· Web viewNOTE: This module template is designed to teach and assess the Core Content College and Career Readiness Anchor Standards identified …

[Insert Title]An LDC/Paideia Module

(Task Analysis Prior to Reading-Discussion)

Information Sheet for Narrative ModuleModule title:

Module description (overview):

NOTE: This module template is designed to teach and assess the Core Content College and Career Readiness Anchor Standards identified in the LDC standards as well as those for “Speaking and Listening” including a formal and rigorous dialogue about concepts and ideas. Common Core “Reading” and “Writing” standards are practiced and assessed around the Paideia Seminar discussion. If you are not trained in leading Paideia (Socratic) Seminars, you can still teach this module by replacing the Seminar in Cluster 3 with another discussion-based strategy.

Template task (include number, type, level):Teaching task:

Big Ideas, ValuesGrade(s)/Level:

Discipline: (e.g., ELA, science, history, other?)Course:

Author(s):

Contact information:

LDC/Paideia Narrative Module Template | © Literacy Design Collaborative, 2011 1

Section 1: What Task?TEACHING TASKBackground to share with students:Teaching task:Reading texts:Extension (Mandatory in a Paideia module):

COMMON CORE STATE STANDARDSREADING STANDARDS FOR NARRATIVE

“Built-in” Reading Standards “When Appropriate” Reading Standards (applicable in black)

1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Always applies with narrative L2 and L3 tasks)

2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole. (Always applies with narrative L2 and L3 tasks)

4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

6- Assess how point of view or purpose shapes the content and style of a text. 8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

10- Read and comprehend complex literary and informational texts independently and proficiently.

9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

LDC/Paideia Narrative Module Template | © Literacy Design Collaborative, 2011

WRITING STANDARDS FOR NARRATIVE“Built-in” Writing Standards “When Appropriate” Writing Standards (applicable in black)

3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9- Draw evidence from literary or informational texts to support analysis, reflection, and research.

7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

SPEAKING AND LISTENING STANDARDS FOR LDC/PAIDEIA MODULES“Built In” Speaking and Listening Standards “Built In” Speaking and Listening Standards

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SESEE CONTENT STANDARDS FROM STATE OR DISTRICTStandards source:

NUMBER CONTENT STANDARDS



TEACHING TASK RUBRIC (NARRATIVE)Scoring

ElementsNot Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.

5 3 3.5 4

Focus Attempts to address prompt but lacks focus or is off-task.

Addresses prompt appropriately, but with a weak or uneven focus

Addresses the prompt appropriately and maintains a

clear, steady focus.

Addresses all aspects of the prompt appropriately and

maintains a strongly developed focus.

Controlling Idea

Attempts to establish a theme or storyline, but lacks a clear or sustained purpose.

Establishes a theme or storyline, but purpose is weak, with some lapses

in coherence.

Establishes a theme or storyline, with a well-developed

purpose carried through the narrative.

Establishes a compelling theme or storyline, with a well

developed purpose carried through the narrative through

skillful use of narrative techniques.

Reading/ Research

Directly restates information from reading materials, interviews, and/or visual materials; uses materials

inaccurately, OR information from source materials is

irrelevant for the purpose at hand.

Uses reading materials, interviews, and/or

visual materials with minor lapses in

cohesion, accuracy or relevance.

Accurately integrates reading material, interviews, and/or

visual material to authenticate the narrative.

Accurately and seamlessly integrates reading material,

interviews, and/or visual material to authenticate the

narrative

Development

Descriptions of experiences, individuals, and/or events

are overly simplified or lack details.

L2 Attempts to use stylistic devices (e.g., imagery, tone,

humor, suspense) but devices are used awkwardly or do not serve the purpose

of the narrative

Develops experiences, individuals, and/or

events with some detail but sense of time, place, or character

remains at the surface level.

L2 Uses appropriate stylistic devices (e.g., imagery, tone, humor, suspense) unevenly

Develops experiences, individuals, and/or events with sufficient detail to add depth

and complexity to the sense of time, place, or character.

L2 Uses appropriate stylistic devices (e.g., imagery, tone, humor, suspense) to support the purpose of the narrative.

