Description
Annotated Bibliography Assignment
For this assignment, you are expected to locate and read six articles related to
pedagogical models. The goals for this assignment are two-fold:
1. To increase your familiarity with various pedagogical models and their efficacy;
2. To practice analysis of educational research
An annotation is a brief summary and evaluation of a text. An annotated bibliography is a
collection of these annotations. For your annotated bibliography, you’ll be expected to
provide:
1. An introduction to your annotated bibliography in which you’ll orient the reader
to your annotated bib. This should be about a paragraph or two.
2. For each of the six texts you read, you’ll provide an APA bibliographic reference
(https://owl.purdue.edu/owl/purdue_owl.html ). Each reference will be followed
by 2 paragraphs:
a. a summary of the article, and
b. a critical analysis.
For the critical analysis, briefly describe what you have learned from reading the
article. (Some questions for you to consider are: How is the text useful to you?
Were there any surprises for you? Does it align with the other texts you read
pertaining to your topic or does it deviate from the others? If it deviates, how does
it do so? Is a particular point of view adopted? Why do you think that is so? If
there is research, is it sound?)
3. A conclusion in which you provide a one-paragraph summary to the articles and
what you learned, overall.
This should be in 12-point professional (Times New Roman, Cambria, or Calibri) font
and single-spaced with attention paid to academic written English (as few grammatical
errors as possible).
Following is the rubric upon which I will base your grade for this assignment. Because
this is a form of academic writing, it is crucial that you write clearly and concisely. For
that reason, each portion of your annotated bibliography will be graded on Standard
Written Academic American English grammar.
###### PLEASE follow assignment instruction.DoNot assume. Please use the Rubric located in the syllabus on pages 5 -6.Contact me if to have any questions.####### Please provide the best answer possible, my instructor is a hard grader. Thank you.
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CUR 9610 – Teaching: Theory and Research
I. Course Information
Course: CUR 9610 – Teaching: Theory and Research
Semester Credit Hours: 3.0
Course CRN and Section: 31885 – L01
Semester and Year: Winter 2024
Course Start and End Dates: 01/03/2024 – 04/28/2024
Building and Room: Online Venue – CANVAS
II. Instructor Information
Professor: Marquita Smith Blades
Email: [email protected]
III. Class Schedule and Location
Day Date
Time Location
01/03/2024 – 04/28/2024
Building/Room
Programs On-line Online Venue-CANVAS
IV. Course Description
Catalog Description
Emphasizes theories and current research in instruction and instructional design that facilitates the learning
process, pedagogic creativity, and the role of thought process related to the advancement of instructional
theory and practice. Prerequisite/s: CUR 8110.
Course Rationale:
Teaching, learning, and curriculum are all interconnected practices that are informed by a large body of
research and various psychological, epistemological, and sociocultural lenses. This course presents both
historical and contemporary perspectives on the study of teaching. Students will examine the major
foundational models of teaching, the historical, political, and social influences on teaching and learning, and
models that support equity in education.
V. Course Objectives / Learning Outcomes
1) Describe the theory and research base associated with various teaching models.
2) Discuss current research directly related to the instructional process.
3) Analyze psychological, epistemological, and socio-cultural influences on instruction and identify
components of instructional theory and research relevant to the field of instruction.
4) Identify and analyze models, strategies and techniques appropriate for instruction and the needs of
various student populations.
5) Identify the purposes and contexts in which research on teaching models might be used in a classroom.
6) Understand the role of technology within a curriculum in improving achievement for all students.
VI. Materials and Resources
Book Url: NSU Book Store
Course Required Texts and Materials:
Book URL: https://nsubooks.bncollege.com/course-material/course-finder
Course Required Texts and Materials:
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McConnell, C., Conrad, B., & Uhrmacher, P. B. (2020). Lesson planning with purpose. Teachers
College Press.
Paris, D. & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice
in a changing world. Teachers College Press.
Connelly, F. M., He Fang, M., & Phillion, J. (2008). The Sage handbook of curriculum and
instruction. Sage Publications (Sage)*
Flinders, D. J., & Thornton, S. J. (Eds.). (2017). The curriculum studies reader (5th ed.).
RoutledgeFalmer. (CSR)*
* These texts will be used in several courses.
