Comments on: Reflection for 11/29 http://amandahennessey.edublogs.org/2007/11/24/reflection-for-1129/ My Course Reflections Sat, 22 Dec 2007 17:06:56 -0500 http://wordpress.org/?v=2.8.2 hourly 1 By: Cynthia Curry http://amandahennessey.edublogs.org/2007/11/24/reflection-for-1129/comment-page-1/#comment-24 Cynthia Curry Mon, 03 Dec 2007 18:40:01 +0000 http://amandahennessey.edublogs.org/2007/11/24/reflection-for-1129/#comment-24 It wasn't late at all - Reflection 8 was due at the next class after 11/15, which wasn't until 11/29. I needed a break, too :). I think the confusion somewhat stems from the ability to electronically submit assignments. In a traditional sense, a paper isn't passed in until a class meets. Here, most of you submit them by e-mail or blog. On the objective about "effective and detractive literary devices," would it make sense to insert the word "uses" - "effective and detractive uses of literary devices"? Or how to "use literary devices effectively?" After reading your explanation for this objective, it's meaning became much more clear to me. I really like your idea of comparing and contrasting exemplar and weak models of effective use of literary devices. I also like the process that you went through to determine that assessment of voice is not an objective of this unit. Your group has done a spectacular job at working its way through identifying the critical elements of this unit and working together to justify your rationale - both with me and with one another. Enduring understandings run hot and cold with folks. Some people actually rely on them as a way to uncover the specific learning objectives of the unit - start with the big picture and then pluck out the pieces. Others like to start with the pieces and then develop the big picture, using enduring understandings as the evolution of the learning objectives. Others, like yourself, have little to no purpose for them. I think they're important to the extent that every curriculum needs to be guided by a big picture - an overarching framework that encompasses the theories, laws, principles of the subject area being taught. If this framework is in place, then any individual unit need only be aligned with it rather than it be re-invented. Regarding essential questions, Brem had raised a similar point at a recent class - Is there an essential question for every objective? I would suggest not. Essential questions are meant to support students in making the leap from the learning objectives (which are typically written from the perspective of content and teaching) to their own experiences. The essential questions should capture the "whys?" of the unit. In some cases, there may be multiple objectives identified but only one "why?" Essential questions should pique students' interests, raise dilemmas, promote problem-solving, guide problem-finding, etc. Additionally, we should solicit essential questions from our students - both to capture how they're interpreting the meaning of the unit as well as to inform ourselves (think "steal" for the next time you teach the unit!). I really enjoyed reviewing your unit in progress last week and look forward to the next installment! -CC It wasn’t late at all – Reflection 8 was due at the next class after 11/15, which wasn’t until 11/29. I needed a break, too :) . I think the confusion somewhat stems from the ability to electronically submit assignments. In a traditional sense, a paper isn’t passed in until a class meets. Here, most of you submit them by e-mail or blog.

On the objective about “effective and detractive literary devices,” would it make sense to insert the word “uses” – “effective and detractive uses of literary devices”? Or how to “use literary devices effectively?” After reading your explanation for this objective, it’s meaning became much more clear to me. I really like your idea of comparing and contrasting exemplar and weak models of effective use of literary devices.

I also like the process that you went through to determine that assessment of voice is not an objective of this unit. Your group has done a spectacular job at working its way through identifying the critical elements of this unit and working together to justify your rationale – both with me and with one another.

Enduring understandings run hot and cold with folks. Some people actually rely on them as a way to uncover the specific learning objectives of the unit – start with the big picture and then pluck out the pieces. Others like to start with the pieces and then develop the big picture, using enduring understandings as the evolution of the learning objectives. Others, like yourself, have little to no purpose for them. I think they’re important to the extent that every curriculum needs to be guided by a big picture – an overarching framework that encompasses the theories, laws, principles of the subject area being taught. If this framework is in place, then any individual unit need only be aligned with it rather than it be re-invented.

Regarding essential questions, Brem had raised a similar point at a recent class – Is there an essential question for every objective? I would suggest not. Essential questions are meant to support students in making the leap from the learning objectives (which are typically written from the perspective of content and teaching) to their own experiences. The essential questions should capture the “whys?” of the unit. In some cases, there may be multiple objectives identified but only one “why?” Essential questions should pique students’ interests, raise dilemmas, promote problem-solving, guide problem-finding, etc. Additionally, we should solicit essential questions from our students – both to capture how they’re interpreting the meaning of the unit as well as to inform ourselves (think “steal” for the next time you teach the unit!).

I really enjoyed reviewing your unit in progress last week and look forward to the next installment!

-CC

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