Returning+Fellows+Page

Power of Protocols Reading for Teaching Exploration Group, along with a similar guide in Spanish...

Returning Fellows Syllabus Instructions for Occasional Papers Reading/Inquiry Component Advanced Leadership Institute

In this part of the institute, we hope to give you a through background in the theory underlying the teaching of writing. For each class session, we will be looking at particular theorists or themes. Each of us will write a one-page response to the readings which we will copy for everyone. In these responses we should try to work out our understandings of the material and raise questions for everyone in the group to consider. We will follow a protocol in class in which each of us will read our response aloud to the group while everyone else takes notes. We will try a variation of the final word protocol in which we comment on each other’s responses and then list items for a more general discussion. We will take turns facilitating these discussions. We will end in time for us to have the opportunity to look for sources in the library for our own professional reading. As you did in the first institute, I would like you to read deeply about a topic related to the teaching of writing which interests you. You should, as you did before, keep a record of what you have read and your thoughts and reactions as part of your institute log. Note where your reading takes you—how you respond to it, what it makes you think of, what questions it raises for you. These notes will be very useful in the preparation of your institute process paper. This will be, however, much less formal than when you were a fellow. We will share our readings informally only.

Guidelines for Online Discussion-- Using the discussion tab on this page, we will post our responses to the readings before the time that our session is due to begin. During our discussion time, we will respond to each other's postings. You should respond to everyone else's posting twice. Once initially, and then once after reading the responses. You should respond to your own posting at least once after reading everyone's responses. The discussion may continue from here, both on line and face to face.

June 27th Vygotsky and Dewey

[|Vygotsky] [|School and Society by John Dewey]

June 29th Freire

July 6th Hillocks and Bruner Optional Reading: Chapter from Teaching Writing as Reflective Practice July 11th Britton, M offett This is an optional reading, which illustrates how Moffett can be used in the classroom and a foundational article by Janet Emig:

July 13th Social Class

[[file:Class Sensitive Pegagogy.pdf]][[file:Invisible Inequality.pdf]]
This is a link to an NHPR report on tracking in NH schools:

Leveling Raises Questions about Inequality (NHPR)
July 18h Silences and Erasures

[|The Silenced Dialogue by Lisa Delpit]

What if we talked about monolingual White children the way we talk about low-income children of color?

July 20th Race: Lewis and Delpit

Race and social class From Lewis and Diamond //Despite the Best Intentions: How Racia l Inequality Thrives in Good Schools// July 25 James Gee and Ann Haas Dyson [|Henry Jenkins-- New Media Literacies] Please focus on the chapter which begins on page 22 (Core Media Literacy Skills) Note also this caveat from Jenkins: "MacArthur was pretty committed to the phrase, New Media Literacies, so we worked hard to try to figure out what kind of meaning to attach to it. We grappled with the issue of whether the emphasis should be the // New // Media Literacies, the // New Media // Literacies, or the New //Media Literacies //. I did want to signal continuities with the Media Literacy movement, so it did not seem altogether a problematic term, but I was also worried about the connotations you describe here. This is one reason why I was so explicit that we were not leaving behind traditional literacies, media literacy, research skills, or technical skills, but that what we were describing were an added layer or an extension of each that now needed to be factored into our consideration of what an ideal curriculum looked like. I did not want to imply that these skills were entirely //new // — many were things we should have and some of us had been teaching all along — nor were they exclusively about //new media // per se. We’ve always insisted that these were not technical skills but rather social skills and cultural competencies, and that these were things that can be taught in low tech or no tech ways (and should be, rather than waiting for low income schools to catch up in ter ms of their technical infrastructure before introducing these literacies into the curriculum.) Despite having spent much of my career at MIT, I have worked hard to avoid any and all forms of technological determinism."

Optional Readings on Curriculum

Returning Fellows Process Paper instructions: