Tuesday, September 28, 2010

Monday, September 20, 2010

Critical Pedagogy, Critical Literacy

Critical Pedagogy, Critical Literacy—“Working against Myths that Deform Us”

The grounding of this argument for challenging genre by infusing our literature study with comics and graphic novels includes critical constructivism (Kincheloe, 2005a) and critical pedagogy (Freire, 1993, 1998, 2005; Kincheloe, 2005b). This grounding establishes a central recognition of my discussion:
[P]roponents of critical pedagogy understand that every dimension of schooling and every form of educational practice are politically contested spaces. Shaped by history and challenged by a wide range of interest groups, educational practice is a fuzzy concept as it takes place in numerous settings, is shaped by a plethora of often-invisible forces, and can operate even in the name of democracy and justice to be totalitarian and oppressive. (Kincheloe, 2005b, p. 2)
And from critical pedagogy and critical constructivism comes the essential pursuit of critical literacy.
Before defining comics and graphic novels, I will here briefly consider how critical pedagogy, critical constructivism, and critical literacy inform my discussion and contribute to the sorts of classrooms I envision where children are offered invitations to empower themselves through rich literacy experiences that challenge our assumptions about genre, literacy, and being.
In my discussion, the term critical pedagogy (Kincheloe, 2005b) refers to the practices and stances taken by the teacher to provide a learning environment and opportunity for all students. Critical pedagogy stands in contrast to the dominant assumptions and practices of traditional bureaucratic schooling (most school settings of the twentieth and twenty-first century)—behaviorism, positivism, accountability, and objectivity. I offer this brief outline of some of the central ways in which critical pedagogy presents an alternative to traditional teaching:
The teacher takes an authoritative stance, not an authoritarian one, in which the teacher exhibits one level of expertise for students to consider for their own evolving expertise.
The teacher rejects the possibility of an objective stance (Thomas, 2010); instead, the teacher reveals her/his informed stances, emphasizing that students are not expected to conform to those stances simply because the teacher holds them.
The teacher sees assessment as an opportunity to provide the student feedback in order to support learning, avoiding evaluation, judgment, and labeling when­ever possible. The teacher also provides students supportive conditions for self-assessment as well.
The classroom is acknowledged as a politically contested space, with the teacher and the students holding varying degrees of power as well as negotiating for that power in an environment of collaboration instead of competition.
Knowledge is viewed as organic, not static, and never value-free. Credible knowledge and stances are evidence-based, but the teacher models for students that all knowledge and understanding is contextual, dependent on time and place. And credible knowledge today may be rejected tomorrow as the evidence changes.
The classroom is viewed as a workshop where the students are active partici­pants in their learning, choosing their learning with the teacher facilitating. The classroom is a place for risk taking, and all behaviors are as authentic as possible.
The classroom must be intellectually and physically safe, and the teacher retains responsibility for both, although the ideal classroom includes students who can monitor that safety without the aid of an adult.
The teacher is not responsible for passing on to students the norms of the culture, but to help students gain the skills to identify, analyze, evaluate, and act upon those norms—particularly if that action calls for change.
The teacher rejects a deficit view of students as well as a blank-slate view of the human mind. The classroom is not a place to identify student errors, not a place to “fix” students. While the traditional classroom often seeks compliance from students, critical pedagogy requires teachers to foster student empowerment.
The teacher honors the cognitive, the affective, and the psychomotor aspects of human learning.
The teacher recognizes that learning is a social behavior, rejecting traditional concerns for isolation in school.
The teacher honors intrinsic motivation and avoids the behavioral assumptions of the traditional classroom and Western society.
The teacher invites students to seek goals that are open-ended, respecting the value of questions (instead of the fixed nature of answer-driven traditional schooling).
Critical constructivism (Kincheloe, 2005a), as I use the term here, refers to the nature of learning—or more clearly, the theory of learning that I believe is most conducive to an educational setting designed for (and respectful of) free people. Critical constructivism is both a theory of learning and a rejection of behaviorism, as I will use the term throughout this discussion. Critical constructivism, then, en­compasses these claims:
All humans deserve classrooms that honor human dignity and intellectual curiosity. That all humans can learn (as an idealized and often trivialized mantra) is replaced by the recognition that the human condition is a learning condition; in other words, it is not that all humans can learn, but that learning is an inseparable part of the human condition.
Human learning is contextual, including the given state of any human’s current knowing (that person’s mind, including the biological given of that mind, the accumulated learning of that mind, the broad life experiences that impact the knowing, and the cultural context that informs how that mind views knowing and experiences—all of which are interacting as an organic state that can never be static). Thus, critical constructivism rejects any “blank slate” view of the mind and is highly skeptical of behaviorism’s claims against human agency or free will (although those stances are valuable contributions to a vibrant debate about the human mind, the human condition, and the art and science of teaching/learning).
Learning is placed in the context of human freedom and empowerment, not as capital in a market, not as a set of discrete skills required of a consumer/worker dynamic.
Learning thrives in an environment that encourages risk, and then honors the value of both error (experiments that do not succeed or emerging manifestations of expertise) and success.
