Promoting Critical Thinking, Reading and Writing in the Classroom
Demo PDF | |
File Size: | 631 kb |
File Type: | pptx |
Close Reading Handout | |
File Size: | 183 kb |
File Type: |
For my demo, I decided to begin with a brief introduction to the course and then move to the proper lesson plan / teaching strategies. Since the course in question is a college level one, I thought it would be helpful to point out what aspects of this course are similar to and different from the ones taught by my colleges at the SI. Initially, I had thought about doing the demo as if I were in the actual classroom with my students, but I noticed that some of the teachers were familiar with the text I had chosen for the close-reading activity so it wouldn't have had the same effect--I usually gesticulate and repeat things a lot in class, just to make sure that the students are paying attention. I couldn't resist, though, to make a couple of jokes (humor is very important when I'm teaching this course).
My colleagues did a good job with the brainstorming activity; as I expected, some people shared some personal anecdotes which added complexity to the concept we were brainstorming about: hospitality. The personal aspect is an important one because it shows me that the students are engaging with the material, they are thinking critically about it, and are making connections between new information and what they already know. For a course on cultural difference, the personal dimension becomes crucial as it allows students to see the multiple narratives (personal, familial, social, national) that have shaped the way they approach the world.
The close-reading activity went well too although I wished we had had more time to elaborate on some of the ideas that came up--why Odysseus occupies the place he does in the Western imaginary. There was not much time left so I wanted to make sure that the participants had enough time to write their reflective pieces.
My colleagues did a good job with the brainstorming activity; as I expected, some people shared some personal anecdotes which added complexity to the concept we were brainstorming about: hospitality. The personal aspect is an important one because it shows me that the students are engaging with the material, they are thinking critically about it, and are making connections between new information and what they already know. For a course on cultural difference, the personal dimension becomes crucial as it allows students to see the multiple narratives (personal, familial, social, national) that have shaped the way they approach the world.
The close-reading activity went well too although I wished we had had more time to elaborate on some of the ideas that came up--why Odysseus occupies the place he does in the Western imaginary. There was not much time left so I wanted to make sure that the participants had enough time to write their reflective pieces.
Student Writing Sample Analysis
For the student writing sample group analysis, I chose two pieces that represent the average student in the courses I usually teach: one showcased the difficulties students have, on the one hand, to stick to one idea and develop it, and on the other hand, to make connections between texts; the other one was an example of the student who resists any kind of feedback and eventually fails.
More often that not, my students complain about how difficult academic writing is, how unfamiliar they are to academic formatting styles (MLA, Chicago, APA), and how challenging it is to read, think, and write critically. These past three weeks, thanks to the samples circulated by my colleagues at the SI and their demonstrations on what they do in the classroom, it's become clear to me that I shouldn't believe all my students say as to what they have or have not learned in high school. However, this doesn't mean that I should take it for granted that the students completely master the skills we, college instructors, expect them to have. One of the things that we discussed during the group analysis is how writing should be approached as a process that flows gradually and not always consistently. Students may forget or think they have forgotten what they already learned if their approach is task oriented. It is my job then to "remind" them the skills they acquired at some point and help them polish them.
The second thing that I got from the group analysis is how dangerous it is to make assumptions about our students' identity (and what they are capable or not of doing) based on what we see or don't see in their writing. I guess all instructors have an "ideal student" in mind and expect our students to fit into that model. If they don't, we tend to jump into conclusions and diagnosis. To some extent, it is good to have expectations about what students should be able to do by the end of the year. However, instructors need to keep asking themselves whether or not they are assisting students adequately; during the group discussion we talked about assignment prompts and rubrics as orientation devices. As important as this is the acknowledgement that learning occurs in myriad ways and not always at the same speed.
More often that not, my students complain about how difficult academic writing is, how unfamiliar they are to academic formatting styles (MLA, Chicago, APA), and how challenging it is to read, think, and write critically. These past three weeks, thanks to the samples circulated by my colleagues at the SI and their demonstrations on what they do in the classroom, it's become clear to me that I shouldn't believe all my students say as to what they have or have not learned in high school. However, this doesn't mean that I should take it for granted that the students completely master the skills we, college instructors, expect them to have. One of the things that we discussed during the group analysis is how writing should be approached as a process that flows gradually and not always consistently. Students may forget or think they have forgotten what they already learned if their approach is task oriented. It is my job then to "remind" them the skills they acquired at some point and help them polish them.
The second thing that I got from the group analysis is how dangerous it is to make assumptions about our students' identity (and what they are capable or not of doing) based on what we see or don't see in their writing. I guess all instructors have an "ideal student" in mind and expect our students to fit into that model. If they don't, we tend to jump into conclusions and diagnosis. To some extent, it is good to have expectations about what students should be able to do by the end of the year. However, instructors need to keep asking themselves whether or not they are assisting students adequately; during the group discussion we talked about assignment prompts and rubrics as orientation devices. As important as this is the acknowledgement that learning occurs in myriad ways and not always at the same speed.
Free Writing Mornings
In what now feels like a past life, I used to be a full-time journalist. It's been eleven years since I quit my job to pursue an MA in English first and a Ph.D. in Comparative & World Literature afterwards, but I haven't been able to divorce myself from journalism. I still do some freelance / contributor work for two newspapers and a magazine in the Basque Country; I write primarily about literature (both opinion articles and book reviews) and I do so in Basque and occasionally in Spanish. I guess once a journalist, always a journalist. For the last three weeks, I devoted some of the writing time the Summer Institute gave us to my weekly contributions. Here are some of the results:
* Article on the novel L-Ezodu tac-Cikonji (Eng. Trans. Exodus of Storks) by Palestinian Maltese author Walid Nabhan.
* Review of Juan Luis Zabala's Ospa (2017), a collection of short stories [restricted access].
* Opinion article on gender bias practices in schools [restricted access].
* Opinion article on writer, human rights activist, and 2010 Nobel Peace Prize winner Liu Xiaobo [restricted access].
I have also dedicated some time to working on chapter 3 of my dissertation on violence and memory in Irish and Basque literature. This chapter in particular focuses on Jamie O'Neill's novel, At Swim Two Boys (2001).
* Article on the novel L-Ezodu tac-Cikonji (Eng. Trans. Exodus of Storks) by Palestinian Maltese author Walid Nabhan.
* Review of Juan Luis Zabala's Ospa (2017), a collection of short stories [restricted access].
* Opinion article on gender bias practices in schools [restricted access].
* Opinion article on writer, human rights activist, and 2010 Nobel Peace Prize winner Liu Xiaobo [restricted access].
I have also dedicated some time to working on chapter 3 of my dissertation on violence and memory in Irish and Basque literature. This chapter in particular focuses on Jamie O'Neill's novel, At Swim Two Boys (2001).