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New York University

Steinhardt School of Culture, Education, and Human Development Department of Teaching and Learning

TCHL-UE: 1020 - Integrating History & Literature with Adolescents Spring 2015 Tuesday/Thursday 2:00-3:40 Section 1: Rebecca Packer Room 508 – Bldg. Silver – Waverly/Washington Place

ACADEMIC INTEGRITY: All students are responsible for understanding and complying with the NYU Steinhardt Statement on Academic Integrity. SEE--http://steinhardt.nyu.edu/academics/affairs/faq/key_elements

STUDENTS WITH DISABILITIES: Students with physical or learning disabilities are required to register with the Moses Center for Students with Disabilities, 726 Broadway, 2nd Floor, (212-998-4980) and are required to present a letter from the Center to the instructor at the start of the semester in order to be considered for appropriate accommodation.

Purpose The purpose of this humanities course is to enable you to teach secondary school students (grades 6-12) using an integrated approach to the study of history/language arts. Your preparation will include designing (as teachers) and experiencing (as students) units of inquiry as well as reflecting on and assessing the results. Using integrated resources and the language arts to investigate both Westward Expansion & Global Expansion via Cold War, you will either explore as students or develop as teachers the following 4 curricular areas: Pioneer Women; Native Americans; McCarthyism; & Vietnam War. Goals 1. To work respectfully and collaboratively with colleagues to create and sustain a supportive

environment which includes listening to others, articulating your own point of view, and negotiating differences of opinion.

2. To use teaching/learning theories to inform, guide, and support your practice in deepening your

understanding of how to construct and enact a curriculum. 3. To develop habits of mind that promote inquiry:

� assessing historical sources; � exploring as well as identifying multiple perspectives; � recognizing how experience (your own and others’) shapes our perception of the past; � asking questions; � exploring the relevance of the past to contemporary issues.

4. To use numerous genres in the language arts in order to prompt historical inquiry: music, art,

photography, cartoons, literature (both reading and writing), film and drama/role-play/simulation. 5. To use writing process as a strategy in both enriching and assessing students’ emerging

understanding of the humanities: � enabling students to explore their own intentions for reading/research and writing; � enabling students to develop well supported & innovative inquiries into reading/research; � enabling students to produce meaningful investigations through expository and creative texts; � enabling students to revise their thinking and writing.

6. To document and reflect on your own as well as others’ experience in order to develop and revise

your theories/practice of teaching/learning history through language arts.

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TEXTS—Required (Buy bolded books. Anything listed with asterisk will be handed out.) *Alexie, Sherman J. “Unauthorized Autobiography of Me.” Purposes, ed Stephen P. Reid. Prentice Hall, 2002. *Kilcup, Karen L., ed. Native American Women’s Writing 1800-1924: An Anthology. Malden, Ma: Blackwell Publishers, 2000. *Limerick, Patricia Nelson. “Closing the Frontier and Opening Western History.” The Legacy of Conquest: The Unbroken Past of the American West, New York/London: W. W. Norton, 1985.

O’Brien, Tim. The Things They Carried. Boston, MA: Houghton Mifflin, 2011.

Selwyn, Douglas. Living History in the Classroom: Integrative Arts Activities for Making Social Studies Meaningful. Chicago: Zephyr Press, 1993. *Sigerman, Harriet. “Introduction” Land of Many Hands: Women in the American West. New York/Oxford: Oxford University Press, 1997. *Tompkins, Jane. “Indians.” Critical Inquiry. Vol. 13, No.1. Autumn 1986. *Watts, Edward and David Rachels, eds. The First West: Writing from the American Frontier 1776-1860. New

York/Oxford:: Oxford University Press, 2002.

