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Back to Table of Contents for On Course Across the Curriculum
1.
Strategy: Wise Choice Process Educator: Rita
Kronis, Chair, Communications & Foreign Language, Implementation: When
teaching any piece of literature, I first have students list the choices that
shape a protagonist’s destiny. For example, in Shakespeare's Romeo and Juliet,
Romeo 1) came uninvited to the Capulet’s party, 2) trespassed and hid below
Juliet’s balcony, 3) married Juliet before knowing her well, 4) killed Tybalt,
5) fled Verona, 6) bought poison, 7) killed Paris, 8) killed himself. Next, I
teach students the Wise Choice Process. Then I put students in groups where they
apply the Wise Choice Process to the character. A reporter presents the
group’s answers for each of the six steps, including the group’s recommended
“wise choices” and, to explore motivation, reasons why the character may
have made less wise choices. Variation: Have two students perform a role
play. For example, one student plays Romeo and the second student uses the Wise
Choices Process to help Romeo identify his situation, how he would prefer it to
be, and the choices that will help him achieve what he wants. [Editor’s Note:
If all literary characters used the Wise Choice Process, it would probably do
away with 90% of all novels, plays, and short stories.] 2.
Strategy: Professor Rogers’ Trial (Case Study) Educator: Rita
Kronis, Chair, Communications & Foreign Language, Brevard Community College, Implementation: By doing the case study “Professor Roger’s Trial” before we began our group projects, many problems were avoided in the groups. When problems did surface, we had a common language with which to discuss them. Two weeks after my students began their group projects, I asked each student to write a “status report” expressing how s/he felt that her/his group was doing. (Were members working well together? Had the work been divided equally? Was progress being made?) At the two-week mark, everything seemed to be going well. However, after another two weeks had passed and we were approaching the day of the first presentations, I began to get some complaints. For example, when two ladies told me that the men in their group were acting like Donald, I had a good idea what the problem was, and we were able to come up with some strategies to solve it. After listening to their grievances, I asked the ladies to set up a meeting with the men to find out why they were not participating. (Did they feel that they were part of the group? Were their talents being utilized? Did they have personal problems that were preventing them from meeting with the group?) Apparently this “talk” helped; the ladies discovered that although the men had procrastinated when it came to writing certain portions of the projects, they were still committed to the success of the group. In the last few days before their presentation, the men were able to work with the ladies to produce a video that they had been discussing all along. The men also did the editing and final touches. When they presented, the whole class was impressed by the group’s video, which constituted the creative portion of their overall project.
3.
Strategy: Jigsaw Educator: Kathy
Goolian, Faculty, English, Jackson Community College, Implementation: Use this activity at the end of the poetry segment of a literature course when the students are familiar with the elements of poetry (e.g., theme, voice, narrative scene, imagery, metaphor, symbolism, ect.). For Step A, put students in groups of four and hand out four poems to each group. Each student chooses one poem for which s/he will become the group's expert. The homework assignment is to study the poem and return to the next class prepared to discuss the poetic features of their chosen poem. Step B occurs in the next class when students meet with fellow experts (students studying the same poem), discuss their understanding of the poem and its poetic elements, and prepare what they will teach their home groups. In Step C, students return to their home group and teach their poem to the group.
4.
Strategy: Jigsaw Educator: Martha
Petry, Chair, Language, Literature, and Arts, Jackson Community College
, Implementation: After students read a novel, put them in Home Groups of three. In Step A, students decide which member will become the group's expert on 1) Analysis of Characters, 2) Analysis of Themes, and Analysis of Literary Criticism (e.g., structuralism, women's studies, etc). In Step B, students meet with fellow experts, explore their topic, and decide what they will teach their Home Group members. In Step C, experts return to their Home Group and teach their subjects. Optionally, in Step B, students can create test questions that they submit to the instructor. The instructor can use the best questions for a practice quiz and/or a test.
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