Case Study Template

Case Study Template

Introduce yourself – one strategy %5w’s, 1 H

Transition to thesis:

My pedagogical philosophy focuses on student-centered tutoring, and specifically the strategy of talk and writing. I also emphasize the role of writer’s block in composition, and how the recursive stage process model could work to break through – including the use of free writing, clustering, conversation, and returning to the text for ideas. Overall, I believe these writing tutoring strategies support my conviction that education must do more than provide grades, facts, and certificates for employment; I believe that in light of the world’s pressing problems, education must also encourage students to think for themselves and to empower themselves to shape reality. I will demonstrate my ideas here using course texts such as _ and ___, and also explain them through my own experiences tutoring students here at LaGuardia.

Supporting

As I mentioned, my pedagogical philosophy focuses on student-centered tutoring, and specifically the strategy of talk and writing. I developed this in practice during my live tutoring sessions with Prof H’s class of 101 students. I encountered a student named Goggile who was having problems developing his thesis on deportation. (DETAILS: tutoring). I decided to use my talk and writing strategy, including the use of asking questions (DETIALS: tutoring). This was effective. As Mcandrew and Reigstad write, “xjxjkdkdfdkjfdfd” (fljdfd). To me, I found that dkfjdkjfdkfdk. The work I did with Goggile was meaningful in the context of my career goals because dfldklfdd. To me, the work we did together is important because dlkjdflkdlfd. As friere writes, “dfljdfjkdflkjd” (dfdd). Although wouldn’t say lkjdflkdfjkd , which Friere does, I would say that dfljkdfkdfjdlkfd because dfdljkdfdklfd.

Conclusion – extended philosophy – career reflection – merging of personal goals with optimism about your education – why why why why why

Tomorrow's Case Study

Bring you Case Study. Everyone will get a chance to read their thesis and receive feedback on it. We'll then get one other person to review it. Then I'll give you the weekend to finish it. It's due Monday, then, no exceptions.

Blog assignment

Please blog about your last tutoring experience.

Reminder: No Class Friday

See everyone at our next scheduled class, NEXT Friday

Prof H's assignment (annotated bib)

Professor Jason Hendrickson
ENG 101
Date Month Year
[Insert Possible Title Here]
Thesis: [Insert your tentative thesis here – 2 pts]
Sources & Narrative (AT LEAST 5!) (8pts)
1. [Here, insert a source as you would in a works cited page, with the last name, first name, etc.)
(In the space directly below the source, write a paragraph in which you 1) SUMMARIZE THE SOURCE’S CONTENT AND MAIN ARGUMENT; 2) EXPLAIN THE VARIOUS WAYS THAT THIS SOURCE IS USEFUL, INCLUDING HOW YOU WILL USE IT IN YOUR PAPER. Be sure you clearly show how this source adds useful information to the project. Also, be sure you clearly show how and where this source supports your thesis. You can feel free to quote from the source to show how it will help your work.
2. [Here, insert a source as you would in a works cited page, with the last name, first name, etc.)
(In the space directly below the source, write a paragraph in which you 1) SUMMARIZE THE SOURCE’S CONTENT AND MAIN ARGUMENT; 2) EXPLAIN THE VARIOUS WAYS THAT THIS SOURCE IS USEFUL, INCLUDING HOW YOU WILL USE IT IN YOUR PAPER. Be sure you clearly show how this source adds useful information to the project. Also, be sure you clearly show how
INSERT LAST NAME 2
and where this source supports your thesis. You can feel free to quote from the source to show how it will help your work.
3. [Here, insert a source as you would in a works cited page, with the last name, first name, etc.)
(In the space directly below the source, write a paragraph in which you 1) SUMMARIZE THE SOURCE’S CONTENT AND MAIN ARGUMENT; 2) EXPLAIN THE VARIOUS WAYS THAT THIS SOURCE IS USEFUL, INCLUDING HOW YOU WILL USE IT IN YOUR PAPER. Be sure you clearly show how this source adds useful information to the project. Also, be sure you clearly show how and where this source supports your thesis. You can feel free to quote from the source to show how it will help your work.
4. [Here, insert a source as you would in a works cited page, with the last name, first name, etc.)
(In the space directly below the source, write a paragraph in which you 1) SUMMARIZE THE SOURCE’S CONTENT AND MAIN ARGUMENT; 2) EXPLAIN THE VARIOUS WAYS THAT THIS SOURCE IS USEFUL, INCLUDING HOW YOU WILL USE IT IN YOUR PAPER. Be sure you clearly show how this source adds useful information to the project. Also, be sure you clearly show how and where this source supports your thesis. You can feel free to quote from the source to show how it will help your work.
5. [Here, insert a source as you would in a works cited page, with the last name, first name, etc.)
(In the space directly below the source, write a paragraph in which you 1) SUMMARIZE THE SOURCE’S CONTENT AND MAIN ARGUMENT; 2) EXPLAIN THE VARIOUS WAYS THAT THIS SOURCE IS USEFUL, INCLUDING HOW YOU WILL USE IT IN YOUR PAPER. Be sure you clearly show how this source adds useful information to the project. Also, be sure you clearly show how
INSERT LAST NAME 3
and where this source supports your thesis. You can feel free to quote from the source to show how it will help your work.
1. [Repeat as necessary)

Prof H's assignment

Research Paper: Social Justice

To date, we have been exploring issues of social justice in society.  Our readings have touched on theoretical and everyday current events, providing a context to see ourselves and the world around us through a different (or more enhanced) lens.  This in mind, our research paper will be focused on applying this knowledge through independent exploration.
Specifically, you will be asked conduct independent research and make a research-based argument regarding a social justice issue of your choice.  YOU ARE NOT GIVING A REPORT, WHICH MERELY INFORMS THE READER ABOUT AN ISSUE.  YOU ARE TO GO A STEP BEYOND THAT AND MAKE A CLAIM ABOUT THE ISSUE YOU SELECT.  This is admittedly broad, so let us start with some specifics:
Thesis + Annotated
Bibliography Due Date: Friday, May 9^th via Blackboard
Outline Due Date:      Sunday, May 16th, 2014 (specifics on outline format TBA) (print two copies for Monday)
Research Paper Due: Monday, June 2^nd (print two copies for class)
Final Draft Due: Thursday, June 5^th via Blackboard


