Course Strands
In this course, we will evaluate development in the following four specific course strands:Reading
Reading is fundamental. Reading includes the core literary critical skill of “close reading” — that is, taking a relatively short passage of text and analyzing it closely to reveal much more about the passage, the larger text, and its place in historical and cultural context. Close reading is a key skill in this class; keeping up with the readings is a major requirement of this class. Students will also practice scholarly reading habits such as rereading, taking notes and annotations, and keeping a reading journal. Students will develop an understanding of what it means to read queerly and learn different strategies for doing so. Students will also think about the concept of “reading” as it functions in queer life: as recognition or outing, reading as taunting, reading (literature) as an illicit or erotic act.Critical Argument
Critical Arguments are written (or sometimes spoken) analyses of literature (or other phenomena) that explain the text in an original and often exciting way, using evidence from that text and its historical and cultural context. The best critical arguments are original, complex, well-supported, and written in a way that is convincing, interesting, and easy to follow. The very best critical arguments often end up explaining something about the context as well as the text. Students will craft critical arguments by working simple ideas into complex ones through research, conversation, several written iterations, and revision. Students will also learn to understand critical arguments and some of their typical approaches, such as formal analysis, attention to historical context, and attention to cultural context.Language
The power of language is a focus of this course. Students will expand their vocabulary, become familiar with the Oxford English Dictionary, and use other resources to learn about words and their histories. Students must show attention to style and language in their writing. Students will think about the importance of specific terms in the history of queer lives and in identity formation and politics. (This includes the constellation GLBTQQIA, words for sexual and gender identities from different times and cultures, words that are painful, words that are politically effective.) And students should show respect for the power of language and an understanding of how words work in different publics by choosing their words carefully in class discussion and in writing.Writing Process
The writing process includes all efforts that come before the writer finally sits down to compose (brainstorming, planning, note-taking, brief writing to record information or try out ideas) as well as all critical reconsideration and reshaping of a written product (evaluating one’s own work or another’s work, forming and executing goals for revision, reconceptualizing an argument in light of new information or new circumstances). In this area students should demonstrate their commitment to writing at all levels (from note-book to final paper) and a more reļ¬ned ability to plan, write, and revise.
The Six Dimensions of Learning
Learning theorists have argued that learning and development are not like an assembly-line which can be broken down into discrete steps occurring with machine-time precision, but an organic process that unfolds in complex ways according to its own pace and rhythm. Teaching and learning occurs in complex ecosystems, dynamic environments where teachers, students, materials and supplies, texts, technologies, concepts, social structures, and architectures are interdependently related and interactive. Using the Learning Record, the teacher (and student) is actively searching for, and documenting, positive evidence of student development across six dimensions: confidence and independence, knowledge and understanding, skills and strategies, use of prior and emerging experience, critical reflection, and creativity. These six dimensions cannot be "separated out" and treated individually; rather, they are dynamically interwoven. Our goals for a particular class should describe a trajectory of learning across multiple dimensions, and our measurements should be able to identify the paths taken by students and their progress from their individual starting points along that trajectory.
Individually, learners can expect to make progress across these six dimensions:
Confidence and independence
We see growth and development when learners' confidence and independence become congruent with their actual abilities and skills, content knowledge, use of experience, and reflectiveness about their own learning. It is not a simple case of "more (confidence and independence) is better." In a science class, for example, an overconfident student who has relied on faulty or underdeveloped skills and strategies learns to seek help when facing an obstacle; or a shy student begins to trust her own abilities, and to insist on presenting her own point of view in discussion. In both cases, students are developing along the dimension of confidence and independence.Skills and strategies
Skills and strategies represent the "know-how" aspect of learning. When we speak of "performance" or "mastery," we generally mean that learners have developed skills and strategies to function successfully in certain situations. Skills and strategies are not only specific to particular disciplines, but often cross disciplinary boundaries. In a writing class, for example, students develop many specific skills and strategies involved in composing and communicating effectively, from research to concept development to organization to polishing grammar and correctness, and often including technological skills for computer communication.Knowledge and Understanding
Knowledge and understanding refers to the "content" knowledge gained in particular subject areas. Knowledge and understanding is the most familiar dimension, focusing on the "know-what" aspect of learning. In a psychology class, knowledge and understanding might answer a wide range of questions such as, What is Freud’s concept of ego? Who was Carl Jung? What is “behaviorism”? These are typical content questions. Knowledge and understanding in such classes includes what students are learning about the topics; research methods; the theories, concepts, and practices of a discipline; the methods of organizing and presenting our ideas to others, and so on.Use of prior and emerging experience
The use of prior and emerging experience involves learners’ abilities to draw on their own experience and connect it to their work. A crucial but often unrecognized dimension of learning is the capacity to make use of prior experience as well as emerging experience in new situations. It is necessary to observe learners over a period of time while they engage in a variety of activities in order to account for the development of this important capability, which is at the heart of creative thinking and its application. With traditional methods of evaluating learning, we cannot discover just how a learner's prior experience might be brought to bear to help scaffold new understandings, or how ongoing experience shapes the content knowledge or skills and strategies the learner is developing. In a math class, students scaffold new knowledge through applying the principles and procedures they’ve already learned: algebra depends on the capacity to apply basic arthimetic procedures, for example.Reflection
Reflection refers to the developing awareness of the learner’s own learning process, as well as more analytical approaches to the subject being studied. When we speak of reflection as a crucial component of learning, we are not using the term in its commonsense meaning of reverie or abstract introspection. We are referring to the development of the learner's ability to step back and consider a situation critically and analytically, with growing insight into his or her own learning processes, a kind of metacognition. It provides the "big picture" for the specific details. For example, students in a history class examining fragmentary documents and researching an era or event use reflection to discover patterns in the evidence and construct a historical narrative. Learners need to develop this capability in order to use what they are learning in other contexts, to recognize the limitations or obstacles confronting them in a given situation, to take advantage of their prior knowledge and experience, and to strengthen their own performance.Creativity, originality, imagination
As learners gain confidence and independence, knowledge and understanding, skills and strategies, ability to use prior and emerging experience in new situations, and reflectiveness, they generally become more playful and experimental, more creative in the expression of that learning. This is true not only in "creative" fields such as the arts, but in nearly all domains: research, argumentation, history, psychology, mathematics. In all fields the primary contributions to the field at the highest levels are the result of creative or imaginative work. Even in the early stages of learning in a discipline, exploration and experimentation, taking new or unexpected perspectives, and playfulness should be recognized and encouraged as a natural part of the learning process.
