Blog 2: Teaching Artifact Proposal

The teaching artifact I would like to revise is based on a reading responses to a grouping of short essays about the meaning and function of reading and literature. I call these texts “Readings on Reading.” While all the texts are mandatory reading, I break up the reading responses alphabetically by last name so that each student only writes on one text. This results in groupings of about about 4-5 students who have both read a given text and written a response.

This is a mid-level assignment which requires a bit more time and attention that a typical reading response. A reading response is simply a series of question which are typically specific to a text. Normally I have these assignments posted in the Discussion Board. They normally involve a combination of different types of questions, either factual, interpretive or asking students their opinion and reasoning for it. Students are expected to answer each question in a few sentences and the typical function of such responses are to guarantee that students read for class and to have them thinking about matters and themes central to class discussion in preparation for it.

This particular particular response asks general, non-text specific, questions which apply to all the “Readings on Reading.” Typically when I cover the text in class I will make a point to call on those students who wrote on the text under discussion. However, I’ve never completely taken advantage of the group format. I would like to make this a more collaborative project in which the students formally assemble in blocks and collaborate as a group which would culminate in a group presentation to the class. This would allow students to engage with each other in different modes, as a group and then as a group interacting with the whole class. Each group would then run class for the duration of their presentation.

Here each group would lead class discussion of the text they wrote on. I think I envision this as a kind of semi-formal presentation in that one the one hand, they should have mastered their content by completing the written assignment, while on the other hand the presentation itself is a bit more impromptu and spontaneous, with me asking them question periodically, rather than something that is completely rehearsed and polished in advance.

Therefore, the assignment would consist of two graded components: a written part and an oral part in which each member of the group would be responsible for addressing one question or some portion of the overall assignment. The written component would be graded on both the substance and the quality of the writing and the group presentation on their general preparedness.

I’ve considered also having them include some small element of a PowerPoint presentation in order for the rest of the class to follow along visually and for the presenters to more easily stay on point. This is a type of project that could work in person and in the Zoom on-line format. I’d like to avoid asking students to meet outside of class to prepare their presentations because their schedules and their commuter status often make this burdensome. Breakout rooms on Zoom could be used in order for them to have time to “huddle” and discuss their presentation. Meanwhile students who are listening could be required to provide feedback to remarks they found engaging by using the Chat function on Zoom.

To make this artifact more complete. I would have to provide more information about what I expect them to do in their groups, as well as provide a grading rubric for the written and and oral components with an explanation of the focus and structure of the oral presentation.

Reading Response Prompt:

Assignment 1.5 page double spaced essay on One Reading from “Readings on Reading”

Instructions:

1. Read all the “Readings on Reading”
2. Answer the following question on a given reading based on the alphabetical groupings by your last name.
3. Collaborate with your group and present your responses to the class.

Questions:

1. What do you think the main point of this article is? (1 paragraph)
2. How does the author of this article understand the primary function or purpose of reading/What function this author focus on? (1 paragraph)
3. Quote what you believe to be either the most important or most interesting passage in the text. Explain what you think it means? What is the author saying? Then explain why you think this is the most important passage and what is most interest about it. (2 paragraphs)

Classwork: (10 mins)

1. Get in groups based on the reading you selected.
2. Talk about each of the questions in order. Debate and dispute with yourselves on what you think the answers are and reach some general consensus. Additionally discuss that things you do not agree on and reach and understanding of what your differences of thinking are which led to your differing conclusions.
3. As a group present your findings to the questions in order to the class and we will initiate our discussion of the reading based on your opening remarks.