How do I build it?
"The tables have to turn-from valuing correctness to valuing struggle, from valuing right answers to valuing the process of coming to know, and learning how to learn." (Schoenbach, Greenleaf, and Murphy 55)
"Reading for Understanding Chapter 3" Links to an external site. by Ruth Schoenbach, Cynthia Greenleaf, Lynn Murphy, Strategic Literacy Initiative Links to an external site., West Ed Links to an external site. is licensed under CC BY-NC-SA 4.0 Links to an external site.
Introduction:
Building a classroom community will look different depending on a teacher's style, course content, and population of students. In this module, we will learn how many students approach assignments and how they may feel walking into your class. We would love to hear in the discussion how would you build community for this class in the video, and how do you build community for your own class.
Assignment:
1. Feel free to take notes Evidence-Interpretation Note-taker (Resources Noted in this Course) while watching the video project from Chabot College.video.
Links to an external site.
This video project is over an hour long. If you view the first 15 minutes, it will be plenty for this exercise. However, I would highly recommend viewing the entire video to hear about assignments, routines, and roadblocks each student has encountered in classrooms.
For your notes, consider trying to download the Evidence-Interpretation Note-taker. This note-taker helps the reader focus more specifically on the texts in front of them—whether they are written texts or videos—as we make claims about what we believe we are seeing. As instructors, this tool can improve our ability to listen to the students more carefully and use knowledge of what they understand and what they struggle with as a kind of formative assessment that informs our teaching. Students who use the note-taker, as a matter of routine, learn to rely on the text as evidence for their interpretations.
Use the Evidence-Interpretation Note-taker to record your evidence notes from the video in the first column; then, add your interpretations in the second column.
Perhaps, let the following questions guide your note-taking:
-What struck you about the students' educational experiences?
-What connections can you make with the students' experiences from the video with your own students?
-What new ah-ha's or questions does the video raise?
2. (optional) Share your idea for building a community for the students in this video and/or your own class. Use the discussion, Social Dimension: Building Community, for your response.