Each of the 3 daily deliverables T-Th (each due before midnight on the day it’s assigned) are designed to help you build a small portfolio, which you’ll refine and submit by Friday morning.
During our meeting times on Friday, you’ll each have 10 minutes to present *part* of your portfolio.
YOUR PORTFOLIO SHOULD INCLUDE THE FOLLOWING:
1. A schedule of writing assignments for your unit or course, with a paragraph in which you explain why you put writing assignments where and how writing will figure into your course.
2. A prompt for a larger/major writing assignment for your course, along with 2 scaffolding activities toward that course and a short paragraph explaining the relationship between the scaffolding activities and the final assignment.
3a. A new longer writing assignment or two new short writing assignments with accompanying rubric/s or evaluative criteria, with paragraph rationale.
OR
3b. A “grading rationale” statement (approx. 2 thoughtful paragraphs) explaining how you plan to grade and why.
Please post your primary materials BEFORE 10 am on Friday to the designated Collab discussion forum so your colleagues can give you verbal or written feedback.
FOR YOUR PRESENTATION AND THE FOLLOWING DISCUSSION:
For your presentation, you will have ten minutes to present and then your colleagues will have ten minutes to respond to your presentation. We will ask you to do the following:
Share your screen so that your audience can see whatever materials you are talking about.
Provide us with some brief background information about the course or your experience teaching writing.
Show us in more detail ONE part of your portfolio, and present or elaborate on your rationale or thinking in relation to this part.
Please rehearse and time yourself and make sure that what you have planned stays within the ten-minute time limit, so that your colleagues have a chance to respond to your ideas.
You’re in charge of running the discussion that follows your presentation, so you’ll want to have some questions ready to ask your colleagues. This is a chance to explore your doubts and reservations and to elicit response that may help you improve your new materials, as well as stimulate further reflection on your writing pedagogy.
ADDITIONAL GUIDANCE
Watch out for overload. The most common mistake we’ve seen in these presentations occurs when the presenter displays multiple pages of materials and races through them (or doesn’t take the time to read key parts of them aloud), while the audience finds itself unable to keep up. The best presentations are those that slow down and focus on a single part or a single page, which allows both the presenter and the audience to think carefully about the wording of the new material and offer thoughtful responses.
Note for audience: your attention and participation is crucial. We hope these presentations will be helpful to the presenters who get feedback, but also to the audience members who will encounter a wide range of thoughtful teaching materials.