Student Choice

1. Student Choice SHIFTING FROM ONE-SIZE-FITS-ALL CURRICULA TOWARD GUIDED CHOICE: ALIGNING PRACTICAL STRATEGIES WHICH ENCOURAGE CHOICE WITH NCTE'S RESEARCH-BASED RECOMMENDATIONS FOR EFFECTIVE ADOLESCENT LITERACY INSTRUCTION Barry Gilmore Dr. Sue Gilmore Dr. Sharon Chaney

2. Presentation Outline I. What choices do we offer already? II. What does the research say? III. How can we categorize choice? IV. What does choice look like in a language arts classroom? V. Questions and discussion

3. I. What choices do we offer already?

4. Presentation Outline The practices of highly effective adolescent literacy teachers reveal a number of common qualities… I. What choices do we offer already? II. What does the research say? #5 …using hands-on, scaffolding, minilessons, discussions, group work, student choice, ample feedback, and multiple forms of expression. The Council Chronicle, NCTE, September 2007, p. 20

5. II. What does the research say? “…a new study calculates the one-third of American college students have to enroll in remedial classes. The bill to colleges and taxpayers to bring them up to speed on material they were supposed to learn in high school comes to between $2.3 billion and $2.9 billion annually.” “Diploma to Nowhere,” Study by Strong American Schools, as reported by Associated Press, September, 2008.

6. II. What does the research say? In handouts: Examples of Choice in Schools (Kohn) “higher on standardized tests” “more likely…to continue working even on relatively uninteresting tasks.” “even if our only criterion is academic performance, choice works.”

7. II. What does the research say? Students from high schools whose “essential value was democracy” performed better in college than their peers. Kathy Irwin, "The Eight Year Study," in Jervis and Montag, eds., p. 59.

8. II. What does the research say? We found a plethora of information about students' reading preferences in the literature classroom. However, few resources focus on teaching students how to choose in the literature classroom specifically. (ALAN review, Susan Dunn, 2003)

9. The Value of Choice School Policy: In each grade, students read two books for summer reading All students read the same two books Teachers may not assign other work over the summer Teachers must assess reading in some way during first week of school Essential reading list (with books provided to school)

10. Distress is inversely related to how much influence and autonomy teachers say they have with respect to school policy. Elizabeth Tuettemann and Keith F. Punch, "Teachers' Psychological Distress: The Ameliorating Effects of Control over the Work Environment," Educational Review, vol. 44, 1992, pp. 181-94.

11. The Value of Choice Your Choice: Turn your paper in on time and get full credit or turn it in late and get half credit.

12. The Value of Choice For your summer reading, choose one of the following: 1. The Song of Roland (anon.) 2. MorteD’Arthur(Mallory) 3. Le Roman de la Rose (Christine de Pisan)

13. The Value of Choice For your summer reading, choose two of the following: Peace Like a River The Bluest Eye The Crucible Moby Dick Summons to Memphis The Awakening The Things They Carried Herland Eva Luna Catcher in the Rye Catch-22 Raisin in the Sun My Antonia Confederacy of Dunces Fences Age of Innocence House of Seven Gables Walden The Bean Trees Going After Cacciato The Color Purple Death of a Salesman Sacred Hunger The Joy Luck Club Beloved All the Pretty Horses Tortilla Curtain In Cold Blood Blood Meridian The Dispossessed Invisible Man Bonfire of the Vanities Caramelo The Sound and the Fury The House of the Spirits Farewell to Arms The Sun Also Rises The Unvanquished East of Eden The Handmaid’s Tale The Killer Angels Our Town

14. Presentation Outline Classroom Practicality Civic/Personal Agency When Wilhelm asked his students about the role of choice in the classroom, they responded, "You made us think that we had choices, but you were always putting stuff in front of us." Another student responded that limited choice was still choice. "Hey, when you go to a restaurant, you can choose a dessert, but only from the desserts they have." Another student joined in with, "Yeah, if you could choose any dessert in the whole wide world you might never make up your mind..." (47). (ALAN Review, 2003, Vol. 31, No. 1) I. What choices do we offer already? Limited Choice Unlimited Choice II. What does the research say? Guided Choice Free Choice III. How can we categorize choice? Group Choice Individual Choice Voting Consensus

15. Student Choice (typical model) Choice of books (from a list) Choice of writing topics (from 2-3) Casual student input regarding deadlines Choice of elective courses (within schedule)

16. Student Choice (possible model) Reading texts What we learn Writing topics, genres, format How we learn Activities use of class time Why we learn Deadlines due dates and amounts Rubrics values, criteria, type How we choose Syllabi book lists, class focus

17. Presentation Outline Sample assignments I. What choices do we offer already? II. What does the research say? A process for writing III. How can we categorize choice? Student-developed syllabi IV. What does choice look like in a language arts classroom? Literature and choice

18. More Student Choices, More Student Interest Capstone Extended Essay Summative Assessment Senior Literary Thesis

19. A Model for Choice Choice of theme Choice of literary works to explore theme Choice of adult advisor

20. Some ancillary benefits of shifting to choice Students feel more control over assignment Teacher gets to read a variety of papers Students develop relationships with other adults interested in literature and writing Teacher shows commitment to research-based learning Students explore ways to find critical material

21. Prompt Attention: Writing and Choice Concern: If I give students choice, they’re more likely to plagiarize

22. Prompt Attention: Writing and Choice Brainstorm topics as a class

23. I. What choices do we offer already?

24. Prompt Attention: Writing and Choice Brainstorm topics as a class Choose individual topic/discuss Find and peer-check evidence Write a thesis statement Discussion Write an individual paper

25. Investment Ownership Interest Better Product Motivation More Learning

26. Senior Seminar (modeling choice) Week One Classes choose course topic In-class discussion Counter-Culture Literature Online discussion Romantic Comedy and the Silver Screen Group discussion Survey The Graphic Novel Teacher proposes book list Discussion/tweaking Contracting

27. Senior Seminar (modeling choice) Week One Classes choose course topic Weeks 2-9 Class Reading Reading and Writing Choices Group Reading Group Essay Topics Individual Essay Thesis Statements Group Projects

28. Senior Seminar (modeling choice) Week One Classes choose course topic Weeks 2-9 Reading and Writing Choices Weeks 10-18 Participation Choices Student-led discussion activities Individual reading choices

29. Literature, Choice, and Civic Agency Democracy and decision-making: Lord of the Flies, One Flew Over the Cuckoo’s Nest, An Enemy of the People When democracy fails--dystopias: 1984, Brave New World, The Giver Personal choices: “The Road Not Taken,” To Kill a Mockingbird

30. Presentation Outline Handouts and PowerPoint: http://barrygilmore.wikispaces.com I. What choices do we offer already? II. What does the research say? Books and Lesson Plans: www.barrygilmore.com III. How can we categorize choice? IV. What does choice look like in a language arts classroom? V. Questions and discussion