Hi class, welcome back. My son contracted a virus during our Memorial Day trip, and so I'm home today taking care of him. I'm sorry I missed this class. Please read the following agenda items so that we can have a productive day still.
1. I have your Freire quizzes graded. Please email me if you want the grade. Generally, people did very well. I'm going to knock off the Freire quote(s) on the Final Exam; the final exam will now be three and not five quotes (Kozol, Hayward, Gabrenya: "Psychology of Social Class"). Congrats. The exam will still be worth 100 points, but each of these texts, and parts, will be worth roughly 33 points each. I'm confident you understand Freire.
2. If you haven't received your grade for the Letter to Bert assignment and you want it, please email me the letter as an attachment so I can send you the grading grid.
3. The most important thing you can do today is give each other feedback on your Case Study. Please work in partnered pairs to examine your draft. Save the one comment sheet you collect from your partner so you can attach it to your final draft.
On this note, please see the sample Case Studies posted to this blog for examples. Please also note the Grading Grid.
4. After exchanging feedback about your Case Study with your partner, please identify the part of your Case Study you plan to relate on Monday for our Podcast to your partner. For the podcast, you will need to speak for three minutes about your pedagogical philosophy, your preferred tutoring strategies, and be able to give specific examples about those strategies based on your tutoring experiences.
5. After you have given feedback on the Case Study, you are free to go. On Monday we will discuss the "Psychology of Social Class" reading.
6. I am extending the "absolute" revision deadline from Monday, June 1 to Monday June 8. All revisions of all assignments must be sent to me by this date at 5pm. I can offer no exceptions beyond this.
7. If you are at all concerned about your grade, you must email me by 5pm on Monday, June 8th with the following information: a polite inquiry about your grade, and all the grades you're received on all assignments up to this point (including the total number of your quiz points). I want you to literally go through the "grades" from the syllabus and place a number next to all assignments that you've received a grade on. This will help me determine if we have accurate and consistent records. I will talk more about this on Monday. If I don't hear from you by/on Monday June 8th, I will assume you are comfortable with the grades you've received, or will receive, in this course.
Wednesday, May 27, 2015
Case Study: Solid Example
My
name is CCC; my major is Childhood Education with a concentration in
English. I am in Professor Justin Rogers-Cooper ENG 220- Seminar in Teaching
Writing class. This course is a requirement for my major, but I also was
excited to be in this course because I like writing. I have enjoyed the class
readings, discussions, and writing assignments that I’ve had throughout the
semester. But mostly importantly, I have enjoyed the opportunity of tutoring
other students, helping them reach there highest potential in there class. My pedagogy
of education is focused on Collaborative
learning and Student-centered
tutoring, these strategies contributes to students gaining positive
outcomes, as well as learning from the negative outcomes within the classroom
and through tutoring. I believe that through self-expression and critical
thinking students are able to achieve their goals that they have set for
themselves. Collaborative learning allows the student and tutor to work
together as a team to complete a specific task, also making responsible
decisions. While, student centered tutoring allows the teacher to focus on the
student’s needs, realizing what works and doesn’t work for the student. These two
strategies allow students to not only realize their own capabilities, but also demonstrate
their knowledge and skills outside of the classroom. Throughout my four
tutoring sessions, I have seen the use of collaborative learning and
student-centered tutoring be very efficient and practical to the students I
have tutored. In order to help me understand how these strategies are value to
students people such as James Moffett,
Active
Voice (1981), introduces different methods and techniques to use in the
classroom as well as tutoring. For example, he believes that students realize
their goals and effort through a student-centered learning by doing. Paulo
Freire, Pedagogy of the Oppressed
(1976) allows us to see the injustice for children being oppressors and the
reality of what it really is, also through his writing he shows us how this can
change. My favorite, which I enjoy
reading Jonathan Kozol Savage Inequalities (1992) shows us
the condition and state of different situations that children face on a regular
basis at schools while trying to get an education. While, Nancy Hayward Insights into Cultural Divides displays how people
from different cultural differences communicate through their own culture and
language. Throughout the four times that I have tutored, these texts have
helped me to understand why certain students struggle or are in certain
situations when it comes to their education and even writing. In that sense, collaborative
learning and student-centered tutoring, has played a vital role of highlighting
the factors that critically influence students’ experience and success towards
academic success.