Paper Length:   1000-1500 words (not including heading and Works Cited page)
Paper Format:   MLA

(Possible) Beginning points for your paper

• Gentrification
• Gender and Politics
• Same-Sex Marriage
• Stop & Frisk 
• Immigration
• Gender Equality 
• Access to Education (e.g. charter school movement;
• Sexuality and Perception
• Unionizing/Labor/Worker’s Rights
• Religious Freedom & Policy (e.g. Surveillance of Muslim organizations; abortion, etc.)
• Mass Incarceration
• Local neighborhood issues
• Health care

These are beginning points.  Strong papers only START here and change and take shape after doing more reading and research.  Then, your topic will be more specific.
You should not feel limited.  Within these topics are a plethora of possibilities.  You can be adventurous.  Some examples: Sports, Sexuality and Homophobia; Effectiveness of Stop & Frisk in New York City; Sexuality and the Episcopalian Church; Shifting of School Performance as a Result of Gentrification; Nicki Minaj and Beyonce: Feminists or Objects of Masculine Control? Choose something you care about.
Your goal is to write a paper in which you utilize your acquired knowledge from previous readings, along with outside research, to make a definitive claim about a topic of your choosing.  While your paper MUST make use of extensive research, you still should support your claim using techniques we have covered in class.  For your given topic, please use appropriate evidence from qualified sources.  This could include an interview with a specialist (a professor, for example), scholarly books or articles, relevant magazines, relevant studies, or, in some cases, and/or multimedia (e.g. movies, documentaries.  Online sources are acceptable; however, reference texts (i.e. dictionaries and encyclopedias – yes, that includes Wikipedia) are NOT acceptable.* 
Depending on your project, your research can send you in many different places.  You might be doing research on the evolution on New York City Housing Conditions, which could lead you to the Wagner Archives here at LaGuardia.  You might be researching class inequality and be primarily concerned with books about the stock market crash, in which case you might interview people on Wall Street along with professors who teach business here at LaGuardia.  You might rely on historical news articles if you are writing about an era in the past.  Try to pick something you would like to know more about.  Research can actually be fun.
*It is entirely possible that a reference text/site can point you toward a good source, however.
Some guidelines:

• This is not autobiographical and should not rely on personal experience.
• All sources must be cited properly using MLA format, both within your text and in the Works Cited page.
• THIS IS NOT A HISTORY PAPER OR A REPORT; your task is to generate your own original thesis and use the sources you compile – whether academic texts, newspapers, a magazine, an ad or image, or whatever else you may come across.  You are NOT permitted to merely provide a timeline or a retelling of an event; instead, you should base your paper on a claim that your evidence supports throughout.
• Your paper should still be structured using the same principles we have worked on to date (e.g. quote integration, cohesiveness, proper grammar, etc.)
• You will be required to draw from at least five different sources. (The more, the merrier – usually). You may draw upon class readings to support your point, but I will only count those as ONE of the mandatory four sources, no matter how many different class readings you use.

Kozol speaks

CLICK HERE

[source]

See it: segregation school map

Report: Public schools more segregated now than 40 years ago

[click here for article]

Segregation NOW 

[click here for article]

Segregation Today

[click here]

The Nation's Most Segregated Schools Aren't Where You'd Think They'd Be

[click here]

{source}

Class Agenda 5.16: Blogging @ tutoring, Kozol

11. Announcements: TUTORING MONDAY; Monday's pop quiz will count for people but not against them; punctuality IS a value

2. Blog about Monday's tutoring (use details!). As you write reflect on how you might incorporate this into your Case Study.

3. Discussion about the tutoring. Looking forward to Monday.

4. Kozol Discussion: what's our take-away? what will some of you use for Case Study?

Class Agenda 5.12: CATW, Kozol

1. CATW Review

2. CATW Prompt

3. Tutoring Writing strategy review

4. Kozol

Case Study: Competent

Case Study

            Collaborative learning has become an important method that I want to continue practicing. I am a student at LaGuardia community college, majoring in Childhood Education. I’m focusing on working towards becoming an English teacher for elementary school children. This is extremely significant to me because not only do I love to read and write, it can take you further career wise and success in professions that require excellent writing. During the last six weeks, I have been reading and developing my tutoring skills using particular text as well as other readings that made this process smoother. Tutoring Writing by Donald A. McAndrew and Thomas J. Reigstad, Active Voice, Integrity in the Teaching Writing of writing and Writing, Inner speech and Meditation by James Moffett have all been great readings and left a major impact on my development. They helped me keep in my mind the value of a writer’s and the steps to being good assistance to their progress in their writing skills. I believe that in tutoring, the writer’s voice should be a part of the decisions made to any changes on their piece.

            Tutoring in general is very useful for students that need that extra help or push in a certain subject matter. Tutoring writing is for students that want to gain or develop their skills and also get some encouragement to write what they thought would not be fit in their paper. Tutoring in some sense is like professional advice that can or cannot be put into the writer’s piece. It matters a great deal to many of the students that seek this help because they want and need to become better writer’s. Like I said, it brings a great feeling of accomplishment when their piece has received an outstanding grade and good comments from their teachers after they’ve revised.

            When tutoring, we should be able to encourage the writer to be confident in their piece regardless of the “red marks” made by the professor. To have a successful session, the writer should have most of their concerns met and questions answered that will enable them to proceed with their revision. In other words, the writer should walk out of the session knowing more than what they did when they first walked in. Collaborative tutoring allows the tutor and writer to equally give their ideas to the questions that are being asked. The tutor gets an idea of how the writer began their process of their paper and also identifies the problems that need attention. As a tutor you should be aware of our “cheerleading”, “positive stroking is good. But tutors should not use praise to sugarcoat the truth” (17). We must give attention to the writer, their piece and acknowledge the effort that they put in trying something different when they are in session. A writer is very sensitive and knows when a tutor is being false towards their piece. They will not take this lightly because it is important that they get the best help in order to gain the skills that they are lacking when composing.

