WPC 2:(i?VX  wT*H p̌^z&dMMLzmPcWbEC vA7jnBS!3#Puœo9VDZˢ&4['9k|<ܑm䟑ZȈ v"|BPP>rvEo .Q;zhy*@HCKG)MKl?[9ee2Q"M4zipWz褄f{A.;9;w$JA ֤(%A0JO \б`yBXC21y-Ef`˵ G;Mm?p73[D^GR7Ew{'lȹWWzcRQPQ/sa'nRJH `=:`E0#U'Ni % 0:U!>UN5^ w4 m 0  0 0 0 0 0 0 0 0U > 1u 72FNx 0cz 0w 0T 0 0~ 08 0 0 0W 02 0 0H 0 T7 0D 1XXXXXX 1e`HP LaserJet 1100,,,,,,0(9 Z6Times New Roman RegularX($USUS.,(R0 Z&Times New Roman(9 Z6Times New Roman Regular. \.E3|xU2S+P 0_level1  , ;1` hp x (#;23  ..  8.` hp x (#8  2P+P 0_level2  X 8.` hp x (#823  ..  8.` hp x (#8  2P+P 0_level3   8.444` hp x (#823  ..  8.` hp x (#8  2M+P 0_level4   5+` ` ` hp x (#523  ..  8.` hp x (#8  2M+P 0_level5   5+ hp x (#523  ..  8.` hp x (#8  2J+P 0_level6   2( hp x (#223  ..  8.` hp x (#8  2J+P 0_level7  4 2( hp x (#223  ..  8.` hp x (#8  2G+P 0_level8  ` /% hp x (#/23  ..  8.` hp x (#8  2G+P 0_level9   /%< <<hp x (#/23  ..  8.` hp x (#8  \  `&Times New Roman3#37=CIQYag1.a.i.(1)(a)(i)1)a)i)(;3$2#  0  .3  0  (O;$0  2#  a  .3  0` (#(#(b$0  0` (#(#2#   .3  0 ` (#` (#(xir$0  0` (#(#0 ` (#` (#2#(  0  )3  0 (# (#6B 54Heading 1        XXX 67 *4Heading 2    XXX ($0  0` (#(#0 ` (#` (#0 (# (#2#(  a  )3  0h(#(#(F$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#2#(   )3  0h(#h(#($0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#2#  0  )3  0(#(#0A .Header (#A7X` hp x (#A0A .Footer (#A7X` hp x (#A({$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#2#  a  )3  0p(#(#<  :Body Text In X X (F$0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#0p(#(#2#     )3  0p(#p(#  !"%xEGaeimquy}Bullet ListBullets List   35;AGMSY_11.a.i.1.a.i.1.a. !USUS.,  _ X XXXXX Simple,Surprising,Useful?ThreeQuestionsforJudgingTeachingMethods#X X_#   The16thInternationalConferenceonTheFirstYearExperience0  0 (#(#0x (# (#10July2003#X XXX @#X XXX 0@~"x(#x(#0@"x(#x(#x(#x(# #X XXX #X XXX Vancouver,BritishColumbia#X XXX 3#X XXX   Dr.WilliamPalmer    h      p     EnglishDepartment    h      p    t  AlmaCollege `    0 h 0h(#h(#0(#(#0p(#(#0p(#p(#0 (#(#0x (# (#` x(#x(# #X XXX #X XXX Alma,Michigan,USA488010 h L h(#h(# email:palmer@alma.edu;#X XXX #X XXX phone:9894637171#X XXX P#X XXX  8   ՌXX SomeQuotesonDiscoveryLearning#X XՌ#XX   `  #X X@# Theroadisbetterthantheinn.0 h 0h(#h(#JeromeBruner,OnKnowing(110)J (#(#  Whateveryoureallylearn,youteachyourself.Ifyouonlylearnwhatyouaretold,thenyouare  onlykeepinginmind[...]whatwasputtherebysomebodyelse.Whatyoureallylearniswhat  youdiscover.    h   AnnBerthoff,Forming/Thinking/Writing(9)   #X XXX #X XXX Tounderstandsomethingwellistosensewhereinitissimple. Z    `     h   JeromeBruner,#X XXX #X XXX OnKnowing(#X XXX #X XXX 105) x #X XXX  #X XXX  F  Anyideaorproblemorbodyofknowledgecanbepresentedinaformsimpleenoughsothat  Z anyparticularlearnercanunderstandit. F    `     h   JeromeBruner,TheoryofInstruction(44) 2 #X XXX a #X XXX  Anounceofexperienceisbetterthanatonoftheory.Successfulteachingmethods givethe  pupilssomethingtodo,notsomethingtolearn;andthedoingisofsuchanatureastodemand   thinking,ortheintentionalnotingofconnections;learningnaturallyresults. x   ~!    `     h   JohnDewey,DemocracyandEducation(169,181) j"   Thereisnoroyalroadtolearningthroughanairypathofbrilliantgeneralizations.  .%~ #    `  AlfredNorthWhitehead,TheAimsofEducationandOtherEssays(10)#X XXX #X XXX  &j!$ Studentscannotalways do: Ifeachhumanbeinghadtolearneverythingbydoingit, (.$' civilizationwouldstillbeintheStoneAge.WilbertMcKeachie,TeachingTips(229) )%(  Losingbalance,regainingit,andgoingon,isthesubstanceoflearning. ,'+    `    DonaldGraves,Writing:Teachers&ChildrenatWork(231) z-(, Ї #X XXX /#X XXX 0   Animportantingredientisasenseofexcitementaboutdiscovery.(#(#   #X XXX a#X XXX  `     h   JeromeBruner,#X XXX /#X XXX TheProcessofEducation(20)#X XXX #X XXX    Itistheunexpectedthatstrikesonewithwonderorastonishment. `    `     h   JeromeBruner,OnKnowing(18) L   Somewherebetweenapathyandwildexcitement,thereisanoptimumlevelofarousedattention  ` thatisidealforclassroomactivity. h   JeromeBruner,TheProcessofEducation(72)  L  #X XXX '#X XXX  Studentsteachingotherstudentsmustactivelyorganizeandreorganizetheirownlearningin   ordertoexplainit.Thustheythemselveslearnfromteaching.      `     h   WilbertMcKeachie,TeachingTips(100)    Webelievethatclassroomteacherscan,throughcloseobservation,thecollectionoffeedback \ onstudentlearning,andthedesignofexperiments,learnmoreabouthowstudentslearn,and H morespecifically,howstudentsrespondtoparticularteachingapproaches.Wecallthisprocess 4 ofinvolvingteachersintheformalstudyofteachingandlearningClassroomResearch.   p    `     h   K.PatriciaCrossandThomasA.Angelo,  \    `     h   ClassroomAssessmentTechniques(1) H   Thefirstobjectofanyactoflearning,overandbeyondthepleasureitmaygive,isthatitshould   serveusinthefuture.Learningshouldnotonlytakeussomewhere;itshouldallowuslatertogo  furthermoreeasily.    h   JeromeBruner,TheProcessofEducation(17)   Wemaywellaskofanyitemofinformationthatistaughtorthatweleadachildtodiscoverfor X  himselfwhetheritisworthknowing.Icanthinkofonlytwogoodcriteria[...]fordecidingsuch D! anissue:whethertheknowledgegivesasenseofdelightandwhetheritbestowsthegiftof 0"  intellectualtravelbeyondtheinformationgiven,inthesenseofcontainingwithinitthebasisof #l! generalization.    h   JeromeBruner,OnKnowing(108109) $X" #X XXX a#X XXX  Masteryofthefundamentalideasofafieldinvolvesnotonlythegraspingofgeneralprinciples, &"% butalsothedevelopmentofanattitudetowardlearningandinquiry. '#&    `     h #X XXX #X XXX   JeromeBruner,#X XXX )#X XXX TheProcessofEducation(20)#X XXX #X XXX  (#'    `     h #X XXX #X XXX  Greatteachers[...]stimulateactive,notpassive,learningandencouragestudentstobecritical, h+&* creativethinkers,withthecapacitytogoonlearningaftertheircollegedaysareover.  T,'+    `     h   ErnestBoyer,ScholarshipReconsidered(24)#X XXX ~ # @-(,  X XXX  0  0` (#(#0 ` (#` (#0 (# (#0h(#(#0h(#h(#0(#(#0p(#(#0p(#p(#0 (#(#FromtheClassroom (# (# $$ (#X$  H.` hp x (# XH$c#  #X XXX P"#  X XXX $c##݌̌! XX(#!  $$ (#X$  $$  XX  Simple,Surprising,Useful?ThreeQuestionsforJudgingTeachingMethods #X X$#$$$݌  Ќ$ X X$  XX      X X &  %  %& #K&Ԍ̌X XXX   XX      X X +'  WilliamPalmer+'' #'Ԍ  ЌX XXX   '& X `  LAllteachersshareincommonatleastoneteachingpractice:wedonotteachpurecontent. L  Weteachstudentshowtolearnourcontentandhowtodeveloppositiveattitudestowardit.But ~  how?Whatmethodsdoweuse,andhowcanwejudgethem?   ЀJeromeS.Bruner,adevelopmentalpsychologistandauthorofTheProcessofEducation 2  (1960),TowardaTheoryofInstruction(1966),andOnKnowing(1971),amongotherscholarly d  works,presentsaconstructivisttheoryoflearninginwhichstudentsdiscoverandactively F  constructtheirownformulationsofconcepts.ByapplyingBrunersprinciplesofdiscovery x  learning,IhaveformulatedthreeshortquestionsforjudgingthevalueofanyteachingmethodI  use:Isitsimple(canitbepresentedsostudentscanreadilyunderstandit)?Isitsurprising(does , itcontainanythingunexpectedtostirwonderinstudents)?Isituseful(willtheybeabletoapply ^ itinthefuture)?Applyingthisrubrictoanactivitydesignedtoteachstylisticmaturitythrough @ theuseofcolonsfurnishesanaptillustration. r Ibeginbyaskingstudentstowriteasentencewithacolon.Fromexperience,Iknowthat  almostallstudentswillwriteasentencewithacolonfollowedbyalist.Forexample:"Atthe & bookstore,Iboughtthefollowingitems:textbooks,legalpads,andLifeSavers."Thissentenceis X fine,butIwantmystudentstolearnanewpattern,soIcontinuetheactivitybydictating : sentencesusingcolonsinanotherway: l   Writingisimportant:ithelpsyouthink.    "R Onethingisclear:Iamnottheonlywatcherinthewoods.(Erdrich1995:61) 4#  X ` 9% hp x (#X9 X` H.` hp x (#X(#HSometimesanoutlineservesbestasacagetobreakoutof:itmakesyouthinkofideas %  thatwontfitinsidebutwhichotherwisewouldntoccurtoyou.(Elbow1981:49) &" #* (#X(#*  H.` hp x (# XH#W2  #W22݌̌*X(#X(#*  XH.` hp x (#X(#HMystudentstranscribethesesentencesanddiscoverforthemselvesthattheyillustrateanewway .)~$  tousecolons:tointroduceanexplanation.Withsomeprompting(Iaskwhatprecedeseach `*%!  colon,andtheyrecognizethatacompletethoughtdoes),theylearnthemainruleforusing +&" colons:acompletethoughtmustcomebeforeit.Thisrulealsoappliesforanysentence   containingacolonfollowedbyalist. 2 & X  &5  Toreinforcethelesson,Iaskstudentstowritesentencesillustratingthenewcolon d structure,andthenwesharethemaloudinacircle.Thestudentsmaypass,butmostarehappyto F readtheirwork.&55݌ x  Ќ X  XE.` hp x (#X(#EIdontlikeicecream:ithurtsthecavityinmybacktooth.  , H.` hp x (#X(#HItstoohotintheclassroom:peoplearestartingtosweat. @   XE+` ` ` hp x (#X(#E XH.` hp x (#` ` ` X(#HCarnivalpeoplehavesmallhands:theyusethemtomakecabbagestewandtotinkerwith   buttons. &  & X  X&9  &99݌ X  Ќ X  & X  X&_:  Astheseexamplesshow,studentstendtousethecolonpatterntoelaborateonanopinion. :  Regardlessofthetopic,however,theprocessofwritingandsharingisfun.Itappealstohams l andquietstudentsalike,andwhenastudentssentenceishumorous,likethelastone,theclass  enjoysamomentoflanguageplay.&_::݌   Ќ   XTocompletethelesson,Iaskthestudentstoreviseabriefpassagefromarecentdraftof R theirwritingbyusingacolontointroduceanexplanation.Moststudentsreadilydothis: 4  X XIwasraisedinaninterfaithhousehold.MymotherisJewishandmyfatherisChristian.  