Tutoring
is such a privilege. I believe that its rather meaningful to consider the fact
that, you have the opportunity of helping someone else not only to better themselves,
but there future as well. Throughout this course, by far the best part about
the class would be tutoring other students. Tutoring throughout the semester
not only allowed me to learn about other student’s interests, concerns, or even
weakness, but it also gave me a chance to learn about myself. To help
understand the different types of methods and techniques used through the
process of tutoring is the text, Tutoring
Writing A Practical Guide for Conferences
by Donald A. McAndrew & Thomas J. Reigstad. Though my pedagogical
philosophy focuses on collaborative learning and student-centered learning, the
use of free writing, and conversation played a major role throughout my
tutoring sessions, developing student’s paper to be successful.
In
my first tutoring session, I tutored two students at the same time, which
wasn’t as bad as I thought it would be. I found it a bit challenging for me,
but I was up for it. So, as I was talking with one student I made sure that the
other student was occupied doing something pertaining to their paper. Both of
the students that I tutored, English were not there first language. One student
was from Indian and the other student was Mexican. As I read each of the two
students papers it was hard to understand what they were trying to say in there
essay, also it was unclear to grasp the point that they wanted to get across in
there paper. According to Nancy Hayward Cultural Differences “students who
have not yet mastered a linguistic form, concept sentence type, grammatical
unit, or vocabulary word tend to avoid types of writing that put them in the
position of having to produce what they find difficult” (Hayward 9). I took into consideration the fact that
English was not these students first language, so from there I implied the
strategy of free talking. I felt that through the use of free talking that
these students were able to express and discuss there essay verbally rather
than having them just write about it. According to the text Tutoring Writing, free talking “ is a
sequence of steps to combine oral and written brainstorming so that a writer
gradually narrows down a manageable topic” (McAndrew and Reigstad 34). I
like this technique the most because it allows the tutor and the writer to brainstorm
ideas, then talking and elaborating on it. I believe that free talking is
really effective not only in tutoring but for teachers to incorporate into the
classrooms as well.
In
my second tutoring session, was in an ENG 101 class, who had an essay to
complete about whether the use of the No Child Left Behind is useful towards
students in school. The student that I had didn’t not have his rough draft
with, he said that he doesn’t have a computer at home and that he worked long
hours the night before so he wasn’t able to even start the essay. He emphasized
to me that he works a lot, in order to pay for his tuition, because his parents
cant afford to help him pay for college. So usually he waits last minute to
complete his schoolwork. This particular situation reminds me of when I was
reading, Jonathan Kozol Savage Inequalities (1992) when he discusses the
different advantages and situations that students face in schools such as the
lack of technology, updated textbooks, or even leaking ceilings. Kozol mentions
“It has to be the people in the area who want an education. If your parents
just don’t care it won’t do any good to spend a lot of money” (Kozol 86). I
felt that with this student that I tutored, he was just telling me of all of
his problems in his life that prevents him from reaching his highest potential.
I feel that at most times, when a student doesn’t see there parents taking any
interest into there education it doesn’t motivate them to strive for academic
success. The strategy of collaborative played a major role in this tutoring session.
I was able to engage in a equal conversation with the student as we started to
develop ideas and thoughts to help him start his essay. According to James Moffett
Active Voice, “collaboration will
teach an enormous amount about how to write, build up confidence and interest,
and prepare for solo writing and the workshop process” (Moffett 22).
Collaborative learning allows me as a tutor to help; another students not only
develop ideas and thought to produce their essay, but to also help them
articulate these skills later on by themselves.