The role of the student in learning includes student choice, authentic consequences, and learner action—with the teacher providing the context of that action and assuming the role of expert-in-process.
Exhibits of learning (assessments) are guided by the learner; those learners are encouraged to develop their self-assessment abilities in the context of assessments and evaluations imposed on the learner for external authorities (teachers, mandated assessments).
Assessment is best when the performances of students are authentic and holistic, instead of analytic testing that asks little of the learner other than marking responses within the parameters determined for them.
Critical literacy (Freire, 1998, 2005) describes the role of literacy in a person’s learning and living; it also guides how teachers implement and view language use in both educational and life situations. Critical literacy encompasses these views of language usage:
Language is an essential aspect of being fully human, and as such, an essential aspect of human empowerment, freedom, and dignity.
All humans continually write and rewrite, read and reread the world.
Children deserve educational experiences that foster their own empowerment through their evolving language.
What learners read and write are their choices, and students denied those choices are being denied their basic humanity.
Language usage conforms and works against cultural norms and conventions of language use that reflect power and assumptions by that culture. References to the grammar of a language best serve learners and teachers when the term refers to a description of the conventional patterns of the language (as opposed to seeing grammar as a prescription for proper language use).
All language is contextual and political; no human language can be objective.
Language is both a path to learning and a goal of educational and personal growth by every human.
These critical stances are supported by foundational beliefs found in the work of Freire (1998, 2005). A critical stance is a paradoxical stance. A critical perspective involves an ideology that rejects the static tendencies of ideologies. Thus, both teachers and students who are critical are always vigilant to avoid becoming dogmatic, accepting simultaneously things as they are now and the ever-evolving nature of what we know, perceive, and understand. As Freire (1998) warns while acknowledging the inevitability of subjectivity:
I am not impartial or objective; not a fixed observer of facts and happenings. I never was able to be an adherent of the traits that falsely claim impartiality or objectivity. That did not prevent me, however, from holding always a rigorously ethical position. It is an error when one becomes dogmatic about one’s point of view and ignores the fact that, even if one if certain about his or her point of view, it does not mean that one’s position is always ethically grounded. (p. 22)
As Freire explains here, to claim some fixed and objective argument about a thing called literature is itself a false claim; no objective parameters do or even can exist that distinguish A Tale of Two Cities from Watchmen, except when that does happen, the distinctions are in fact arbitrary and bound by context and assumptions—and driven by some power structure that may or may not be fair.
So to ask students to reconsider and explore both different types of literature as well as their assumptions about literature and genre is a critical act that is seeking students making new conclusions for themselves—not an act to manipulate students to reach conclusions we have already decided for them. As Freire (1998) adds, “If education cannot do everything, there is something fundamental that it can do. In other words, if education is not the key to social transformation, neither is it simply meant to reproduce the dominant ideology” (p. 110). Here is a critical argument for seeing our ELA classes as opportunities for exploring and discovering literacy, literature, and genre—not places to pass on stale and authoritarian prescriptions for literacy, literature, and genre.
Now, to consider and reconsider the texts we bring to our classrooms and the texts we honor when our students choose them is also challenging our perceptions of writing. In other words, literacy is the interplay of all aspects of human communication—reading, writing, speaking, and listening—and how all of these acts interact. Freire (2005) rejects mechanical views of literacy: “The truth is that writing is not a mere mechanical act preceded by a greater, much more important act: the act of thinking in an organized manner” (p. 1). But in school, we have and often do reduce all aspects of literacy to mechanical acts, something the student performs simply to fulfill the prescription of the teacher in order to be compliant, in order to receive credit. And thus, literacy is rendered meaningless for students:
If studying were not almost always a burden [emphasis in original] to us, if reading were not a bitter obligation, if, on the contrary, studying and reading were sources of pleasure and happiness as well as sources of the knowledge we need to better move about the world, we would have indexes that were more indicative of the quality of our education. (Freire, p. 45)
And finally, it is my critical argument that viewing literacy as mechanical and fixed, thus making literacy and learning experiences in school “always a burden,” is nearly the same as denying our students access to literacy and empowering literacy growth. And Freire (2005) speaks eloquently to this:
One of the violences perpetuated by illiteracy is the suffocation of the consciousness and the expressiveness of men and women who are forbidden from reading and writing, thus limiting their capacity to write about their reading of the world so they can rethink about their original reading of it. (p. 2)
If our prescriptive approaches to literature, literacy, and genre are closing off those worlds from our students, we are failing them in profound ways. Expanding the literature curriculum to include comics and graphic novels is but one step toward opening that door, inviting our students to embrace and enjoy the most basic aspects of being human, language and freedom.
Literacy practices in traditional settings are not empowering, but indoctrinating, and thus we are not honoring the human minds we claim to value:
[A]s we put into practice an education that critically provokes the learner’s consciousness, we are necessarily working against myths that deform us. As we confront such myths, we also face the dominant power because those myths are nothing but the expression of this power, of its ideology. (Freire, 2005, p. 75)