Responsibilities
In order to keep an accurate record of development, interpret that record, and determine a final grade, students are required to complete the following documents in an electronic portfolio on GoogleDocs:
Observations
Students will post observations at least once a week. Observations record moments of learning, work habits, or struggle related to development in this class. As in scientific observation, Learning Record Observations focus on what you actually observed, rather than your thoughts or judgments about it. Most observations will be no longer than a few sentences at most, and should be recorded as soon as possible after the actual event. They will serve as data or evidence in B1 and B2.
A1 Interview
Interview another person who knows you well — for example, a family member, close friend, or teacher. Please identify the person (by first name only) and how long they have known you. The interview should focus on the person's impressions of your development as a reader, writer, critical thinker, and user of language. You may conduct and record the interview in any way you prefer, and you will post a well-organized summary of your findings. Due by Tuesday, Sep 11 at 3:15pm as electronic document in your GoogleDocs portfolio.
A2 Personal Reflection
Reflect on your own development as a reader, writer, critical thinker, and user of language. Write a summary of your development up until this time and consider how you might further develop, or want to develop, in the next few months over the course of this class. Due by Tuesday, Sep 11 at 3:15pm as electronic document in your GoogleDocs portfolio.
B1 Midterm Analysis
Using your work samples, observations, teacher comments, A1, and A2 as evidence, analyze your development thus far in this class. Write a thorough essay which illustrates and describes that development in terms of the major course strands. Use relevant examples from your portfolio to illustrate your claims of development. And use the vocabulary provided in the Dimensions of Learning to write nuanced descriptions of your development, rather than simply claiming “progress” or “improvement.” (A thorough essay should touch on each Course Strand and each Dimension of Learning.) Due Tuesday, Oct 16 at 3:15pm as electronic document in your GoogleDocs portfolio.
C1 Midterm Grade Estimate
Review the grade criteria and select the grade that best matches the development you’ve effectively proven in B1 and your participation, attendance, reading, and work submissions. (This course uses plus and minus grades.) You must provide a single, accurate grade estimate to complete this assignment. (Writing “C+ or B-,” for example, is not acceptable.) Include a short paragraph explaining exactly how the grade criteria maps onto your development, participation, attendance, reading and work submissions. Due Thursday Oct 18, printed on paper, at Midterm conference with instructor.
B2 Final Analysis
Using your work samples, observations, teacher comments, A1, A2, and B1 as evidence, analyze your development across the entire term in this class. Write a thorough essay which illustrates and describes that development in terms of the major course strands. Use relevant examples from your portfolio to illustrate your claims of development. And use the vocabulary provided in the Dimensions of Learning to write nuanced descriptions of your development, rather than simply claiming “progress” or “improvement.” Due Saturday, Dec 15 at 6:45pm as electronic document in your GoogleDocs portfolio.
C2 Final Grade Estimate
Review the grade criteria and select the grade that best matches the development you’ve effectively proven in B2 and your participation, attendance, reading, and work submissions. (This course uses plus and minus grades.) You must provide a single, accurate grade estimate to complete this assignment. (Writing “C+ or B-,” for example, is not acceptable.) Include a short paragraph explaining exactly how the grade criteria maps onto your development, participation, attendance, reading and work submissions. Due Saturday, Dec 15 at 6:45pm as electronic document in your GoogleDocs portfolio.
Grade Criteria
In order to receive a passing grade in this course, students must attend class meetings, complete weekly reading, submit all required writing assignments on time, and follow class policy. This class uses plus and minus grades, which fall in between the letter grade criteria below. For example, a grade of B+ meets all criteria for a "B" grade below plus one criterion for an "A."
A
Represents outstanding participation in all course activities; all assigned work completed, with very high quality in all work produced for the course. All reading completed. Evidence of significant development across the six dimensions of learning. The Learning Record at this level demonstrates activity that goes significantly beyond the required course work in one or more course strands.
B
Represents excellent participation in all course activities; all assigned work completed, with consistently high quality in course work. All reading completed. Evidence of marked development across the six dimensions of learning.
C
Represents good participation in all course activities; all assigned work completed, with generally good quality overall in course work. Most reading completed. Evidence of some development across the six dimensions of learning.
D
Represents uneven participation in course activities; some gaps in assigned work completed, with inconsistent quality in course work. Some reading completed. Evidence of development across the six dimensions of learning is partial or unclear.
F
Represents minimal participation in course activities; serious gaps in assigned work completed, or very low quality in course work. Little reading completed. Evidence of development is not available.
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