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The Education Perspective: Why Writing Is Essential for Teacher Training Andrew Smyth, Assistant Professor of English SCSU Teaching Academy: “A Passion.

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Presentation on theme: "The Education Perspective: Why Writing Is Essential for Teacher Training Andrew Smyth, Assistant Professor of English SCSU Teaching Academy: “A Passion."— Presentation transcript:

1 The Education Perspective: Why Writing Is Essential for Teacher Training Andrew Smyth, Assistant Professor of English SCSU Teaching Academy: “A Passion for Learning” June 9, 2008

2 Reflective Practitioners  Goal is to instill a regular habit of reflection on teaching practice Oral: Group Protocols; Problem-solving Writing: Regular Reflections, Observations, and Multigenre Adaptations Writing regularly and in different modes produces pedagogical insights.

3 CI 2800: “Teachers, Schools, and Learners”  Intro to Education course at Appalachian State University  Mostly Sophomores  Mixed Disciplines and Grade-Level Aspirations (pre-K through 12)  Writing- and Computer-Designated Course

4 Field Work: 5 th Dimension  http://www.ced.appstate.edu/project s/5d/index.html http://www.ced.appstate.edu/project s/5d/index.html  Afterschool Program in Local Elementary Schools (twice a week)  Play-Oriented, Computer-Oriented  Heavy Emphasis on Vygotsky’s Zone of Proximal Development  Thanks to Appalachian State University, Department of Curriculum and Instruction, for permission to link to their websites.

5 Weekly Field Notes  Electronic Database http://survey.rcoe.appstate.edu/2800fieldnotes  Weekly Entries  Instructor Responses (brief)  Repetition of Structure Essential for Development of Pedagogical Insights and Teacher Dispositions.  Course Connections Section affirms understanding at a practical level.

6 Field Notes Synthesis  Essay is typical format, but variety of writings are available and encouraged.  College-wide rubric focuses on course expectations, conceptual framework, dispositions, and other elements of teacher training.

7 Multigenre at SCSU: Methods, Observation Journals, and Student Teaching  EDU 490 (Secondary English Methods) folds into Student Teaching.  Students write preliminary observation reports and journals on their first two weeks of teaching.  Journals provide content for multigenre exploration of developing pedagogy.  Student Sample: http://samgenre.blogspot.com/ http://samgenre.blogspot.com/ Thanks to SCSU student Jon Sam for permission to post his creative reflection on teaching.

8  For more information on multigenre writing, see Tom Romano, Blending Genre, Altering Style: Writing Multigenre Papers (Portsmouth, NH: Boynton/Cook, 2000).


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