Monday, September 13, 2010

Rosenblatt

The Significance of Louise Rosenblatt on the Field of Teaching Literature

by Gladdys Westbrook Church

from Inquiry, Volume 1, Number 1, Spring 1997, 71-77

© Copyright 1997 Virginia Community College System

Monday, August 2, 2010

Fall 2010 Syllabus

EDU 451—Literature for Young Adults; EDRD 748—Critical Survey of 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 106

Time Mondays, 5:45-8:30 pm

Blog: http://yaliteraturefu.blogspot.com/

Textbooks

Required:

Thomas, P. L. (2007). Reading, learning, teaching Margaret Atwood. New York: Peter Lang. ISBN 978-0-8204-8671-0

Rosenblatt, L. M. (1995). Literature as exploration. 5th ed. New York: The Modern Language Association of America. ISBN 0-87352-568-X

The following as part of the text set assignment noted below and in the appendix:

One or more graphic novels of your choice

One novel of your choice by Margaret Atwood

Two (minimum) 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

EDU 451 Literature for Young Adults (formerly ED-51); EDRD 748

Prerequisite: EDU-221 (ED-21)

Content of the literature program in the secondary school and methods of teaching poetry, short stories, traditional literature and young adult novels. 4 credits.

(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 demon­strate knowledge of, and uses for, an extensive range of literature.

Standard 3.6. Candidates demon­strate 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 communi­cations 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.

[ ] EDU 451: Young Adult Literature Text Set. See appendix at end of the syllabus.

or

EDRD 748: Text Set. See appendix at end of 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.