Choice Texts (choose 1):
Delpit, L. (2013). “Multiplication is for white people:” Raising expectations for other people’s
children. The New Press.
Emdin, C. (2017). For white folks who teach in the hood… and the rest of y’all too: Reality
pedagogy and urban education. Beacon Press.
Young, V. A., Barrett, R., Young-Rivera, Y. (2018). Other people’s English: Code-meshing, codeswitching, and African American literacy. Parlor Press.
Additional reading and course materials will be provided in the online course or by your on-site
professor.
Course Supplemental Materials:
American Psychological Association. (2019). Publication manual of the American
Psychological Association (7th ed.). Washington, DC: Author.
Connelly, F. M., He Fang, M., & Phillion, J. (2008). The Sage handbook of curriculum and
instruction. Los Angeles, CA: Sage Publications. [you have this from other courses]
VII. Course Schedule and Topic Outline
Course Schedule:
Course Schedule and Topic Outline
Week
Topic
Readings
*readings must be completed prior to class
Assignments
Due
Module 1: Models of Teaching
1
The connection
between teaching,
learning, and
curriculum.
Prepare materials for the semester
2
Teaching Models
Connelly, et al., Ch 14- Cultivating the Image
of Teachers as Curriculum Makers
Review this website: https://thesecondprinciple.
com/essential-teaching-skills/models-of-teaching
/
3
Teaching Models
Independent Readings
Annotated
Bibliography DUE
Module 2: Pedagogical Content Knowledge (PCK)
4
Pedagogical Content Lee Shulman- Those Who Understand: Knowl
Knowledge
edge Growth in Teaching
5
Technological
Koehler & Mishra article (under “course
Pedagogical Content documents”)
Knowledge & Digital Buckingham article (under “course
Literacy
documents”)
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6
Disciplinary Literacy Disciplinary Literacy article (under “course
documents”)
Connelly, et al., Ch 4- Subject Matter:
Defining and Theorizing School Subjects
Digital Literacy
Project DUE
Module 3: Theories that Underlie Teaching and Curriculum
7
Using “lenses” to
understand C & I;
Approaches:
Multicultural
McConnell, et al.- Ch 1-2 (pp. 1-25)
Discussion Board
DUE
8
Approaches:
Behaviorism,
Constructivism,
Aesthetic
McConnell, et al.- Ch 3-5 (pp. 26-65)
Discussion Board
DUE
9
Approaches:
Ecological, Socialemotional
McConnell, et al.- Ch 4-8 (pp. 66-114)
Discussion Board
DUE
Module 4: Justice Pedagogies
10
What are Culturally
Sustaining
Pedagogies?
Jane Addams- The Public School and the
Immigrant Child (Ch 4 in The Curriculum
Studies Reader);
Paris & Alim- Ch 1 (pp. 1-24); Ch 11 (pp. 191206)
11
Student-teacher
relationships, high
expectations, and
critical
multiculturalism
Masko article (on Canvas, if link doesn’t work)
Paris & Alim- Ch 2; 4-5; 10 (pp. 25-98)
12
Linguistic Diversity:
Literacies and
Languages
Paris & Alim- Ch 3 (pp. 43-60)
Book
Presentations: Lisa
Delpit DUE
Vershawn Young,
et al.DUE
13
Hip-hop Ed
Paris & Alim- Ch 8 (pp. 141-156)
Paris & Alim- ch 14-15 (pp. 247-274)
Book
Presentations:
Chris Emdin DUE
Module 5: High Leverage Practices
14
High Leverage
Practices
Ball & Forzani article
Philip, et al. article
John Dewey- My Pedagogic Creed (ch 3 in
The Curriculum Studies Reader)
15
Deconstructing High Teaching Works: https://tle.soe.umich.edu/HLP
Leverage Practices
16
Deconstructing High Teaching Works: https://tle.soe.umich.edu/HLP Pedagogic Creed
Leverage Practices
DUE
*Additional readings may be assigned/posted/made available within the Canvas course
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throughout the semester
**All Dates are subject to change at the Instructor’s discretion.
*** One late paper assignment may be accepted via email (with instructor permission)
but expect to lose at least a letter grade or two depending on the submission date.
