Reflective Question for 12/03/09 What does civic identity mean to you?

1. Reflective Question for 12/03/09What does civic identity mean to you? Joshua Briggs and Danielle Martin Teach for Understanding Final Presentation

2. Here’s why answering this question is Confusing • 1. It’s a definition that by definition has be individual and collective, simultaneously. • 2. It gets confused with other nebulous terms like civic engagement. • 3. We are asking you to define the words that are antithetical to eacher other: civics (something public) in terms of our identity (something personal)

3. Burke High School Jeremiah Buke High School in Dorchester • Attendance 83.6% • Promotion 77.6% • Dropout 23.7% • Students Suspended 178 • In 2007 32.3% of students who began at Burke, graduated From BPS Annual Report Card

4. MCAS Results from 2007 and 2008 9th Grade ELA From BPS Annual Report Card

5. Ms. Grail and Ms. Depina • Improved attendance and class participation • Improved critical and formal writing skills • Ability for students to engage with challenging texts • Ability to listen to each other’s ideas

6. Targets of Difficulty • Civic Identity • Engagement • Formal Writing

7. Targets of Difficulty • Civic Identity= Goal • Engagement • Formal Writing

8. Targets of Difficulty • Civic Identity= Goal • Engagement • Formal Writing = Goal with 5 part Essay

9. Targets of Difficulty • Civic Identity= Goal • Engagement = Goal Accomplished with Theatre • Formal Writing = Goal

10. Targets of Difficulty • Civic Identity= Goal • Engagement = Goal Accomplished with Theatre • Formal Writing = Goal

11. Targets of Difficulty • Civic Identity= Goal • Engagement = Goal Accomplished with Theatre • Formal Writing = Goal Critical Analysis

12. Targets of Difficulty • Civic Identity= Goal • Engagement = Goal Accomplished with Theatre • Formal Writing = Goal Knowing members of their community Critical Analysis

13. Targets of Difficulty • Civic Identity= Goal • Engagement = Goal Accomplished with Theatre • Formal Writing = Goal Rules of Rhetoric Knowing members of their community Critical Analysis

14. Targets of Difficulty NO! It should be formal Discourse and debate • Civic Identity= Goal • Engagement = Goal Accomplished with Theatre • Formal Writing = Goal Rules of Rhetoric Knowing members of their community Critical Analysis

15. Targets of Difficulty And I know a community in Florida that would be interesting to study, so they can write comparative essays! NO! It should be formal Discourse and debate • Civic Identity= Goal • Engagement = Goal Accomplished with Theatre • Formal Writing = Goal Rules of Rhetoric Knowing members of their community Critical Analysis

16. AND WE CAN’T FORGET ABOUT THEATRE! Targets of Difficulty And I know a community in Florida that would be interesting to study, so they can write comparative essays! NO! It should be formal Discourse and debate • Civic Identity= Goal • Engagement = Goal Accomplished with Theatre • Formal Writing = Goal Rules of Rhetoric Knowing members of their community Critical Analysis

18. Two MAJOR sources of Clarity • The major advantages of such objectives is that they promote increased clarity regarding educational intents, wheras vague and unmeasurable objectives yield considerable ambiguity and, as a consequence, the possibility of many interpretations not only of what the objective means but, perhaps more importantly, whether it has been accomplished.- Popham Understanding Goals (1) focus on important, rather than trivial, aspects of a subject, (2) target performance-based understanding, including a flexible capacity to think and apply knowledge, nont simply learn fact, etc.” Wiske et. al. 47

19. Expression Community Identity through Technology

20. Expression Community Identity through Technology (We created a blog!) 1. Support the structure of the drafting process 2. Build a community, thus modeling community identity 3. Develop an environment of critical critique, thus they learn how to analyze deeply through writing

22. Jonnason, 2008 p71 • [The] simple activity of placing their work on the Internet for public access inspires many students to take their work more seriously and to engage in a level of reflection about their work that is otherwise rare. It will also cause them to write with a purpose, to think critically about what they write, to read what others have produced, and to compare their own work to the work of others.

23. Performance of Understanding “Where I’m From” by the Diggable Planets

24. Performance of Understanding “Where I’m From” by the Diggable Planets

25. Lyrics to “Where I’m From”

26. Performance of Understanding • “Where I’m From” by the Diggable Planets • Questions and Connections • Students bring in their own artifact from their community

27. Assessment is for Everyone • Assessments are consistent with goals and througlines that emphasize peer feedback, language of empathy, and critical analysis. The goal is to build a community through technology and formal writing. All assessment is reflective of that.

28. Questions and Puzzles • What community artifact should we present our students with?

29. Awknowledgements • Professor Wiske • Shane Tutwiler • Felicia Vargas • Partner Teachers at Burke: Caitlin McGrail and Maria Depina • Feedback Partners: Scott Hertrick and Alex Dreier