Learning at home

   Outline of audio podcast (f ind transcript here )   1) Natural Narrative Final Draft follow-up.     a) explain andragogy (process vs product)      b) importance of attending to feedback               i) little things matter.  Door lock test / mouse turds in rice/ bellwethers               1) MLA               2) filename           ii) Change My View (CMV) discussion head's up     c) relevance of syllabus re: late work explained          i) "dropboxes" / use of LMS required          ii)  failure of class if final draft not turned in within 2 weeks.       d)  goal of "sources" requirement          i) in earlier lecture          ii) in rubric          iii) assessment 2/40+ tried.      e) role of comments in assignment dropbox.  2) Spring "Break"  and what it means to us     a) last chance to appeal grades weeks 1-7 (questions/mistakes/ unfaireness?  time to clarify is NOW)     b) Consistency is fairness/ equity/ justice/ truth     c)  After Break, all

  State of the class  - outline for podcast.  Full transcript here until 3/19/21 or by contacting me at my work email.  Grades close to up to date - but look at weighting.  Major point/ high stakes assignment due Sunday.  H&P=20%, TBL&PW=10%, FD = 60% Final "Exam" = 10% Theory of this class: application of assignments and learning goals Operant conditioning (grades yo) Zone of proximal development (ZPD)     Instructor     tutors Point of multiple drafts process rather than product revision = the name of the game never done, just due ZPD  Due dates, close dates and work-arounds (don't email assignments).  Andragogy - my goals get students to read prompt (engage with assignment)  get students to read rubric (how graded)  rubrics change from draft to draft not paint by numbers (" A Good Man is Hard to Find " reference).  It's not merely following directions.  Preparation for life.    CMV discussion.  WOW. You guys are deep thinker.  "red littl

 State of the class  - outline for podcast.  Full transcript here until 3/19/21 or by contacting me at my work email.  Grades close to up to date - but look at weighting.  Major point/ high stakes assignment due Sunday.  H&P=30%, E/P=30%, FD = 40% Theory of this class: application of assignments and learning goals Operant conditioning (grades yo) Zone of proximal development (ZPD)     Instructor     tutors Point of multiple drafts process rather than product revision = the name of the game never done, just due ZPD  Due dates, close dates and work arounds.  Andragogy - my goals get students to read prompt (engage with assignment)  get students to read rubric (how graded)  rubrics change from draft to draft not paint by numbers (" A Good Man is Hard to Find " reference).  It's not merely following directions.  Preparation for life.    new conditions for final draft Natural Narrative in new rurbric WC 5 (or 6?)  point critieria a la Labov quantified grammar style sourc

    I have tried to impress on my colleagues that the term "ELL" (English Language Learners) is inappropriate for multi-lingual  students at my school because 1) it is a term used exclusively with K through 12 and 2) that it is not a term used with college-age students because  the implication is an ELL student is "less than."    I heard a student during my PhD course work use this term in class and it was shut down quickly by the instructor, who explained term was not appropriate in post-secondary educational settings. It is, at best, the equivalent of calling colleges students “kiddos.”  Students at  Seven Hills Charter Public School filed a petition  last week at whitehouse.gov seeking to drop the phrase "English-language learner" and replace it with "multilingual students." About 23 percent of students at the school are English-learners. "The term English Language Learner carries negative connotations and does not value the other languag

 I teach students how to advocate for themselves and how to find and access resources.  I don't think this is divorced from the content of composition.  Writing, and all communication, is collaborative.  Furthermore, these meta-writing skills or resources have the most immediate impact on student success.  As such I'm cataloging information on how to access Student writing resources here so to share with one link across multiple platforms.   A PDF created by Kaitlin Krumsick, interim director of the Academic Resource center, explains it well , and below is a video that walks you through it. Research I did when I worked at the KU Writing Center from 2002 to 2007 showed that the average GPA for students who used the writing center was 3.2.  When you consider how many student who were encouraged by teachers to visit because of struggles, what became clear was that good students recognized a useful resource and made use of it.  There should be no stigma about using these resources.

tl:dr- Prof shares time he needed  meaning, or relevance, in his school work. He tries to motivate students.