Topic Outline:
VIII. Instructional Methods
Instructional Methods: This course will be fully online and web-based. No campus-based classroom
classes are held. While you are expected to login at least weekly, I recommend that you log in several
times a week as email is a critical part of communication in the course. Course materials will be posted
within the Canvas course website. (https://sharklearn.nova.edu). IMPORTANT NOTE: The
Assignment Calendar posted in Canvas is the default reference for all due dates and Zoom
sessions. If you see a conflict, first, please email your professor. Second, follow the assignment
calendar unless notified otherwise. In addition, students are encouraged to participate in the live (via
the Internet), Zoom sessions. If students miss a live session, they are expected to view the recordings.
Notes: For online students: a headset with microphone for the computer, for participation in Zoom sessions,
is required for this course. Check the course textbook list for updates at
http://www.nsubooks.bkstore.com/.
Primary methods of instruction for this course are interactive synchronous sessions (Zoom, PowerPoint or
other multi-media format) presentations, discussion boards, and assignments. In addition, we will
communicate by phone when needed.
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IX. Assignments
Instructional Methods: This course will be fully online and web-based. No campus-based classroom classes are held. While you are expected to login at least
weekly, I recommend that you log in several times a week as email is a critical part of communication in the course. Course materials will be posted within the
Canvas course website. (https://sharklearn.nova.edu). IMPORTANT NOTE: The Assignment Calendar posted in Canvas is the default reference
for all due dates and Zoom sessions. If you see a conflict, first, please email your professor. Second, follow the assignment calendar unless
notified otherwise. In addition, students are encouraged to participate in the live (via the Internet), Zoom sessions. If students miss a live session, they are
expected to view the recordings.
Notes: For online students: a headset with microphone for the computer, for participation in Zoom sessions, is required for this course. Check the course textbook
list for updates at http://www.nsubooks.bkstore.com/.
Primary methods of instruction for this course are interactive synchronous sessions (Zoom, PowerPoint or other multi-media format) presentations, discussion
boards, and assignments. In addition, we will communicate by phone when needed.
Assignments
Assignments: All assignments must follow APA guidelines for form and style. Every assignment must include the FSE cover sheet/title page (see Appendix
A).
Assignment 1: Annotated Bibliography (S.L.O. 1, 2)
Module 1
For this assignment, you are expected to locate and read six articles related to pedagogical models. The goals for this assignment are two-fold:
1. To increase your familiarity with various pedagogical models and their efficacy;
2. To practice analysis of educational research
An annotation is a brief summary and evaluation of a text. An annotated bibliography is a collection of these annotations. For your annotated bibliography, you’ll
be expected to provide:
1. An introduction to your annotated bibliography in which you’ll orient the reader to your annotated bib. This should be about a paragraph or two.
2. For each of the six texts you read, you’ll provide an APA bibliographic reference ( https://owl.purdue.edu/owl/purdue_owl.html ). Each reference will be
followed by 2 paragraphs:
a. a summary of the article, and
b. a critical analysis.
For the critical analysis, briefly describe what you have learned from reading the article. (Some questions for you to consider are: How is the text useful to you?
Were there any surprises for you? Does it align with the other texts you read pertaining to your topic or does it deviate from the others? If it deviates, how does it
do so? Is a particular point of view adopted? Why do you think that is so? If there is research, is it sound?)
1. A conclusion in which you provide a one-paragraph summary to the articles and what you learned, overall.
This should be in 12-point professional (Times New Roman, Cambria, or Calibri) font and single-spaced with attention paid to academic written English (as few
grammatical errors as possible).
Following is the rubric upon which I will base your grade for this assignment. Because this is a form of academic writing, it is crucial that you write clearly and
concisely. For that reason, each portion of your annotated bibliography will be graded on Standard Written Academic American English grammar.
