commentary on prescription above), but I do equate learning with students creating their own parameters for their work and then presenting their work in sincere and faithful ways.
• I include portfolio assessment in my courses, requiring students to draft work throughout the course, to seek peer and professor feedback through conferences, and to compile at the end all of their assignments in a course with a reflection on that work; my final assessments are weighted for students and guided by expectations for those assignments, but those weights and expectations are tentative and offered for negotiation with each student. Ultimately, the final grade is calculated holistically and based on that cumulative portfolio. All major assignments in this course must be drafted in order to be eligible for a final grade of “A.” The drafting process must include at least two weeks of dedication to the assignment, student-solicited feedback from the professor, and peer feedback. Assignments must be submitted in final forms in the culminating portfolio, but documentation of the drafting process must also be submitted with the final products. Any major assignments that do not fulfill the expectation of drafting will not receive a grade higher than a “B.” Revision is a necessary aspect of completing academic work.
Welcome to the occupation. This is your class, a series of moments of your life—where you make your decisions and act in ways you choose. Freedom and choice, actually, are frightening things because with them come responsibility. We are often unaccustomed to freedom, choice, and responsibility, especially in the years we spend in school. So if you are nervous about being given the freedom to speak and the responsibility for making your own choices, that is to be expected. But I am here to help—not prescribe, not to judge. That too will make you a bit nervous. I am glad to have this opportunity in your life, and I will not take it lightly. I will be honoured if you choose not to take it lightly either.
References
Ayres, W. (2001). To teach: The journey of a teacher. New York: Teachers College Press.
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Dewey, J. (1938/1997). Experience and education. New York: Free Press.
Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon and Schuster.
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco: Jossey-Bass.
hooks, b. (1999). remembered rapture: the writer at work. New York: Henry Holt and Company.
———. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Kincheloe, J. L. (2005a). Critical constructivism primer. New York: Peter Lang.
Kincheloe, J. L. (2005b). Critical pedagogy primer. New York: Peter Lang.
Pinker, S. (1994). The language instinct. New York: Harper Perennial.
———. (1999). Words and rules: The ingredients of language. New York: Basic Books.
Popham, W. J. (2001). The Truth about testing: An educator’s call to action. Alexandria, VA: ASCD.
Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Zemelman, S., Daniels, H., & Hyde, A. (2005). Best Practice: Today’s standards for teaching and learning in America’s schools (3rd ed.). Portsmouth, NH: Heinemann.
Monday, July 28, 2008
Syllabus
EDU 351/EDRD 748—Literature for Young Adults (4 hours undergraduate credit; 3 hours graduate credit)
Instructor Paul Thomas, EdD
Office 101 F Hipp Hall
Phone 294.3386
E-mail paul.thomas@furman.edu
Class Room Hipp Hall 107
Time Mondays and Wednesdays, 5:45-7:15 pm
Blog: http://yaliteraturefu.blogspot.com/
Textbooks
Required:
Thomas, P. L. (2007). Reading, learning, teaching Margaret Atwood. New York: Peter Lang.
Moore, A., & Lloyd, D. (1989). V for vendetta. New York: Vertigo.
Rosenblatt, L. M. (1995). Literature as exploration. 5th ed. New York: The Modern Language Association of America.
One novel of your choice by Margaret Atwood
Two YA works of your choice
Department Vision Statement
The teacher education program at Furman University prepares educators who are scholars and leaders.
Mission of the Program
Furman University prepares teachers and administrators to use effective pedagogy, reflect critically on the practice of teaching, promote human dignity, and exemplify ethical and democratic principles. Furman is committed to a program of teacher education that calls for collaborative, interdependent efforts throughout the academic community.
In keeping with the mission of the teacher education program, we emphasize:
• Knowledge of subject matter
• Philosophical, historical, and sociological foundations of education
• Human development and learning
• Social/cultural relationships
• Curriculum development, instruction and assessment
• Critical inquiry and reflection on teaching and learning
• Leadership
• Communication skills
Content Knowledge, Pedagogical Skills, and Dispositions
The Teacher Education Program of Furman University prepares educators who are scholars and leaders, based on the following propositions:
1. Educators who are scholars and leaders demonstrate mastery of content essential for intellectual competence. (CONTENT KNOWLEDGE) They:
a. have in-depth knowledge and understanding of the fundamentals and concepts of their discipline
b. know and can implement national/state/district curricula and learning standards
c. understand the interrelationship of curriculum, instruction, and assessment
2. Educators who are scholars and leaders use evidence-based practice for effective teaching and communication. (PEDAGOGICAL SKILLS) They:
a. articulate their own philosophy of education and use it to guide their practice
b. demonstrate effective long- and short- range planning strategies, using
their knowledge of human development to promote learning
c. establish and maintain high expectations for all students
d. use a variety of assessments to inform instruction that reflect the way cultural, ethnic, socioeconomic, gender, and exceptionality issues affect student learning
e. relate disciplinary knowledge across the curriculum
f. demonstrate ethical use of current educational technologies to enhance instruction, assessment, and student performance
g. make subject matter meaningful to all students through use of accurate and current content from multiple sources
h. monitor student learning and adjust practice based on knowledge of student interests, abilities, experiences, and peer relationships
i. create, nurture, and maintain a sense of democratic community in the classroom, using effective and appropriate classroom management strategies to promote student responsibility for behavior
j. use appropriate organization and time management strategies
k. demonstrate respectful and productive communications with families and other care-givers representing diverse groups
l. communicate with professional competence, orally and in writing
m. inquire about and reflect on curricula, the nature of learning and teaching, and their own practice for professional self-renewal
n. demonstrate initiative to extend responsibilities beyond the classroom and into the school and community
o. engage in collaborative work with colleagues, other professionals, and community members
3. Educators who are scholars and leaders are caring and thoughtful individuals who respond to the needs and experiences of students and others with whom they interact. (DISPOSITIONS) They:
a. respect and value all students and others for their diverse talents, abilities, perspectives, and contributions
b. are sensitive to community and cultural norms
c. are timely, respectful, and responsible in meeting expectations
d. use suggestions by other professionals to meet challenges and improve practice
e. reflect critically and consistently on their own attitudes and actions
f. exemplify passionate commitment to teaching and continuous learning
g. commit to educational renewal through active professional involvement
h. model ethical and democratic principles in all relationships
i. use sound judgment and display confidence in practice
j. are advocates for students’ well being
(Based on INTASC, 1992; NBPTS, 1989; and ADEPT, 1999 standards)
Course Description
Exploration of the content of the secondary ELA classroom and pedagogical practices related to the teaching of poetry, short stories, traditional literature, nonfiction and novels written for the young adolescent. Selections also include multicultural exposure for students through a variety of genres.
(NCATE ELA standards addressed: 1.1, 2.1, 2.2, 2.6, 2.7, 3.1.3, 3.1.4, 3.1.8, 3.2.4, 3.3.3, 3.4.3, 3.5.1.1, 3.5.1.2, 3.5.1.3, 3.5.1.4, 3.5.1.5, 4.1, 4.5)
Expectations for the quality and amount of academic work completed by graduate students at Furman University are higher than those for undergraduate students. These higher expectations are maintained in graduate courses and in courses that enroll both graduate and undergraduate students.
Goals and Objectives
This course will address—
• language arts instruction
• a respect for the worth and contributions of all learners
• becoming familiar with their own and other cultures
• the impact that culture, societal events and issues have on teachers, students, the E/LA curriculum, and education in general
• promoting the arts and humanities in the daily lives of students through literacy instruction
• the impact of cultural, economic, political, and social environments upon language
• the diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and societal roles
• the various purposes for which language is used
• using writing, visual images, and speaking for a variety of purposes and audiences
• using a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts
• how written discourse can influence thought and action
• works from a range of cultures, genres, female authors, authors of color, and written for older children and young adults
• how to examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recordings, and software, that support the teaching of English language arts
• creating learning environments that promote respect for and support of individual differences of ethnicity, race, language, culture, gender, and ability
Broadly, this course will explore these major concepts as follows:
Students will address—
• the role of YA lit in the curriculum—and the state standards
• assessment of students’ literary understandings
• the connection between adolescent development and the literary canon
• creating a student-centered literature course of study
• finding and reviewing scholarly work on YA lit
• best practice in literature instruction and assessment for adolescents
• addressing issues of academic freedom and censorship in literature study
As well, assignments should address directly these NCTE standards in this course:
Standard 2.2. Candidates use ELA to help their students become familiar with their own and others’ cultures.