            My tutoring session consisted of some of these theories in order for me to have a positive outcome. The assignment asked for the students to portray bicultural as a strength or weakness in today’s world. They were to use supportive evidence in the argument that is chosen CUNY+ for at least two articles and cite them in their paper. Their textbook was a must in their paper in order to receive credit for supportive evidence. Before sitting down I introduced myself to my tutee and asked him for his name. As we sat down, I asked him what the assignment was and he handed me a hardcopy of it then I asked him what his position was and why. He told me that he thought it is strength because of the hardships people that are bicultural overcome. He handed me his paper, informing me that it was his first draft and that it was rushed. Together we read through the introduction and I quickly made note of the thesis. As we continued to read, I stopped at every point that he made and the evidence that he used.

In the last body paragraph, he used a friend as an example of someone that has overcome obstacles to being bicultural. I asked him if he can relate to the topic and he began to talk about himself, where he came from and his education here as well as his origin. “Most of all, keeping inner speech as the matrix of all writing keeps teaching of writing centered on authentic writing” (234). I felt like he was a perfect primary example to his assignment. He wouldn’t have to cite from an article, the use of his own thoughts would be an asset to his paper. He wasn’t really sure if he was allowed to use himself and that was a problem. I told him that he should ask his professor if he could do so, that way he does not put in an example that may not be allowed. “Writers should feel welcome to explore their own ideas and find their own ways to express them, without unwelcomed intrusions from the tutor.” (19). I didn’t want to make changes or many suggestions because I wanted him to alter his paper. Instead, I questioned him on whether he felt he needed to add more evidence and where, if he would like my help on and what I know of the subject, which lead us to speak about an artist I knew that was bicultural. I suggested for him to do some more research on famous people that are bicultural.

He was satisfied with the session making notes on his paper next to each paragraph that needed some more details and adding to his conclusion. Once we completed that, he asked me if I could go over grammar errors that I may have noticed during our discussion.  We did a “read aloud” of where I noticed some fixes, in order for him to hear the few spelling errors he had in forming his sentences. “Have the writer read the piece aloud to himself. Hearing his own words often lets a writer catch incongruous word combinations or words or word endings that he has inadvertently omitted” (61). He did not have many so it was a quick run through of the paper and we had about two minutes to talk about his background relating the assignment.

Collaborative tutoring is very useful but another strategy that I would use is student-centered tutoring because it gives the writer the lead role in the session as well as being independent. “The tutor listens a great deal, especially early in the session, asks a few questions, and contributes personal recollections and associations to add to the writer’s discovery and development of the subject” (25).   It is important to let the writer be independent of their work and main ideas. Tutoring is significant to education because it gives students to opportunity to gain skills that they could not during a lesson in class. It helps them advance or “catch up” with the rest of the class, which gives them the feeling of accomplishment. It is also a positive activity for students that do not get the help that they need at home. Education is an extremely major factor to the success in an individual’s life. As educators we must have a passion for the success in pushing children forward to the careers they dream of, regardless of the difficulties we may encounter.

Works Cited:

Donald A. McAndrew and Thomas J. Reigstad. Tutoring Writing: a practical guide for conferences. Boynton/Cook, 2001. Print.

Moffett, James. Active Voice: a writing program across the curriculum. New Hampshire: Boynton/Cook, 1992. Print.

Moffett, James. “Writing, Inner Speech and Meditation.” College English. 44.3 (1982): 231-246. Print. 

Case Study: Novice

                                                                       Case Study

        My name is xxx. I’m majoring in childhood education. I am taking English 220 with professor Rogers. Throughout the session I have learned and gain knowledge about tutoring. The texts that was required for this class was Tutoring writing by Donald A. Mc Andrew and Thomas j. Reigstad, the other one is Active voice by James Moffet . I had the opportunity to observe the writing center for four hours which was the requirement for the class. On the other hand I had the chance to tutor the English 101 students.

        Tutoring can be fun but it also can be challenging at some point. I believe tutoring Is collaborative learning. The tutor and the tutee share equal amount of conversation and decisions making. In the tutoring writing it mentioned that “the relationship between tutor and the writer changes from teacher student to converser many times during the tutorial”( Mc Andrew 26). My philosophy of tutoring is your ideas and thoughts about certain topic to the student. Tutoring can be defined as sharing knowledge and expanding intelligence to other by helping them. An effective tutor gives suggestion about potential useful of resources such as websites, books, and articles. This relates to the strategies I have learned mentioned in the text tutoring writing “being an expert”. Tutor should always give back honest feedback to their tutee. ( Mc Andrew 160). I believe the more honest feedback a student gets the more effort they put writing a paper. The more advices a student get, they try not to make the same mistake again as I have observed in the writing enter.

     It was a nightmare for me when the professor told us that we are going to tutor the English 101 student. it was my first time tutoring at LaGuardia community college. I felt  so nervous and had the feeling I won’t able to do this all. I was so hesitant about what if the a student ask a question and I didn’t know the answer. Many questions was running in my mind that made me so fussy about tutoring for the first time. I was anxious about what if I made a mistake while tutoring.

  I was assigned to tutor two students at the same time. It was challenging for me because I never had tutor anybody before. I felt very uncomfortable. I asked the tutee about what was there assignment about. They had to do a research paper on biculturalism using two resources. Both students had an outline. While I was reading there outline felt sense term came in my mind because they express their feeling about the topic what they already knew. There outline also related to free writing. Tutee did a free writing biculturalism. According to tutoring writing free writing exercise was popularized by peter elbow ( 1981). I was surprised to see that in there outline the tutee had some useful information already. I give them suggestion to use their ideas from the outline in there paper. I convince them to use the library data base which they can find articles and other resources for their paper. At the end tutee told me that I was helpful. But I didn’t felt that way because I couldn’t tell them much about their topic. My tutoring experience was not that bad I thought about.

