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Dr. Laura L. Runge
Office: CPR 360 D
Phone: 813-974-9496


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LAE 6389 Practice Teaching Literature


Class 7: Practice Teaching


Reading Assignment:

    Paul Quigley's resource: Andrew Green, "A Desk and a Pile of Books," Pedagogy7.3 (Spring 2007): 427-452
    Jessica McKee's resource: Catherine Fox's "The Race to Truth: Disarticulating Critical Thinking from Whiteliness" from Pedagogy 2.2 (2002) 197-212

    Post #4 Group A

Class Objectives:

    Teaching Unit: Cameron and Richard -- Prologue to Cantebury Tales (Chaucer)
    Teaching unit: Chrissy and Gary -- "Skunk Hour" (Lowell)
    Teaching unit: Debbie and Paul -- "Rites for Cousin Vit" (Brooks)
    Teaching Unit: Joe and Joe -- Poem in Three Parts (Ashbery)
    Student Presentation: Literature Review (Quigley, McKee)
    Student Presentation: Syllabus Check(McGowan, Roy)
    Assignment: Statement of innovative teaching methods (including technology)

    Looking ahead to Grading: See below.


Notes and Discussion Questions:

Our class today will be largely run by yourselves.

We have four teaching presentations: these 15 minute mini-classes will be followed by an evaluation session. I will ask each of the non-participants (i.e. the class) to write a response and we will discuss these and turn them into the presenters. The form is attached here for you to preview.

We have two teaching resource presentations.

We have two syllabus in progress presentations.

I encourage you to post on the readings, assignments and teaching resources that the students will be presenting/teaching. You might evaluate the resource or use it as a jumping off point for reflection on your own teaching methods/strategies. You might ask questions and think about teaching the literary work that will be presented. If you are presenting yourself, you may want to reflect on the process of preparing the presentation. This can be a meta-posting session.

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Active learning and discussion

Statement of Innovative Teaching Methods

As another piece in your portfolio, the statement of innovative teaching methods is a document that focuses on HOW you teach. It is sometimes difficult to put into words what you are trying to do in the classroom, and it certainly difficult to abstract that process into a generic statement. Nonetheless, the benefits of doing so are that it forces you to see your teaching in an objective way -- looking from outside in. As you consider what your innovative methods are (and the stress need not be on innovative) also consider what this method achieves in the classroom. For example, rather than say "I teach through active discussion," add a statement that attaches a learning outcome to the method. For example, "By using active discussion methods in the classroom, I encourage students to practice the skills of analysis, synthesis and evaluation." You can even be more spectific than that.

You can, of course, cover several methods of teaching in this statement. If your use of technology is part of the innovative method, than you can include it here. If not, you may want to discuss your use of technology in a separate document.

In class: mix it up.
Select a different group of three to four students and share your statement of innovative methods. Comment on some of the following questions:

How is the student going to experience the literature in this classroom? How many ways?

What value will the experience of this teaching method have for the student?

What ideas can you add to use this method in new and exciting ways?

Will these methods be adequate for all the types of literature to be covered?

Will these methods be adequate for all the types of learners in the classroom?

What methods will be used for developing writing? Developing reading? Developing thinking? Developing curiosity? Developing ethical perspectives?

Websites to visit and discuss:

Criteria for Web Site Evaluation hosted by the University of Michigan Undergraduate Library

Visible Knowledge Project: a site on questioning the role of technology in teaching

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Obtaining a Student Paper

Your practical on grading involves two parts. Part one will be obtaining a student paper from one of the many paper mills available through the internet. I'd like you to do some research as a group on the paper mills and go through the process of obtaining a student paper. If this involves any activity that you feel is unethical or compromising, do not do it. Please record the cost and I will handle the financial transaction. Please choose a literary subject suitable for one of the gen ed courses: Introduction to Literature, Introduction to Fiction, Introduction to Poetry, Introduction to Drama, or Introduction to the Short Story. As a group, construct a narrative of the process. We will present this and discuss it in Thursday's class.

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