Reflection and Inquiry in Teaching Practices

Reflection and Inquiry in Teaching Practices TE 804, Spring 2009 Room 128 Erickson, 9:10 – 12:00

Instructor: Dr. Samantha Caughlan 333 Erickson Office hours: by appointment Course ANGEL site: https://angel.msu.edu/frameIndex.htm Course wiki: http://msuenglished.wikispaces.com Phone: 517.353.3736 Email: [email protected] (Please note: I try to answer email once a day, but if I am out of town, it may take a little longer)

Mike Sherry: [email protected]

Other important information: Other important information: Trudy Sykes (Lansing coordinator, Secondary English): 517-353-5529; [email protected] Sylvia Hollifield (Detroit Area coordinator): 248.723.9547; [email protected] Secondary Intern/Mentor Handbook: http://ed-web2.educ.msu.edu/team4/T4_Int_MT_Handbook_07_08.pdf Secondary Team Website: http://ed-web2.educ.msu.edu/team4/ English Education wiki space: http://msuenglished.wikispaces.com/ MSU ANGEL space: www.angel.msu.edu ASSIST website: http://assist.educ.msu.edu/ASSIST/

What does it mean to be a professional in English language arts? This has been a contentious issue in an age of systemic reform. One idea of a professional is of a person who not only possesses certain knowledge in an area, but can call on that knowledge and a repertoire of strategies when faced with a problem, in order to come up with an appropriate course of action (Schon, 1983). This view implies that the professional is one who, in the field, identifies the problem as well as the appropriate means of solution. However, when states and districts seek to “get everyone on the same page” and set common goals, they often define the problems teachers are to focus on and the strategies that will be employed. While 1980s and 1990s reform efforts often focused on raising the level of professional knowledge and providing teachers with opportunities to engage in school governance, more recent “reforms” have had the consequence of de-professionalizing teachers by adding to their record-keeping responsibilities while decreasing their powers of choice and judgment when it comes to curriculum and methods. What does this mean for you? The good news is that there are indications that the pendulum is beginning to swing the other way, as one-size-fits-all is not showing particular success. Increasing student engagement is a particular problem, especially in scripted classrooms. You need to decide what role you want to play in your district and your classroom, and begin preparing yourself to take that role. In helping you to make those decisions and develop the skills to take on such a role, we will be continuing in the following two directions:

Pursuing dialogic instruction: A common direction. Dialogic instruction is not just about full-class discussion. It is about allowing students to grapple in class with central concepts in the discipline, and having their voices heard. This may occur in whole-class discussion, in small groups, during recitation, or during journal exchanges. Focusing on facilitating effective dialogic instruction provides a way for you to work on skills of classroom management at an advanced level while developing various ways of engaging students in the discipline of English. Since dialogic instruction can be employed in the service of a variety of goals, we can work on these together as you increasingly strike out on your own. Assignments: Video Post III Video Post IV Mini-documentary

The inquiry project: Setting and pursuing your own goals. This semester will be different from the previous four, in the decreased amount of required reading you will do for class. Instead, what you choose to read this semester after the first few weeks will depend on the topic and direction you choose on your inquiry project. We will only require you to purchase one book to help you organize and carry out your research project, assuming you will make your own decisions regarding what you add to your professional library beyond that. In an inquiry project, you decide on a question you want to investigate regarding some aspect of teaching English language arts. This could be related to literature instruction (how do I get my students to do their reading assignment at home? What works with my students to get them to analyze a poem?); writing instruction (What real-world genres can we write in the classroom? How can I use role-playing to motivate writing? How can I get students to recognize one problem area in their writing and fix it for good?); language instruction (Can my students learn to be proud of their code-switching and improve on what they know now? Can I use film to study dialect? How can I effectively build my students' academic vocabulary?). The questions you raise and the project you choose should come out of what you are experiencing in your current placement. Over the course of the semester we will break down this self-directed research project and discuss the various parts: writing a good, action-oriented question; writing a literature review that informs you and us of what others have learned about your issue; collecting enough and the right kind of data; analyzing data in order to address your questions; putting your findings in a form that will allow you to share them with others. Assignments: Research plan Literature review Data share Final project. In addition, we will take time to explore some advanced topics in English language arts methods and continue reserving some time to talk about your placements and upcoming transition into the profession.