My reflection of tutoring in education is that a tutee and a tutor share there thoughts and idea with each other. While the student is with the tutor they have the chance to use the strategies felt sense. Felt sense is expressing your feeling that you have inside your body about a topic you are writing about ( pearl 365). Tutoring is using your skills and intelligence with other people. I believe Education Is the key to success in life. Without education we cannot move on in life, The higher education we have the more luxury life we live. Tutoring is all about education. To become a unique and effective tutor we have to work hard and achieve our goals.

Class Agenda 5.9: Case Study, Midterm Review, Quiz 5

1. Quiz

2. MAJOR ANNOUNCEMENT: MUST BE PRESENT FOR CLASS MONDAY. WE WILL TUTOR IN THE SECOND HOUR OF CLASS!

3. Brief Midterm review

4. Brief review of quiz questions

4. Case Study Assignment

5. Letter to Bert Peer Review

6. Review of CATW

We must leave feedback on at least two blogs by the end of class!

Case Study

Due Date: See syllabus
Peer Review: See syllabus

3 full pages (min for an A)

Assignment Goal: The goal of this assignment is for students to relate their tutoring work within the larger context of both this course and their philosophy of pedagogy.

Assignment Description: Begin your case study by introducing yourself, and then articulating your tutoring philosophy. Introduce the texts you'll be drawing upon and how they inform your main principles of tutoring. You might draw upon the texts and readings by mentioning up front the major ideas you plan to cite, who wrote them, and what texts they're from. However you decide to convey this information to the reader, you will then relate how your ideas fit into your larger philosophy of pedagogy. You will state that philosophy and then explain how your tutoring work is an extension of that philosophy.

In some ways, your thesis statement is a combination of two philosophies: your 'tutoring' philosophy (with strategies drawn from Tutoring Writing, Active Voice, Rose, Perl, etc) and your 'pedagogical' philosophy (with your ideas drawn from Robinson, conflicts over profit-driven education, Pedagogy of the Oppressed, Kozol's Savage Inequalities, etc).

For your thesis statement, consider: what is tutoring? what does it do? why does it matter? Your answers to these questions could help you form your tutoring philosophy. You'll want to ultimately be able to explain the different principles of your philosophy to your readers.When you consider your principals of tutoring, consider what theories/strategies/texts they come from. That will give you an idea about how to connect your tutoring principals to the intellectual foundations of your larger pedagogical principals.

Develop examples of how your tutoring experience has helped you enact your philosophy. Let your work with students demonstrate and illustrate different principles of your philosophy. In each example, give details about your work with students: what were the challenges, and how did you overcome them? How did you approach your work with students? How did you find out what worked and what didn't? Supplement your discussion with regular references to course texts.

The "case study" aspect of this assignment asks you to show your tutoring principals (the foundation of your tutoring philosophy) at work in your interactions with students while tutoring.

In final part of your essay, consider some of the more philosophical discussions we've had about the context of tutoring. What are your reflections upon the role of tutoring in education? What are your broader reflections about the role of education itself? How do you see your work as a teacher within the larger trends in education we've discussed in class? And in the larger questions of pedagogical philosophy? You might allude to some of these ideas in the 'case study' paragraphs, but this is where you will develop them in full.

Class Agenda 5.5: Pedagogy of the Oppressed and your philosophy

1. Announcements: Tutoring Writing, Letter to Bert due date, 099 Class Visit, Podcast date

2. Class Activity: Your Philosophy of Pedagogy


Reminder: In your Case Study, you will discuss how your own tutoring work fits into the themes of writing pedagogy we've discussed over the semester with Active Voice and Tutoring Writing (this aspect of the assignment will be similar to your 'Letter to Bert' assignment). What distinguishes your Case Study, however, will be the ways that you bring also bring your ideas about 'teaching writing' into conversation with your 'philosophy of pedagogy' --  that is, what you believe to be true purposes of both education and teaching. If teaching writing helps us to teach students to think for themselves, we must also ask: what is the value of such independent thought? What are we trying to ultimately achieve?



Activity Goal: Students will decide what ideas might incorporate from Friere's Pedagogy of the Oppressed into their philosophy of pedagogy reflections (these reflections will make up part of the thesis statement of your "Case Study" assignment).

Activity Description: In our last class we 'read closely' a couple passages from Friere, and spent some class time working through Friere's language, which can be both dense and provoking. Today we will spend some time working through more passages with two goals in mind: producing a working summary of several passages, and deciding if the ideas we find in those passages might be possible fits for own philosophy of pedagogies. Last week the class was split 50/50, for example on incorporating the concept of "liberation" from this work into your own thinking.

Before beginning our group work we will briefly look at one early passage in the chapter as a class. We will produce a summary together and then decide, perhaps via quick vote, whether we would accept one the ideas from the passage into our thinking. [BANKING V PROBLEM POSING, 81/79 on PDF]

First, Let's split into four small groups of about three (depending on our numbers). I will assign each group a passage for summary and interpretation. Then each group will produce a working summary that they can quickly relate back to the class. Each individual in the group will then decide on whether or not they would incorporate the summarized idea/passage into their own philosophy, either in whole or in part, while being able to say why.

Finally, time-permitting, each individual will begin to compose a paragraph that connects their thinking to Pedagogy of the Oppressed.

Group One: 74: "The truth is..." paragraph
Group Two: 78: "Education as the exercise..."
Group Three: 79: "Those truly committed..."
Group Four: 83: "In problem posing education..."
Group Five? 84: "Problem Posing education affirms..."

3. As a class, let's look closer at a passage from 85.

4. Now, let's look ahead to the "Letter to Bert."

Class Agenda 5.2: Writing your letter to Bert / Responding to ALEC

1. Announcements: Important to attend Class Monday. See due dates for upcoming assignments. Midterms back next week.

I have to leave class at 10.35 to present at the CUE conference here at LaGuardia. I have arranged for a colleague to proctor the class during my absence. I will return by 11.50 to discuss today's reading with you. We will continue discussing the reading on Monday through a class activity.