The technique that I used in this tutoring session was free writing. The
use of free writing really helped the student throughout this session, where he
formed many ideas of how to develop his thesis statement and form ideas in
order to start his paper. According to the text Tutoring Writing free writing
“is an excellent technique for helping the writer get something down on paper
is to ask her to write for ten minutes about anything that pops into her
head” (McAndrew and Reigstad 33). I
found that this procedure, allowed the students to write down anything that
comes to their minds not thinking about grammar, punctuation, or spelling. Once the students develop his information for
his essay through free writing, I went on asking him if he had any concerns regarding
his paper or if anything was clear. It
seemed that the free writing helped the student develop his critical thinking
skills and more information for his essay, which was a great start for him.
In
my third and fourth tutoring sessions, I had the same student from an ENG 101
who was writing and essay on the advantages and disadvantages that disable
people go through and how they overcome those challenges. From the start, the
student looked eager and excited to have me they’re as a tutor (guidance) to
help her with her essay. She had a full three pages of what he teacher asked of
her for the paper and she followed the guidelines, but as I read her paper I
felt like she was restricting herself of expressing her ideas more in her
writing. The essay was well written but when I would ask her why she wrote this
here, or mentioned this quote there, her reply would always be well the
professor said I should do that. As we discussed in class Paulo Freire, Pedagogy of the
Oppressed (1976) explain the notion of the “banking concept of education” the teachers are the authority and
the students are the oppressed. Freire mentions that “It attempts to control
thinking and action, leads women and men to adjust to the world, and inhibits
their creative power” (Freire, 77). Students need to be able to make their own
decisions and not be restricted by their teachers, to fully express there
thoughts second-guessing that its not what the teacher wants from the
assignment. After I saw that this was occurring with the student, I used the
technique of conversation, According to the text Tutoring Writing, conversation
“ is the power of simply engaging in natural conversation with the writer,
bantering back and fourth about mutual interest such as music, sports, or
current events” (McAndrew and Reigstad 34). I like this technique the most because it
allows the tutor and the writer to develop a conversation on any topic
especially on the issues that may concern the student. I think that the use of conversation
was really affective throughout both of my sessions with this student. I saw
that when she talked to me and told me her ideas and true thoughts it was so
different from what she had included in her paper. I feel like this is how at
times students aren’t able to fully express their critical thoughts and skills
from over thinking, what their teacher will say or think about them. I was glad
that I was able to help my tutee develop more powerful statements and arguments
for her paper. Since I saw her twice for tutoring, I felt that the strategy of
student-centered learning help me work with this student one-on-one. I was able
to realize her capabilities as well as her weakness when it comes to writing
and overall help her develop a successful paper. On the last day of my tutoring
session with her, I felt a sense of pride and self-appreciation knowing that I
help someone else realize what they are truly capable of and not letting
certain guidelines restrict you from expressing the person that you truly are.
Overall,
I believe that education within the classroom and tutoring these strategies and
techniques enhancing a student’s capability through writing. The way that I
would enact collaborative learning and student-centered tutoring is through
these specific strategies such as free writing, free talking, and conversation.
These strategies and techniques are effective and useful in any classroom
setting as well outside the classroom. As a future educator, I want to able to
assist every student the best way that I know how. I know that every student is
different in there own way, but at the same time I want to allows my students
to take that leap of faith whether they think there decision maybe wrong or
right. At the end of the day, that’s what makes education and being a teacher
so much more rewarding, knowing that you have learned something new; whether
you failed or succeed.
Case Study: Solid Example
Case
Study
My name
is AAA and I am a Childhood Education Major with a co-major in
English at LaGuardia Community College.
I am currently in my last semester and as a requisite of the English
co-major program I am taking Seminar in Teaching Writing with Dr. Justin
Rogers-Cooper. What I have learned from this class is that tutoring is a set of strategies that
like teaching you have to modify to fit student’s needs. Due to the fact that
all students learn and comprehend differently, strategies have to vary
depending on the student; but unlike teaching, tutoring gives you the
opportunity to have a one to one interaction with the student and help that
student with writing. My pedagogical philosophy focuses on collaborative
tutoring as well as student center tutoring and specifically the strategies of
talk and writing, conversation, and talk aloud. I also emphasize the idea of
Sondra Perl of writing being a recursive process and where the felt sense is
important in a writer’s process of writing a piece. At the beginning of the
semester we were asked to make four tutoring observation to later put that
knowledge into practice by tutoring students in an ENG099 and ENG101 classes.
