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• W2157072122 abstract "information very well, which is why I do close readings with them. Because we’re taking ideas, we’re talking about themes, we’re talking about style – those are all abstract concepts that work along with the more tangible aspects of 138 an essay or story. And so I try to have them develop those skills because that’s what they’re going to need in college. They’re going to need to respond in any class to abstract knowledge, codify it, and produce something that shows that they understand it. He emphasized different modes of thinking about and organizing ideas, such as comparison and contrast, cause and effect, and literary analysis, to facilitate the development of students’ academic thinking skills, as well as their reading and writing. Due to his concern that, many of his students tend to possess an “ignorance about the world,” Instructor A frequently emphasized the connections between the content and the real world. He commented that “what happens in those four walls [of the classroom] has to relate to what happens outside of those four walls or it’s not real, and...if it’s not real, it doesn’t mean anything.” Real world connections were often made to significant social, cultural, and political issues. For example, a follow-up discussion for a close reading of an article that addressed the ways in which contemporary hip-hop music degrades women led students into an extended 25-minute discussion about whether or not music and video games can drive a person to act violently, a significant issue in society. In another instance, Instructor A was teaching the students about using cause-effect relationships in writing, and he pushed students to give him examples of real life causeeffect relationships; their examples included the consequences of cheating and the effects of an unstable marriage. Throughout the semester, numerous connections also were made to national Senate and House electoral races occurring at the time and to world events such as the war in Iraq. In his level II writing courses, students were assigned a project in which they had to write blog entries regarding cultural events and world events; 139 he is considering using this same assignment with his level I writing classes as well in an attempt to teach his students not only how to write for an audience but also to prompt them to think about cultural and world events. Instructor A also sought to educate the students about other cultures. For example, Instructor A showed the movie Smoke Signals during one class session. (This movie is about two young Native Americans, Thomas and Victor. When Thomas was a baby, Victor’s father Arnold saved him in a house fire, but Arnold was also responsible for starting the accidental fire that killed Thomas’s parents. Arnold was an alcoholic and abusive and eventually left Victor and his mother. When news arrives that Arnold has died, Victor sets off to collect the remains of the body, and Thomas travels with him. During the journey, Thomas helps Victor to find himself and overcome some of his anger that he feels toward his dad.) Following the film, Instructor A led the students in an analysis of the movie, addressing themes related to heroism, storytelling, and family relationships and a discussion of Native American culture. The final major component of Instructor A’s curriculum focused on skills and dispositions that will facilitate college success. In terms of skills, he emphasized the development of study skills, such as note-taking, learning to quiz themselves, and using the online links and resources that he provides them. He also encouraged them to take advantage of college resources such as the Writing Center in order to receive extra assistance when needed. Instructor A took his students to the Writing Center during one class period for a tour. He even arranged for tutors whom he had personally interviewed and selected to be available through the Writing Center to work with his students outside 140 of class. Instructor A also offered students extra credit for attending events at the college, such as a presentation by a newspaper columnist who spoke on the topic of peace. Instructor A also believes that developing a sense of accountability for one’s learning is an essential disposition for being successful in college, and he emphasized this in his instruction. When he calls on individuals in class, a simple answer is not sufficient; rather he expects students to be able to explain and justify their thinking and how they reached a particular conclusion. “I don’t know” is never an acceptable answer, and if a student doesn’t know, he will scaffold their thinking until they develop an understanding. At the beginning of the semester, students frequently asked questions such as, “Did we have homework due today?” When students asked questions such as this one, he always turned the question back to the class, such as occurred in the following example I recorded in my field notes: One student asks if they had homework from the last class. The instructor asks other students in the class: “Whose responsibility is it to know if we have homework?” Another student replies that it is the students’ responsibility...Once all the students have arrived, he asks them, “Did you hear [the student’s] question – Did we have homework due today? How many people are prepared?” Several students raise their hands. “How many people are not prepared?” 4 to 5 students raise their hands. He explains that next time they need to be prepared. He asks them, “Why do I want everyone prepared?” One student responds, “You want everyone to succeed.” The instructor explains that although it sounds like a cliche, he truly does want everyone to succeed and that they can help themselves succeed by doing their work. As a review, he asks them “How can you know 141 what the homework is?” One student replied “Check the internet.” (The homework is listed in Blackboard.) When he identified lapses in accountability, such as the one just depicted, Instructor A frequently followed this pattern, placing the responsibility on the students to prepare themselves for the independence they will need in their college courses. He also expected them to be accountable by asking questions when they did not understand something. During one class session, he had asked them to come prepared with questions to ask, but most students did not. I recorded the following in my observation notes: The instructor asks his students how many of them have had trouble at some point in the semester with understanding some of the concepts. Several students raise their hands. Then instructor asks them, “How many of you came to my office to ask for help?” No one raises their hand. The instructor tells the students that he can help them with their confusions and misunderstandings but only if they want to be helped. He constantly encouraged his students to take a more proactive role in their learning. Instructor A believes his primary challenges and responsibilities include helping students to overcome immaturity and irresponsibility, change their attitudes about themselves and school, foster motivation, and ultimately be successful in life. He realizes that he is not always successful in motivating each and every student or in helping the students mature and develop independence and responsibility, but still, he never stops trying. He is always searching for new strategies to overcome these challenges and fulfill these" @default.
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• W2157072122 date "2008-01-01" @default.
• W2157072122 modified "2023-09-23" @default.
• W2157072122 title "A cross-case study of three exemplary Developmental English instructors" @default.
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