Analysis and Transformation
Dramatically increasing state control over education, curricular standardization, uniform assessment, standardized testing, accountability, and accreditation is taking place simultaneous with expanding canons, new conceptions of text, critical pedagogy, multicultural and perspectival teaching, and empowering new technologies. This complex and contradictory dynamic in English education occurs in a rapidly globalizing world in the midst of major capitalist crisis. The context in which we live and teach literature today will frame and guide this section of English 6800.
Considering the teaching of literature at secondary and university levels, this seminar aims to foster teacher intellectuals and professional leaders and develop their pedagogical content knowledge. To do so, we will examine the historical development of our discipline, issues in textual and interpretive authority, canon formation, educational standardization, cultural studies and multicultural materials and perspectives, literary theory and teaching, textual intervention and alternative knowledges, and the democratizing possibilities of emerging Internet tools and resources.
From the beginning of the course students will focus on a literature course that they currently teach, or would like to teach, and course work and the final project will be carefully and systematically developed around that class, putting into practice the analysis and transformation approaches we will be studying.
The class will be taught in a wireless laptop classroom and will experiment with a variety of new technologies including remote hosted websites, collaborative writing forums, threaded discussion, social networking, blogs, Nings, etc.
Students are expected to join the National Council of the Teachers of English, Michigan Council of the Teachers of English, and/or the Modern Language Association and write a proposal to present at a professional conference, such as the Bright Ideas Conference, in Lansing on Saturday April 10.
Class participation is vital in 6800, missing classes may lower the grade and missing more than 3 classes may lead to failing. This class will follow WMU academic honesty policies. If at any point in the semester if you feel stress, English 6800 offers free on-line therapy from Eliza!
Introductions / Professional Proposals
2) Orientation to Internet tools: teacher websites (Google Sites), on-line syllabi, student created websites, student created wiki, class blog and blog roll (Word Press, Blogger), threaded discussion (Nicenet), Nings Teacher Research, Literary Worlds, YouTube...
3) Join and explore the English Companion Ning (now over 10,000 members).
4) Develop ideas for professional presentation:
Friday, Jan. 15: Bright Ideas Proposals Due
I. Class Analysis
1) Read carefully through the on-line syllabus, including all assignments. Bring questions to class.
2) Read: Discipline and Punish: The Birth of the Prison by Michel Foucault. Focus on pages 3-16, 23-24, 27-31, 58-69, 112-116, 123-126, 135-194, 200-209.
3) "The Body Literate: Discourse and Inscription in Early Literacy Training" by Allan Luke (use library login for full text, partial text handed out in class).
1) "Althusser on Education" from Ideology and Ideological State Apparatuses, by Louis Althusser.
3) "Advanced Placement on the Ladder of Success" (51-65) from English in America by Richard Ohmann.
4) From Critical Teaching and Everyday Life (1-24) by Ira Shorr
Due: Class Analysis
II. Canon Analysis
1) Read: Macaulay's "Minute" on Indian Education, Viswanathan "Currying Favor," Hawkes "Swisser-Swatter," Applebee "The Birth of a Subject," Ngugi "Literature in Schools," and "American Literature a Comparative Discipline" by Paul Lauter.
III. Discussion and Response Analysis
1). Read: Handout: From Looking in Classrooms (3rd ed.) by Good and Brophy "Chapter 1" "Questioning" 346-357, Form 10.3, 10.4, 10.6, Methods of Classroom Observation Appendix A, B & C, pages 63-73 (6th ed.). "Questioning Behaviors" (from Making the Journey by Leila Christenbury, 1994, "Managing Recitation and Discussion" (chapter 10) from Secondary Classroom Management (McGraw Hill 1996)
2) Podcasts of Allen's lectures on discussion and related webpages:
1) Literature as Exploration, Louise Rosenblatt
Due: Discussion Analysis
-------------------------------- Spring Break Mar 1-7 -----------------------------------
1) Read Literature
and Lives by Allen Carey-Webb
State and National Standards
1) Study state and national language arts standards NCTE/IRA Standards for the English Language Arts, the Michigan English 9-12 Language Arts Content Standards PDF, (Michigan English 9-12 Language Arts Content Standards Word Document (read/writeable)), the Michigan K-8 standards for English Language Arts and the brand new (3-10-10) proposed Michigan Standards For English Language Arts 6-12 (page 30-52).
2) Examine the controversy over the implementation of previous standards and the Michigan Merit curriculum described at MiEnglishStandards.com. On this site read the Letter to Teachers, and study the Model Curriculums -- download and read through at least one model, 9-12, from the MDE Merit Curriculum site. Signing the petition is, of course, optional! Information about Michigan's efforts to join "Race to the Top" are also available at MiEnglishStandards.
3) Prepare to provide input to MDE on the standards before the April 2nd deadline. This input could be provided via their Zoomerang surveys, or in other ways. Feedback to MDE Zoomerang surveys: ELA/Literacy K-5 Standards; ELA 6-8 Standards; ELA HS (CCR).
Teaching Critical Theory
1) Read: Critical Encounters in High School English Second Edition by Deborah Appleman
2) Due: Curriculum Transformation
V. Instructional Transformation
1) Read: "I Won't Learn From You" by Herbert Kohl
3) Read: Textual Intervention: Critical and Creative Strategies for Literary Studies by Rob Pope, Chapter 1, and 2.
4) Read: Handout from Literature Circles by Harvey Daniels and the Literature Circles website.
1) Read: Handout: "Instructional Models for English Language
Arts, K-12" by Edmund Farrell.
1) Read: Literature and the Web by Rob Rozema and Allen Webb
1) Examine internet tools that could be utilized as a basis of instruction for the course you are planning to teach. Possibilities include Google Sites, Word Press, Blogger, Wikispaces, threaded discussion (Nicenet), Nings, Teacher Research, Literary Worlds, YouTube ... -- and begin the development of the webresource for your final project.
2) Examine several on-line literary archives, starting point LitArchives.com. Some of these archives are actually collections of archives--explore to find archives you might work with.
3) Examine other webresources that you might find useful to include in your final project including: Literature Resources; Teaching Resources; Web Research; lesson plan sites such as Read/Write/Think, Outta Ray's Head, Web English Teacher, the Discovery School, New York Times Lesson Plan Archive, Cyberguides, Lesson Plans Page, ERIC, NCTE's Notes Plus (subscribers only), Lesson Planz.com; ezines such as bornmagazine, Alt-X, Zinebook.
Apr 29 Finals Week: 7:15-9:15
Share Final Projects
Due: Final Project
March 17-20 CCCC Conference, Louisville
March 20-22 Michigan Reading Association Conference, Detroit Cobo Center
Apr 10 Saturday Bright Ideas Conference Lansing
Oct 15 Michigan College English Association Conference, Dearborn
Oct 30: MCTE Fall Conference
Nov 18-23 NCTE National Conference, Orlando
Jan 6-9, MLA Conference, Los Angeles
Additional Relevant Websites
6800 student websites created in past courses
Examine English methods course syllabi at English Methods.com
created by: email@example.com