Course Texts and Other Resources Required Texts : Phillips, D.K. & Carr, K. (2006). Becoming a teacher through action research: Process, context, and self-study. Routledge.

Additional Readings: Additional readings, videos, or resources will be posted to our class ANGEL site.

Semester-at-a-Glance 6 prep hour

5 2nd prep hour 4

1 focus class

Field 2-3 Lead Teaching 4 Estimated Weeks 10 Weeks duration Weeks Seminar 803 & 804 Estimated 5 weeks: Class 4 weeks: no class 3 weeks: Class 2 wks: 2 wks. duration Complete and discuss Turn in lit review Bring in data; complete vid No class In-class Vid Post III; turn in electronically; post IV, begin analysis; plan keep wkshops research plan; work on continue data collection documentary going on IP collecting data and lit and project; begin vid & doc. review. Post IV Convo!

*GLT = Guided Lead Teaching Period (803/804 classes do not meet) Course Assessments

Participation (15%) Much of our development as English teachers occurs in dialogue with other teachers, both novice and veteran, and TE 802 is designed to provide ongoing opportunities to learn through conversations with peers, instructors, and other teachers. These conversations provide spaces to think out loud, to share uncertainties and successes, to ask questions, and to learn from each other. Thus, your participation in class is essential. Your participation grade will be determined by your pres- ence in class (see absence and tardy policy), the quality of your engagement in class activities and discussions, and the quality of your engagement in your online groups.

The inquiry project: Setting and pursuing your own goals (40%) Over the course of the semester we will break down this self-directed research project and discuss the various parts: writing a good, action-oriented question; writing a literature review that informs you and us of what others have learned about your issue; collecting enough and the right kind of data; analyzing data in order to address your questions; putting your findings in a form that will allow you to share them with others. Assignments: Research plan 5% Literature review 10% Data share 5% Final project 20%

Dialogic Instruction Video Work (35%) The exploration of dialogic instruction will continue throughout the semester. It will consist of two more video posts and a documentary you will create which charts your growth. Assignments: Video Post III 10% Video Post IV 10% Documentary 15%

Final Presentation (10%) You will present your inquiry project to your colleagues on 5/1. This presentation may also be suitable to share with your school community, prospective hiring committees, etc. Grading Scale All assignments will be graded on a 100 pt. scale. The points will correspond to the 4.0 scale as follows: 93-100--4.0 89-92—3.5 83-88—3.0 79-82—2.5 73-78—2.0 69-72—1.5 60-68—1.0

Relevant course and program policies:

Focus class binder (FCB): While the focus class binder is not a graded part of your 804 class, it is a place to keep several important elements of your internship year. First, it is a place to keep all of your lesson/unit plans for your focus class. A piece of advice: type and save as much as possible, as this will be helpful in a portfolio, interview process, and during your first years of teaching. Second, your FCB is also the place where you will record your daily reflections. At some point after teaching your focus class (during lunch or planning, after school, in the evening), reflect on how the lesson went, what you liked, what you would do differently, what you learned, etc. Third, your FCB stores ob- servation notes from your field instructor and mentor, midterm and semester evaluations, professional development plans, and your substitute teaching records. Your FCB will be a great resource for you next year, as it will represent a year’s worth of lesson plans for a single class.

Communication We will be using ANGEL to communicate with the class and with you individually, so I recom- mend that you arrange to have your ANGEL mail forwarded to your primary email account. We expect that you will check this email at least once a day during the week.

This course will be very much what we as a group and as individuals make it. Please email me or, even better, talk with me in person about any ideas you have for improving our collective ex- perience and for better meeting your own goals.

Late work Late work will result in ½ grade deductions for each day it is late. In keeping with general professional communication, please contact us in advance, if you will need to turn work in late.

