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ADVANCED METHODS ENGLISH/ LANGUAGE ARTS/ READING EDC 370S, FALL 2019 SZB 334 TUESDAYS 1-4 Instructor: Allison Skerrett Email: [email protected] Phone: (512).232.4883 Office Location and Hours: SZB 334A, by appointment Teaching Assistant: Randi Beth Brady Teaching Assistant/Field Supervisor: Lori Van Dike Email: [email protected] Office Hours: SZB 334D, by appointment Office Hours: SZB 334H, by appointment Email: [email protected] Phone: (478).250.5660 Phone: (281).705.3721 Course Overview & Objectives Welcome to your advanced methods course! This past summer you had your first opportunity to work with students while beginning to think about what it means to teach literacy in an “urban” classroom. This course will be a space for us to continue that work examining, reflecting on, and defining our teaching practice. This course was designed for you, members of the undergraduate University of Texas Urban Teachers secondary English certification program. It was built using several underlying principles: that teaching and learning have sociopolitical dimensions; that our work as educators is informed by theory, empirical research, and knowledge of our own practice; and that learning is social and recursive. Throughout the semester you will explore the theoretical background and practical applications of different approaches to teaching English Language Arts in a secondary context, including teaching reading. You will learn about, develop, implement, analyze, and revise curriculum and instruction that are informed by research, theory, and best practices for teaching language arts. Each week in class and in your field placement you will be asked to be an involved participant in your own learning: engaging in class discussions, pursuing your own inquiries about teaching, and reflecting on your experiences. Together, we will work to articulate, refine, and revise your philosophies of teaching, along with your ideas about curriculum and instruction. I hope the knowledge, experiences, and relationships you build here will serve as a foundation for your future teaching careers. Guiding Questions • What does an English Language Arts class look like? What could it look like? • How do we plan for teaching day-to-day and across units of study? • How do our beliefs about students, curriculum, and learning inform our practices? • What does it mean to be a reflective practitioner? • What kind of reading and writing teachers are we becoming? • How does our own reading and writing life inform and support our teaching? • What does it mean to be a struggling reader and/or writer? Course Materials Canvas will be our online course platform (in addition to the course blog you developed over the summer). All assigned readings will be posted there. Please plan to have the week’s readings available in class, either by printing them and/or accessing them on an electronic device. Please bring a laptop or tablet to each class session. If you do not own one, you can borrow one for class use from the Learning and Technology Center (LTC) located on the 5th floor of Sanchez. Required Texts (provided) Bomer, R. (2011). Building adolescent literacy in today’s English classrooms. Portsmouth, NH: Heinemann. Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high- quality EDC 370S – FALL 2019 units. Alexandria, VA: ASCD. Texas Education Agency Dyslexia Handbook Available for download https://tea.texas.gov/academics/dyslexia/ Standards for Secondary English Language Arts • Texas Essential Knowledge and Skills (TEKS) http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html • National Council of Teachers of English (NCTE) http://www.ncte.org/standards/ncte- • Common Core State Standards (CCSS) http://www.corestandards.org/ELA-Literacy/ Course Requirements Reading, Responding, and Participating Most weeks, our course will have three main components: discussing professional and/or theoretical literature about teaching, participating in a reading workshop, and working collaboratively to reflect on and plan for our current and future teaching experiences (e.g., working on lesson or unit plans, sharing experiences from your teaching, watching and providing feedback on teaching videos, etc). Do come to class prepared to contribute to the learning of this community and to learn from it as well. Reading Responses Please come to class having read and completed assignments thoroughly and thoughtfully. Responses to each assigned reading should be posted by 8:00 am Tuesday morning before every class meeting. These responses should reflect your active thinking about the readings and may include observations, questions, or connections to your own school experiences as a student or teacher, other readings or class discussions. These responses should not be a summary of the reading. For each reading, please also note at least one separate discussion point or question that you’d like to bring to class. While you do not need to do a full response for the chapters marked for revisiting, you should post a discussion point or question based on your review of the chapter and any new thinking you’ve done since originally reading and discussing the chapters. Teaching Videos This assignment is based on three separate video recordings of lessons you teach at different points across the semester. You will select from your video-recording one or two episodes from this lesson (no more than 3-5 minutes total) that show important elements of the lesson that you want to reflect on and discuss with our class. You will show your video clips in class and lead a discussion of the teaching and learning issues you are highlighting. Your three videos should be spread across the semester as indicated by the due dates set below. Most students record with their laptops. If you need assistance with video-recording, I will arrange for a training session from the LTC. I strongly encourage you to video record each and every time you teach. This is because your teaching schedules can change unexpectedly resulting in your not being able to teach on a day that you had been scheduled to teach. Video recording all of your teaching is one way to ensure that you have as rich a data pool to draw from when it’s time to bring your teaching into our classroom for your further learning and development. Autoethnographic Literacy Inquiry You will investigate and document literacy in your life across two weeks. This will include collecting some key artifacts that “tell” something important about your history or current identity and practices as a literate person. While conducting this inquiry, think of literacy as a broad set of modalities (e.g., oral and written language, visual images, gestures, sounds, multi-modal forms, etc.), technologies (pen, paper, digital tools), and practices (activities) that people employ to make meaning of the world around them, communicate and engage with others, and achieve diverse goals within and across different social contexts. To keep track of your literacies, keep a literacy log or journal—writing in it at least once a day. List/describe your daily activities and identify where literacy “lives” in those activities. Take photos, video recordings, and use other digital tools if these make sense for you. Make sure to identify 3-4 key artifacts of your literate life (or take photographs or video recordings of them if bringing in the actual artifact is not possible). For example, the artifact may be too large, such as a musical instrument, or you may want to represent an activity, such as a sport. Other examples of artifacts include: a book, song, or picture (from your childhood, adolescence, or current life), a screenshot of your Instagram page. EDC 370S – FALL 2019 Be prepared to share your insights and thinking around this experience in class on September 17th. Your discussion should provide an overview of your literate life for the class, organized in a way that makes sense to you. What did you learn about yourself through the process? What themes did you notice? What key artifacts are most representative of your literate life (feel free to bring these in, if possible, or to share images if you like)? How might this experience shape your thinking as a literacy instructor? The objectives of this assignment include deepening your understanding of literacy as a social practice and building a classroom community in which we know each other as literate people. Yet another important objective is to consider how leading your own middle and high school students through such an activity might build literate community as well as provide you with valuable insights about how your curriculum and instruction can be responsive to and inclusive of your students’ literate strengths, interests, and learning needs. Reader’s Notebook For a portion of our semester, you will be keeping a reader’s notebook to capture your thinking in response to a shared class text, as well as any independent reading. You should make at least 2 entries a week during this time (one of those times will be in class). Reading time during these weeks will begin with a minilesson followed by work time and share time. Your participation in reading work time may include independent reading, independent response in your reader’s notebook, or structured discussions. While much of this work will be done in class, you will also supplement our reading work time with additional reading or response time outside of class. Your notebook should show volume, variety, and a depth of thinking about reading and interpretation. At the end of our workshop time we will reflect on what you are learning about teaching reading Field Observations/Teacher’s Notebook You are required to complete a minimum of 45 hours of fieldwork experiences this semester. As you have experienced already, your teaching journal is one of the most important spaces you have as a teacher.
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