View
218
Download
0
Category
Preview:
Citation preview
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 1/44
Creating authentic experiences: UsingCreating authentic experiences: Usingcollaborative writing teams in a servicecollaborative writing teams in a service- -learning composition classroomlearning composition classroom
Adam Webb
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 2/44
Introduction
Two types of instruction in the
composition classroom:y Individual and textual y Collaborative and social
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 3/44
Traditional-textual instruction vs.transitional-social instruction
Traditional-textual instruction
Pedagogy: Cognitive-individualdevelopment
Expectation: Individual-textual proficiency
Outcome: ³Academic´ essay
Transitional-social instruction
Pedagogy: Constructionist-collaborativedevelopment
Expectation: Collaborative-multi-textual proficiency
Outcome: ³Academic/non-academic´ essay
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 4/44
Four instructional modelsThe four main instructional models in many compositionclassrooms that I will focus on in this action research studyare:y
Apprenticeship instructional model ( u sually l imited t o textual-d iscip l ine specific eng a g ement )y Activist instructional model ( u sually l imited t o textual-
pol it ical- social e ng a g ement )y
Student-learner instructional model ( u sually l imited t o textual- pol it ical- social e ng a g ement )y Participator instructional model ( textual a nd a ctual
eng a g ement in the pol it ical- social-d iscip l inary sphere s of d isco ur se)
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 5/44
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 6/44
What is service-learning?What is service-learning? Service-learning is a method thatconnects teaching and learning goals with communityservice, usually in the form of volunteering. Service-
learning helps students participate within localcommunities²promoting civic engagement andresponsibility²thus building important connections and agreater understanding of those communities¶ diverse needs.
The educational component of service-learning comes inthe form of having students reflect on their experiences.Service-learning¶s connection to freshmen composition isrelatively recent, starting in the mid-nineteen-eighties.
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 7/44
Sigmon¶s (1979 ) three principlesThe first step would be to list the important principles andfactors that go into incorporating service-learning into theclassroom. Robert Sigmon (1979 ) lists three principles for
service-learning:y ³Those being served control the service(s ) providedy Those being served become better able to serve and be
served by their own actionsy
Those who serve also are learners and have significantcontrol over what is expected to be learned´ ( Sigmon, p.10).
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 8/44
Herzberg¶s (2000 ) ³four possibilities´
While Sigmon establishes the foundational principles for using service-learning in the classroom, Bruce Herzberg(2000 ) claims that service-learning should be used within
the composition classroom because:y ³Current issues´ are more appealing to studentsy Issues and problems within the public community ³helps
students understand audience and genre constraints´y
Establishes a ³social consciousness´ that might ³tosocial action´y Encourages ³civic leadership´ ( Herzberg, pp. 467-68 )
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 9/44
Dubinsky¶s (2001 ) ³three factors´
Also building on Sigmon¶s three main principles, JamesM. Dubinsky (2001 ) lists three important factors inservice-learning:y
³ Lear ning (with clearly defined goals )y S erv ing (one¶s community )y R e f lect ing (on the service aspect )´ ( Dubinsky, p. 3 )y Sigmon, Herzberg, and Dubinsky provide theoretical
and pedagogical realms of consideration whenincorporating service-learning into the classroom.
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 10/44
Three approachesLinda Adler-Kassner (2000 ) suggests Thomas Deans¶ threeapproaches of how service-learning can be connected tothe teaching of composition:y
³Writing for community´ ± Students create documentsspecifically based on that community¶s needsy ³Writing ab out community´ ± Students reflect on their
experiences working within a certain communityy
³Writingw
ith community´ ± Students work morecollaboratively together with individuals in a certaincommunity in order to meet a need (Adler-Kassner, p.28)
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 11/44
Purpose of this study
The purpose of this action research is to determine if collaborative writing teams in a service-learning
composition classroom help students become better writers. The independent variables for thisstudy are the collaborative writing teams and thelocal non-profit organizations. The dependentvariables in the study are the students¶ writing andtheir overall sense of achievement.
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 12/44
Research questionsThe questions that I will answer with this action researchare:y Will the participator instructional model create more
opportunities for collaborative writing projects inservice-learning composition classrooms?
y What will the structure of a service-learningcomposition classroom look like?
y What types of activities and assignments will studentsengage in a service-learning composition classroom?
y How will student writing be assessed in a service-learning composition classroom?
