1. EDCI 6158: Trends & Issues in Education Summer 2016: Class #2 Peer Review Workshop: Topic Overview

2. Warm-up Take a minute to jot down 1-2 phrases to complete this statement: Writing a research paper is like ________________....eating your broccoli- you don’t like it, but you know it’s good for you. …pulling out your eyelashes one by one. …a firework – you work in bursts and hope you’ve put on a good show in the end.

3. “You need to create a lot of garbage to get at the heart of it – the real message, the thing you want most to say, the voice that is really you” (Spandel, p. 65). “Our goal as teachers should not be to fill the world with perfect text, or even acceptable text. Our goal should be to take students to such a place of comfort with writing that they will persist …because they have not one shred of doubt they will get there” (Spandel, p. 72). Write Badly

4. How will we “get there” as researchers/writers? Individual Peer Collaboration Instructor Feedback “Steps within the writing process are actually complex processes unto themselves, not really simple steps at all. They not only overlap, but take numerous forms…” (Spandel, p. 49).

5. Most importantly… “Traditionally, teachers have modeled perfection and students have struggled to meet [these] standards. Today, as teachers move toward individualized instruction and collaborative learning, students struggle to create and meet their own standards of excellence; teachers are learning to model the struggle” (Lane, 1992, p. 6). What does “model the struggle” mean to you? For me, it means I will share my writing, ideas, and struggles in making sense of my educational trend and issue. Together, we will find ways to clearly, accurately, and effectively communicate our research topics and ideas.

6. Peer review workshop Each person reads aloud his/her draft. Each person asks the others to offer feedback in terms of “praises,” “problems,” and “proposals.” Each person takes notes on the others’ feedback (using scrap paper or your mobile device). Please spend about 5-7minutes on each person’s draft. On your scrap piece of paper, please jot down 1-2 new facts/ideas you learned about trends and issues from listening to peers’ drafts.

7. Course objectives Knowledge of Education Trends and Issues Students will refine their knowledge of trends in pedagogy, of developments in curriculum, and of significant educational issues at local, state, and national levels. Detailed Knowledge of a Selected Trend and/or Issue Students will conduct research to gain detailed knowledge of a specific trend and/or issue and share this knowledge with other members of the class. Hands-On Knowledge of Instruction Related to Trends/Issues Students will investigate, review, and develop a curricular/awareness project to apply knowledge of current education trends/issues to a local instructional setting.

8. Literature Circles What are literature circles? Student-led reading groups. Students set reading schedule/pace. Students choose texts. Students direct discussions by playing roles. Harvey Daniels (2002)

9. Literature Circle Groups Team Alley-OOP Amanda Alyssa Brian Brandon Team Kaboom Natalie Melissa Althea Tracy Team ALL net Autumn Mark Cathy Team Dunkalicious Classy Josh Ashley Kelly Michael Team Supersonic Sassy Lauren Blair Allen Marcus

10. Literature Circle Roles Illustrator (Create a visual to “show” a key theme, scene, or idea). Literary Luminary (Choose significant passages from the text). Connector (Describe connections between ideas in text and real world). Discussion Director (Develop thought- provoking questions and guide group’s discussion). Archeologist (“Dig” to find interesting information regarding text, author, themes, etc.).

11. Literature Circle Groups Spend the next 10 minutes with your literature circle group. Discuss what you know about the book already or what you expect the story might be about. Determine a reading schedule. (Mark page numbers on your course schedule). We will have three in-class literature circle discussions/meetings. BOOK MUST BE COMPLETED BY 5/31/16. It’s a book; it’s a poem… What IS it? What do I know, think, feel about poetry?

12. Practice Roles; Dive into Poetry In your group, read the poem “Wal-Mart is Ghetto.” Individually, each complete a literature circle role sheet in response to the poem. Spend 10-12 minutes discussing your responses within your group. Each person choose a role to complete for The Crossover for Tuesday night’s class.

13. Reader-Centered Writing How is “reader- centered” different from “writer- centered”? Reader-Centered Writing Tips

14. Reminders: Read Crossover and complete role sheet before Tuesday. Continue revising “Overview” section of wiki research project. Begin drafting “Trend or Issue?” section of wiki project. On Tuesday, bring in a draft of “Trend/Issue” section. Email revised “Overview” and “Trend/Issue” drafts to Erinn by next Friday (5/27). Keep in mind: You must go through at least one round of peer review and instructor review for each section of your wiki project.

15. References: Lane, B. (1992). After THE end: Teaching and learning creative revision. Portsmouth, NH: Heinemann. Spandel, V. (2005) The 9 rights of every writer. Portsmouth, NH: Heinemann.