As I sat down to write a response to this week’s prompt, I found the process challenging for a number of reasons; the main reason is because, I had a difficulty nailing down what the top three or four things are that dominate my composition philosophy. Ultimately, they are as follows: 21st century-readiness, emotional intelligence, all things rhetoric, ((and/or so that) students are equipped to successfully pursue their dreams/calling/passion). On the Pearson’s website, you can find the following statement directed toward teachers who are thinking about helping students with “College & Career Readiness”:
You strive to give students the knowledge, 21st century skills, and strategies to think critically and keep learning—always and everywhere. We can help you prepare learners for future success, no matter what their dreams. (emphasis added). (Pearson online).
If I used the example above as a mission statement for FYC student education, I might change it to the following:
First-year composition instruction should promote a strong understanding of the 21st century global context through developing 21st century skills in: (1) literacy (written, visual, oral, cultural, technological), (2) critical and reflective thinking, (3) emotional intelligence, and (4) continuous/life-long learning.
The following provides some examples of how each of these areas might be reflected in assignments:
(1) Literacy -
Written, visual, oral, technological – The majority of assignments in 1301 or FYC touch on these. Students are being asked to wrestle with these regularly. A few assignments which might touch on visual literacy would be to analyze a super bowl television advertisement for audience, thesis, and supporting rhetorical devices. Another similar assignment might ask the class to analyze a website for audience, main claim/purpose, and supporting visual/rhetorical devices.
“[C]ultural” is addressed here…and in the emotional intelligence section.
(2) Critical thinking (is pervasive throughout the categories) – Throughout FYC, students are asked to engage with readings and think critically. I always like taking a passage that has a number of claims and having students get into groups to dissect, analyze, investigate, pass judgments on and wrestle with the claims, how the claims are made, and whether they are effective.
Reflective thinking (should be pervasive throughout the categories – Students can be asked to reflect on their composition process. They can be asked to reflect on how an assignment spoke to them or think back to how they were changed by an assignment, etc.
(3) Emotional intelligence (and cultural literacy) - This is by far the most challenging skills/intelligences to create. A FYC class might start with reading for perspectives (a case study with multiple cultures represented in the case study might be presented). Students could be asked to put themselves in someone else’s shoes. A case study where an individual or multiple individuals and scenarios demonstrate emotional intelligence exercised well might be presented. Students could discuss how the individual(s) accomplished what needed to be accomplished. Group discussions relating to diverse perspectives which incorporates empathy and well-thought our reasoning is key here. An instructor might ask students to take a test at the beginning of the course from a “360-degree feedback instrument” (McKee, 2015). Once students got results from a test like the Emotional and Social Competency Inventory (ESCI), they could be asked to review the results and then write reflectively on how they read the results and how they might strengthen any weaknesses they might have.
(4) Continuous/Life-long learning – Many students view learning as something that happens in school primarily; however, in order to help prepare students for a global technological context where things are changing at daunting rate, instructors will need to instill a desire for continuous learning through modeling and casting the vision. This might start with asking the class questions for discussion, “What does it mean to be a ‘continuous’ or ‘life-long learner’? Why might this be an extremely vital skill or characteristic to have as a person?”
References
College & Career Readiness. Pearson, 2015. Accessed at: http://www.pearsoned.com/prek-12-education/topics-in-prek-12-education/college-and-career-readiness/
McKee, Annie. “How to Help Someone Develop Emotional Intelligence.” Harvard Business Review Online. April 24, 2015. Accessed at: https://hbr.org/2015/04/how-to-help-someone-develop-emotional-intelligence
Nice post here, Mary. As it was a day late, you might ask your peers to review it. Most of them have already commented on others' blog posts for the week.
ReplyDeleteI have spent some time with CCRS curriculum and instruction. It's interesting to study what people find necessary to know for college-bound students. According to one of our readings this week, composition was originally thought to be something that all high school students should take, and that by the time they come to college they should have the knowledge that we tend to teach in 1301 and 1302. You might look up the program called WOVE at Iowa State to see what differences there are between our programs. Nice find on lifelong learning theories. Yes, moving toward something other than extrinsically motivating students through grades could be through underscoring principles of lifelong learning. I like your definition of critical thinking, too. I'll ask on Friday for you to share an assignment that you might like to teach some day which would carry forth some of these values.