Elaborates on experiences, individuals, and/or events with comprehensive detail to add depth and complexity to the

sense of time, place, or character.

L2 Skillfully integrates appropriate stylistic devices (e.g. imagery, tone, humor,

suspense) to support the purpose of the narrative.

Organization

Attempts to use a narrative structure; composition is

disconnected or rambling.

Applies a narrative structure (chronological

or descriptive), with some lapses in

coherence or awkward use of the

organizational structure.

Applies a narrative structure (chronological or descriptive) appropriate to the purpose,

task, and audience; storyline clearly conveys the theme or

purpose

Applies a complex narrative structure (chronological or

descriptive) appropriate to the purpose, task and audience.

that enhances communication of theme or purpose and keeps the

reader engagedConventions Lacks control of grammar,

usage, and mechanics; little or ineffective use of

transitions.

Demonstrates an uneven command of

standard English; inconsistently uses

Demonstrates a command of standard English conventions with few errors; consistently

uses transitions between

Demonstrates a well-developed command of standard English conventions; effectively uses

transitions between sentences


transitions between sentences and

paragraphs to connect ideas.

sentences and paragraphs to connect ideas. Provides

bibliography or works consulted when prompted.

and paragraphs to connect ideas. Provides bibliography or

works consulted when prompted.

Content Understanding

Attempts to include disciplinary content, but

understanding of content is weak; content is irrelevant,

inappropriate, or inaccurate.

Briefly notes disciplinary content

relevant to the prompt; shows basic or uneven

understanding of content; minor errors in

explanations.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that

demonstrate understanding.

Integrates relevant and accurate disciplinary content with

thorough explanations that demonstrate in-depth

understanding.

See Speaking and Listening Rubric in the Appendix for use during the Seminar.


Section 2: What Skills?

SKILL DEFINITION

SKILLS CLUSTER 1: PREPARING FOR SEMINAR AND TASK1. Task Analysis Ability to understand and explain the task’s prompt and rubric.

SKILLS CLUSTER 2: READING PROCESS FOR PAIDEIA SEMINAR1. Inspectional reading Ability to identify structural components of the seminar text.

2. Essential vocabulary Ability to identify and master terms essential to understanding a text.SKILLS CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR) 1. Pre-Seminar Process

Ability to reflect on personal communication habits and select appropriate speaking and listening goals.

2. Seminar Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Paideia seminar or other discussion-based strategy.

3. Post-Seminar Process

Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

SKILLS CLUSTER 4: TRANSITION TO WRITING1. Bridging Conversation Ability to connect seminar discussion to writing task.

SKILLS CLUSTER 5: WRITING PROCESS1. Note-taking Ability to select important facts and passages for use in one’s own writing.

2. Initiating the task Ability to establish a narrative line of thought or theme.

3. Planning Ability to develop a line of thought and text structure appropriate to a narrative task.

4. Initial draft & Development

Ability to construct an initial draft with an emerging line of thought and structure. L2 Ability to use appropriate stylistic devices (e.g., imagery, tone, humor, suspense) to support the purpose of the narrative.

5. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. L2 Ability to use appropriate stylistic devices (e.g., imagery, tone, humor, suspense) to support the purpose of the narrative.

6. Editing Ability to proofread and format a piece to make it more effective.

7. Completion Ability to submit final draft that successfully addresses the task.


Section 3: What Instruction? PACING

SKILL AND DEFINITION

MINI-TASK INSTRUCTIONAL STRATEGIESPRODUCT AND PROMPT SCORING (PRODUCT

“MEETS EXPECTATIONS” IF IT…)

SKILLS CLUSTER 1: PREPARING FOR SEMINAR AND TASKDay 1 1, Task analysis

Ability to understand and explain the task’s prompt and rubric.

BulletsIn your own words, what are the important features of a good response to this prompt?

No scoring Share examples of types of compositions students will produce (either from past students or from professional writers).

Identify or invite students to identify key features of examples.

Pair students to share and improve their individual bullets.

Create a classroom list: Choose one student to share a few ideas on the board, and ask others to add to it.

