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PWR Goals / CCHE CO2 criteria

PWR Goals / CCHE CO2 criteria. PWR Goals / CCHE CO2 criteria. PWR Goals / CCHE CO2 criteria. Scaffolding.

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PWR Goals / CCHE CO2 criteria

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  1. PWR Goals / CCHE CO2 criteria

  2. PWR Goals / CCHE CO2 criteria

  3. PWR Goals / CCHE CO2 criteria

  4. Scaffolding Wood, Bruner, and Ross (1976) define scaffolding as “a process that enables a … novice to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts.”

  5. Scaffolding Vygotsky coined and defined the term “zone of proximal development” [ZPD] The ZPD is “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” Mind in society: The Development of Higher Psychological Processes (1978, p86)

  6. Scaffolding NiraGanrott has identified six characteristics of successful scaffolding: Fading Correspondence between variabilities Expert input equal to or higher than novice’s preceding activity Vertical variability Horizontal variability Shared positive effect

  7. Scaffolding Doing the difficult – simultaneously fostering increasing complexity throughout the semester: • domain knowledge (conceptual and factual) • problem-solving strategies • cognitive management strategies (how to get the writing done) • learning strategies (how to cope with new challenges in a project) Berryman The Double Helix of Education and the Economy (1992)

  8. Scaffolding • Berryman’s principles for sequencing: • • global skills before local skills (developing an overall sense of the terrain before moving into details) • • increasing complexity • • increasing diversity • Berryman The Double Helix of Education and the Economy (1992)

  9. How to write a good assignment • Start at the end (what should the final piece be?) • Identify clear purposes/goals for the assignment • for yourself … for students • link to course goals • information absorption • “define” “summarize” “list” “describe” • critical thinking – “analyze” “evaluate” “implications” “synthesize” “argue” “explain”

  10. PWR goals & objectives Be clear what you want from each assignment and why you are giving it Rhetorical analysis Summary Annotated bibliography Personal narrative Proposal Literature review Researched/persuasive essay Reflective essay Rhetorical knowledge Analyze texts Writing process Information literacy Arguments Writing conventions

  11. Constructive Alignment • Focuses on aligning intentions for learning (goals, outcomes, etc.) with what happens instructionally and how student learning is assessed • Designed to avoid mismatches between intended (or hoped-for) outcomes of a curriculum, what students experience, and what’s measured or evaluated * Used with permission from Chris Anson, 2008 WPA Workshop

  12. Constructive Alignment Examples Misalignment: Composition

  13. Constructive Alignment Examples Composition

  14. How to write a good assignment • Identify resources (readings, handouts, websites, etc.) • Provide some guidance on process • Provide some generative questions/ideas • Provide samples/exemplars (if you have them and if appropriate)

  15. Assignment selection* Rhetorical analysis Summary Annotated bibliography Literature review Researched persuasive essay Proposal Personal narrative Reflective essay (portfolio) * Most frequently assigned by PWR

  16. Knowing Words • PWR’s custom text designed to introduce students to the course, define key concepts, and provide student examples for class discussion • Some strategies: discussion questions at end of chapters, use samples for workshopping (all or only specific sections – intros, conclusions, etc.), ask for definitions, responses, • Revised yearly – an evolving text • Often publishes writing contest winners

  17. Writer’s Help • Students buy access code in Bookstore • Instructors can request access code – link on website • Writershelp.com (will bump to full URL) • Online handbook/style guide – required for all first year classes • More information – call Lonni

  18. Spring Dynamics • Set the tone in the first 4 – 5 class periods with lots of interaction, focused small group activities, and accountability for work • Separate “cliques” or “best friends” if needed • Be aware of the rhythm of the semester (mid-terms, Spring Break, end of semester) • Be aware of students’ social/emotional state (more about this next week)

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