Assignment 1: ANNOTATED B IB LIOGRAPHY RUB RIC
Name:
Theme or Title:
Criteria
Excellent
Generated: 12/19/2023
Good
Satisfactory
Needs
Improvement
Page 5 of 32
Assignment has been fulfilled;
writing is fresh and mature;
purposeful language that leads to
meaning-making; establishes the
writer’s stance; excellent attention
to audience, purpose for writing,
and sensitivity to context
Assignment has
been fulfilled;
establishes the
writer’s stance and
demonstrates a
clear sense of
audience, purpose,
and context
Assignment has been
followed, but lacks
sophistication;
demonstrates limited
sense of audience and
purpose
Attempts to
follow the
assignment,
but
demonstrates
little
awareness of
the writer’s
stance,
audience,
purpose, and
context
Reasoning & Well focused; effectively narrowed
Content
topic for each annotation and clear
point; sources are chosen carefully
and cited appropriately; reasoning
within
the annotations demonstrates
good judgment and an awareness
of the topic’s complexities
Fairly well defined,
focused and
supported; sources
are cited
appropriately;
reasoning and
support are
thorough and more
than adequate;
writer
demonstrates a
thoughtful
awareness of
complexity and
other points of
view
Only generally
defined; sources are
mostly cited
appropriately; annotations
are either simple in nature
or the writer demonstrate
little awareness of the
topic’s complexity or other
points of view; therefore,
the ‘C’ annotated
bibliography usually
exhibits minor
imperfections or
inconsistencies in
development,
organization, and
reasoning
May not
have a clear
topic or any
significant
support;
inadequate
or irrelevant
evidence that
lacks
analysis or
poor
reasoning;
falls short of
the minimum
length
requirements
Purpose
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Organization Arrangement of ideas is
deliberately chosen, logically
organized, and works effectively;
introduction engages reader
through a clear context and
purpose for writing; conclusion is
significant and satisfying
Effective
introduction and
conclusion; order
of information is
logical, and the
reader can follow
it; annotations use
enough specific
detail to satisfy the
reader
Organization is fairly clear;
occasional unclear
arrangement of ideas;
introduction and
conclusion may fail to
engage or satisfy the
audience; adequately
developed paragraphs,
which are divided
appropriately
Organization
is unclear
and
confusing;
introductions
or
conclusions
are not clear
and may
misrepresent
your topic;
paragraphs
are not
clearly
developed
Expression is clear, readable, and
memorable; writer uses varied
lengths and types of sentences;
writing shows effective use of
grammar and punctuation, with
errors that do not distract; wording
is thoughtful, varied and precise
Expression is clear
and readable;
sentence structure
is varied in length
and style;
appropriate use of
grammar and
punctuation, with
few errors that do
not distract;
vocabulary is
precise and
appropriate
Expression is competent;
relatively simple sentence
structure; word choice is
correct, though limited;
may contain clichés, or
flowery language; paper
contains error in spelling,
usage, and punctuation
that distract the reader
Multiple and
consistent
errors in
spelling,
usage, and
punctuation
that distract
the reader
from the
point of the
paper;
demonstrates
lack of
proofreading
and editing
Expression
Grade:
Comments:
Assignment 2: Project-Based Digital Literacy Plan (S.L.O. 3)
Module 2: CUR 9610
How do we slow down climate change? How do we eliminate racism? How do we draw our state’s district lines fairly? How do we solve the problem of youth
voter apathy in our state? What healthcare policy is going to do the most good for the most people? How should we redesign our playground? Was makes [your
state/town/school] special? How can we apply the lessons we learned about education during COVID-19? These are all questions that might drive project-based
learning activities in a K-12 classroom, and all of them can use data visualizations to help students formulate arguments.
Project/problem-Based Learning is a method of instruction that has students engage in the inquiry process for an extended period of time, investigating and
responding to a complex question, problem, or challenge. Research has indicated that PBL has the potential to be highly effective and engaging. It asks student
to take control of their own learning, and often allows them to explore topics based on their own interests. PBL is well suited to this assignment because it asks
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Page 7 of 32
students to draw from a wide range of disciplines (all of which use data visualizations) and sources (both verbal and visual). In other words, it builds their digital
literacy skills.
Your assignment is to design a plan for a project-based learning activity in your elementary or secondary classroom. Your PBL activity must be:
1. Standards-based and central to the curriculum for your grade of choice;
2. Interdisciplinary;
3. Focused on a compelling question or problem (whether you identify it or help students identify it);
4. Inclusive of data literacy practices we have discussed in this class:
a. Reading/analyzing/interpreting data visualizations.
b. Creating data visualizations, with guidance provided to students through a written and/or oral “minimal manual” on how to use a program or interactive
website, or create an analog data visualization.
c. Integrating data visualizations in print, online, or oral claims/arguments/narratives.