Tentative Schedule

DATE

TOPIC/ TEXT

Assignment Due

Aug 30

• Introduction

• Atwood and YA choices


Sept 6

NO CLASS/LABOR DAY


Sept 14

Rosenblatt Pt. I, Pt. II

eJournal 1

Sept 20

Rosenblatt Pt. III Pt. IV

Freire Ch. 2

eJournal 2

Sept 27

New Criticism*, Critical Literacy, “Click, Clack, Moo,” Thomas, Ch. 8; Non-fiction/ Thomas, Ch. 2

Atwood essays (handouts)

eJournal 3

Oct 4

Adolescents and Fiction/ Thomas, Ch. 6

Atwood short stories (handouts)

eJournal 4

Oct 11

Adolescents and Poetry/ Thomas, Ch. 7

Atwood poetry (handouts)

eJournal 5

Midterm

Oct 18

Thomas, Intro., Ch. 1, and appropriate novel chapter in Thomas (Ch. 3, 4, or 5)

eJournal 6

Oct 25

Atwood novels/ share

eJournal 7/ Atwood novel

Nov 1

YA readings/ share / Amanda Pepper

eJournal 8

Nov 8

Genre, Graphic Novels, Comics

Graphic novel/ share

eJournal 9

Nov 15

Reading and Writing with Adolescents “Teaching the Unteachable,” Vonnegut*

NCTE position statements on Adolescents and Adolescent Literacy*

eJournal 10

Nov 22

Workshop, groups


Nov 29

Group Presentations

Group Presentations

Dec 6

Group Presentations

Group Presentations

Final Exam

December 15, 5:45-8:30, HH 106

Final Portfolio (See grade sheet!)

* Read on-line through web links provided: http://yaliteraturefu.blogspot.com/


Appendix:

Young Adult Literature Text Set (EDU 451)[1]

NCATE Assessment 8 (revised Fall 2010)

Brief Description of the Assessment:

The purpose of this assessment is to improve candidates’ knowledge and skills concerning the multiple texts used in literacy learning environments as preparation for teaching secondary ELA.

The Text Set focuses on several key components of reading engagement: student motivation to read; appropriate readability and leveling of texts; and multicultural considerations in selecting materials for instruction. Teaching with standards in mind, specifically the South Carolina curriculum standards, is central to this assessment. In the Selection of Texts component, candidates focus on supporting the instruction of one reading or literature strategy. This focus must be discussed with and approved by the professor. The books chosen for the Text Set must include a variety of genres—specifically YA literature, graphic novels, and a major work by Margaret Atwood. Candidates support their choice of texts in a written Rationale that contains a comprehensive explanation about how these texts can be used instructionally to meet the diverse needs of the students. Finally, Annotations describing each chosen text includes general information, cultural considerations, level of text, and how the text scaffolds the specific instructional strategy.

Targeted NCTE Standards:

2.2 Candidates use ELA to help their students become familiar with their own and others’ cultures.

2.5 Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education.

3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature.

NCTE Standard

Standard not met

(1)

Standard met

(2)

Standard exceeded

(3)

2.2

Show little evidence in using ELA for helping their students to become familiar with their own and others’ cultures;

Use ELA to help their students become familiar with their own and others’ cultures;

Use ELA extensively and creatively to help their students become more familiar with their own and others' cultures;

2.5

Show a lack of understanding of how the English language arts curriculum, teachers, students, and education in general are influenced by culture, social events, and issues;

Make meaningful connections between the ELA curriculum and developments in culture, society, and education;

Make meaningful and creative connections between the ELA curriculum and developments in culture, society, and education;

3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature. AS A RESULT, CANDIDATES


Show little knowledge of, or use of, a variety of teaching applications for:

Know and use a variety of teaching applications for:

Demonstrate an in-depth knowledge of, and an ability to use, varied teaching applications for:

3.5.1

Works representing a broad historical and contemporary spectrum of United States, British, and world, including non- Western, literature;

Works representing a broad historical and contemporary spectrum of United States, British, and world, including non- Western, literature;

Works representing a broad historical and contemporary spectrum of United States, British, and world, including non-Western, literature;

3.5.2

Works from a wide variety of genres and cultures, works by female authors, and works by authors of color;

Works from a wide variety of genres and cultures, works by female authors, and works by authors of color;

Works from a wide variety of genres and cultures, works by female authors, and works by authors of color;

3.5.3

Numerous works specifically written for older children and younger adults;

Numerous works specifically written for older children and younger adults;

Numerous works specifically written for older children and younger adults;

3.5.4

A range of works of literary theory and criticism;

A range of works of literary theory and criticism;

A range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches.