By having this hands-on experience I must say that I agree with Paulo Freire in
the specific point that the purpose of education is the ‘practice of freedom,” where
we provide students the knowledge necessary to look beyond conformity and
participate in the transformation of the world. I will demonstrate my ideas
here using course texts such as Tutoring
Writing, by Donald A. McAndrew and Thomas J. Reigstad, Understanding Composing, by Sondra Perl, and Pedagogy of the Oppressed, by Paulo Freire, and also explain them
through my own experiences tutoring students here at LaGuardia Community
College.
Collaborative tutoring was very
effective in my first, second and third tutoring sessions. Collaborative
tutoring is based on the idea that knowledge can be created with active members
equally participating to bring about a specific task, in this case writing. It
also goes back to Vygotsky’s theory of the Zone of Proximal Development (ZPD):
where people learn better with the aid of an adult or a more experience peer.
In the tutoring sessions I was considered the more experienced peer aiding a
student to put his ideas on paper. In my
first tutoring session the student I tutored seem to know what he wanted to
write but didn’t quite know how to put his ideas down on a piece of paper. They
were asked to have a rough draft but he only had his introduction with two
sentences and two body paragraphs. He said to me “I think I am going to change
the whole thing.” He wanted to do this
because he didn’t like his Professor’s feedback, I told him not to all he
needed to do was expand his ideas. With this student I used the strategy of
talk aloud, which seem to be very effective. His topic was immigration, he
wanted to discuss how immigrants contribute to the country and the benefits
they can’t have. He was a little unfamiliar with this topic because he said he
was American, but he said he had a friend who was an illegal immigrant and how
his friend spoke to him about all the struggles he had to face due to the fact
that he was an illegal immigrant. I went back and forth with him asking him
questions and he would respond. He said “I am not an immigrant so I don’t know
what to write” and I replied “well, think of the benefits you have that your
friend didn’t or couldn’t have”, it was then that he started to recall his
friend struggles and started to write his ideas down. By the end of the session
he had completed the essay with a clear thesis, strong topic sentences and a
conclusion but not only that, also, was a little more knowledgeable about this
issue that till this day is a major issue in the country.
My second tutoring session was
similar to the first because I did collaborative tutoring, but used talk and
writing instead of talk out loud, which are similar to an extent. This student
didn’t have any draft at all because he said that he had been absent for a few
days, therefore, he was behind on many things. He stated that he was a bit
confused on what the professor wanted from him, luckily, I had read the
assignment a day before and did a little research on the topics they were
given. The topics were No Child Left Behind, Raise to the Top and Charter
Schools. As we started the tutoring session, I asked what he knew about the
topics since he already stated that he had been absent I assumed he didn’t have
any idea. To my surprise he was pretty knowledgeable about the topics, which I
thought made a turn to the tutoring because I had a different expectation. I
asked him to brainstorm and write what he knew in his notebook, which is part
of talk and write since it’s “writer’s internal process of reflective dialogue
and an external act,” (McAndrew & Reigstad 4). After he was done we went
back to talking again and discussing these issues as we discussed them, he
would write down what we were saying. After we had finished discussing the
topics, he had a page full of notes, so I told him that we will move on to the
next step which was to write down complete sentences and create paragraphs. The
strategy I used was effective and when I left he was satisfied with the result
because I helped him fulfill his Professor’s requirement. My third session was similar to both my first
and second session.