5. Aimed at the construction, application, and/or transformation of student knowledge;
6. Student-driven to some degree;
7. Authentic or connected to the world outside of school;
8. Built to allow for sustained inquiry, critique, revision, and/or public presentation.
Project design overview (50-point complete draft) – The project design overview describes the goals and rationale for your project and a calendar. It will
need to explain how the project incorporates the data literacy practices listed above.
Hooking Lesson Plan OR Slow Reveal Graph (150-point assignment) – This is the only complete lesson plan you will write. If you choose to do a slow
reveal graph, you do not need to write a separate lesson plan; the instructional sequence will be embedded in the notes. If you do something other than a slow
reveal graph, you will need to write a lesson plan with instructional sequence and attach any instructional materials. You will rehearse the teaching of this lesson in
class with a small group of peers, and turn in a revision and 1-page reflection on the rehearsal teaching experience within a week of the rehearsal teaching day.
Assignment 2: Digital Literacy Project Rubric
Criteria
Excellent
Connected to the standards/curriculum
Satisfactory
Needs Work
Clearly and thoroughly connected Connected to
to the standards/curriculum with standards/curriculum with some
solid explanation.
explanation.
Made an attempt to connect to
the curriculum/standards,
although not complete
Did not identify
standards
Compelling question: relevant to
students, connects to outside world,
complex, multi-faceted
“Compelling question” is, in fact,
compelling and relevant to
students. It shows complexity that
is illustrated in the outside world.
“Compelling question” is
somewhat compelling and
relevant. Has a moderate level of
complexity that is mirrored in
outside world.
“Compelling question” is
somewhat compelling, but may
not be clearly relevant to
students. May be connected to
outside world, but may lack
complexity.
“Compelling question” is
not compelling or
relevant to student, nor is
it complex or connected
to outside world.
Follows tenets of problem or projectbased learning: complex question
leading to investigation, inquiry-based,
student-driven topic, collaborative.
Follows all of the tenets of
Follows at least 4 of the tenets of
problem or project-based learning. problem or project-based
learning.
Follows at least 3 of the tenets
of problem or project-based
learning.
Does not follow the
tenets of problem or
project-based learning.
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Good
Page 8 of 32
Students are given opportunities to
engage with data visualization(s);
learning is not passive
It is clear in the design that
students are working with data
visualizations and not only
learning about them.
It is clear in the design that
students are working with data
visualizations, at least somewhat,
and not only learning about them.
There is an attempt for students There is no attempt for
to work with data visualizations students to work with
in the design, but it is a weak
data visualizations.
attempt.
Assignment designed to allow for
sustained inquiry, critique, revision,
and/or public presentation
The project is substantial enough
for students to work on sustained
inquiry, to engage in revision
and/or to publicly present their
project.
While there is sustained inquiry,
there may be lacking
opportunities for revision and/or
public presentation of topic.
The project is not substantial
enough for sustained inquiry,
and students may not engage in
revision and/or public
presentation of project.
Project Design has clear overall
goals/objectives/rationale
There are clear goals and
objectives in the project design,
supported by a solid rationale.
There are goals and objectives in
the project design, as well as a
rationale, although they may not
be clearly articulated.
There is an attempt at including There is not clear goals,
goals and objectives in the
objectives, or rationale.
project design, and the rationale
may lack support or a
connection to the
goals/objectives.
Lesson Plan has a clear & measurable
Notes in the PP show clear and
objective, clear procedure in the notes of measurable objective for the slow
the PowerPoint.
reveal graph and a clear step-bystep procedure.
Notes in the PP show an
objective, although it may not be
measurable, and clear procedure
for the slow-reveal graph.
Notes in the PP attempt to show There is no objective or
an objective and attempt to
notes for the slow reveal
show clear procedure for the
graph.
slow reveal graph.
Reflection notes points of improvement
for future implementation.
Reflection shows multiple points
of improvement for future
implementation, but misses some
opportunities for teacher growth.
Reflection attempts to show at
least one point of improvement
for future implementation.
Reflection notes points of
improvement for future
implementation.
There is no sustained
inquiry, and students
may not engage in
revision and/or public
presentation of project.
Reflection does not focus
on improvement for
future implementation.