*Wills, Gary. Introduction. Scoundrel Time. By Lillian Hellman. New York: Little Brown & Co., 1976. Zinn, Howard. A People’s History of the United States. New York: Harper Collins, 1999. TEXTS - Suggested Supplementary Resources for Teaching: Atwell, Nancy. In the Middle: New Understandings About Writing, Reading, and Learning. (Second Edition) Portsmouth, NH: Boynton/Cook Heinemann, 1998. Galt, Margot. The Story in History: Writing Your Way into the American Experience. New York: Teachers & Writers Collaborative. 1992. Gerwin, David and Jack Zevin. Teaching U.S. History as Mystery. Portsmouth, NH: Heinemann, 2003. Kashatus, William C. Past, Present & Personal: Teaching Writing in U.S. History. Portsmouth, NH: Heinemann, 2002.

Milner, Joseph O’Beirne and Lucy Floyd Milner. Bridging English, 3rd ed. Upper Saddle, NJ: Merrill

Prentice Hall, 2 Peavy, Linda and Ursula Smith. Pioneer Women: The Lives of Women on the Frontier. Norman: University of Oklahoma Press. 1996. Selwyn, Douglas and Jan Maher. History in the Present Tense: Engaging Students through Inquiry and Action. Portsmouth, NH: Heinemann, 2003. Vilie, Alan R. American Indian Literature: An Anthology. Norman: University of Oklahoma Press, 1991. Warner, Susan Y. On with the Story: Adolescents Learning Through Narrative. Portsmouth, NH: Boynton/Cook/Heinemann, 1994. Zinser, William. On Writing Well 5th ed. New York: Harper Collins, 1994. *Covered Wagon Women: Diaries & Letters from the Western Trails, 1840-1849: ISBN: 080327287

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Course Requirements 1. Attending all class meetings as a constructive and responsive participant. 2. Completing all course assignments given by professor and EACH TEACHING TEAM. (Please submit 2 copies of all writings on 8 1/2 x 11 paper—typed, double-spaced, on one side only). Not submitting homework to teaching team and to your professor will affect your final grade. 3. Actively contributing to the planning and teaching effort of one of the four teams according to the following schedule:

Team

Unit

Starting Date

Ending Date

1

Pioneer Women

TH February 19

TU March 31

(10 sessions) 2

Native Americans

TH February 19

TU March 31 (10 sessions)

3

McCarthyism

TH April 2

TU May 5 (10 sessions)

4

Vietnam War

TH April 2

TU May 5 (10 sessions)

4. In shaping the curriculum of each of these units, special attention will be paid to student writing

including: generating ideas, using resources, revising (both re-thinking and editing a draft based on feedback regarding content/ideas, style, and mechanics), and publication/celebration at unit’s end. Attention to these phases of study is intended to be useful data for your final paper.

Evaluation and Grades Your final grade is based on how your work meets the goals of the course as well as on a well-developed and reflective end-of-term paper. A grade of B or better is required for teacher certification. No incomplete grades will be given without a serious medical reason. You have a commitment to your team and the other students to attend all classes. Any absences or attendance issues (tardiness and/or leaving early) must be cleared in advance with both your team and the professor. Any abuse of this policy will result in a failing grade. Final Grades - assessment based on commitment to the following:

x collaboratively planning and developing curriculum with team x teaching lessons based on thoughtful lesson plans x assessing students’ learning based on submissions, rubrics, communication & observation x completing all assignments as required by syllabus x promptly completing all assignments required by teaching teams

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Week

Session Date

Teaching Strand 1 (2:05-2:45)

Teaching Strand 2 (3:00-3:40)

1

1

R Jan 29

Introductions:

2

T Feb 3 Read Selwyn: Intro & Summary (1-14) Experience Paper #1

2

3

R Feb 5

Read Selwyn: Creative Wtg/Lit (103-139)

4

T Feb 10 Developing & Responding to Inquiry

Questions Read Zinn: As Long as Grass (125-148)

Journal Questions –Paper #2A 3

5

R Feb 12

Curriculum Unit Map & Responding to Student Writing –Developing Rubrics

Creative Wtg. Response - Paper #2C

6

T Feb 17

Read Selwyn & Write Jigsaw Notes: Theater (23-62), VA(63-79), Media(81-93) & Music (149-171)–Case Studies Given

Curriculum Map #3 (Teams 1 & 2] Conferencing with Teaching Teams

4

7

R Feb 19

1. Unit I begins (Packet #4)

1. Unit II begins [Packet #4)

8

T Feb 24

2.