Iwasraisedinaninterfaithhousehold:mymotherisJewishandmyfatherisChristian.    X XH.` hp x (#X(#HAthirdcauseofourstereotypeisderivedfromourmusic.Welikeitloudandobnoxious. . ~  X XH.` hp x (#X(#HAthirdcauseofourstereotypeisderivedfromourmusic:welikeitloudandobnoxious. `!  X XE.` hp x (#X(#EMymotheralreadyhadagloomylookonherface;shehadbeendreadingmyfirstdayof # collegeforthepastthreemonths. $F  Mymotheralreadyhadagloomylookonherface:shehadbeendreadingmyfirstdayof (&x! collegeforthepastthreemonths. Z'"  X  H.` hp x (#X(#H  Inthefirsttwoexamplesthecolonsignalsaclosercausalrelationshipbetweenthetwothoughts )% thanaperioddoes.Thelastexampleismorecomplicatedbecausetheoriginalversionofthe *@&   sentencecontainsasemicolon(Ihadtaughtthestudentstousesemicolonstheweekbefore).The ",r'! studentwriterrealizedthatacolonintroducedhissecondthoughtmoreprecisely,sincea  semicolonmerelyjoinstworelatedthoughts. 2  XButdoesthiscolonactivitysatisfythequestionsinmytest?Yes. d  F  / (03" " X ,H1` hp x (#X(#H  ,H+4 4` hp x (#X(#H dE2  1  .3   4   Simple:Studentstranscribedictatedsentences,practicewritingthenewcolon x  structure,shareitorally,andapplyitimmediatelytoadraftoftheirwriting.The   activitytakesaboutfifteenminutes. dEKF݌  , Ќ ' X(#44` X(#' X  X B+` ` ` hp x (#X(#B" "  ,K1` hp x (#` ` ` X(#K  ,H+4 4` hp x (#X(#H {H2  2  .3   4   Surprising:Studentsdiscoverthedifferenceandsimilaritybetweenusingthecolonto @  introducealistandusingittointroduceanexplanation.Theyaresurprisedbythe r  easeofusingbothstructuresandbytheirconfidenceindoingso. {HeI݌   Ќ *` ` ` X(#44` X(#*   E+` ` ` hp x (#` ` ` X(#E" "  ,K1` hp x (#` ` ` X(#K  ,H+4 4` hp x (#X(#H K2  3  .3   4   Useful:Studentslearntoapplythenewcolonstructuretotheirownwriting"andI X  expectthemtoapplyitregularlyasthesemestercontinues. KL݌ :  Ќ *` ` ` X(#44` X(#*   E+` ` ` hp x (#` ` ` X(#E H.` hp x (#` ` ` X(#HParkerPalmer(1998:149)claimsthat goodteachingcannotbereducedtotechnique:  goodteachingcomesfromtheidentityandintegrityoftheteacher.Iagree.Afterall,teaching   islikecomposing:itinvolvesstyle,andsohowweteachispartofwhatweteach.Themethods R weusetohelpstudentslearnarepartofwhattheylearn.Istrivetofindsimple,surprising,and 4 usefulmethodsbecauseafteryearsofexperimenting,Iknowthattheyhelpmeteachandhelpmy f studentslearn.  WorksCited L Bruner,Jerome.1971.OnKnowing:EssaysfortheLeftHand.NewYork:Atheneum. `! Bruner,Jerome.1960.TheProcessofEducation.Cambridge:HarvardUP. " Bruner,Jerome.1966.TowardaTheoryofEducation.Cambridge:HarvardUP. #   XE.` hp x (#X(#EElbow,Peter.1981.WritingwithPower:TechniquesforMasteringtheWritingProcess. $F  & X  X&ES  Oxford:OxfordUniversityPress.