Assessment Tool

Candidates will complete a Text Set for adolescents. The Text Set should include the following:

q At least 10 books that represent a wide range of student reading levels. The Text Selection should include a variety of genre including YA literature, graphic novels, and a major work by Margaret Atwood. The text set should address a unifying theme identified by the candidate.

q Write an introductory Rationale that describes the potential use of the Text Set. Include attention to the diversity of the population with whom you hope to use this Text Set and the cultural considerations of the texts as a whole.

q A brief Annotation of each book gives title, author, copyright and publisher information and suggests cultural considerations, difficulty of text, text features and use in scaffolding the strategy.

q Text sets will be exhibited in a display. The level of the text and cultural considerations should be included on the front of each. A sign should explain the strategy that could be taught with the Text Set and how that strategy aligns with the South Carolina ELA standards.

q Electronic copies will be shared with each member of the class.

Alignment

Criteria

Standard not met

(1)

Standard met

(2)

Standard exceeded

(3)


Text Selection

More than one criteria missing or not complete

One criteria missing or not complete

The Text Set includes 10 books that represent a wide range of student reading levels; identifies instructional focus; and includes genre variety required.

CF

SC ELA (appropriate grade identified)

NCTE 2.2, 2.5, 3.5

Conceptual Framework, SC ELA Standards, and NCTE Standards

Does not include ties to the Conceptual Framework, SC Standards or NCTE Standards

Mentioned and cited Conceptual Framework, SC ELA Standards, and NCTE Standards (specifically demonstrates knowledge of reading research and major components of reading and how they are integrated)

Strong ties between Conceptual Framework, SC ELA Standards, and NCTE Standards

(specifically demonstrates knowledge of reading research and major components of reading and how they are integrated)


Rationale

More than one criteria missing or not complete

One criteria missing or not complete

Rationale is clear as it explains how the Text Set as a whole can be used instructionally to support learning of one specific strategy. Second, the Rationale explains how the Text Set is culturally considerate of students and broadens multicultural understandings. Third, the Rationale includes alignment with the South Carolina ELA Curriculum.


Annotations

More than one criteria missing or not complete

One criteria missing or not complete

A brief description of each book includes general information (title, author, publisher, ISBN#), cultural considerations, level of text, text features and use in addressing instructional focus.

Scoring Guide

Criteria

Standard not met

(1)

Standard met

(2)

Standard exceeded

(3)

Text Selection




Conceptual Framework




SC ELA Standards




NCTE 2.2




NCTE 2.5




NCTE 3.5




Rationale




Annotations





Assessment #8 (EDRD 748)

Text Set

(Assessment during Coursework)

Brief Description of the Assessment and Its Use in the Program

The purpose of this assessment is to improve candidates’ knowledge and skills concerning the multiple texts used in literacy learning environments.

The Text Set focuses on several key components of reading engagement: student motivation to read; appropriate readability and leveling of texts; and multicultural considerations in selecting materials for instruction. Teaching with standards in mind, specifically the South Carolina curriculum standards, is central to this assessment. In the Selection of Texts component, candidates focus on supporting the instruction of one reading strategy. This may be either for facilitating of students’ word identification or for comprehension development. The books chosen for the Text Set include both fiction and non-fiction. Candidates support their choice of texts in a written Rationale that contains a comprehensive explanation about how these texts can be used instructionally to meet the diverse needs of the students. Finally, Annotations describing each chosen text includes general information, cultural considerations, level of text, and how the text scaffolds the specific instructional strategy.