2.

5

9

R Feb 26

3.

3.

10

T March 3

4.

4.

6

11

R March 5

5. Formative Evaluation–Check List Due

5. Formative Evaluation/Reflect-Revise

12

T March 10

6.

6. Curriculum Map #3 [Teams 3 & 4]

7

13

R March 12

7.

7.

14

T March 24

8.

8.

8

15

R March 26

9. Students’ Final Project

9. Students’ Final Project

16

T March 31

10. Summative Evaluation/Reflection

10. Summative Evaluation/Reflection

9

.

17

R April 2

1. Unit III begins (Packet #4)

1. Unit IV begins [Packet #4 ) 10

18

T April 7

2.

2.

19

R April 9

3. Paper #5 (Teams 1 & 2)

3. Paper #5 (Teams 1 & 2)

11

20

T April 14

4.

4.

21

R April 16

5. Formative Evaluation-Check List Due

5. Formative Evaluation/Reflect-Revise

12

22

T April 21

6.

6.

23

R April 23

7.

7.

13

24

T April 30

8.

8.

25

R April 30

9. Students’ Final Project

9. Students’ Final Project

14

26

T May 5

10. Summative Evaluation Unit III

10. Summative Evaluation Unit IV

27

R May 7

Final Reflections: Assessing Our Teaching/Learning

LAST DAY OF CLASS

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T May 12 Paper #5 due Tues/Wed (Teams 3 & 4] NO CLASS

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Guidelines for Assignments PAPER #1 Due Tues - February 3: YOUR EXPERIENCE LEARNING HISTORY Type two fully detailed pages (back-to-back) on your past experiences with all of the following:

1. Studying history/humanities using language arts in an integrated innovative curriculum: a. through reading/writing letters or poems; b. through drama/role-play/simulation activities.

2. Studying history using traditional methods: a. through research; b. through lecture, and memorization.

3. Investigating either Westward Expansion or Cold War/Global Expansion; Submit 14 copies so that each team member, plus the professor, will be able to read about your experience when planning the unit. Give detailed examples in relating your experiences so that teams can develop relevant units. PAPER #2 Due Tues February 10 & Thurs February 12 RESPONDING TO JOURNAL & INQUIRY QUESTIONS, USING RESEARCH TO WRITE IMAGINATIVELY & DEVELOPING RUBRICS/CRITERIA TO ASSESS LEARNING.

x Part A - Due Tues–February 10:You’ll be asked to read Zinn - Chapt.7 (125-148) & to respond to Journal Questions. x Part B - In class, we will explore different kinds of questions: journal, concrete, abstract, and inquiry questions. x Part C - Due Thurs – February 12:

o You will be asked to write a response – letter or a dialogue poem – to be discussed during class. Try to express your emerging understanding of Indian Removal through this creative genre.

Bring 4/5 copies (for professor and all of your team members). o During class, we will discuss how to develop rubrics in order to assess students’ writing as a reflection of their

learning. We will examine what elements might be considered: style, content, and mechanics as well as creativity/initiative and relevance/reference to material being studied.