Attendance This course meets 10 times throughout the semester; the average graduate course meets 15 times. Attendance is mandatory. Arriving more than 5 minutes late three times will be considered an absence (and yes, we know some of you have to travel to make this morning class: plan accordingly). 3 percentage points will be deducted from the final grade for every absence, e.g. if your average is 94% it will drop down to 91%. If an emergency such as illness or a death in the family requires that you miss class, you must inform the instructor as soon as possible. Missing class for school events will not be considered as excused, and points will be deducted. You are expected to attend your placement every day except Fridays (except during scheduled absences for GLT —see month- ly schedule above and in handbook). Your mentor teacher (MT), field instructor, and I expect you to be present, on-time, appropriately attired, and professional. If you must be absent, be sure to notify your MT and field instructor in advance and make arrangements.

Academic Honesty Article 2.3.3 of the Academic Freedom Report states, “the student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In addition, the College of Education adheres to the policies on academic honesty as specified in General Student Regulations, 1.0, Protection of Scholarship and Grades, and in the all-University Policy on Integrity of Scholarship and Grades, which are included in Spartan Life: Student Handbook and Resource Guide. Students who commit and act of academic dishonesty may receive a 0.0 on the assignment or in the course. For additional information, see MSU’s ombudsman’s website: http://www.msu.edu/unit/ombud/plagiarism.html

Accommodations for Disabilities I would like to accommodate students with disabilities; please see me with any concerns. Students with disabilities should also contact the Resource Center for Persons with Disabilities to establish reasonable accommodations. For an appointment with a counselor, call 353-9642 or 355-1293 (TTY).

Drops and Adds The last day to add this course is the first day of class. The last day to drop (or withdraw with no grade reported and without your dean’s permission) is 3/3/09.

Observing a Major Religious Holiday You may make up course work missed to observe a major religious holiday only if you make arrangements in advance with the instructor.

Writing CenterThe MSU Writing Center (300 Bessey Hall, and in the library) is an excellent resource for writers of any ability level and at any stage of the writing process. As you know, even good writers can benefit from peer review, and you might be interested simply in seeing how the writing center operates and how they do peer conferencing. It helps to make an appointment, especially during busy times of the semester.

National Council of Teachers of English As professionals, we teachers continue educating ourselves to improve our craft and stay up with devel- opments in subject matter and teaching resources. One important source is our professional organization, NCTE . Join this year and begin taking advantage of the range of resources it provides English teachers. You can gain information and join through the NCTE website, at www.ncte.org. [Note: Student mem- bership is $20 and includes one professional journal of your choice. We are recommending you choose The English Journal. Additional journals, should you be interested, are $5.] Course Schedule

Date Questions/activity Assignments due Textbook (Have read for class)* 1/16 What are the central questions for my pp.10-28: action inquiry project? research What is my plan for my inquiry project? Review example Where can I go for resources? folder on ANGEL; choose one to read 1/23 What are the teaching and learning goals 29-52: frameworks for my classroom for this semester? summing up How will I know if I have reached them? research questions 1/30 Upping the ante: How can I boost the Research 56-63 quality of student involvement in questions and narrowing discussion? research plan lit. review search DUE 2/6 How am I organizing my data collection? Video post III 64-91 What are all the sources of data that DUE design and might possibly illuminate my questions? methodology 2/13 Data share: how am I analyzing my data? Bring in early 93-114: intro to data data analysis.

2/20, No class. Continue to work on the Literature review 2/27 inquiry project. Happy Spring Break! DUE 3/6 electronically 3/13 2/27 3/20 What are my preliminary findings? Final data session 114-136 Video post IV data analysis and DUE interpretation 3/27 How do I make the leap between clips Work on mini- and the finished video? documentary: What do I want my video documentary to gathering clips communicate? 4/3, No class 4/10 4/17 Work on mini-doc Mini- 165-173 documentary future development DUE 4/24 Work on final project Presentation of final inquiry project 5/1 Convocation Presentation of final inquiry project

*Note: there may be additions to the reading, based on the need to prepare for guest speakers.