Standard 2.5. Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education.
Standard 3.2. Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.
Standard 3.5. Candidates demon¬strate knowledge of, and uses for, an extensive range of literature.
Standard 3.6. Candidates demon¬strate knowledge of the range and influence of print and nonprint media and technology in contemporary culture.
Standard 4.6. Candidates engage students in critical analysis of different media and communi¬cations technologies.
Assignments
[ ] Attendance and class participation are crucial both to your learning in the course and the learning of the entire class. Failure to participate fully during class meetings and with class assignments along with any absences will negatively affect your final grade for the course.
[ ] Read and discuss Atwood and YA novels chosen as part of instructional units.
[ ] You are required to complete all readings—including the required texts and supplemental works handed out during the course. Following the course outline of required readings of the two major texts, email an e-journal prior to each class meeting that reflects a thoughtful response to the reading.
[ ] Prepare an original group presentation (incorporate technology of your choice) concerning YA lit and issues of culture; oral, visual, and written literacy; expanding the canon; and nonprint media and technology. (NCTE 2.2, 2.5, 3.2 3.5 3.6 4.6). This presentation should be no more than 20 minutes long (and no shorter than 16 minutes). The format and rubric for the presentation will be designed in class within the first few weeks.
[ ] This group presentation should be accompanied by an individual inquiry essay dealing with the same issues. This essay should be in proper APA format.
[ ] Young Adult Literature Unit. See appendix at end of the syllabus.
[ ] At the end of the course, each student must submit a portfolio of the term’s work which has materials organized and includes a reflection about the contents of the portfolio and how it may be used in future instructional settings.
Evaluation and Grading
Assignments and expectations listed above have not been labeled with weights or percentages. The work students complete in this course will be assessed cumulatively and holistically; individual assignments will not be weighted and averaged, as is traditionally practiced. All work may be revised as desired by the student, as agreed upon by the professor, and as term time limits allow.
Work and commitments to this course should be of the highest academic and professional quality. Late or incomplete work will be addressed at the end of the course—not on individual grades for individual assignments. Further, individual grades for group work will reflect both the effort of each individual in the group and the ultimate quality of the group assignment.
Furman University, the Education Department, and the professor are strongly committed to students performing as scholars while in all their courses. Such a commitment means that we expect the highest standards in written and oral performances—including a student’s understanding and application of academic honesty and scholarly documentation of all work. In this course, students will be expected to follow American Psychological Association (APA; 5th ed.) guidelines. Help for writing, presenting, and documentation will be provided by the professor and additional documenting help may be found at http://owl.english.purdue.edu/handouts/research/r_apa.html.
All grading and evaluation procedures for this course may be discussed more fully by contacting the professor for a face-to-face explanation—though much of this will be covered as a natural part of the course content as well.
All grading policies of Furman University and Graduate Studies are in effect.
Instructor Paul Thomas, EdD
Office 101 F Hipp Hall
Phone 294.3386
E-mail paul.thomas@furman.edu
Class Room Hipp Hall 107
Time Mondays and Wednesdays, 5:45-7:15 pm
Blog: http://yaliteraturefu.blogspot.com/
Textbooks
Required:
Thomas, P. L. (2007). Reading, learning, teaching Margaret Atwood. New York: Peter Lang.
Moore, A., & Lloyd, D. (1989). V for vendetta. New York: Vertigo.
Rosenblatt, L. M. (1995). Literature as exploration. 5th ed. New York: The Modern Language Association of America.
One novel of your choice by Margaret Atwood
Two YA works of your choice
Department Vision Statement
The teacher education program at Furman University prepares educators who are scholars and leaders.