o You will be giving feedback to students’ pieces based on rubric/criteria developed with your team. Look at guidelines in App. C 10-12, especially Responding to Student Texts: Questions & Considerations. PAPER #3 Due Tues February 17 or Tues March 10 CURRICULUM MAP: UNIT PLAN OUTLINE --- Purpose: to develop a collaborative vision of your unit --- See guidelines for developing what you want students to learn in this unit at: (Link to LA also at this site). New York State Learning Goals: SS/Language Arts & www.emsc.nysed.gov/ciai/socst/pub/sslearn.pdf. Curriculum map should include/identify:

x Overall unit goals/objectives (these should also articulate inquiry questions) x Daily Lesson Goals/also inquiry Question (what you want students to learn for that day) x Homework & Activities that promote those learning goals

o Homework due for each Lesson o Some Writing must be part of each Homework assignment. *

x Materials for activities or homework (some to be determined later) -- Readings provided for your Unit must be assigned or appear as a resource for lesson (cited on plan). x Methods (3 types) for assessing students’ learning based on goals for major lessons

A strong unit plan will also consider and include the following: Names of members & title of Unit on Cover Page

1) Diagnose/consider students’ needs and concerns -- based on the Experience Paper #1 -- when planning Unit. 2) Develop segues/links/relevance from one lesson to another; avoid separate or discrete lessons. 3) Consider how team will launch unit - how will you get students involved and connected to the unit? 4) Provide/attach some examples of texts and materials you plan to use. These may be change as you teach your unit but you should have a strong grasp of material. Consider the relationship of these texts to your goals. How do these texts affect your teaching strategies? 5) Provide overall unit objectives/goals and their rationale so that daily lesson goals reflect them. 6) Develop ten 40-minute lessons (see App. A. 9) -- two of these will be the formative & summative evaluations. 7) Consider how team will celebrate/conclude the unit: presentations or class publications.

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8) Realize that this unit is a work in progress; expect to revise some activities and/or materials.

PACKET #4 – DUE 2/19 or 4/02: UNIT PLANS in 6 PARTS -Collaborate on all of the following: 1 - Teachers’ 10 Lesson Plans; 2 – Attendance Chart; 3 – Assessment/Grading Chart; 4 – Formative Evaluation; 5 - Summative Evaluation; 6 – Unit Syllabus for your students:

Due on the day your team begins the unit [Feb. 19 and April 2 - submit the following to the professor: x 2 typed copies of lesson plan #1 (with a 3rd copy for yourself). x Attendance chart: to record students’ presence, absence, and/or lateness. x Assessment chart: to record and evaluate students’ assignments – both their quality and promptness. x Unit Syllabus for your students – be sure to plan enough time at unit’s end for final project.

Due on each teaching day before lesson starts: submit 2 typed copies of your lesson plan. Due during the course of your unit - The following tools should be used to assess your unit by asking students to evaluate what they’re learning and how they’ve been engaged:

x Formative Evaluation – Lesson 5 (recaps lessons 1-4) - submit to students & professor by lesson #4 x Summative Evaluation – Lesson 10 (recaps lessons 6-9) - submit to students & professor by lesson #9

NOTES:

o Schedule weekly meetings with team: exchange E-mails & telephone #’s. o Each member of your team should teach 2 lesson(s) as well as team-teach with others. o Remember that every lesson should be the result of collaborative planning. o Each lesson should build from past and segue into future lessons. Avoid lessons that are “islands.” o Remember that nothing is carved in stone: As unit progresses, you’ll be revising lessons. o Assessment Tools/Methods/Rubrics should always reflect what you want students to learn and will

be crucial data in the Appendix of your Final Assessment & Reflection Paper #5. o Consider how your Unit addresses the relevance of the past to contemporary issues. o Consider how Unit enables students to explore in multiple genres- Apply 2 strategies from Selwyn.

LESSON PLANS: Follow Appendix A for outline format & considerations guiding 40 min. lesson plans:

1. Write Inquiry Question Guiding Your Unit. 11. Context: What happened in the lesson before? What was the homework due for this lesson? If you are teaching the first lesson, what background or understanding has guided you in launching the unit (see Experience Papers)?