SKILLS CLUSTER 2: READING PROCESS FOR PAIDEIA SEMINARDays 1-3

1. Inspectional readingAbility to identify structural components of the seminar text.

Labeling text and paraphrase

Label parts of the text by numbering the paragraphs of the text. Sketch (or restate) the opening scene described in this essay.

Structural features of the text are visible and clear.

Each student has a copy of the printed text.

Read the ___ paragraphs aloud for students.

See Adler & Van Doren, pp. 31-44.


On-going

2. Essential vocabularyAbility to identify and master terms essential to understanding a text.

Vocabulary listIn your notebook, list words and phrases essential to the texts. Add definitions, and (if appropriate) notes on connotation in this context.

Lists appropriate phrases.

Provides accurate definitions.

After scoring, ask some students to share definitions of terms that others overlooked or misunderstood.

After scoring, be willing to provide direct instruction or guide a close reading if needed to work through a key phrase most students missed.


SKILLS CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)Day 4 1. Pre-Seminar

ProcessAbility to reflect on personal communication habits and select appropriate speaking and listening goals.

Self-assessmentBased on the list of Speaking and Listening behaviors, note in writing a goal for your personal participation in the upcoming dialogue. See Appendix.

Chooses appropriate individual process goal based on past seminar performance.

See Speaking and Listening Rubric and sample “Seminar Process Assessment” in Appendix.

Teacher should identify a collection of appropriate speaking and listening goals for the group. Students select what they will work on individually and note it in writing on the Seminar Process Assessment sheet included in the Appendices to this module. The group participation goal is discussed and posted where all can see.

Day 4 2. Seminar

Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Paideia seminar or other discussion-based strategy.

Participate in the Seminar and focus on your goals.

No scoring See Seminar Plan in Appendix. Teachers should be familiar with the Process step of Paideia Seminar including: definition and purpose for having the dialogue, role and responsibility of facilitator and participants, steps to guide personal and group process goals. Also see Teaching Thinking Through Dialogue for examples of pre- and post-seminar process “scripts” embedded in sample seminar plans.

Day 4 3. Post-Seminar ProcessAbility to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

Self-Assessment

Reflect back on your participation goal, then finish filling out the Seminar Process Assessment form; write a short reflective work on your seminar performance in detail. See Appendix.

Answers task by filing in form completely.

Writes in detail about seminar participation.

See Appendix. Have a few representative students share their goal for speaking and listening and their performance. Likewise, may ask the entire group to reflect on the entire dialogue process, i.e. the group effort. In whatever format is preferred, both individual and group reflections should be archived for reference at the beginning of the next Seminar.

See Teaching Thinking Through Dialogue: See pages 44-48.

SKILLS CLUSTER 4: TRANSITION TO WRITING


Day 6 1. Bridging ConversationAbility to connect seminar discussion to writing task.

BulletsIn a quick write, write about what you know now that you’ve read about _______(content).

No scoring Small group discussion using question.


SKILLS CLUSTER 5: WRITING PROCESSDays 4 and 5

1. Note-takingAbility to select important facts and passages for use in one’s own writing.

NotesFrom each text, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism.

Identifies relevant elements.

Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly).

Teach a model format for note taking. Check that early student work is in the

assigned format (or in another format that gathers the needed information effectively).

Day 6 2. Initiating the TaskAbility to establish a narrative line of thought or theme.

Opening paragraphWrite an opening paragraph that sets up a narrative line or theme.

Establishes a workable narrative line or theme.

Offer several examples of opening paragraphs.

Ask class to discuss what makes them strong or weak.

Review the list that students created earlier to identify needed elements (from Cluster 2, skill 2).

Day 7 3. PlanningAbility to develop a line of thought and text structure appropriate to a narrative task.

Outline/organizerCreate a storyboard or plan that delineates your narrative line. Make some connection to text that fits the task.

Creates an outline or storyboard.

Draws from text to shape composition.

Provide and teach one or more examples of outlines or organizers.

Invite students to generate questions in pairs about how the format works, and then take and answer questions.

Days 8 and 9

4. Initial draft & Development

Ability to construct an initial draft with an emerging line of thought and structure. L2 Ability to use appropriate stylistic devices (e.g., imagery, tone, humor, suspense) to support the purpose of the narrative.

