Finding multiple, engaging, class discussion designs to use in a literature classroom can be a struggle for any discussion-heavy course. With weeks of discussions to lead each semester, keeping students invested in participating in the same types of discussion can be difficult, even if the material under discussion is quite different. I tend to rely pretty heavily on a few of the discussion designs described in today’s post, but I’ve also included a couple that many of my students often haven’t experienced before my course. I’ve had a lot of success with all of these class discussion designs, though I’m always looking for new ideas.
Continue readingErika Romero
PhD Candidate and Education Blogger
Category: Assignment Examples
I’ve never had a whole class of students cheer when I tell them they will complete a group project in our course. Usually, students automatically worry about having to work with peers they don’t know. They wonder how much work they’ll end up being responsible for or how often they’ll have to meet outside of class. In all the courses I’ve used my group project, however, the large majority of students express their enjoyment of the experience and/or how much they learned from the experience. In today’s post, I go through all the details of this project so that you have a basic college group project design ready to be tweaked and brought into your own classroom.
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The end of the semester is approaching quickly. Only two more weeks of coursework before finals week arrives. At this point of the semester, it’s not uncommon to receive requests for extra credit opportunities. I’ve never received an extra credit request from a student, though, because I build in multiple opportunities into the semester. There’s a lot of debate over whether extra credit should be an option in the classroom. Personally, I believe that if students are willing to put in extra effort to complete additional work, then they should have that opportunity. I’m more than willing to allow students to increase their project grades by a few points by completing additional activities that require students to deepen their understanding and abilities to apply what they’ve learned. Here are five forms of extra credit activities I offer in my various courses.
We’ve reached November, which means assignments to grade are starting to pile up higher and higher. It also means some students’ anxieties about their grades are increasing and some students are just starting to pay attention to the work they need to accomplish by the end of the semester. I keep my grading pile pretty small by scaffolding my deadlines very carefully (a practice I’ll write about more soon, but for now, you can check out my major assignment designs by checking out the pages linked here). While this practice keeps me from feeling too overwhelmed and keeps my students informed on how they are doing in class from a grade perspective, in this post, I’d like to focus on the more important element of grading assignments: the feedback that goes along with it. I use a lot of different approaches when providing students with individual feedback on their work. I believe this variety helps students actually absorb at least a basic understanding of what they are doing well, what still needs some work, and how an outside observer perceives their work differently than they do. If you still have room in your lesson plans to add in some new forms of assessment, or are looking for ideas for next semester, then you can read all about my strategies in the rest of this post.
I’m three weeks into the spring semester, and I uploaded my feedback on my students’ first major assignment a few days ago. I’ve never assigned this project (a literary autobiography) before, so I didn’t know what to expect from it. It’s pretty small stakes, in comparison to the other major assignments, but it was something I decided I wanted to try this semester for multiple reasons. In today’s post, I thought I’d describe the assignment and my reasons for creating it, just in case someone reading this is looking for some classroom inspiration. I think this assignment would work well across many education levels, in case any high school or even middle school teachers have stumbled across this post.
It’s that time of the semester. No, not the drowning in final exams and papers time. That’s still three weeks away. Nor is it the can’t-see-any-surface-in-my-house because-of-all-the-books time. That happens way earlier on in the semester. No, the time I’m talking about is when you receive an email letting you know what course(s) you’re teaching next semester, and asking you to submit your textbook request form ASAP. As half of my graduate assistantship is currently devoted to my work for our Writing Program, this next semester is likely the last one in which I’ll only be teaching one course. I’ve been assigned my top choice, ENG 125: Literary Narrative, and I’ve decided to use a different design than the one I used last year. Instead of a ChYALit adaptations course, my new 125 class will be a YA literary narratives course. [Update: Here’s the page all about this course.]
It’s been over a month since my fall semester began. The introductory material for my ENG 170 class – background information on the always-changing and fluid concept of “childhood,” the history of children’s literature, some basic literary terminology – have all been covered, though not to the extent that I would like. Introductory courses call for so much material to be covered and sixteen weeks is never enough time to accomplish that task to the degree I would wish for my students. Nevertheless, my class has moved on to the next major section of my course design: learning how to write literary analysis. Of course, this assumes we are also working on another primary goal: learning how to analyze children’s literature in any mental, verbal, and/or written form.
As I’m about two weeks into this second unit of my course, with two more weeks ahead devoted to this specific skill, I thought I’d break down my approach to teaching the writing of literary analysis. I’d really love to hear back from any teachers and students reading this post. Teachers, how do your approaches to teaching this task differ from my own? Students, what was the most effective learning experience you’ve had in relation to learning literary analysis? I’d love to hear from all of you, but I’ll start by sharing my own process.
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