II1. Goals: Write Inquiry/Essential Question which addresses this lesson. Articulate for each lesson the learning goal(s) for that day making sure your priorities are consistent with and focused on the unit goals. How are these goals connected to the previous lesson? Consider writing, reading, thinking, and speaking goals.

lV. Rationale and State Standard: Why are you teaching this lesson now? Why do students need to achieve these goals? Identify the State Standard(s) that your lesson addresses.

V. Materials & Texts: Identify what you might use & include copies. Since you should always have a contingency plan, including a back-up text. Required Readings provided for your Unit must be assigned or appear as a resource for lesson.

V1. Lesson’s Activities: Articulate a clear outline/map of activities in the sequence you hope to follo1/w. Also include some plan for eliciting student response and feedback. Each Unit should model a minimum of 2 ideas or adaptations of strategies from assigned texts, specifically from Selwyn. Include chapter& page number of your source on the lesson plan. Each Lesson should include 3 components: History, Reading & Writing. VI1. Homework – Due each lesson w. writing: Articulate instructions for assignments clearly. Be sure to set aside time during lessons for questions. Students understand better when homework is written either on the syllabus or handed out long before due date. Creative writing such as writing journals/poems is a useful tool. Remember too: students should submit formal typed assignments on which you teachers write feedback. (See App. B -D 10-12)

Vl11. Assessment: Note that team must develop and make clear to students at least 3 formal methods for assessing assignments: for example, a visual rubric, written (typed) criteria, or numerical evaluation. Identify how you will assess what your students are learning. Although formative/summative evaluations as well as

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assessment charts on students’ participation & assignments will provide data for Final Paper (#5), you must rely on other ways of becoming informed: jotting class notes, conferencing & E-mail.

PAPER #5 – DUE APRIL 14 or MAY 12: FINAL ASSESSMENT & REFLECTION Approximately 12 page essay (2 copies of just essay) and attached materials in your Appendix. RATIONALE: One major professional challenge stems from the dual responsibility of continually assessing both our teaching and our students’ performance/participation/progress. Consequently, teachers need to be confident yet reflective enough to revise their own efforts while evaluating their students. This paper is designed to explore the issues as well as tensions arising from these endeavors. Therefore, the purpose of your paper when synthesizing data is to document and to assess the following:

x What and how your students learned – focusing on 1 in particular for your case study. x How effectively your assessment tools/rubrics reflected your students’ learning x How well your unit’s lessons served their daily goals & unit inquiries/objectives/goals x How well your teaching served unit: its goals and inquiry questions

ORGANIZATION: Please submit in a binder to include the following: x Cover Page and Table of Contents (must reflect each heading & corresponding appendices) x Body of Paper (3 sections) with Support Cited from Your Appendix

1. Assessing Your One Student’s Learning/Progress for the Case Study. 2. Assessing All of Your Methods of Assessment, including 3 Rubrics 3. Assessing How Well Your Unit’s Lessons & Teaching Served Intended Goals

x Appendix (see page 8)

BODY OF PAPER (Content) SHOULD ADDRESS THE FOLLOWING 3 AREAS: 1. ASSESSING YOUR STUDENT’S LEARNING – approx. 5 pages:

What did your student learn and what progress did s/he make? Be sure to include, refer to and quote from the following: x 3 Samples of work from your student (total of 3) representing 3 major assignments x For comparison, include 1 major paper with feedback from 1 other student. x Your written feedback and filled-in rubrics evaluating 3 assignments x Paper #1 x 4 Class notes (dated) from observing your student’s participation during 4 lessons * x 2 Conference Notes (dated) -- documentation from 2 interactions –1 conferences & 1 E-mail.. 2. ASSESSING YOUR METHODS of ASSESSMENT INCLUDING 3 RUBRICS –approx. 2-3 pages: How effectively did rubric/tools/methods of assessment reflect your student & others’ learning? Be sure to include, refer to and quote from the following: x Three Rubrics -- filled-in to reflect your student’s work x Your Written Feedback on your student’s assignments x All Methods of Assessment: Activities, Formative & Summative Evaluations, Assessment/Grading Chart