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 13/44
ProcessSetting:
A university in South Texas (a Hispanic Serving Institution )
Investigators:Composition Instructor 1
Composition Instructor 2
Population:College level freshmen students in their second semester of English composition 1302
Instruments:Attendance rubricPortfolio-project rubricPresentation rubricSelf & peer evaluationsSurvey (one for subjects & one for all other students )
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 14/44
Goals for composition 1302Develop cross-cultural understanding andrespect
Use writing, reading, and academic inquiry tocritically engage increasingly complex open-ended questions and ill-defined problems
Write, read, and speak for a variety of real-world purposes and for various audiences(Writing Program¶s Staff Manual, Goals andObjectives 1302, 2009 )
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 15/44
Objectives for composition 1302Explore diverse perspectives on issuesLocate and evaluate appropriate primary and secondarysources in terms of credibility, context, author, purposeand audienceSynthesize appropriate primary and secondary sourcesConstruct arguments that are ethically responsible andrhetorically effectiveUse conventions (i.e. APA )Use computer technology to research, generate texts,
and communicate across disciplinary contextsGenerate a research portfolioSelf-assess research process and product (WritingProgram¶s Staff Manual, Goals and Objectives 1302,2009 )
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 16/44
The structure
Writing teams (WTs )
Collaborative research and writing
Local non-profit organizations
One large portfolio-project
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 17/44
Classroom description
y Composition Instructor 1 ± Threecomposition courses (25 students per course )
y Composition Instructor 2 ± Onecomposition course (27 students )
y Meeting time per week ± Tuesday andThursday, one hour and twenty minuteseach day
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 18/44
Local non-profit organizationsy Charlie¶s Place Rehabilitation Center, for substance
abuse, counseling, and recovery(http://charliesplaceonline.com/media/news.html )
y The Wenholz House, also for substance abuse,counseling, and recovery ( http://ccsafeplace.com/ )
y The Salvation Army of South Texasy The YWCA of South Texasy The Food Bank of Corpus Christi
(http://www.foodbankofcorpuschristi.org ) y P.A.L.s Animal Shelter ( http://www.palscc.org/ )
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 19/44
LNPO¶s continued«y Planned Parenthood of South Texasy USS Lexington, a retired aircraft carrier now a museum
on the bay ( http://www.usslexington.com/ ) y The Texas State Aquarium
(http://www.texasstateaquarium.org/ ) y Communities in Schools (C. I.S.), a public school
mentoring programy S pecial Olympics of South Texasy The Women¶s Shelter of South Texas
(http://www.thewomensshelter.org/ ) y Boys and Girls Club of Corpus Christi
(http://www.bgccorpuschristi.org/ )
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 20/44
The assignment sequenceInstruments to measure writing and collaboration:Attendance
First four weeks (two meetings times per week )
Five checkpoints (over two-and-a-half months )Portfolio-project1 collaborative document1 final reflection from each team member
PresentationCollaborative, formal, multimedia
Self and peer evaluations
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 21/44
Portfolio-projectDescription Part or section
Proposal (75-100 words ) (third part of the essay in the portfolio-project )
Abstract (25-50 words ) (third part of the essay in the portfolio-project )
Introduction & history of non-profit (first part of the essay in the portfolio-project )
State & federal laws of non-profit (second part of the essay in the portfolio-project )
Interviews & volunteering (second part of the essay in the portfolio-project )
Recommendations and conclusions (third part of the essay in the portfolio-project )
Sources (references « both primary and secondary )
Final document (parts one through three in one document )
Final presentation (formal, multimedia )
Final reflections from writing teams (one per group member )
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 22/44
Writing ab out and w ith«
The project document addresses two of Thomas Deans¶ (2000 ) approaches:
y Writing ab out communityy Writing w ith community
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 23/44
5 main objectives
Developing collaborative writing teams� Using PM Wiki to post their research and
writingDeveloping a portfolio based on a service-learning project
� Creating a formal multimedia presentation
� Conducting self and individual peer evaluations
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 24/44
Set of guidelines for WTsWriting teams will consist of three-five members. Students willcollaborate in their research, reading, and writing for the course of the semester
Writing teams will be decided at the beginning of the semester, butmay change after that. Once the research/writing for the portfolio-
project begins, the groups will remain the same, unless there areMAJOR differences among group members
In the instance of MAJOR differences, the writing team and I willdecide what needs to happen in order for all group members to behappy
Writing teams will decide on a socially acceptable group name
All researching, reading, and writing is shared equally among allwriting team members
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 25/44
Set of guidelines continued«There will be no ³dumping´ on one or two members because of laziness. There will also be no ³invisible´ team members who popin from time to time to lay a claim to all the hard work that their writing team is doing
Collaborative writing is a team effort and all responsibilities for the portfolio-project will be shared equally, creatively, and respectfully