&ES|S݌ (&x! Ќ X  Erdrich,Louise.1995.TheBlueJaysDance.NewYork:HarperCollins. Z'" Palmer,Parker.1998.TheCouragetoTeach:ExploringtheInnerLandscapeofaTeachers (#  XLife.SanFrancisco:JosseyBass. )%  X__________________ *@&  ThisessaywaspublishedinPedagogy:CriticalApproachestoTeachingLiterature,Language, ",r'! Composition,andCulture.Spring2003.Volume3,Issue2.DukeUniversityPress. #X XXX 8$# T-(" ЇXX UsingDiscoveryLearningtoTeachSemicolonsandDashes   #X XnV#WilliamPalmer,AlmaCollege,10July2003 f  Semicolons  z L1.Tohelpstudentsdiscoverhowtouseasemicolon,firstsimplyaskthemtowriteasentence  . withasemicolon.Tellthemjusttotryandiftheyhavenoideatotakeaguess.Bydoingthis  1 youdonotpreteachstudents;youhelpthemlosealittlebalance.  4 2.Dictatethreesentencesthatdemonstrateusingasemicolon: :   ( !"%'(Ey0/   Imconfused;Idontunderstand. @    Criticalthinkingisimportant;creativethinkingisimportanttoo. C    MysisterwatchedthefilmTitanicfivetimes;shealsoboughtthesoundtrack. F  3.Askstudentswhatpatterntheyseeinthethreeexamples.Letstudentssaytheir L discovery!eachsentencecontainstwocompletethoughtsthatrelatetoeachother.Asemicolon O joinsthoughtsmoreclosely;aperiodseparatesthoughts. R 4.Askstudentstowriteanewsentenceoftheirownthatusesasemicolon. X 5.Sharethesentences.Acircleworkswell.Goaroundandaskstudentstoreadtheirsentence. ^ Studentsarefreetopass,butmostwillreadilyshare.Whenstudentsreadtheirsentencealoud, a askthemtosaytheword semicolonwherethismarkoccurs.Thisreinforcestheconcept.Its d goodifyoushareanexamplesentenceofyourownaswell.Ihavefounditsrareforstudentsto g shareasentencemisusingasemicolon!butifastudentssemicolondoesntwork,don't j criticize!suggestawaytorepairthesentenceandgoon.Withinthisinclasssharingtheremay  m besomesurprisescausingstudentstolaughandenjoythemselves.  !p 6.Last,askstudentstoapplythisnewsentencetooltoadraftoftheirrecentwriting.Spend &#v threetofiveminutesinclasshavingstudentsdothis.Youmightaskstudentsiftheyhaveany )$y questionsatthispoint.Tellstudentsthatthesemicolonisatoolofstyleyouexpectthemtouse ,%|  regularlythroughtheterm. /&!  7.Ifyouwouldlike,youcouldalsoteachstudentstoavoidtwocommonsentenceerrors 5(#" runonsentencesandcommasplicesbyusingsemicolons.(SeeDiscoveringArguments,7374) 8)$#   D-(' Dashes   1.Tohelpstudentsdiscoverhowtouseadash,firstsimplyaskstudentstowriteasentencewith  adash.Tellthemjusttotryandiftheyhavenoideatotakeaguess.   2.Dictatethreesentencesthatdemonstrateusingadash:     IdonotshrinkfromresponsibilityIwelcomeit.(J.F.K,InauguralAddress)     Theprisonerwalkedtowardtheelectricchairgrinning.    0   Whateveryoureallylearniswhatyoudiscoverandyoulearntodiscoverby !  questioning.    h   (AnneBerthoff,Forming/Thinking/Writing)$ (#(# 3.Askstudentswhatpatterntheyseeinthethreeexamples.Letstudentssaytheirdiscovery * dashesemphasizeapointlikeazapofenergy.Moreinformalthansemicolonsandcolons, - dashesarequickconnectors.Also,pointoutthatadashistypedwithtwohyphenswithnospace 0 before,between,orafter. 3 4.Askstudentstowriteanewsentenceoftheirownthatusesadash. 