3. ASSESSING HOW WELL YOUR LESSONS & TEACHING SERVED UNIT’S GOALS –

approx. 5 pages: What is your assessment of the Unit: how effectively did lessons and teaching serve its goals/objectives/inquiries? (See App. A-D for areas in which teaching is professionally assessed.) How & Why would you revise/adapt any 3 lessons for future HS or MS students? How & Why would you change /adapt your teaching (practice/style/approach) in order to do so? Be sure to include, refer to and quote from the following: x 3 Lesson Plans- ones being assessed here in paper – their goals and inquiry questions x Formative & Summative Evaluations of Unit x 4 Class Notes: your own observations while teaching or when anyone from your team is teaching.

o To assess your case study subject’s performance o Written during or just after lesson (depending upon whether you or another is teaching)

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x Conference Notes (with your student) if any part refers to teaching & implementation of lessons x 4 Debrief Notes (dated) – written during our conferences following any lesson – at least 4.

o To assess your own teaching practice & any other from the team. APPENDIX - Data to be quoted from/cited for the Final Assessment and Reflection - Paper #5 x 3 Rubrics/ & All Methods of Assessment – described and/or visually represented. x 3 Assignments from case study subject to represent 3 different assignments & thus, 3 assessment methods. x 1 Assignment by another student for comparison with one submitted by your case study subject. x Paper #1 written by your Case Study Subject x Your written feedback/assessment on all 3 submissions by your case study subject -– whether consistent with rubric or not -- x Formative & Summative Evaluations by case study subject (and others if needed) x 4 (at least) Class Notes documenting how your case study subject responded to lessons & related homework

(dated with lesson # identified). x 4 Debrief Notes (at least) taken during our conferences following lessons – dated with lesson # identified. x References to the experience paper. x 2 Charts tracking ALL students’ attendance and assignments (both quality and timing), being sure to highlight name of your student whose work is included (for reader’s easy reference).

x 2 Sets of Dated Conference Notes - from at least 2 interactions (conferences/E-mail) w. case study subject:

o Must confer and communicate at least twice with your student. o Must initiate an in-person conference early on rather than waiting a long time. o Ask deeper questions than those during Form. & Sum. Evaluations – get to know student.

FORMAT/MLA STYLE Please, be sure to do the following, checking these before writing/submitting paper: x Write in chronological order in telling the story of your student’s learning and when assessing your unit’s effectiveness. x While you should refer to appendix after making general observations, remember to integrate quotations into your own sentences, citing App. and page # from which evidence is taken (C 27). x Number pages continuously from the beginning of paper through to the end of the appendix. x Use standard MLA conventions for annotations within the text of your paper.

Example: When Josh responded to our team’s inquiry question in the 3rd lesson as to whether Pioneer Women were as vital as men in settling the west, he mentioned that he “never knew how tough they were, smoking pipes and fending off the Indians (App. B 34). As further evidence of his realization, he later that night integrated some of the surprising details he’d learned into his homework when writing a letter in role as Daisy Galway:” cleaning the shotgun and chewing a wad by the waterhole, I began to think I liked it a whole lot better out here” (C 41). Because the writing was inventive and showed progress -- he’d been hesitant before to use imaginative writing in a history class – I gave him an A plus kudos that were written in space

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reserved for comments on rubric:” so glad you were able to apply information from the reading to compose a very dramatic letter home” (C42).

In this example, Section B represents Class Notes that teacher has taken to record his students’ participation whereas Section C represents Students’ Homework/Assignments as well as Teachers’ Feedback & Rubrics/Assessment.

APPENDIX A

ELEMENTS of UNIT Lesson Plan(s) I. Goals, Purposes, Objectives and Inquiry Questions of the Lesson(s) -- What do I want my students to learn? How can I strike a balance among the following dimensions?