Mission of the Program
Furman University prepares teachers and administrators to use effective pedagogy, reflect critically on the practice of teaching, promote human dignity, and exemplify ethical and democratic principles. Furman is committed to a program of teacher education that calls for collaborative, interdependent efforts throughout the academic community.
In keeping with the mission of the teacher education program, we emphasize:
• Knowledge of subject matter
• Philosophical, historical, and sociological foundations of education
• Human development and learning
• Social/cultural relationships
• Curriculum development, instruction and assessment
• Critical inquiry and reflection on teaching and learning
• Leadership
• Communication skills
Content Knowledge, Pedagogical Skills, and Dispositions
The Teacher Education Program of Furman University prepares educators who are scholars and leaders, based on the following propositions:
1. Educators who are scholars and leaders demonstrate mastery of content essential for intellectual competence. (CONTENT KNOWLEDGE) They:
a. have in-depth knowledge and understanding of the fundamentals and concepts of their discipline
b. know and can implement national/state/district curricula and learning standards
c. understand the interrelationship of curriculum, instruction, and assessment
2. Educators who are scholars and leaders use evidence-based practice for effective teaching and communication. (PEDAGOGICAL SKILLS) They:
a. articulate their own philosophy of education and use it to guide their practice
b. demonstrate effective long- and short- range planning strategies, using
their knowledge of human development to promote learning
c. establish and maintain high expectations for all students
d. use a variety of assessments to inform instruction that reflect the way cultural, ethnic, socioeconomic, gender, and exceptionality issues affect student learning
e. relate disciplinary knowledge across the curriculum
f. demonstrate ethical use of current educational technologies to enhance instruction, assessment, and student performance
g. make subject matter meaningful to all students through use of accurate and current content from multiple sources
h. monitor student learning and adjust practice based on knowledge of student interests, abilities, experiences, and peer relationships
i. create, nurture, and maintain a sense of democratic community in the classroom, using effective and appropriate classroom management strategies to promote student responsibility for behavior
j. use appropriate organization and time management strategies
k. demonstrate respectful and productive communications with families and other care-givers representing diverse groups
l. communicate with professional competence, orally and in writing
m. inquire about and reflect on curricula, the nature of learning and teaching, and their own practice for professional self-renewal
n. demonstrate initiative to extend responsibilities beyond the classroom and into the school and community
o. engage in collaborative work with colleagues, other professionals, and community members
3. Educators who are scholars and leaders are caring and thoughtful individuals who respond to the needs and experiences of students and others with whom they interact. (DISPOSITIONS) They:
a. respect and value all students and others for their diverse talents, abilities, perspectives, and contributions
b. are sensitive to community and cultural norms
c. are timely, respectful, and responsible in meeting expectations
d. use suggestions by other professionals to meet challenges and improve practice
e. reflect critically and consistently on their own attitudes and actions
f. exemplify passionate commitment to teaching and continuous learning
g. commit to educational renewal through active professional involvement
h. model ethical and democratic principles in all relationships
i. use sound judgment and display confidence in practice
j. are advocates for students’ well being
(Based on INTASC, 1992; NBPTS, 1989; and ADEPT, 1999 standards)
Course Description
Exploration of the content of the secondary ELA classroom and pedagogical practices related to the teaching of poetry, short stories, traditional literature, nonfiction and novels written for the young adolescent. Selections also include multicultural exposure for students through a variety of genres.
(NCATE ELA standards addressed: 1.1, 2.1, 2.2, 2.6, 2.7, 3.1.3, 3.1.4, 3.1.8, 3.2.4, 3.3.3, 3.4.3, 3.5.1.1, 3.5.1.2, 3.5.1.3, 3.5.1.4, 3.5.1.5, 4.1, 4.5)
Expectations for the quality and amount of academic work completed by graduate students at Furman University are higher than those for undergraduate students. These higher expectations are maintained in graduate courses and in courses that enroll both graduate and undergraduate students.