Assignment 3: Discussion Board (S.L.O. 1, 2)
Module 3
Teachers are engaged daily in political work. You teach in urban schools, suburban schools, rural schools, with children who speak English as their second
language, as their first language, who may be poor, or who are wealthy and privileged. You work with children who are being raised by their mothers or their
grandparents, or who live with both their parents. Your task as a teacher is to prepare these young people to grow into happy, productive, contributing citizens in
our society, and it seems everyone has an opinion on how that should be done. The socio-cultural contexts in which you teach are inherently political. You read
letters to the editor, hear coffee-shop conversations, listen to morning DJs talk about the social concerns of schooling, much of which you interact with on a
personal level. Teacher to student. Person to person. Yet, often this intimate voice, the teacher voice, is missing from the national conversation. As you move
toward doctorate degrees in education, your voice is going to be ever more valued. The discussion board assignment allows us to engage intelligently, thoughtfully,
and deeply about these societal concerns that we will see in our daily work as teachers and to develop your responses to the daily conversations about education
that happen in spaces outside of schools. My hope is that with this time to think, to respond, and to engage in these conversations, you will gain comfort to put
your voice into a local or national conversation about the political act of schooling.
Objectives:
1. To engage in professional, intellectual discussions outside of class time
2. To develop arguments on contemporary topics relevant to teaching, specifically as they relate to the ways in which we teach
Guidelines:
Host Post: You will be assigned a chapter from the McConnel, et al. text. You will begin a thread on a specific topic within the chapter or you may respond to
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the chapter holistically. Title the post appropriately, so your classmates understand the focus of your thread. In your host post, you should not summarize the
chapter, as everyone has read it. Your post should focus on a key point or two to which you want to respond. Your informed opinion is important here.
Additionally, as you are the host, you should make sure that your response elicits your classmates to engage in a discussion with you. Post a question, challenge
the author, or provide some other springboard to ignite a conversation.
Response Post: You may respond to any post that is on canvas each week. Your response should be to both the chapter and the host. Agree with or argue
against either the host or the author(s) of the text(s). Engage deeply and seriously with this topic. Please do not simply agree, and then repeat everything a
previous post said. Add to the conversation. Deepen it. Broaden it. Take it in a new direction.
Quantity: 1 host post, 2 response posts total
Length: Each response should be approximately 200-300 words.
Special note: Remember to attack ideas and not people! Please keep in mind our class decorum when engaging in these discussions. Also, please remember to
proofread your writing before you post.
Grading Criteria
Criteria
Excellent
Good
Satisfactory
Needs Work
Focus on Chapter Topic(s)
The post engages with the topic
presented in the chapter
The post mostly engages with
the topic presented in the
chapter
The post attempts to engage
with the topic presented in the
chapter
The post does not engage with
the topic presented in the
chapter
Connection to the sociocultural
context of schooling
The post situates the response
within the sociocultural context
of classrooms or schooling
The post mostly situates the
response within the sociocultural
context of classrooms or
schooling
The post attempts to situate the
response within the sociocultural
context of classrooms or
schooling
The post does not situate the
response within the sociocultural
contexts of classrooms or
schooling
Connection to the sociopolitical
nature of schooling
The pose makes connections to
the sociopolitical nature of
schooling
The post makes some
The post attempts to make
The post does not make
connections to the sociopolitical connections of the sociopolitical connections to the sociopolitical
nature of schooling
nature of schooling
nature of schooling.
Host: presents thoughtful
question or prompt
The host presents a thoughtful The host presents a question of
question or prompt at the end of prompt at the end of their post in
their post in order to engage their order to engage their peers
peers
The host posts a limiting or
The host does not pose a
poorly designed question or
question or prompt to engage
prompt at the end of their post to their peers
engage their peers
Quantity
3 posts
Only 2 posts
2-3 posts
Only 1 post
Assignment 4: Book Review Assignment 4: Book Review (S.L.O. 4)
Module 4
You worked in lit circle groups during this module and read one of the following texts:
Delpit, L. (2013). “Multiplication is for white people:” Raising expectations for other people’s children. The New Press.
Emdin, C. (2017). For white folks who teach in the hood… and the rest of y’all too: Reality pedagogy and urban education. Beacon Press.
Young, V. A., Barrett, R., Young-Rivera, Y. (2018). Other people’s English: Code-meshing, code-switching, and African American literacy. Parlor
Press.