The Text Set is integrated into the Furman Masters of Education with a Concentration in Literacy program. First, candidates use the experience of this activity to build on their competencies to match students with texts (leveling, multicultural considerations, & interests) Second, each candidate shares with peers copies of his/her Text Set; thus each candidate compiles a collection of curriculum materials to support many different strategies for teaching reading. Third, the emphasis on text features and genre is echoed in other courses and activities in the program especially during the two clinical practica/Reading Clinics. Data from the assessment are used for candidate improvement and are aggregated and analyzed regularly for purposes of program improvement.

Description of how this assessment specifically aligns with the IRA Standards.

Alignment of Assessment #8 to SC ELA and IRA Standards

SC Standards

IRA Standards

Text Set

SC ELA Curriculum Standards

R1-R4

2.3 Select practices to best meet the needs of all students.

Text Selection, Rationale, and Annotations.

SC ELA Curriculum Standards

R1-R4

4.2 Select books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.

Rationale and Annotations

Assessment Tool

Candidates will complete a Text Set for children and adolescents. The focus will be for teaching a phonics generality or comprehension strategy. The Text Set should include the following:

q At least 10 books that represent a wide range of student reading levels. The Text Selection should include a variety of genre including fiction and non-fiction. The unifying theme should be the use of these texts to support the learning of a specific word identification generality or a comprehension strategy.

q Write an introductory Rationale that describes the potential use of the Text Set. Include attention to the diversity of the population with whom you hope to use this Text Set and the cultural considerations of the texts as a whole.

q A brief Annotation of each book gives title, author, copyright and publisher information and suggests cultural considerations, difficulty of text, text features and use in scaffolding the strategy.

q Text sets will be exhibited in a display. The level of the text and cultural considerations should be included on the front of each. A sign should explain the strategy that could be taught with the Text Set and how that strategy aligns with the South Carolina ELA standards.

q Copies will be made for each member of the class.


Scoring Guide

Alignment

Criteria

Does Not Meet Expectations – 1 point

Meets Expectations – 2 points

Exceeds Expectations – 3 points

IRA

2.3

Text Selection

More than one criteria missing or not complete

One criteria missing or not complete

The Text Set includes 10 books that represent a wide range of student reading levels; develops a specific word identification generality or comprehension strategy; and includes both fiction and non-fiction.

IRA

1.1, 1.2, 1.3, 1.4

CF

1a., 1b., 1c

2a.

SC ELA Standards R1-R4, W1-W4, C1-C3, RS1-RS3

Conceptual Framework, SC ELA Standards, and Standards for Reading Professionals

Does not include ties to the Conceptual Framework, SC Standards or Standards for Reading Professionals

Mentioned and cited Conceptual Framework, SC ELA Standards, and Standards for Reading Professionals (specifically demonstrates knowledge of reading research and major components of reading and how they are integrated)

Strong ties between Conceptual Framework, SC ELA Standards, and Standards for Reading Professionals

(specifically demonstrates knowledge of reading research and major components of reading and how they are integrated)

IRA

IRA

2.3, 4.2

Rationale

More than one criteria missing or not complete

One criteria missing or not complete

Rationale is clear as it explains how the Text Set as a whole can be used instructionally to support learning of one specific strategy. Secondly, the Rationale explains how the Text Set is culturally considerate of students and broadens multicultural understandings. Thirdly, the Rationale includes alignment with the South Carolina ELA Curriculum.

IRA

2.3, 4.2

Annotations.

More than one criteria missing or not complete

One criteria missing or not complete

A brief description of each book includes general information (title, author, publisher, ISBN#), cultural considerations, level of text, text features and use in scaffolding the strategy.


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 who 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 you 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, choose, 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 would be honored 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.

———. (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.



[1] EDU 451 assignment adapted from ERDR 748 assessment 8, designed by Dr. Renita Schmidt.