2. In-class Writing Exercise. You have two objects during this writing period.

a. Transitioning from Problem-Posing to the Letter to Bert. Last week we looked at sample Bert letters, discussed our Writing Center observations in the Problem Posing groupwork, and went over the assignment. Please spend the majority of your time today drafting your Letter to Bert. Begin the process. Feel free to workshop your ideas with your classmates, but stay focused - that's why my colleague is here (although I'm sure you will work diligently!).

b. Leave yourself 15-20 minutes to blog about the reading for today. I want you to respond to the ideas of the chapter overall, but I also want you to respond to a specific passage in the text you want to explore. What is your general reaction to the banking concept of education? Does it apply to our world still? What ideas does the author use to oppose that idea? Do you agree? Can you think of other alternatives? How does this chapter connect with our previous class discussions? How does it connect with your previous blogs? How would this fit into your philosophy of pedagogy?

c. NOTE: if you didn't see the videos from in-class recently on ALEC, put in some headphones, watch a couple, and be sure to blog your reactions! Check your students blogs on their responses: there are some fascinating and strong responses! Those were great to read.

We will use these blogs for our activities Monday, but also for class discussion when I return.

Pedagogy of the Oppressed

Click on the LINK embedded here.

You are to read chapter TWO for Friday.

Using the scroll function this is around page 69.

NOTE: the revised course schedule still stands (see dates/due dates, etc on right-hand side under 'pages.'

Professor's Post: Why These Videos?

The videos we watched in class today focused on the role of privatization in education, which is often called, rather benignly, 'education reform.' While some of the videos criticized the role of state and city governments, others blamed the Republican Party or the corporate-political hybrid group ALEC. I simply want to state that by showing these videos I endorse neither party, and that my own understanding of the situation concerns the conflict between business and democracy within contemporary conversations about education. This includes for-profit testing, standardized testing generally, and the level of control available to parents and communities over the school curriculum.

As an educator in a unionized public college, my biases would seem obvious. I'd like to explicitly state, though, that my model of education rests on the production of creativity, justice, and skills in the classroom. Guided by philosophers like Moffett, I start from the premise that student-centered learning is the goal. I then work backwards into methods that might produce it. I then work backwards once more into imagining what kind of political economy might best give students the opportunities I believe are best for learning.

I should say that I'm interested in one key contradiction: Sir Ken Robinson is clear that public education stamps out creativity (in part through it's emphasis on testing!), but he isn't clear at all one why public education has become such a crucial location for (for-profit) testing. He doesn't call out the school boards that recommend new rules on high-stakes testing and the influence of corporate lobbyists. In some ways this is why Moffett appears interesting, and this is why CUNY is interesting, or could be, or should be: they call(ed) for a creative public education. I'm not sure Robinson is - I genuinely don' t know. And this is where "Khan Academy" also comes in: he believes he can achieve a free education through online tutorials. My question for Khan is whether this makes sense for all students or just some students. And my question also concerns whether or not he envisions the Khan Academy replacing public schools, transforming them, or what. I don't know this answer either.

It's also strange that one leg of corporate-education reform seems to insist on for-profit testing, which alienates children and opens up the need for charter schools, while another leg of for-profits open the doors to charters to collect kids fleeing the public schools. It seems corporate reform is manipulating both the 'disease' of public education and its 'cure,' and profiting from both. I wonder if some of the same testing companies are also sponsoring charters. Does anyone know?

Class Agenda 4.25: Midterm review, Moffett, ALEC

1. Take this Transfer Survey

When you're done starting reading this: [click here]

2. See Revised Course Schedule

3. Discussion of Rose article.

4. Questions: midterm review.

5. Review Moffet “Explanation of the Program” (pp. 3-24) (*will appear on midterm)  

6.                Khan believes that the rigidity of the school system is outdated and deadens a child’s natural curiosity.

'Aged one to four, kids are excited by anything new, they want to figure it out, then all of a sudden when they turn five you start seeing fewer curious kids, by nine or 10 you see very few with any curiosity, and by 18 it’s very much the exception. Curiosity is just stamped out of them. I’m convinced it’s indoctrination, not a genetic thing. Kids are herded together, the bell rings, you’re rewarded for passivity, you’re rewarded for compliance, that’s what keeps you moving through the system.’

[article]

                  Video: The Secrets of ALEC

Video: ALEC: Education

Video: Diane Ravitch on Corporate Education Reform
Video: Protests against ALEC/Education
Video: Profiting from tests

Letter to Bert: Exemplary

To Mr. Bert Eisenstadt,

            My name is xxx and I am a student in Dr. Justin Rogers- Cooper's Seminar in Teaching Writing. I registered for this course because I have a genuine love for writing and I wanted the opportunity to improve on my skills while helping others. This course provides the perfect blend and I am thankful for the learning experience. The course texts Tutoring Writing by Donald A. Mc Andrew and Thomas J. Reigstad and Active Voice by James Moffett outline key strategies in teaching writing. These books provide the necessary tools for a student tutor to have in their arsenal. However, in order to truly learn the art of tutoring writing, I believe it is necessary to see these written theories in practice. As you know, an important component of the course is observing actual tutoring sessions in the Writing Center. It is an involved, yet rewarding process that should be taken seriously as many students rely on their tutor for guidance during the writing process. As I completed the four observations at the Writing Center, I observed Collaborative Learning tutoring styles that were effective as well as excessive emphasis on LOCs that may need to be omitted for higher efficiency in the Writing Center.

