LTE 598: SLN #61624
Teaching with Writing
June 12 - June 16, 2000; 9:00 a.m. - 12:00 p.m.
Social Sciences Building, Room 211
Faculty
Sandra Nagy, WAC Consultant
Undergraduate Academic Services
Farmer Building, Room 410
965-7549
Office Hours: 7:30-8:30 a.m. M-F
sandra.nagy@asu.edu |
Duane Roen, Interim Director
Center for Learning and Teaching Excellence
Computing Commons, Room 335
965-9401
Office Hours: 1:00-2:00 p.m. MTWThF
duane.roen@asu.edu |
Description
Although this week won’t afford us time to work with all of the useful strategies in John Bean’s Engaging Ideas, workshop participants will practice using some of them. By the end of the week, members of the group will possess a growing repertoire of strategies for using writing to enhance students’ active engagement with course materials.
Course Objectives
By the end of the course, participants will have redesigned at least one portion of a course they are planning to teach. The redesigned course component(s) should reflect effective use of writing as a tool for learning. Participants will be able to:
- Design writing activities that enhance students’ active engagement with course material.
- Help students use writing for critical thinking.
- Distinguish learning-to-write activities from writing-to-learn activities.
- Establish "learning-centered" grading criteria that enhance the learning for writing assignments.
- Understand when, why, and how to focus/not focus on "correctness."
Required Text
Bean, John C. Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass, 1996.
Schedule
Note: We hope that we are able to reach all of you by e-mail to ask you to read Chapter 1 and Chapter 2 before coming to class on Monday. Also bring to class a syllabus and writing assignments for a course that you plan to teach this summer or in the fall.
Monday, June 12
Before class: Read chapters 1 and 2.
Bring to class a syllabus and writing assignments for one of your summer or fall courses.
In class: We’ll discuss chapters 1 and 2.
We’ll ask you to list the kinds of writing that you do in your discipline.
We’ll also ask you to describe the kinds of writing that you ask students to do in one of your courses—and to describe how each kind of writing engages students in particular kinds of thinking. You will also complete a questionnaire that focuses on why you want students to write, leading to a set of goals for your course.
After class: Read chapters 3, 5, and 6.
Tuesday, June 13
In class: We’ll practice and discuss some of the activities described in the day’s readings.
We’ll also consider how to assign formal and/or informal writing to reach some of the goals you’ve established for your course.
After class: Read chapters 7, 8, and 15.
Wednesday, June 14
In class: We’ll discuss the readings to consider ways that students can use writing to actively think and learn, especially as they read more difficult texts.
We’ll also ask you to develop criteria for evaluating the formal and informal writing that your students do. We’ll work to relate those criteria to course goals. We’ll also design a writing task that specifically aims toward those goals.
In class: We'll discuss the readings and consider ways that students can use writing to actively think and learn, especially as they read more difficult texts.
We'll also ask you to develop criteria for evaluating the formal and informal writing that your students do. We'll work to relate those criteria to your course goals. Further, we'll design a writing task that specifically aims toward those goals.
After class: Read chapters 9 and 10.
Note: We’ll also ask you to choose one other chapter to read.
Thursday, June 15
In class: We’ll practice using some of the activities described in day’s readings. Of course, we’ll discuss strategies for modifying these activities for each of the courses that participants are redesigning.
Note: After class: Read chapters 4 and 14. We’ll also give you a student’s paper to read twice—once before reading chapters 4 and 14 and once after reading those chapters.
Friday, June 16
In class:We’ll ask you to complete course evaluations.
We’ll discuss your two readings of the student’s paper. We’ll discuss other questions that the readings raised for you.
During the last hour or so, we’ll ask you to show the class how you’ve begun to develop and/or revise writing activities for your summer or fall course. Try to show examples for the whole course, a unit, and a single lesson.
We’ll also talk about ways that we can continue working as a group during the 2000-2001 academic year.
Back to Top
|