Goals and Objectives
This course will address—
• language arts instruction
• a respect for the worth and contributions of all learners
• becoming familiar with their own and other cultures
• the impact that culture, societal events and issues have on teachers, students, the E/LA curriculum, and education in general
• promoting the arts and humanities in the daily lives of students through literacy instruction
• the impact of cultural, economic, political, and social environments upon language
• the diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and societal roles
• the various purposes for which language is used
• using writing, visual images, and speaking for a variety of purposes and audiences
• using a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts
• how written discourse can influence thought and action
• works from a range of cultures, genres, female authors, authors of color, and written for older children and young adults
• how to examine, evaluate, and select resources, such as textbooks, other print materials, video, film, recordings, and software, that support the teaching of English language arts
• creating learning environments that promote respect for and support of individual differences of ethnicity, race, language, culture, gender, and ability
Broadly, this course will explore these major concepts as follows:
Students will address—
• the role of YA lit in the curriculum—and the state standards
• assessment of students’ literary understandings
• the connection between adolescent development and the literary canon
• creating a student-centered literature course of study
• finding and reviewing scholarly work on YA lit
• best practice in literature instruction and assessment for adolescents
• addressing issues of academic freedom and censorship in literature study
As well, assignments should address directly these NCTE standards in this course:
Standard 2.2. Candidates use ELA to help their students become familiar with their own and others’ cultures.
Standard 2.5. Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education.
Standard 3.2. Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.
Standard 3.5. Candidates demon¬strate knowledge of, and uses for, an extensive range of literature.
Standard 3.6. Candidates demon¬strate knowledge of the range and influence of print and nonprint media and technology in contemporary culture.
Standard 4.6. Candidates engage students in critical analysis of different media and communi¬cations technologies.
Assignments
[ ] Attendance and class participation are crucial both to your learning in the course and the learning of the entire class. Failure to participate fully during class meetings and with class assignments along with any absences will negatively affect your final grade for the course.
[ ] Read and discuss Atwood and YA novels chosen as part of instructional units.
[ ] You are required to complete all readings—including the required texts and supplemental works handed out during the course. Following the course outline of required readings of the two major texts, email an e-journal prior to each class meeting that reflects a thoughtful response to the reading.
[ ] Prepare an original group presentation (incorporate technology of your choice) concerning YA lit and issues of culture; oral, visual, and written literacy; expanding the canon; and nonprint media and technology. (NCTE 2.2, 2.5, 3.2 3.5 3.6 4.6). This presentation should be no more than 20 minutes long (and no shorter than 16 minutes). The format and rubric for the presentation will be designed in class within the first few weeks.
[ ] This group presentation should be accompanied by an individual inquiry essay dealing with the same issues. This essay should be in proper APA format.
[ ] Young Adult Literature Unit. See appendix at end of the syllabus.
[ ] At the end of the course, each student must submit a portfolio of the term’s work which has materials organized and includes a reflection about the contents of the portfolio and how it may be used in future instructional settings.
Evaluation and Grading
Assignments and expectations listed above have not been labeled with weights or percentages. The work students complete in this course will be assessed cumulatively and holistically; individual assignments will not be weighted and averaged, as is traditionally practiced. All work may be revised as desired by the student, as agreed upon by the professor, and as term time limits allow.
Work and commitments to this course should be of the highest academic and professional quality. Late or incomplete work will be addressed at the end of the course—not on individual grades for individual assignments. Further, individual grades for group work will reflect both the effort of each individual in the group and the ultimate quality of the group assignment.
Furman University, the Education Department, and the professor are strongly committed to students performing as scholars while in all their courses. Such a commitment means that we expect the highest standards in written and oral performances—including a student’s understanding and application of academic honesty and scholarly documentation of all work. In this course, students will be expected to follow American Psychological Association (APA; 5th ed.) guidelines. Help for writing, presenting, and documentation will be provided by the professor and additional documenting help may be found at http://owl.english.purdue.edu/handouts/research/r_apa.html.
All grading and evaluation procedures for this course may be discussed more fully by contacting the professor for a face-to-face explanation—though much of this will be covered as a natural part of the course content as well.
All grading policies of Furman University and Graduate Studies are in effect.
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