Option 2: INSIDERS – INStructIonal DEsign for Real StudentS
To practice techniques for learning from your students how to teach them better.
To practice designing instruction based on students’ interests and abilities.
: What literature should be taught to children? Why? How?
We will be collaborating with a 6
grade English teacher and her students. Over the course of the semester,we will gather information about children in order to A) learn about their literacy practices and B) designan instructional sequence based on their interests and strengths (see step 4). As a class we will
Design questions for children about their reading/writing habits and interests
Analyze the results of this survey
Selecting books based on research
Once we have the survey results, you will be assigned to a group of 4-5 students from one of Mrs.Ferguson’s classes. Then, you will use the survey results and online resources like Novelis K-8 and theYoung Adult Library Services Association (YALSA) website to select ~4 book options for your group.
3. Corresponding with online book clubs
You and your students will create an online book club on Goodreads.com. This platform will allow your students to choose one of the books you selected, to set a reading schedule, and to correspond with you andeach other as they read the book. Your job here is not to be “teacherly” and give assignments, but to engagestudents in real dialogue about their reading experience.
Designing instruction based on your experience
Towards the end of the semester, you will create plans for a series of imagined lessons with these students.This sequence must include at least two texts (not ones we’ve used in class) as well as the following parts:
– Which text(s) will you address with these students, and why?
– What organizing inquiry will shape your lessons, and why?
– What tasks would provide evidence of learning?
– How will you break down the Big Question into objectives to address through activities?
Criterion 4.0 3.0 2.0 1.0P
All parts completed fully and on-time in professional manner
urpose – Thoroughly, clearly interprets steps 1 & 2 into exchanges and lessons
udience – Uses steps 1 & 2 to design lessons suited to children
enre – Uses techniques and conventions of the genre suited to the task