EDCI 422 - August 27 by Ben Lathrop

TQ #1a

2024-08-27 15:23:03 UTC

In Chapter 1, Smagorinsky discusses how assessments usually ask students to recall small, obscure details of texts to demonstrate their knowledge. He argues that typical assessments do not actually assess the depth of knowledge that students have over a particular subject. What are some non-traditional assessment ideas that can assess students over their knowledge on a particular literary work?

Chapter 1

2024-08-27 15:23:15 UTC

How do we get students to break out of the "Final-Draft Speech" that they've been taught and more into the "Exploratory-Talk"?

TQ 1a

2024-08-27 15:23:16 UTC

As future teachers, what are steps we can take in our own classrooms to promote a culture of collaboration rather than a culture of competition (the culture most schools operate under)? Where does this culture of competition come from?

emrenaldo — 2024-08-27 15:23:17 UTC

On p. 16, the author discusses how LGBTQ+ understanding is an important component of classroom inclusivity. While a necessary subject to integrate into the classroom, he says that it is too early to say if this perspective will change the “ways of knowing” (17). This being said, I remember spending time in high school discussing how Shakespeare’s potential sexuality shaped his poetry. In what ways have you discussed LGBTQ+ perspectives in school and how, if at all, did it change your understanding of a text or subject?

TQ #1a

2024-08-27 15:23:29 UTC

Standardized testing follows a transmission approach by assuming this same test can fairly evaluate every child’s knowledge. For example, in Indiana, all students are now required to take the SAT to graduate high school. Does the entire idea behind standardized testing only make it possible to follow a transmission approach? Why? How could a constructivist approach be used to instead to evaluate students at a government level?

On pages 7-9 the author talks about constructivism vs. transmission. In what situations would it be more helpful to take a transmissive approach than a constructivist one, and vice versa. What changed between the learning goals that influenced your decision?

2024-08-27 15:23:32 UTC

TQ 1a

2024-08-27 15:23:38 UTC

In class discussion, some students may come in with what the text refers to as an “authoritative” way of reading. How might a few students with this mindset affect overall class discussion? How can their way of thinking be reframed to be more like a connected way of reading?

2024-08-27 15:24:03 UTC

1. The beginning of this chapter starts with a story about how the author heard a teacher asking another teacher to use their test to give to their own students. The author felt like this was not fair for students. Do you feel like the author was fair in this assessment? Why would giving students tests written by other teachers not be beneficial to them or show what the student’s learned?

TQ #1a

2024-08-27 15:24:15 UTC

How as teachers can we bring more inclusivity within the LGBTQ+ community into our classrooms but not in a way where we’re forcing it in our students’ faces

2024-08-27 15:24:37 UTC

The use of exploratory talk shifts the focus and control of knowledge from teacher to student (p.12). How could the use of exploratory talk influence the discussions held in the classroom and better shape and prepare students for writing? Do you think that the use of exploratory writing and conversation would increase student engagement and creativity or lead to less overall engagement from your students?

TQ #1a

huan1679 — 2024-08-28 17:59:52 UTC

The reading starts with discussing the fairness and beneficially of giving students tests written by a teacher other than their own. What types of assessments are appropriate for English teachers to share, if any? What types of assessments should not be shared amongst English teachers, if any? Additionally, would it be good practice for English teachers grade writings of a student that is not their own? How does the English subject differ from other subjects in this regard?