My fourth session I changed to
student-centered tutoring. The reason I did this was because my student was
done with his paper he just needed an extra push to polish it. He was asked to
write about racial discrimination and he focused on African Americans, he based
his arguments on society and how till this day African Americans are still
discriminated, and also with a movie he saw and an article he read. I wanted
him to be the main participant in this session by asking him to “pin point his
weaknesses” and he did. When he pointed out his weakness which was a body
paragraph I asked him “why is this paragraph your weak point” and he replied “I
think I need to add more details.” We conversed about the movie he saw and then
he was able to see what details he needed to add and he did. By the end of the
session he was content with his paper and thanked me for giving him that extra
push to polish his paper.
In all the four tutoring sessions I
saw Sandra Perl’s idea of writing being a recursive process taking place. She
believed that writing is not only plan-write-revise, a linear pattern, but
instead is a process of going back and forth from write to plan to revise etc.
With the students I tutored we went back and forth, we will converse and start
bringing ideas to the table, then they would write and revise or vice versa.
With this being said her idea of felt sense also took place. I saw students
writing down something while I just sat there waiting for them, at times they
would stare at me or at the ceiling and
then out of nowhere they would give a weird look and start writing again. The
felt sense comes from inside.
In conclusion my overall
pedagogy of education is that as future educators we have to provide our
students with the tools necessary to bring upon a better tomorrow. Paulo Freire stated in his “Pedagogy of the Oppressed”, that we
shouldn’t bank student, this came from the idea of the “banking concept” where
students are viewed as an empty account and our job as teachers is to fill that
account (Freire 72). By doing this, we help students escape reality and conform
to society. I believe that what we have to do is to make our students knowledgeable
by giving them the tools necessary to succeed in a world where an education is
important and by doing this we create conscious beings (corpo consciente), as Paulo Freire stated Freire 74). . We have to
give them these tools to help them think for themselves and don’t conform to
society norms and use their knowledge to make a difference, a change in the
world.
Case Study: Solid Example
My name is BBB and I am attending
LaGuardia Community College. I am
currently majoring in Secondary Education with a
concentration in English. I am enrolled in Dr.
Justin Rogers-Copper’s Seminar in Teaching Writing course.
During this semester, I have been
exposed to various tutoring and writing techniques. In the
past, I have had an experience as a
teacher’s aide as well as interning high schools for
previous courses taken at LaGuardia
Community College. I believe that my teaching ideas and
pedagogy continuously changes as I
observe different practices in classroom settings. After
this course, I have discovered that my
whole idea on education and teaching is all about having a
Collaborative, Feminist and Student-
Centered approach. Based on James Moffett’s Active Voice text, Donald McAndrew’s Tutoring
Writing text, Author
and Educator’s Ken Robinson’s TED conference and some of my tutoring
experiences, these approaches are an essential aspect of
teaching and tutoring students. I have
evaluated that the most important role of being an educator
is to take on a role of allowing
students to take on an opportunity of striving to be
creative. In this present time,
students are
often deprived of their own creativity. This restriction
will have a negative impact on students’
ability to learn and express themselves in assignments.
Based off of my
tutoring and observation sessions, I have established that Collaborative
Tutoring and Student-Centered Tutoring not only goes hand
and hand with one another but they
are most effective in sessions. Student-Centered Tutoring is
what allows students to do the most
talking and work (McAndrew and Reigstad 25). According to
McAndrew and Reigstad, it is the
tutee that has the power in which direction session will be
going. The tutor is there to listen, ask
questions and contribute their suggestions to the about the
writer’s piece. Furthermore, the tutor
relies on conversational strategies such as open-ended
questions which will allow the writer to
brainstorm. Whereas, the writer starts up the discussion
about their ideas and concerns regarding
their writing piece.