Who Am I? & Who am I learning about? (concerning personal growth, identity and human behavior.) With Whom Do I Belong? (concerning cultural/gender heritage, relevance of texts and the knowledge that affects the make-up of the groups with which one is either affiliated or contrasted with.) What Can I Do to express my understanding? (concerning Language Arts skills: communication, presentation of self, & comprehension.) How will each dimension determine the teaching/learning choices I make in my lesson and in the UNIT?

II. Materials

What resources do students need for this lesson? (texts, maps, worksheets, etc.) What resources do I need? (projector, film, charts on students’ work, etc) If I have equipment, do I know how to work it? Is it set up before class? What is Plan B if the equipment doesn’t

work or is not delivered to my room? How do these materials determine my methods for teaching/learning? How do my methods determine which materials I will choose? (Questions I ask? Issues I raise? Reading, writing, movement, creative dramatics, art, music, information, discussion,

projects, individual and group work, response, journals, drawing and constructions, performance, “found texts and objects.”)

III. State Standards: What state standards in Language Arts and Social Studies are you meeting with this lesson plan?

IV. The Lesson How do I want to engage students at the beginning of the session? Remember they have just spent 40-45 minutes in

another class, spent 4 minutes getting to this class with another teacher, another “rhythm,” another pedagogical approach perhaps, another set of classroom dynamics, and another physical/architectural environment.

How do I want to connect to what we did and learned in class yesterday? What will constitute useful talk in the English classroom? (about texts and other matters?) What do I know about my students and how am I thinking about that as I construct this lesson? Have I remembered

shortened periods, a pep rally, special assembly? Is it Friday or Monday? What has happened in the community that may be affecting the students?

What is the sequence of the lesson? Have I given students enough time to work through a question or assignment? Have I considered the positive aspects

of “silence” after a question is asked? How much “silent” time am I comfortable with? Have I considered a reservoir of materials, questions, etc. that I might use if necessary? What do I have in case the

lesson goes in a direction I have not anticipated— contingency plans B, C, or D? Have I given myself space in the margins of my lesson plans to reflect on: What happened? (Or some other way to

keep an on-going, systematic way to reflect on my teaching?) What questions and concerns the students had? How I might teach the lesson (or portion of it) differently? What I didn’t anticipate?

V. Homework Assignments

What are the ways and means I can give homework assignments? Have I allowed enough time in the lesson to give the next assignment and clarify possible student questions? Have I been able to adjust the assignment based on what happened in class today? How am I going to incorporate the homework assignment into tomorrow’s lesson? What are my plans should students not complete the homework assignment?

V1. Assessment

How do I know what students have learned? How do I know where they are in the process of their learning? What questions do they have? What problems are they having? How will I use this information in planning next

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lesson? How will I review or clarify new material? How will I appreciate and support ambiguities in a reading?

What is the method during the term for my assessment? (Formative) How is this assessment different from a later summative evaluation? How are students involved in the negotiation of their assessment? Are they? BE SURE THAT EACH LESSON – either during or in preparation for -- INCLUDES SOME ACTIVITY & FOCUS

IN THE 3 FOLLOWING AREAS -- HISTORY & READING & WRITING – ONES TO BE ASSESSED. APPENDIX B

Teachers’ Assessment of Students: Purpose & Form 1. Written Feedback to Written Work:

a. Supportive:

open questions about substance (ideas), style, or structure opportunity to receive writer’s response: revision, journal, notes comments complementing substance, style, or structure comments reflecting reader’s agreement or interest symbols representing reader’s agreement or interest

b. Critical:

rhetorical questions about substance (ideas), style, or structure comments about validity or effectiveness of substance, style, or structure comments reflecting reader’s disagreement or disinterest symbols representing reader’s criticism of substance, style, or structure opportunity to receive writer’s response: revision, journal, notes

c. Corrective:

symbols or comments representing reader’s response to a perceived error

(about substance, style, or structure—grammar, syntax, diction, organization, etc.) opportunity to receive writer’s correction: revision