The actual writing of the final paper may be the hardest part for your writing team; however, this is a challenge that you will have towork through together with your group members
During the course of the semester, I will check with each groupconstantly to see where your team is at and how things are going. If an individual in a writing team has a question or something todiscuss that they do not wish to share with their group members, wewill deal with this type of situation on a case-by-case basis
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 26/44
Selection of four writing teamsy All four writing teams volunteered at the
same LNPO (P.A.L. S Animal Shelter )y Shared experience with the same LNPOy Composition Instructor 1 had three
writing teamsy Composition Instructor 2 had one writing
team
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 27/44
Findings
Figure 1.1 Grades for writing team 1
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 28/44
Findings continued«
Figure 1.2 Grades for writing team 2
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 29/44
Findings continued«
Figure 1.3 Grades for writing team 3
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 30/44
Findings continued«
Figure 1.4 Grades for writing team 4
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 31/44
Survey questions1. Collaborative writing was very useful to me in this class
2. My writing team¶s non-profit organization was useful to our writing as a source of knowledge
3. My teammates contributed equally
4. This composition class was well-structured around our writing teams
5. My composition instructor's input was beneficial to the outcome of the entire portfolio project (Presentations, emails, interviews, volunteering, writing of the essay, etc. )
6. This composition class has provided the opportunity to look at writing and researchingfrom another perspective
7. I took advantage of the one-on-one workshops with my composition instructor throughoutthe semester
8. Please select which letter grade you think you have earned: A, B, C, D , & F
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 32/44
Survey findings
Figure 1.5 Survey findings
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 33/44
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 34/44
Times visited
Figure 1.7 Number of visits or times volunteered at P.A.L. S.
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 35/44
Overall survey findings
Figure 1.8 Survey findings for all other writing teams within the four composition classes
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 36/44
Survey findings continued«
Figure 1.9 Survey findings for all other writing teams within the four composition classes
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 37/44
Student response I really l ik ed the pur pose of the S erv ice lear ning pr oject, but I think th is pr oject w ould w or k a l ot better w ith stude nt s w ho are f urther on in the ir
edu cat ion. I think this becau se Fre shmen stude nt s are no t a s ser iou s a s a Ju nio r or a S enio r . I d id lear n how t o w or k w ith a g r ou p and corre spon d w ith someone a nd I actually lear ned h ow t o
volunteer a nd the pr oce ss , a nd I w ill mos t l ik ely give m y t ime t o ano ther or g anizat ion that I haveintere st in
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 38/44
Student responses continued«L ear n t o w or k w ith other people, w hich may sound ea s ybut tru st me, it is not al w ay s , w hat y ou th ink it w ill be
Tak e re sponsi bil ity for your a ct ions. Other people arecount ing on you
Be a leader . I f no one in your g r ou p is re sponsi bleenou g h t o share the w or k equally, fig ure out h ow t o mak e the m d o the w or k , or h ow t o mak e u p for the ir la ck of w or k
M ak e sure that y ou are commi tted t o the pr oject . This pr oject is hard, ta k e s a l ot of t ime a nd e ffort, a nd requ ire s a l ot of pla nning. I f you w ant a good g rade, y ouneed t o be able t o be on t op of things no matter w hat
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 39/44
Findings in the writing and learningy Difference between ³ str ong ́ and ³ w ea k ́
collaboration in WTs¶ final documents (Elbow,1999 )
y
Visible growth as learnersy Resistance existed between students not wanting
to work in groups ( no t in volunteer ing )y Challenges in w r it ing co llab orat ivelyy Students gave constructive and critical feedback
in their self and peer evaluations
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 40/44
Sample portfolio-project
This is a sample portfolio-project from thewriting team, ³The Chinchillas,´ fromComposition Instructor 1¶s class:
Sample portfolio-project
P.A.L. S Animal Shelter PowerPointPresentation
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 41/44
ConclusionsImproved grades
Differences between collaboration & cooperation
Develop roles earlier in the semester (i.e. researcher, organizer, planner, etc. )
Because of the dynamic nature of service-learning and writing, it isdifficult to create a classroom structure or assignments that ³fit´
goals and objectives of traditional curriculum (more than just acomponent in the classroom )
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 42/44
LimitationsScope of the study (only looks at 4 composition courses )
Time (duration of collecting and evaluating student writing for thisstudy )
Structure of classroom and grading rubrics (first time used )
Shared survey between instructors (different teaching styles )
Learning community atmosphere±had other assignments and test preparations
8/6/2019 Creating Authentic Experiences11az2
http://slidepdf.com/reader/full/creating-authentic-experiences11az2 43/44
Further research
Using service-learning in multiplecomposition classrooms
Keep using service-learning as more than just a ³component´ in the classroom(different methods & approaches )
Continuing the conversation incomposition and writing research
Recommended