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Articulating Immediacies: A STUDIO Praxis for Developmental Reading/Writing
Transcript of Articulating Immediacies: A STUDIO Praxis for Developmental Reading/Writing
we're asking in... WHO WE ARE an identity whiteboard imMEDIAcies m u l t i p l e deSIGN administrators STUDIO g a l l e r y tour :: perceptions . technology . processes interns instructors students "More than a teacher, I see myself as a guide and a partner." "I push students to face challenges and their writing/ reading fears.
Together we find strategies to overcome them." whiTEboARdS student project(ion)s artIsts iN
reSIDEnce As interns we play the parts of a feedback node, a sounding-board,
an in-class assistant, and tech support. We are students who have survived
the FYC challenge. Collectively, we motivate and encourage students
to ask questions, seek answers, and discover meaning. feedBACK In the STUDIO students have multiple sources of feedback. Interns are a node in the feedback loop. access point instructors peers interns Feedback via e-mail allows the interns to establish
a collaborative voice. When students submit their writing through e-mail,
on occasion the interns will respond collaboratively. When this happens, all 3 interns are
present while reading student work and meshing their suggestions and questions together
into one collective voice. f2f feedback sessions limit the amount of
time an intern can spend on each piece of writing. (face-to-face)
an in person, one-on-one type of feedback,
during STUDIO hours loiterers with a purpose we aren't ADD or OCD we don't assume FSTR is BTR we BREAK glass [NO] emergence-y INFOvores in case of By doing this in the technology classroom with the use of iPads, the instructor’s ability to respond to a comment made by a student (or a conversation made by several) right after the comment is posted. This leaves the student’s thoughts fresh. By having students read material inside of class via the use of iPads, instructors are allowed to observe and comment on their reading patterns. In the reading class, they read a text that was open to their interpretation. Then a short film adapted from the text was shown and a discussion on sequencing emerged on why there was a need for something visual to understand what was going on. In the technology-based classroom, there was a more direct and instant involvement in this discussion via the use of whiteboards. In addition to this, observing the students’ reading patterns comes into play when they’re asked to locate a text that is in someway similar to a text they’re reading in class, which also allows us to instantly observe their research patterns. Direct & Instant Involvement Hacker Space Immersive & Intensive Environment our addictions aren't
SIMPLy technOLOGY looking for places to go and WORDs to use when we get THERE With the Material With the People With their Writing Process What is it? What DOes IT allow? No Teacher Space No Hiding Spot A Teaching/ Learning Environment Student perceptions on the Studio Technology and Space in the Studio Student Presentations "I awaken students to the skills they already have inside of
them by pushing them with questions." Between partnership and innovative guidance "But it doesn't work that way in reality. Something even as relatively small as a single classroom STUDIO requires a hybrid: an artist and a publicist working in tandem." The studio makes use of many white boards and white- board tables
which allow students to study each other’s writing and engage in a thinking process.
There is a constant exchange, an ongoing conversation, that the students (and instructors) can actually see. Students can read articles and discuss them, prior, during, and after
reading them in full which help prepare them
and give students a sense of the material. Students actively engage in conversations, the very kind of conversations we, teachers,
often find ourselves teasing out students about, asking them to enter, without even engaging them full in that process. Immediate peer- to- peer collaboration. Students are allowed to work on a writing assignment together inside the classroom and/ or give each other feedback during the process. Research process more immediate as instructors can
witness students' search for sources and how they go about
searching for them. Instructors are allowed to observe and physically comment on the choices students make as writers,
as they are making those choices- not just after the product is finished. Students can brainstorm a writing project or an article using mapping application allowing them
to make connections and come up with questions. Constant sharing. Students and Instructors pick up ideas from the other classes. There is no teacher desk Constant movement around the students Instructors' ideas written on the whiteboards can be revised by students. Students are surrounded by whiteboards. There is no place to hide from the constant conversation and sharing of ideas. All class work is available.
