Tag Archives: reflection

Observing Teachers Teaching

This semester I’m Co-Chair of a committee in my department that observes the teaching of our non-tenured faculty. I want to spend some time consider what I’m learning about teaching from observing teaching (practicing my #meta pedagogy).

Scaffolding

Composition instructors spend amazing amounts of time developing strongly scaffolded assignments in their syllabi. To help students understand the connections we really need to be overt in discussing the connections between assignments – connections to the overall learning goals. I’ve noticed students in classes where the scaffolding was overt, where the connections were discussed, asked excellent questions about writing and their assignment. Questions to help guide and develop their thinking.

Awareness and Language

The advantage to these overt discussions was language development. Students in sections with discussions about the assignment connections developed richer language about assignments, learning, composition, writing practices, etc.

Students benefit from understanding the language that surrounds writing. When freshmen composition students ask questions about identifying arguments in persuasive opinion articles, and about the effectiveness of supporting detail, they are able to discuss how arguments develop. In aiding students with developing rich language surrounding writing, they can use that language to identify and understand writing in other classrooms, in other situations.

In my classroom observations I saw students ask more complex questions when they had language to support their questions. I know there are many different theories to support this approach to teaching writing. How do we share these results? What results will be most meaningful to faculty members to adjust their curriculum to support stronger student writing development including the language and metacongition that supports understanding of their own writing?

 

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King’s Discussion of Influence

This summer i’m trying to speed read Stephen King’s The Dark Tower series. As my husband’s favorite series I promised him i’d read them before the movie comes out.

While reading The Gunslinger, the first book in the series, I was asked to take over the teaching of a summer class on Adventure. While the course was initially conceived as a literature based course – I found so many ways to work in videogames, digital media, and The Gunslinger. While it looks like enrollment won’t support the running of the course, some of my initial ideas for curriculum development have helped me as I reflect on my Spring semester as a teacher to develop strong Grad institutes this summer, and strong new curriculum in Fall.

I started the book one morning as my son was taking his time eating cereal (at only 4 yo he hasn’t yet realized that soggy cereal is gross!). He asked me to read to him, emphasizing the need to start from the very beginning. So I started with King’s “Introduction”. In this introduction, King mixes reflections on his influences (The Lord of the Rings, Canterbury Tales), his fan letters (as influences), and his need to write to know the story – his need to write to discover the path of his characters.

I’ve taught videogame classes many times in recent years, and through these courses students have told me their stories of playing games and discovering things about the character they played they didn’t know until a critical juncture – then they realized who their character was. These moments of reflection, their need to share these moments of reflection are always amazing to me (PS the Dragon Age games inspire the most reflection).

As I reflect on my teaching from last semester, I’m seeing how important the “Introduction” was for King to write – a self-discovery of himself as an author as he continued the story of Roland and his quest for the Tower. I’m also remembering discussions of moments of play and their influence on self-discovery.

While my students may or may not be the next Stephen King – how can educators develop curriculum to not only support writing transfer, but to inspire these self-reflective connections to writing to learn. King learned about Roland’s adventures as he wrote (specifically discussed in section III of the “Introduction”). My gaming students learned about their character through playing, through game-based creation, interaction, and production. How can I pull these important ideas into the curriculum – create moments for meaningful AND productive self-reflection?

Ultimately my goal is to change how writers see themselves as writers. King took decades to complete The Dark Tower series and developed as a writer as a result, allowing Roland to develop differently based on the author’s maturity and self-reflection. How can I help students approach writing in a similarly positive manner? How can I help students be aware of their own growth and development so they continue to think and innovate and revolutionize?

 

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