2. Oral Feedback to Work (written, presentations/projects, discussions)

a. Supportive:

open questions about substance, style, structure, or style (affect/attitude) willingness to encourage and wait for student’s response comments complementing substance, style, structure, or delivery comments reflecting reader’s or listener’s agreement or interest

b. Critical:

rhetorical questions about substance, style, structure, or delivery fails to encourage and wait for student’s response comments about validity or effectiveness of substance, style, structure, delivery

c. Corrective: comments representing reader’s or listener’s response to a perceived error

(about substance, style, structure, or delivery) willingness to encourage or wait for student’s response

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APPENDIX C

Responding to Student Texts: Questions and Considerations I. Questions for the teacher before responding to the student text: • Why did you assign this piece of writing? • What did you want your students to learn by doing this assignment? • What was your prompt (or prompts) for the assignment? • How did you facilitate (teach) toward this assignment? Was the paper just assigned or did it

follow goals and expectations you helped negotiate with the students during preceding lessons? • What draft is this text? • Do you expect students to revise from this draft? Or is this the final draft for assessment? If so,

on what criteria will you assess the text? Have you discussed the criteria with the class? • What do you know about the student's writing history? II. Questions to consider during and after the teacher's response: • What is your relationship as a responder to the writer? A critic? A supporter trying to understand

where the writer is headed in this work? Are you interested in the writer's intention? • Does your language/voice help students revise? Do you ask questions? Do you make

suggestions? Do you give directives? Have you appropriated the student's text? • How are you reading? Do you have goals for the assignment? Are you looking for the center of

gravity, the evidence/detail, the sequence of ideas, the shape and organization, the voice of the writer in relationship to the audience? Are you the only audience?

• How are you reconciling the goals of the assignment with what the student has actually written? Are they in conflict? Do you consider them equally important?

• What part do grammar and writing conventions play in their relationship to meaning? • How have you helped your students move to another level of engagement and thinking in their

writing? • How much are you writing? Is that amount intimidating? Have you been discussing with your

students how you respond to a text? • Where are you making your comments on the student's text? In the margins, within the text, at

the end? • How have you personalized your response? • How are you expressing what has worked in the text? What areas need more attention in the next

draft? Does your discourse allow and invite students to hear your feedback? • What are the grammar lessons that are coming out of reading this set of papers? How might those

lessons help students write more clearly? How might you help them apply this particular grammar/writing convention to their writing?

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APPENDIX D

Teachers’ and Students’ Assessment of Each Other

Opportunities and Methods for Giving and Receiving Feedback:

a. Written Responses:

formative & summative evaluations first drafts and revisions—between student and teacher, from peers in workshops journals—between student and teacher, from peers during workshops notes—between student and teacher, between peers e-mail—between student and teacher, between peers term reports: grades and/or comments—from teacher to student only

b. Oral Responses:

formative & summative evaluations during small group and private conversations—scheduled and spontaneous during class—direct comments addressed to and received by students during class—oblique responses reflected by teacher and student

(conscious modeling and unconscious behavior) during class—oblique responses reflected by teacher’s & student’s rhetorical questions

Questions Exploring Assessment:

1. Is your purpose to investigate, to support, to critique, or to correct? 2. Do you consider these aims discrete or easily distinguished from one another? 3. For which purpose is your assessment timed? 4. Are your assessments continuous, timed at the beginning or end of a unit/term? 5. How do you distinguish revision from editing? 6. What preparation or modeling do you provide students for peer workshops about written work or presentations/projects? 7. Do you consider assessment a collaborative or consensual process? Or do you regard, at times, this process to be a solo venture? 8. What different opportunities do you offer for assessment of either your students’ or your own work? 9. Do you distinguish between assessments of your students’ work and of their personality, opinions, or values? 10. When you, the teacher, receive feedback from students, can you distinguish between assessments of your work/practice and of your personality, opinions, or values? Why is this distinction so important?

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