            The most effective tutoring session I witnessed occurred during my third observation. The student came in with a paper that had been completely covered in red ink by her professor. The professor also stated numerous times that the student completely missed the subject of the assignment. The student was discouraged and did not think she would be able to accurately complete the assignment. The tutor, in this instance, encouraged the student by pointing out that the overall language and tone of the paper was well done. To assist the student in editing the piece, the tutor used Collaborative Learning to get a better understanding of what the student wanted to convey in the piece. This theory is fully explained in the book, Tutoring Writing by Donald A. Mc Andrew and Thomas J. Reigstad. The Collaborative Learning theory is described as a process in which "the tutor and the writer are connected as they question, propose, and evaluate both the draft and their interaction" (McAndrew and Reigstad 5). Using Collaborative Learning is effective because it allows the writer's voice to be heard while the tutor guides the process in the right direction. The Student needed assistance with the structure and organization of her piece. The tutor used the strategy coined “just talk about it.” The tutor simply held a conversation with the student, discussing the thesis and the major issues within it. The student was able to refine her thesis and further develop her draft (McAndrew and Reigstad 50). In Active Voice, Moffett asserts that talking about ideas that a writer will add to a written work is a natural process because “people first learn to speak through vocal exchange” (Moffett 46). Developing inner speech into writing often occurs later and in stages, in other words, it is easier for one to speak about ideas before the actual written work can be completed. This theory held true during this session because the student was more confident that she could correct the piece and had some good leads to finish the paper on her own. She promised to return to the same tutor the following day and left with a smile on her face and I left the session with a new technique to use when a student comes to tutoring deflated and distressed.

            On the contrary, I also observed techniques that I would not use during my own tutoring sessions. During my fourth observation, I witnessed a tutor that had a great rapport with a student but it crossed the fine line between professional and “too friendly.” While it is important that the student feel comfortable during the student session, I believe the tutor should maintain an air of professionalism throughout the interaction. The tutor was very honest with the student about errors made in the paper, even pointing directly to the errors and telling the student to correct it. McAndrew and Reigstad state that, "if a tutor zeroes in only on surface errors- what we refer to as lower order concerns (LOCS)- the effect on the writer may be harmful and adverse to the goals of tutoring" (McAndrew and Reigstad 17). This was evident during this session. The tutor mainly focused on LOCs during the entire session with the student. The tutor explained that she had a great rapport with the student and she could be blunt with her pointing out all of the errors in the paper because the student should “know better.” The tutor did not discuss any HOCs with the student at all. Instead of primarily focusing in LOCs, the tutor could have concentrated on helping the writer perfect the overall development of her ideas. Since the tutor and writer had a great rapport, the tutor could have utilized their positive relationship and the strategy of “Oral Composing.” When a tutor uses this strategy, he/she instructs the writer to speak about what the writer thinks he/she may write in the paper. As the writer is speaking, the tutor takes notes. This strategy can help the writer develop relevant ideas, sentences and phrases that will aid in making the paper more cohesive (MsAndrew and Reigstad 46). Since the tutor only focused on the LOCs it interfered with the tutoring process and the student left with a piece that was grammatically correct but lacking the further structural development it needed.

            As I begin the process of tutoring students, I am impelled to use as many of the positive strategies I witnessed during the observation sessions. I realize that every student will be at a different writing level and it is important to have many different tools to be able to help any student. In addition to different writing levels, students will enter the Writing Center at varying emotional states as writing can be an emotional process. As I saw with the discouraged student, it is important to give positive feedback while working with the student to improve the weaker areas of their paper. Also, it is important not to become overly friendly. The student needs to feel comfortable and the tutor must maintain an air of professionalism at all times. I believe I am prepared to tutor student and I look forward to the experience. Thank you for the opportunity.

Sincerely,

Letter to Bert - Developing

Dear Bert, my name is xxx im a student at laguardia community college, my major is  childhood education. Im currently taking the course Eng 220, througout this class we had the pleasure to be able to observe tutoring sessions, and practice strategies while tutoring other students. I was able to attend four sessions and all four sessions taught me something different.

The first session I was a little confused and was a bit dissapointed on how the tutor was attending the student. The tutor was a gentelmen, and he started off the tutoring session good he asked the tutee what she needed help with and than the session began. He than looked at the professors comments that was left on the paper, I liked that technique because by doing so as a tutor you get an idea of what the professor is looking for. During the beginning of the turoring session he was paying attention to LOC’s. LOC stands for low order concerns which focus on sentence structures, grammar, and punctuation. I personally feel the tutor could have used a more effective style when tutoring because when I read a passage on “tutoring writing” the book states that when tutoring you shouldn’t pay attention to LOC’s, what we have to focus on is HOC, HOC’s mean the thesis, focus, and the development of the structure and development. During the session I got the impression that the student felt as if I was too close to them because she just kept on lookng at me and seemed nervous. I also liked that when he suggested something he would ask her if what he suggested made sense, I think that’s really important because you don’t want a student walking out feeling puzzled. Something he has to work on I would say was not to look so bored towards the end of the session, while she was explaining some things he would put his hands on his face, and yawned a few times without saying excuse me, I think this shows the tutee disinterest.

The second session when I observed he was also a guy, one thing I liked that he did was ask for the assignment, if I was a tutor I would do the same because you will get a better sense of the assignment and know what to help the tutee with. He also read the paper outloud to the tutee, he used the “read aloud” strategy this helps with correcting mistakes, and are able to realize without needing the tutors help. Another tactic he used was that made marks on the paper as he red along that he didn’t understand to be able to go back and discuss with her, and he also made notes for himself. When he found something that was a little off topic he would go back to the assignment sheet and ask her if the assignment was asking for what she wrote, this action showed me collabortive tutoring, collabortive tutoring is when the tutor encourages the writer with open ended and prompt questions, and when the tutor changes the topic from and to the paper, but always brings it back on topic. Another effective tactic he used was when the tutee didn’t understand a certain quote he would bring out outside issues to help her understand, and I think this is helpful because it helps the tutee get a better understanding of the topic she is writing about. When she asked for grammatical mistakes he told her that really isnt important and he explained to her that professors don’t really look at that, he gave her an idea of reading the paper outloud when she writes papers because it helps her check for grammatical mistakes.