You’ve engaged in Lit Circles to discuss your books in class and considered how these books might impact your teaching in a K-12 classroom. Now your task is
to present these books to the class and engage your classmates in a critical discussion of how the ideas presented in the text can be implemented in a classroom.
My goals for you:
1. That you gain deeper understanding of culturally sustaining pedagogical practices;
2. That you reflect on how to reach and teach culturally, linguistically, and socioeconomically diverse children;
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3. That this assignment causes you to think about the intersection of race, language, and/or poverty with social norms, with social institutions, with systems, and
with oppression;
4. That you gain experience sharing complex ideas with peers in succinct ways.
You will present your book and lead the class in a critical discussion in a 25-30-minute presentation/discussion. First, provide a “Book Talk” of the book, as the
rest of the class has not read it. A “Book Talk” is a brief summary that is designed to entice others to read the book. Then lead the class in a critical discussion of
the ideas presented in the book and their application to your classmates’ classrooms.
You must engage the class in some way. It’s important that your audience is not passive. This can be through discussion, activity, game, etc. Be creative! For a
list of discussion ideas: http://www.cultofpedagogy.com/speaking-listening-techniques/
Criteria:
Length: 25-30 min
Content: “Book Talk” of text, plus leading a class discussion
Discussion/Participation: facilitate a critical discussion among your peers of your book or engage the class in some other meaningful way
Presentation Style: all group members must participate in meaningful ways
Handout: prepare a handout for your classmates summarizing your key points; should be aesthetically appealing; this should be the “golden nugget” or the
implications of your book—what must we know about your topic/book to be better teachers?
HLP Focus: Leading a Group Discussion
Assignment 4: CUR 9610 Book Review
Scoring Guide
Group:
Grade:
Presentation Topic:
Presentation Goals: Each group must create a 25-30-minute presentation on your book and engage your classmates about your application of Gorski’s ideas. Your
classmates have not read your book, so you will need to provide a brief summary (Book Talk). However, this assignment is not limited to a summary. You must
engage us in a critical discussion, sharing your insights into the issues presented and eliciting your classmates’ responses.
Basic Criteria
All group members must speak during the presentation
Each group must have a visual aid
Each group must prepare a handout for the entire class, highlighted key ideas of text, and any “ah-ha” revelations that are relevant to teaching
Criteria
Excellent
Good
Satisfactory
Needs Work
Content- Both a summary of the text, and a
critical discussion
The content of the
presentation provides a
thorough, engaging summary
of the text, and provides an
opportunity for the class to
engage in a critical discussion
of the text.
The content of the
presentation provides a
thorough summary of the
texts and provides the class
an opportunity to engage in a
critical discussion of the text.
The content of the
presentation provides a
partial summary of the text
and provides the class an
opportunity to engage in a
discussion of the text.
The content of the
presentation provides a
minimal summary of the text
and/or provides the class an
opportunity to engage in a
discussion of the text.
Development- Discussion of book is critical,
thoughtful and well-developed
The discussion is well
developed with probing
questions in a logical order
than engages students
meaningfully.
The discussion is well
developed with probing
questions that engages
students.
The discussion is sufficiently The discussion is
developed with questions
insufficient. Questions are
that engage students.
not engaging to students and
does not prompt dialogue.
Generated: 12/19/2023
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Organization- presentation is well organized
and rehearsed
Presentation flows in a
natural progression and
group members participate
smoothly, which
demonstrates preparation.
Presentation has good flow
with fewer than 3 awkward
moments and group members
all participate.
Presentation has moments of
awkwardness and/or all
group members participate.
Presentation is awkward
and/or group members do not
all participate.
Audience- presenter is also facilitator and
reflects awareness of and engages audience
Presenters are aware of
audience engagement and
adjusts presentation as
necessary to better engage
audience.
Presenters are aware of
audience engagement and
attempts to adjust
presentation to improve
audience engagement.
Presenters have awareness of
audience engagement but
make little/no attempt to
adjust presentation to
improve audience
engagement.
Presenters ignore audience
engagement and move
through presentation without
an engaged audience.
Synthesis- Solid synthesis of the ideas from
Presenters connect content of Presenters connect content of
the text and what we’ve learned about teaching independent text to other
independent text to other
in the course
course texts in relevant and
course texts.
meaningful ways.
Presenters make weak
connection between content
of independent text to other
course texts.
Presenters do