Initial draftWrite an initial draft complete with opening, development, and closing; insert and cite textual evidence. L2 Use appropriate stylistic devices (e.g., imagery, tone, humor, suspense) to support the purpose of the narrative.

Provides complete draft with all parts.

Supports the opening in the later sections with evidence and citations.

L2 Uses stylistic devices to illustrate or enhance understanding.

Encourage students to re-read prompt partway through writing, to check that they are on-track.


Days 10 and 11

5. RevisionAbility to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. L2 Ability to use appropriate stylistic devices (e.g., imagery, tone, humor, suspense) to support the purpose of the narrative.

Multiple draftsRefine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. L2 Use appropriate stylistic devices (e.g., imagery, tone, humor, suspense) to support the purpose of the narrative.

Provides complete draft with all parts.

Supports the opening in the later sections with evidence and citations.

Improves earlier edition.

L2 Uses stylistic devices to illustrate or enhance understanding.

Model useful feedback that balances support for strengths and clarity about weaknesses.

Assign students to provide each other with feedback on those issues.

Day 12

6. EditingAbility to proofread and format a piece to make it more effective.

Correct DraftRevise draft to have sound spelling, capitalization, punctuation and grammar. Adjust formatting as needed to provide clear, appealing text.

Provides draft free from distracting surface errors.

Uses format that supports purpose.

Briefly review selected skills that many students need to improve.

Teach a short list of proofreading marks.

Assign students to proofread each other’s texts a second time.

Day 13

7. CompletionAbility to submit final draft that successfully addresses the task.

Final WorkTurn in your complete set of drafts, plus the final version of your piece.

Demonstrates that composition is on task and ready for evaluation.


MATERIALS, REFERENCES, AND SUPPORTSFOR TEACHERS FOR STUDENTS

Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.

Davis, Judy and Sharon Hill. (2003). The No-Nonsense Guide to Teaching Writing: Strategies, Structures, and Solutions. Portsmouth, NH: Heinemann.

National Paideia Center (2010). Teaching Thinking Through Dialogue. 2nd Edition.

Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy. New York: Eye on Education.


Section 4: What Results? STUDENT WORK SAMPLES[Include at least two samples of student work at each scoring level.]

CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)Background to share with students (optional):Classroom assessment task

Reading texts:

LDC Narrative Classroom Assessment RubricMEETS EXPECTATIONS

Focus Addresses the prompt and stays on task.Reading/Research Demonstrates generally effective use of reading material, interviews, and/or visual material.Controlling Idea Establishes a narrative line or theme that is carried through the narrative.Development Describes or relates with sufficient detail experiences, individuals, and/or events; employs some stylistic device to develop a

sense of time, place, or character that illustrates a factual or informative purpose. Provides a conclusion or ending that follows from and/or reflects on the narrative. L2 Use some stylistic device (e.g. imagery, tone, humor, suspense) to develop narrative.

Organization Applies a narrative structure that develops the storyline as a description or chronology.Conventions Demonstrates a command of standard English conventions; generally makes transitions between sentences and paragraphs

to connect ideas.NOT YET

Focus Attempts to address prompt but lacks focus or is off-task.Reading/Research Demonstrates weak use of reading materials, interviews, and/or visual materials.Controlling Idea Narrative line or theme is not carried through the narrative.Development Lacks descriptive elements that describe or relate experiences, individuals, and/or events. Attempts to employ narrative

techniques to develop a factual or informative purpose. Lacks a satisfactory ending or conclusion. L2 Uses few or no stylistic devices (e.g. imagery, tone, humor, suspense) to develop narrative.

Organization Applies a weak narrative structure; composition is disconnected or rambling.Conventions Demonstrates a weak command of standard English conventions or is unreadable; little or ineffective use of transitions.


Teacher Work SectionHere are added thoughts about teaching this module.


Module AppendixThe attached materials support teaching this module.

SEMINAR PLANQUESTIONS/PROCESS

30-45 MINUTES Questions for _______(TEXT)Reiterate that our purpose is to discuss________(VALUES, IDEAS).

Ask participants to take a few minutes to look back at their notes on their text and/or graphic organizer. Acknowledge that we will use both page numbers and paragraph numbers for referring to the text.