On the other
hand, Collaborative Tutoring allows the writer and tutor to come together and
equivalently share their ideas by conversing several times
during the session. This style of
tutoring is what promotes decision making and problem
solving in the writer’s piece. Both
Collaborative and Student-Centered tutoring was what I
observed taking place during my
Writing Center observation earlier in the semester and I
acknowledged that of these tutoring
styles was effective in the session. During my last day of
observing in the Writing Center, I
learned a lot from this one tutor who had two students at
once. The tutor had two students that
needed to revise their paper. Coincidentally, both students
had to revise their paper for an ENG
101 class, since both students were revising their work for
their English class, the tutor asked
both students what their concerns are about their paper. The
tutor proceeds by engaging in a
conversation with both tutees about what should be
rearranged as well as the tutees making
suggestions about what they felt would be beneficial to
their papers. Furthermore, I was able to
recognize that Collaborative and Student-Centered Tutoring
was a good choice of tutoring styles
to apply in my own sessions as a tutor. Due to all four of
my tutoring sessions being somewhat
similar, I would like to present only two sessions that I found
to be significant experiences. My
third tutoring session went better than I thought it would.
I had the opportunity of tutoring in an
ENG 101 class, the tutee I had was writing about
discriminating against homosexuals. The tutee
didn’t have a paper ready due to her having a difficult time
starting off her paper. Since she
already had previous work where she had to do research on
her topic and answer questions
regarding her topic on discrimination against homosexuals, I
was able to show her how she can
use the text that she used to answer her questions as her
first source. I asked her what was her
biggest concerns about starting her paper and the tutee
explained to me that her biggest concern
was how to set up her paper. After the tutee expressed her
concern to me and then managed to
write out an outline for her that she could use as guidance.
She then started to make suggestions
about the outline and how she wanted to rearrange what would
go into her body paragraph for
her introduction. At that point in the session, I believe it
was Student-Centered tutoring because
the tutee was taking control of the session by “initiating
the discussion” and I, the tutor made
sure to ask open-ended questions (McAndrew &Reigstad
26). As the session continued, I believe
that it shifted from being Student-Centered Tutoring to
Collaborative Tutoring because she
wanted to get her point across that discrimination against
homosexuals is wrong and she wanted
to provide to the readers how it still exist in this world.
So I asked her how exactly was she
trying to go about doing so, she suggested to me that she
wanted to discuss how it is displayed in
music that we listen to today. Because she was from Jamaica,
I know that some reggae music has
a lot of homosexual discrimination in it so I suggested that
she should write about a specific song
that targets homosexuals and since the song was in Patois,
she can translate it for the readers so
they know what exactly the words are in the song. As
McAndrew and Reigstad states,
Collaborative Tutoring is taking place when the tutee is
“engaging” in the conversation with the
tutor which a lot of this took place during my session as
well as myself as the tutor asking a lot
of open-ended questions. I believe that this assignment
allowed the students to not only present
facts about their topic but it also gave them the ability to
write about what they know and be
creative about it. For an example, when the writer had
mentioned that she wanted to provide in
her writing piece that discrimination against homosexuals still
exists especially in music, it was
liberating for her as a writer because she was thinking
“outside of the box” and being creative in
a sense that she was doing what she wanted to do as a writer
as well learning about her topic in
the process.
My final
tutoring session went wonderful to me and I believe I did a good job. I went
back to
the ENG 101 class that I went to the previous session and I
would call this session to be a follow
up on what the students have developed from the last
session. This time I had to take two
students at once which I always found to be difficult but
this time I believed I managed my time
well with both students. One student wrote about weight
discrimination which I found to be very
interesting and different because it is a very common issue
that is dealt with today but no one
really acknowledges it to be an issue. The student had
already completed her paper and had
minor spelling mistakes therefore I asked her what exactly
were her concerns about the paper
and what she would like to change about her work. She
suggested that she wanted to change her
conclusion and didn’t want the “basic” conclusion as of
summarizing the piece but she wanted to
keep the reader interested even after the paper was over. In
that moment, I took on the Student-
Centered tutoring strategy, I wanted the student to answer
her own questions because it seemed
like she already knew which direction she wanted to take
with her paper but she was hesitant.
Since the tutee already had her paper done, I wanted her to
be one to determine what she felt
could be the best idea to conclude her paper which she was
able to do at the end. Instead of her
simply restating what her introduction states, she chose to
conclude her paper with asking if
weight discrimination will ever end.