Students are asked to post their ideas, questions, drafts. Students see their writing as a collaborative and public activity. Not only do students face various and different processes but they also have to find creative ways to explore ideas and create meaning through writing. Many students are first generation college students. Many students have a full- time job outside of school. Many students have to take care of their families. Education is a priority, but not always
the number one priority. Students work in group of 4 all the time. Constant exchange of ideas among students but also with the instructors. On- going conversation about scholarly articles If the instructor wants to seat down, she willl have to seat at a student table. Instructor space extends beyond the wall of the studio with the use of technology. Workshop organized by instructors on a particular aspect of the writing process. Multiple ways of obtaining feedback: Oral and/ or written "I picked up the habit of re- reading my essays while revising and editing .
Before, it was a foreign task, and now it has become a part of me as I write." "I position myself into the reader's shoes and question my thoughts.
I do it to see if it engages the reader to continue with a want to know my very thoughts." "When I first knew I was going to take English 1320/1301 I didn’t expect to learn anything new about writing or reading (...)I had the idea that this class was just going to be as boring as my past English classes but with a higher level of difficulty. However to my surprise since the first day of school all of my expectations completely changed, I came to a classroom different from the other ones, and that was the first thing that changed my mind about English class." "With Google docs as our storage folder I could revise things over and over again, improving it, since it was saved in my account there was no difficulty in getting it out." mapping PROcesseS CONVOlutions mATErial Mini Macs i pads Mac Apps Whiteboards Whiteboard tables Facebook Cell phone Google Docs Blogger Whiteboards and whiteboard group tables
help facilitate collaboration. Online blogs and file sharing allow everyone to interact with student writing outside of the classroom. Social networking keeps everyone connected. Computer-aided thinking and writing increases student awareness of the writing process. so you see... we are jonesing for imMEDIAcy pluraliTIES and the potentials of a room filled w/PEOPLE and THINGS
and delivery SYSTEMS in the window of the preSent mOment the someWHAT later the almost NOW and REFerenceS "We sometimes hear talk of the heart the brains behind a successful writing program." or NOTE TO REVIEWers
Identifying names and pictures have been removed from this profile section. "Inventive and effective curriculum and spatial design effective and inventive administration.
But to see this requires a shift in perspective from dominant binary deployments of US against ADMIN." IS partners in the intellectual sandbox hybrid pirates and visionaires Designing a new classroom and curriculum
demands two philosophical questions: If the borders of the sandbox are visible,
how much of learning can be play? Student research-based writing mapped out using concept mapping applications. 2Q: uno dos How much teaching & learning
can be in the moment? KZ Gaming metaphors like MODS, CUSTOMizationS,
and COOP Play trump prompts, textbooks, and the metanarrative of the lone writer. = Building a Space = Building Space InClass Compositions -> Unavoidable Revision Multiple Writing “Surfaces” -> Rhetorical Choices Minimal Technology Training -> Maximum Tool Invention Discussion outside of the classroom via online blogs. ReAdinG hyperTEXT Student writing uploaded to web-based word processors for feedback or final submission. CONTEXTs STUDENTs They are writing more in an immediate feedback environment.
They are experimenting with combining technologies to see what works and how.
They are building a local network of "experts" that challenges unproudctive instituional hierarchies.
They are talking about college work as everyday rather than making assumptions about "real world" applications. A room-sized workbench that never goes away.
A physical articulation of shared work in progress that matters.
A community space/a spatial community.
An activity space that enacts reasons for being there.
A blank slate that screams to be filled in.
An outlet that is an inlet.
A conjunction of art, science, education, pedagogy, and the undiscovered country. A challenge to expert/novice binaries between teachers and students.
The promotion of joy in teaching.
Invention, invention, invention.
Tangible rhetorical choices.
Decompression alongside engagement.
A place for students to become...not college students...but whatever the moment and the question demand. wrITing PROcess QR scan :: b4dr n]i[n]tro nXt