The third session I was observing a lady, and she had two tutees. Which I thought was interesting, right off the back I thought she was a good tutor because one of the tutees has been working with her for a long time. That student was there specifically for grammar, and she was very good at it, she explained verbs to him and the meaning. When she read mistakes she didn’t even have to tell him he knew off the back what he needed to fix. She had index cards for when students needed help, and she also hung them up on the wall so that they would always remember. At the end of the session he left really comfortable and pleased with the session. The second tutee I had seen her the day before she went back to have help with her grammar. When the tutor saw a word that was too broad she will suggest the tutee use a different word and when she suggested a word she told the tutee to look the word up if she was unsure to use the word. The tutee didn’t want to read out loud and the tutor explained to her that reading out loud will enhance her english, I liked the way she explained because I encountered a situation like this and I let the tutor dominate the session. She helps the tutees realize their mistakes on their own to learn. Something interested that I encountered was that the tutee was unhappy with the session she had the day before she said that the tutor was no help because he didn’t even help her in what she wanted to be helped in. Other than that she was happy at the end of the session and she even asked the tutor if shes a teacher because she does her job really well, and was satisfied with her. The tutor was also happy that she was able to help her she always kept good posture and a smile everytime she saw that the tutees were able to understand.

My pedagogy is student centered learning and talking and writing because as I observed these strategies showed me that they were the most effective. Student-centered learning is an effective strategy because it encourages the tutee to do most of the talking and work. And allows the tutee to come up with his own ideas and enhances critical thinking. Talking and writing is also effective because it improves your writing. In the book talking and writing it says “students are far more experienced as talkers than as readers and writers”(4). This explaines why as a tutor talking is an option because students will get more engaged. I myself am a student and if im in a classroom where students arent talking than I become uninterested. Which is why talking and writing for me will always be an effective strategy.

After attending all these sessions I was really satisfied because I learned new strategies that will help me in my future as a teacher. All these sessions were different in their own way but were helpful to the students. I can say that I walked awa with some experience. I also want to take this time to say thank you for letting us go through this experience, and for the support thank you again! 

Class Agenda 4.23: Problem Posing, Perl and Rose

1. Problem Posing Exercise

2. Discuss Perl and Rose

Extra Credit

Dear class, I meant to post this opportunity yesterday morning. Sorry for the delay.

Extra Credit Goal: Leave feedback for ENG 099 students preparing for the CATW Exam.

Credit: 3 quiz points per solid paragraph left of feedback on student blogs. Good up to 12 points (4 paragraphs, 4 blogs: one paragraph per blog).

The paragraph should be comprehensive, polite, and professional. You should evaluate each aspect of the CATW directions (how did they do on each aspect? Say 1-2 things, depending). End the blog on positive encouragement.

Directions:

1. Go to last class agenda and familiarize yourself with CATW practice exam, the Exam handbook, and the prompt "Individuals in Groups." As you read the prompt, consider what you might say about it.

2. Go to Dr. Smith's ENG 099 blog (note: he has a ENZ 099 and a ENG 099. Confine your comments to students in ENG 099 list).

Click through to find responses that are on the shorter side. Select a student blog post to "Individuals in Groups" that could use your comments.

When you leave your comment, remember to identify yourself first, and what class you're from, and why you're there (to leave feedback). Thank them for posting. Give them at least two different kinds of praise. Then go into the issues you encounter with their post (higher-order, then focused/limited lower order). When you point out something that's an issue, offer than a specific suggestion for changing or revising their writing. When you've left a comment, email me to let me know.

Example [use your own language, borrow these templates, whatever works for you]

Hi, I'm __ from __ and I'm writing because ___ . Thank you for___

Great job on your idea about ____. I agree that's a significant idea, and a good way to focus your response...I also liked how you...

I think you could develop some of your response, however, by .... I notice that you only have two paragraphs. Perhaps you could bring in a personal story - have you ever ___? Could you write about ____?

Your third paragraph could be expanded. I like your idea of __ . Do you think you could say more about it by elaborating on __ ? I also wonder what you meant by ___. I think that phrase might work better if you defined the meaning of it in the next sentence...

etc etc

Thanks again for posting this. I learned a lot about ___. Good luck!

Topics to cover before next session

1. The student with no writing.

2. The student who feels neglected during double session.

3. The student with scattered ideas.

4. Running out of talk.

5. Higher and lower order concerns.

Class Agenda 4.11: CATW Intro

1. Blog: Tutoring

2. Reading: Perl, Rose

3. Group work: problem posing

4. Letter to Bert Assignment: begin thinking

5. CATW - ENG 099

What is the CATW?


Practice Exam

CATW Prompt for Blogs

CATW Blogs

6. Leaving feedback on student blogs

Letter to Bert

Assignment: Letter to Bert Eisenstadt Evaluating Tutoring at the Writing Center
Peer Review:
Due: 

For this assignment, you will turn the problem-posing assignment shared in your groups and present it as a letter to the Manager of the Writing Center. The Manager, Mr. Bert Eisenstadt, knows about this assignment and is looking forward to reading what you have to say.

The letter should be two full single-spaced pages, and should address the 3 steps from the problem-posing exercise you worked with to produce your group presentation. While what you presented in groups was excerpts from the observations of particular individuals in your group, the primary evidence in your letter should be based on your own personal observations. As you did in your problem-posing exercise, name strategies, cite sources for strategies named, and describe observations in detail. It is especially important that whenever you identify a strategy or diagnose a problem, you provide support for your ideas by quoting from the course reading materials, citing all sources, and providing a works cited page at the end of the letter. You will want to take certain moments and link them your overall teaching philosophy.

Mr. Eisenstadt will be much more likely to follow your advice if you seem like you’re basing your assessments on up-to-date tutoring theory. He may also want to read for himself certain sections of a text to which you refer.

In establishing the voice you will use in this letter, try to use the tutoring skills you have learned this semester. Remember that while it is often important and useful to be critical, it is also important that you be constructive. Remember that tutors can have bad days just like anyone else; don’t make your criticisms personal, but instead try phrasing things as problems that may need for the overall improvement of the center. Think of the Writing Center, like an essay draft, as a work in progress. Imagine your audience, Mr. Eisenstadt, as someone who will continue with his practice of managing the center long after you give him this feedback. There is a future for the Writing Center, and by writing this letter you can become a part of it.

A couple midweek notes

1. You guys got excellent feedback from Prof H's class. Congrats! More to discuss Friday.

2. The blogs overall read well. Some of your are relating more details than others. See Tiffany's last observation blog for an example of 'excellence.'