Opening Question – Identify main ideas from the text:

What aspect of this text-- land, plants, and animals—was most interesting to you? (round robin; Read a short passage that illustrates your answer and explain.)

Core Questions – Focus/analyze textual details:

See Paideia Packet for sample questions.

Closing Question – Personalize and apply the textual ideas:

What does this essay/discussion teach you about__________________?

LDC/Paideia Narrative Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia) 17

LDC/Paideia Speaking and Listening RubricDemands and Qualities

Not Yet

Attention

Engagement

Articulation

Explanation

Expansion

Connection

Does not look at the person speaking Occasionally turns and talks to person sitting near by while another person is

speaking

Does not take notes related to the ideas being discussed

Makes barely audible statements

Makes simple, somewhat unrelated or repetitive points/ statements

Draws conclusions based on a single perspective

Does not ask questions Does not refer to what else has been said

Demands and Qualities

Meets Expectation

Attention

Engagement

Articulation

Explanation

Expansion

Connection

Looks at the person speaking during most of the discussion Rarely talks while another is speaking

Occasionally takes notes related to the ideas being discussed Gives way to another as a way of sharing the talk time

Makes clear and accurate statements; generally speaks at appropriate pace, volume; uses relevant vocabulary and grammar

Provides points/ statements about the discussion topic noting details related to sequence, category, purpose, or point of view.

Refers to the text or another relevant source

Considers another point of view and acknowledges personal bias

Asks authentic questionsLDC/Paideia Narrative Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia) 18

Paraphrases what else has been said

Demands and Qualities

Advanced

Attention

Engagement

Articulation

Explanation

Expansion

Connection

Looks at the person speaking during the discussion Does not talk while another is speaking

Consistently takes notes related to the ideas being discussed Gives way to another as a way of sharing the talk time

Makes clear and accurate statements; consistently speaks at appropriate pace, volume; uses relevant vocabulary and grammar

Provides insight related to fallacies within the text; Tests assumptions and explores inferences

Refers to the text or another relevant source Illuminates relevance; Notes positive/negative implications Acknowledges difference in own perspectives—before and now

Adds to previous statement by offering a more global/ holistic interpretation Refers to another facet of an idea or another’s comment Considers multiple points of view and acknowledges personal bias Asks authentic, thought-provoking, open-ended questions


B. Pre-Seminar Seminar Process Assessment

Name: _________________________________________________________Date: _________________________________________________________Seminar Title: _________________________________________________Ideas/Values: _________________________________________________

My goal for today’s seminar is to (check one):

___ Give way to another in order to share talk time

___Refer to the text in detail

___Consider multiple points of viewLDC/Paideia Narrative Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia) 20

___Speak out of uncertainty

On a scale of one to five (one being not so good and five being excellent), I would rate myself as a _____ in relationship to my seminar goal because…

C. Reflection Questions

What did I think about this subject prior to the seminar?

How did the seminar change my thinking about this subject?


What was the most important thing I learned about my classmates during the seminar?

What was the most important thing I learned about myself during this seminar?


D. Teacher_________________________ Name___________________________

Paideia Seminar Speaking and Listening SkillsSelf Assessment

Please rate your current Paideia Seminar skills by circling a number in each category.

0 = I do not ever do this during Paideia seminar. 10 = I regularly do this during Paideia seminar.

Skills Rating

AttentionI look at the person speaking during the discussion.I do not talk while another is speaking.

EngagementI take notes related to the ideas being discussed.I give way to others as a way of sharing the talk time.

ArticulationI make clear and accurate statements.I speak at appropriate pace & volume.I use relevant vocabulary and grammar.

Explanation (Justification)I provide insight about the discussion topic.I refer to the text or another relevant source.

ExpansionI consider another point of view.I add to a previous statement by offering a more global/holistic interpretation.

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10


ConnectionI refer to another comment.I consider multiple points of view.I ask thought-provoking, open-ended questions.

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10


E. Seminar Reflection Guide

Teacher Name: Date:Subject: Grade level:Text: (title, genre)Teacher Facilitation goal selected:Student Participation goal selected:

Part 1I have led ______ (approximate number) of seminars this year with this class.Were there any special circumstances that should be considered while reflecting on this seminar?

