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Unit 3 Check in

Unit 3 Check in. ENGL 116 Professor Kingsley. Where you should be now. --Question clearly articulated (could change as you progress) --2 articles selected and summarized (eventually post to your unit 3 archive as “Selected Readings and Summaries” . Where you should be by Next Week.

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Unit 3 Check in

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  1. Unit 3 Check in ENGL 116 Professor Kingsley

  2. Where you should be now • --Question clearly articulated (could change as you progress) • --2 articles selected and summarized (eventually post to your unit 3 archive as “Selected Readings and Summaries”

  3. Where you should be by Next Week • --7-8 articles compiled in total (including 2 from this week). Post to same list “Selected Readings and Summaries” • --Draft of formal write up ready for REVIEW next week • (intro) Introduce your topic/question and give an overview of the conversation • (body) Describe the main arguments/conversations in detail. • What is important to know about this conversation? • Who is in this conversation? • Where do these conversations take place? • (body) Introduce and describe articles most relevant (approx. 3). • (body) What do you think are the strongest and weakest parts of the conversation? What is your own position? • (conclusion) What remains unanswered? What questions do you still have? Where do you think the conversation is going?

  4. Review your question and summary • TOO BROAD: Can technology improve the classroom? • What technology? What qualifies as improvement? For whom? Where? How? If it’s too broad, the question and paper will seem unfocused. • REVISED: Can gaming technology improve student learning in grades k-12? • REVISED: Do elementary schools need ipads?

  5. Review your question and summary (cont.) • TOO PRESUMPTIVE: Why is technology bad for the classroom? • REVISED: What are the consequences of technology adoption in underserved school districts?

  6. Ways of limiting or framing your discussion • Who? • K-12, Higher Ed, a certain grade level • A certain classroom, special ed, underserved students, private school, charter school, humanities, sciences, etc. community college, university, trade school, etc. • Employers, parents, teachers, etc. • What technologies? • Hardware (computers, ipads, smart phones, etc.) • Software (games, new apps) • What learning outcomes? • Improved reading? Writing? Improved test scores? Graduation? Vocational tools?

  7. Summaries! • Getting good verbs into the sentence that describe the main idea or main point of an article. (these are examples of 1 sentence summaries” • “A new study finds moderate student gains in courses where lectures take place at home and "homework" happens in the classroom”. • Cathy N. Davidson, a professor at Duke University,believesthat classrooms aren't keeping up with the kids. She thought, what is the untapped educational potential of the iPod?” • In Teachers and Machines: The Classroom Use of Technology Since 1920 (1986), Larry Cuban, a professor of education at Stanford University and a former school superintendent, observed that as successive rounds of new technology failed their promoters’ expectations, a pattern emerged.

  8. Assessment • Assessment for all ENGL 116 courses--revising 116 at DVC • 20 minutes of reading/5 minute writing assessment • Anonymous • PART 1: READING (annotate, mark, observe, etc. to help you evaluate the writing) • PART 2: Main idea & question set related to course

  9. Presentations

  10. Next Week • KEEP IN MIND: Vary Article selection (databases, authored texts……don’t just google and choose) • Draft Due (have an electronic file ready—email to yourself just in case) • MEET IN LIBRARY

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