3. Overall I can feel the class really clicking on the issues. We will start to consolidate our knowledge moving forward. I want to keep our thoughts on "pedagogy" front and center.

Prof H's notes on his assignment

Just a quick explanation of the attachment: 

You'll see the expectations of a "structured outline," which is really meant to make my students understand the functionality of *where* things go in a paper, and why (specifically with paragraph structure).  The paper following the outline is, of course, an extension of it, so the topics you see at the top are what the students are writing about.  (The link to Gov. Jindal's article, if you are interested, is at the bottom).  

The second page contains a template I asked my students to use for their outlines.  (You'll notice that if they have written this correctly, they essentially have written the paper.)

Below is a list of what I am expecting from my students:

-Proper MLA format (minus a works cited)
-A thesis with a contestable claim and map)
-STRONG openings to paragraphs (which make a contestable claim that extends from the thesis)
-Evidence (not necessarily cited...yet)
-A "Reintegration" sentence to close the paragraph which also ties the thesis back into the argument.

This is what I will ultimately be looking for in the papers, if it is of any use to your students.  Anything else they can pick up on (like transition sentences, poor grammar) is a plus.

Some of my students may come in with an outline instead of a paper, depending on where they are at individually.

Prof H's Writing Assignment

OUTLINE #1 (Prelude to PAPER #1)

Your OUTLINE (and subsequent ESSAY) should come from ONE of the following topics.

1.     Picking up from our previous discussion AND RELEVANT READINGS, answer the following question:  Is gentrification a benefit or a cancer to urban development?

-OR-

2.     Picking up from our previous discussion AND RELEVANT READINGS, write a critical assessment of Gov. Jindal’s essay, “The End of Race.”  Be sure to be clear whether you do or do not support his argument, and be very clear as where his reasoning is strong/flawed by using support from other articles.

Please review the skills we have gone over in class thus far.  Specifically, I will be looking for strong framing sentences, seamless source integration, and a well-constructed thesis statement.  Your success in both the outline and the paper will heavily depend upon your implementation of these skills.

Grading: 5 points of your final grade

·      2 points: Thesis statement (CONTESTABLE CLAIM + MAPPING OF ARGUMENT)

·      1 point: Framing sentences (clear, argument-based claim that gives context to evidence)

·      1 point: Evidence (relevance and clarity of support + explanation)

·      1 point: Re-integration statement

·      Points may also be deducted for failure to follow directions

Notes:

·      Refer to at least one text as evidence

·      For the OUTLINE, use at least THREE sub-claims. 

·      For the PAPER, use at least 600 words

·      DO NOT WORRY ABOUT A SEPARATE WORKS CITED PAGE (yet), but DO include in-text citations

THIS IS A TEMPLATE OF HOW YOUR OUTLINE SHOULD LOOK.  TAKE NOTE OF THE COMMENTS IN THE MARGINS FOR MORE INFORMATION.

Bartholomew McJenkins, Jr.

Professor Hendrickson

Eng 101 – The Black Urban Experience

March 22, 2013

An Analysis of Brooklyn’s Superiority Over the Bronx[JTH1] 

Thesis: No matter the criteria, Brooklyn reigns supreme over the Bronx[JTH2] .  It possesses superior food options, is easier to navigate, and has contributed more to popular culture.[JTH3] 

Framing Sentence #1: Brooklyn’s quality and variety of restaurants towers over the Bronx’s lesser offerings.[JTH4] 

-       A 2012 study finds that Brooklyn has the fastest-growing offering of restaurants in the five boroughs (Zagat).[JTH5] 

-       Brooklyn is home to Junior’s Famous Cheesecake and several other famous eateries

Re – integration: With better food expanding at a faster rate, Brooklyn is by far a better dining      option.

Framing Sentence #2: As many New Yorkers know, traveling in the Bronx is a far less pleasant experience than it is in Brooklyn

-       Trains –  All of them go north and South, in and out of Manhattan, but none go across (unlike Brooklyn), which is inconvenient.

-       Driving – the Cross Bronx Highway, the G.W. Bridge, and the area around Yankee [JTH6] Stadium are nationally recognized for their congestion

-       Walking – The Bronx, known for its hills, is much harder to walk and navigate from place to place

Re-integration:  Whether by metrocard, car, or foot, the Bronx is more difficult to navigate.

Framing Sentence #3: Brooklyn’s contribution to popular culture is unparalleled[JTH7] 

-       Although hip-hop started in the Bronx, Brooklyn took hip-hop music to the next level (e.g. Notorious B.I.G., Jay-Z)

-       Brooklyn is the birthplace of several influential celebrities: Michael Jordan, Woody Allen, Carmelo Anthony, Tatyana Ali, Shirley Chisholm, Jimmy Fallon, Barbara Streisand, Jerry Seinfeld

-       Although the Bronx has the Yankees…

o   the Brooklyn Dodgers are one of the most legendary stories in baseball. 

o   the Brooklyn Nets are a symbol of the up-and-coming nature of Brooklyn sports.

Re-integration: The stars simply shine brighter in Brooklyn

---

 [JTH1]Your title should do TWO things:

1: state the subject (Brooklyn, Bronx)

2:  state the purpose of the paper (Analyze how and why Brooklyn is better than the Bronx)

 [JTH2]Note how this clearly states a definitive stance.  (Note how it sounds stronger by not saying “I believe” or “in my opinion.”) 

Wrong: “There is a debate over which is better between Brooklyn and the Bronx.”

 [JTH3]Note how I have laid out the reasoning for my claim and have given a sense of where the paper will go

 [JTH4]Just like my thesis, my opening statement to my paragraph makes a claim that demands proof. 

Wrong: “Brooklyn has many different restaurants with delicious food.”

Note that  [JTH5]I am citing my evicence(this time from an internet source, hence the absence of a page #)

 [JTH6]You should be clear about how your evidence will fit into your argument.  Note that you do not have to write full sentences, but they must be clear.

 [JTH7]One framing sentence does not necessarily equal one paragraph.  It simply introduces (and maintains) your subject.  In other words, you may need more than one paragraph to prove this point.