How did this seminar text1 address the curriculum?

What did you do to prepare the students for this seminar?

What follow-up activities were planned for the students?

1 Throughout this document the word “text” is defined as a primary source material such as an essay, short story, poem, sculpture, painting, play, etc.LDC/Paideia Narrative Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia) 25

How did you determine student understanding of the ideas and values?

Reflecting on your growth as a facilitator, choose a goal for the next seminar.

Additional Comments


F. Pre-Seminar ActivitiesFor each of the following items please circle 1, 2, 3, or 4 as appropriate.

1=unquestionably, 2=probably, 3=possibly, 4=definitely not

1. The text chosen was appropriate for a seminar and the ability of the students.1 2 3 4

2. The room was arranged so that participants could easily make eye contact with one another.1 2 3 4

3. A process goal was selected before the seminar began.1 2 3 4

4. The teacher had clearly stated expectations for behavior as evidenced by the students’ actions.1 2 3 4

5. Students had adequate preparation for the discussion as evidenced by the quality of comments.1 2 3 4


Teacher as Facilitator1. The teacher was seated on the same level with the students.

1 2 3 4

2. The teacher took notes/mapped the discussion.1 2 3 4

3. The teacher was knowledgeable about the text being discussed and could locate references to aid students in supporting the point being made.1 2 3 4

4. The teacher refrained from giving his or her own opinion during the seminar.1 2 3 4

5. The teacher helped make connections between ideas. 1 2 3 4

6. The teacher encouraged student interaction (provided opportunities for shy students, was aware of eye contact).1 2 3 4

7. The teacher clarified when students misunderstood or factual errors were made by further questioning or probing if not corrected by other students.

1 2 3 4

8. The teacher occasionally paraphrased students’ remarks when necessary for clarification.1 2 3 4

9. The teacher stopped misbehavior quickly and effectively.1 2 3 4

10. The teacher accepted and encouraged divergent views and opinions.1 2 3 4


11. The teacher included the whole group in discussion and did not focus on a select few.1 2 3 4

12. The teacher refrained from summarizing the discussion (telling students what they learned at the end of the seminar).1 2 3 4

Questioning Strategies1. The teacher questioned students, not telling or teaching factual knowledge about the text.

1 2 3 4

2. The opening question was broad and each participant was given an opportunity to respond (this does not mean every seminar must begin with the round robin technique).

1 2 3 4

3. The questions posed did not lead students to a preconceived “right” answer.1 2 3 4

4. The teacher allowed sufficient wait-time for students to think before allowing responses or asking another question.1 2 3 4

5. The teacher was a good listener and framed follow-up questions from student comments.1 2 3 4

6. The teacher made smooth transitions between questions asked (not “my next question is”).1 2 3 4

7. The teacher asked questions that generated higher order thinking (analysis, synthesis, evaluation).1 2 3 4

8. The teacher asked closing questions that encouraged students to explore the personal relevance of text.1 2 3 4


Student Participation1. Students had a copy of the text being discussed in front of them or where all could refer to it.

1 2 3 4

2. Students observed the rules of behavior for seminar participation.1 2 3 4

3. Students talked more than the teacher.1 2 3 4

4. Students did not require permission from the teacher or other students to speak during the seminar.1 2 3 4

5. Students directed comments to each other rather than the teacher.1 2 3 4

6. Students showed respect for others’ views and opinions by listening and not criticizing others.1 2 3 4

7. Students supported their statements with references to the text.1 2 3 4

8. Students used each others’ names when agreeing or disagreeing with one another.1 2 3 4

9. Students asked meaningful questions during the seminar.1 2 3 4

10. Students were comfortable sharing opinions based on text evidenced by a conversation-like atmosphere.


Post-seminar activities1. The process goal was re-examined and suggestions were made for the next seminar.

1 2 3 4

2. The map or reflections were shared with the students.1 2 3 4

3. Students were given the opportunity to further reflect and articulate their thoughts.1 2 3 4


Documents

· Web viewNOTE: This module template is designed to teach and assess the Core Content College and Career Readiness Anchor Standards identified …