Sherry YALit12

Option 2: INSIDERS INStructIonal DEsign for a Real Student

Purpose
To practice techniques for learning from your students how to teach them better. To practice designing instruction based on students interests and abilities.

Big Question: What literature should be taught to young adults? Why? How?

Process
This assignment involves an interpretive process of gathering information, analyzing that information, and writing about what you learn. This process will be synthesized into a student case study that includes artifacts, an analysis of each artifact, and an overview of an instructional sequence based on what you learned about the student. You will need to write up a one-page (approximately 250 words) analysis about each artifact and what you have learned from it; the instructional sequence should include a rationale for what texts, Big Questions, assignments, and objectives you have chosen, as well as at least three lesson plans. You must include at least two texts, and they cannot be ones we have addressed in class. Part I: Observing a student For Part I, choose a student in your focal classroom who can teach you something: a student that you find puzzling, or who seems different from you. Talking through this choice with the cooperating teacher or with a partner may be helpful (partners should choose two different students). You will also need to obtain verbal permission from the student to become a focus. Decide on a pseudonym for the student (or let the student choose it) and use it in all artifacts and notes. Artifact 1: Observation of student Write field notes about a focused observation of the student you choose. Negotiate with the teacher how best to observe the student. Try to see the classroom and its activities from this students perspective, developing an insideout perspective. Your objective is to see and hear how the student engages with teacher and peers in the language arts classroom. Some activities may be academic in nature, others may not. Make notes of your observations while in the classroom, and add details as soon after leaving the classroom as you can. Use the following field note system to try to separate your observations from interpretations: Time/Participants Observation Interpretation

Artifact 2: Interview with student Further develop this inside-out view in a student interview that does not include the teacher. Use the interview as an opportunity to learn about this students life and home resources. What funds of knowledge does the student bring to the classroom? What literate practices and resources does the student engage in outside of school? What are this students perspectives on

Sherry YALit12
school and on this English class? What stories does the student tell about his or her life? If possible, audio record the interview and transcribe illuminating parts. Artifact 3: Sample of student work Collect a sample of representative student work. This should be a piece of work that is more or less typical of this student. Consult with your teacher to help you do this and be sure to remove the students name from the work and replace with a pseudonym. Artifact 4: Interview with teacher Interview the teacher, to gather further information about this student. Try to learn more about the teachers perspective on the student. If possible, audio record the interview and transcribe illuminating parts of it. Artifact 5: Interview with school or community person Interview someone else in the school (not the teacher) or the community who knows and works with the student. Your objective here is to gain yet another perspective on the student. Consider asking the student or the teacher for help finding this person. Part II: Designing Instruction For part II, you will use what you have learned about this student to design an instructional sequence. The sequence should include the following parts: Rationale Which text(s) have you chosen to address with this student, and why? Big Question(s) What organizing inquiry have you chosen to address with this student, and why? Assessment(s) What tasks would provide evidence that you have addressed the Big Question Plans How will you break down the Big Question into objectives and address them through activities? Putting it all together The final step is to assemble a case study portfolio that includes each artifact, your analysis of it, your plans, and an introductory letter that synthesizes what you have learned through the case study. You should include helpful organizers, such as a Title Page, a Table of Contents, and a Reference page.

Assessment
Criterion Process All parts completed fully and on-time in professional manner Purpose Thoroughly and clearly interprets research into final product Audience Uses research to design a product suited to young adults Genre Uses techniques and conventions of the genre suited to the task Engagement demonstrates self-awareness and willingness to take risks 4.0 3.0 2.0 1.0