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Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
Updated core engl curriculum
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Updated core engl curriculum

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  • 1. UPDATED CORE ENGL CURRICULUM August, 2011 presented by Irene Faass, Dominic Saucedo, Michael Seward
  • 2. HISTORY
    • 0900 Revision
    • 21 st Century Committee, 2009-10 & 2010-11
    • Division retreats, 2009 & 2010
    • Summer work, 2011
  • 3. CHALLENGES
    • Alignment
    • Consistency
    • Currency of pedagogies
    • Technology
    • Intentionality
  • 4. STRENGTHS
    • 0900 Model:
      • Process orientation
      • Common assignments
      • Common outcomes
      • Clear assessment
      • Wiki pilot
    • In-house expertise
    • Commitment
      • To students
      • To effective pedagogies
      • To currency
      • To social justice
  • 5. VISION
    • A curriculum that . . .
    • Is research-based and reflects current best practices
    • Is aligned internally and with other PDDs
    • Involves integrated learning
    • Meets current student needs
    • Values multiple modes, technologies and literacies
    • Reflects a commitment to social justice
    • Is supported by the institution
  • 6. EXTRA GOODY
    • We finally get INFS 1000 as a pre-/co-req for 1111!!!!
  • 7. YOUR CHOICE
    • Find reasons to say “No!”
    • OR
    • Find reasons to say “Yes!”
  • 8. WHAT’S THE BUZZ?
    • “ Literacies are not static . . . Workplaces and literacy demands are changing around us.” (Selfe and Selfe 83)
    • We want to develop a writer who is “a member of a collaborative group with a common project linked to the world at large and delivered in multiple genres and media.” (Yancey 310)
    • “ [T]he screen has become ubiquitous . . . [it] is the language of the vernacular.” (Yancey 305, paraphrasing Elizabeth Daley)
  • 9. WHAT’S THE BUZZ?
    • “ [W]e must relinquish some of our text-based authority." (Bickmore and Christiansen 239)
    • “ [M]ulitliteracies [pedagogy] aims to move literacy education forward from antiquated pedagogies of an exclusively formal, standard, monomodal and national language to those that are inclusive of informal, open-ended, multimodal forms of communication, which cross national boundaries and support productive diversity.” (Mills 105)
  • 10. ALIGNMENT
    • FYST
      • CRAs—integrated assignment: literacy narrative
      • Wikis
      • E-folio
    • Computer Literacy
    • CMST
      • MnTC 1 Working Group
      • Aligned outcomes
  • 11. ALIGNMENT
    • INFS
      • Pre-/co-req
      • Wikis
      • Aligned outcomes
      • Possible paired courses
      • Possible integrated assignments
    • CTE
      • Awards identified: which courses required?
      • Survey about needs
      • Possible loss of 1111s?
      • Continued conversations
  • 12. OUTCOMES--JIGSAW
    • Round 1:
      • In groups, select three items from your outcome area that instructors may find interesting, challenging or controversial. Explain why. 10 minutes total
    • Round 2:
      • In new groups, present the findings from your Group 1. (Note, you will be the only one in your group with a copy of your outcome.) 3 minutes per presenter
  • 13. IMPLICATIONS: 0900
    • Title: “Fundamentals of Composition”
    • Technology: Wikis REQUIRED
    • Alignment: FYST and CRAs
    • Curriculum:
      • Writing Center
      • Lecture/Lab Credits?
    • Assessment:
      • No likely changes to portfolio
      • Track performance of students by placement score
  • 14. IMPLICATIONS: 1110
    • Title: “College Composition”
    • Technology:
      • Computer Literacy as placement requirement
      • Wikis REQUIRED
      • Multimodal texts
    • Alignment:
      • Terminal (some CTE students) AND transitional
      • CMST/MnTC 1
      • Late start sections (for 0900 “movers”)/ Accelerated
    • Assignments:
      • Rhetorical analysis
      • Workplace applications
      • Multimodal
      • Three sources (incl. multimodal) and citations
      • Reflection
      • Social issue, multiple perspectives, role of diversity
    • Assessment:
      • Digital portfolio
      • Possible other instructor review?
  • 15. IMPLICATIONS: 1111
    • Title: “Research and Composition for Change”
    • Technology:
      • Wikis REQUIRED
      • Multimodal texts
    • Alignment:
      • INFS
      • CMST/MnTC 1
    • Assignments:
      • Multimodal
      • Six sources (incl. multimodal and diverse authors)
      • Collaboration
      • Reflection
      • Social issue, multiple perspectives, role of diversity
      • Solution communicated to diverse audiences
    • Assessment:
      • Digital, public product for specific audiences
      • Possible other instructor review?
  • 16. NEEDS: INSTITUTIONAL SUPPORT
    • Professional development
      • Technology: using, teaching with and teaching for
      • Collaborative/Cooperative learning
      • Assignment design and assessment
      • Best practices and models
    • Technology
      • Student computer access: laptops/ labs
      • Software, programs, etc.
      • Ongoing support and training for students and instructors
  • 17. NEEDS: DIVISION SUPPORT
    • Funds for technology: cameras, microphones, etc.
    • Overcoming resistance (expand comfort zone and envision the students you want):
      • Multimodal:
        • Does such composition address social justice, e. g., digital divide?
        • What? Me, teach on a wiki, teach videos? What’s “twitter”?
        • Can non-alphabetic texts really be rigorous?
      • Social justice:
        • Is it my responsibility to teach this in composition?
        • Why group work—students always complain?
    • Collaboration
  • 18. NEXT STEPS: FALL
    • Survey CTE faculty
    • Complete 1110 outcomes
    • Help CTE faculty select course(s) for awards
    • Work with CMST (MnTC 1 Working Group)
    • Work with FYST
    • Work with INFS
    • Communicate with AC and Computer Literacy Committee
  • 19. NEXT STEPS: SPRING
    • Complete AC forms and propose new courses
    • Implement pilot alignment of FYST and 0900 in CRAs
    • Continue volunteer wikis in 0900
    • Begin professional development
    • Work with Linnea and IT on institutional support and technology needs
    • Begin conversations with READ and ESOL
  • 20. NEXT STEPS: FALL 2012 AND BEYOND
    • 2012-13:
      • Continue volunteer wikis in 0900
      • Continue professional development
      • Work with Linnea and IT on institutional support and technology needs
      • Continue working with pertinent PDDs
    • Fall 2013:
      • Implement new curriculum
      • Maintain professional development and conversations across the campus
  • 21.
    • Composition courses at Minneapolis Community and Technical College are developed collaboratively among faculty members and rooted in best practices of teaching and learning, with specific emphasis on multimodal literacy, critical literacy, and composing for social change. Instructors envision writers as "members of a collaborative group with a common project linked to the world at large and delivered in multiple genres and media" ( Yancey, 2004 ). Courses prepare students for the written, oral, visual, and electronic composition demands of the workplace, academia, and citizenship. Students are encouraged to engage challenging questions and to reflect an effective process of informing themselves and others as community members with a responsibility to take action.
  • 22. ONE QUESTION:
    • New curriculum?
        • □ Yes, count me in!
        • □ Yes, but I’m not doing anything . . .
        • □ Looks good, but I’m scared.
        • □ I’m confused.
        • □ No, it’s too much work.
        • □ No, but keep the summer money.

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