Analysis of Practice and Artifacts
A Shift Towards Open Communication and Transparent Teaching
Following the research unit on public education in Philadelphia, we transitioned into Hamlet and I began to contemplate how I could be more open about my lesson and unit planning process, assessment rationale, and activity and assignment justification. I had always valued student feedback and throughout the Hamlet unit, I frequently checked in with my students through informal questioning and conversation about what they liked and disliked about the unit, and what suggestions they had for future activities and assignments. When I started to plan the next unit on Ralph Ellison’s Invisible Man, I was very conscious about how I wanted to convey the rationale behind this unit and the big ideas that would become the essential questions for the unit. I tried to keep my students’ suggestions in mind and I also tried to consider ways that I could incorporate more student feedback and choice.
Click to go to a specific page or follow the link at the bottom of the page which presents analysis in chronological order:
- Revealing
Essential Questions
- Identifying Connections Across Texts: Creating a Concept Map
- Clarity and Justification in Assignment Descriptions: An Exercise in Close Reading
- Encouraging Student Feedback
←Student Choice in the Classroom and Democratic Education Revealing Essential Questions →
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