The other tutee
that I worked with during this session wrote about discrimination against
disability. Her paper was completed but disorganized so I
knew I would have to help rearrange
her paper. For this student, I chose the Collaborative
Tutoring strategy because she already had a
full paper with a good amount of information in her paper,
it was the just not structured properly.
I read the paper with her and asked how she would go about
moving certain paragraphs around
such as moving her body paragraph to the introduction and
some of her body paragraph to her
conclusion. The tutee also made some suggestions as to where
she felt she could’ve expanded
some of her claims in her paper. This strategy went well
because I feel that we both were
learning from one another as well making suggestions so that
way it wasn’t one-sided effort
taking place.
Another issue that
prohibits students from being creative which is currently taking place in the
school system is that students are currently being “banked”.
Due to some teachers’ lack of
communication and their unconscious roles of dictatorship,
students are only being transmitted
information which students are then forced to memorize that
information and the cycle continues
to repeat itself. According to Paulo Freire, Pedagogy of the Oppressed, Freire uses
the “banking
education” concept to analyze and criticize the traditional
education system. The banking
education systems refers to students being used as passive
learners where they are used to
deposit information and knowledge into (Freire 83). The
banking education system is what
prohibits students to be creative because they are being
used as machines to transport
information to therefore it limits the learning process for
students.
The banking
concept is what reinforces the whole idea of oppression for students because
students aren’t experiencing engagement with learning as
well as cognitive development due to
the lack of conversation and dialogue with other
students. James Moffett’s Active Voice
emphasizes his ideas on
a student-centered curriculum which involved students to participate
and be accountable for their own educational growth. Moffett
was adamant about presenting how
important it is for educators to allow students to become more
in touch with their inner selves as
writers. Some of Moffett’s ideas consisted of being able to
assess a student’s progress without
using standardized exams to do so and instead by using other
alternatives such as having students
present projects and portfolios which can be used to determine
their progress. His ideas focused
more on a student-centered curriculum which involved
students to participate and be accountable
for their own educational growth. One of many Moffett’s
ideas was that he suggested should be
used in classrooms was the “Duologue” assignment. The
duologue assignment would be
allowing students to pair with one another and allow each
student to produce a conversation
between two people by jotting down what each speaker should
say by taking turns (Moffett 50).
The duologue can be used to help the writers’ with their
metacognitive skills because it allows
the writer to build up creativity and to allow them build on
their writing skills. In Sir Ken
Robinson’s remarkable TED Conference video, he discusses
that as educators we should
recognize students’ talents and allow them to embrace it and
talent stems from creativity. As Ken
Robinson states, “we grow out of creativity” he is referring
to if we don’t allow students to be
creative and have fun with learning then as they grow up,
they will become robots that is only
able to obtain information or as Freire would say they will
only be good for “depositing”
information. As the generation continues this will later
turn into an issue because people will
only be used as program robots that only see everything
one-sided and will never think out of the
box.
Education should
be Student-Centered based as well as Collaborative because the combination
of the two is what is needed to enhance a student’s
cognitive skills which will promote the
individual’s capability of thinking and writing. I believe
that creativity stems from Student-
Centered and Collaborative learning and in order for the
learning process to take place, students
must be able to interact with another and express
themselves. My pedagogy on education is that
as a future educator, I will make sure that my students are
able to express themselves through
their work.
Work Cited
1.
Moffett, James. Active Voice: A Writing
program Across Curriculum.
2nd Edition
Boynton/Cook Publishers. Portsmouth,NH.(1992)
2.
Donald A. McAndrew & Thomas J. Reigstad.
Tutoring Writing: A Practical Guide for Conferences. Boynton/Cook
Publishers. Portsmouth, NH (2001)
3.
Freire, Paulo. Pedagogy of the Oppressed.
30th Anniversary Edition Bloomsbury Publishers, New York: Continum
(1968)
Subscribe to:
Comments (Atom)