9 5.Sharethesentences.Goaroundandaskstudentstoreadtheirsentence.Studentsarefreeto ? pass,butmostwillreadilyshare.Whenstudentsreadtheirsentencealoud,askthemtosaythe B word dashwherethismarkoccurs.Itsgoodifyoushareanexamplesentenceofyourownas E well.Ihavefounditsrareforstudentstoshareasentencemisusingadashbutifastudents H dashdoesntwork,don'tcriticize:suggestawaytorepairthesentenceandgoon.Withinthisin K classsharingtheremaybesomesurprisescausingstudentstolaughandenjoythemselves. N 6.Last,askstudentstoapplythisnewsentencetooltoadraftoftheirrecentwriting.Spend !T threetofiveminutesinclasshavingstudentsdothis.Youmightaskstudentsiftheyhaveany "W questionsatthispoint.Tellstudentsthatthedashisatoolofstyleyouexpectthemtouse  #Z regularlythroughtheterm.Butwarnthatsomestudentsbecomedashhappyafterlearningtouse  $] thistool.Dasheslosetheirpowerifusedtoooften. %`   TheDoubleDash  'f"" Duringthenextclass,youcanhelpstudentsdiscoverhowtouseadoubledash. )l$$ 1.Askstudentstowriteasentencewithadoubledash.Tellthemjusttotryandiftheyhaveno "+r&& ideatotakeaguess. %,u''  (-x(( 2.Dictatethreesentencesthatdemonstrateusingadoubledash:  0  Onemeasure--andperhapsthebestmeasure--ofapersonsgreatnessis(#(# 0  thecapacityforsuffering. h 0(#(#0(#(#(M.ScottPeck,PeopleoftheLie) (#(# 0  Myfather--amanwithagreatsenseofhumorandnosenseofdirection- (#(# 0  constantlyledusonwhathereferredtoasscenicroutes. (#(# 0  0` (#(#    h     (EllenGoodman, IntheMaleDirection) ` (#` (# 0  Lookatmostanythingyoureadnewspapers,magazines,booksandseehowwriters  (#(#   usedashes.   3.Askstudentswhatpatterntheyseeinthethreeexamples.Thedoubledashesenclose $  informationlikeaninterruptioninthought.Pointoutthatifyoutakeoffthedashesandthe '  wordstheyenclose,whatremainsisstillacompletethought: * 0  0` (#(#Onemeasureofapersonsgreatnessisthecapacityforsuffering.0` (#` (# 0  0` (#(#Myfatherconstantlyledusonwhathereferredtoas scenicroutes.3` (#` (#    ` Lookatmostanythingyoureadandseehowwritersusedashes. 6 Buttheoriginalsentencescarrymoreemphasiswiththedoubledashes.Theyaremore < interestingandexpressmoremeaning. ? 4.Askstudentstowriteanewsentenceoftheirownthatusesadoubledash. E 5.Sharethesentences.Goaroundandaskstudentstoreadtheirsentence.Studentsarefreeto K pass,butmostwillreadilyshare.Whenstudentsreadtheirsentencealoud,askthemtosaythe N word dashwherethismarkoccurs.Thisreinforcestheconcept.Itsgoodifyousharean  Q examplesentenceofyourownaswell.Ifastudentsuseofadoubledashdoesntwork,don't !T criticize:suggestawaytorepairthesentenceandgoon.Withinthisinclasssharingtheremay "W besomesurprisescausingstudentstolaughandenjoythemselves.  #Z 6.Last,askstudentstoapplythisnewsentencetooltoadraftoftheirrecentwriting.Spend %`  threetofiveminutesinclasshavingstudentsdothis.Youmightaskstudentsiftheyhaveany &c!! questionsatthispoint.Tellstudentsthatthedoubledashisatoolofstyleyouexpectthemtouse 'f"" regularlythroughtheterm. (i## 0  Forinformationonhelpingstudentsdiscovermoretoolsofstyle,seethestyle "+r&& interchaptersinDiscoveringArguments:AnIntroductiontoCriticalThinkingand %,u'' WritingwithReadingsbyDeanMemeringandWilliamPalmer.PrenticeHall,2002. (-x(((#(# XX UsingDiscoveryLearningtoTeachNarration#X X]z# 0 p 0p(#p(#0 (#(# 0x (# (#0 x(#x(#0@ x(#x(#0@ p(#p(#0@ (#(#0@ (# (# (# (# WilliamPalmer,AlmaCollege,10July2003 /   Onesacredmemoryfromchildhoodisperhapsthebesteducation.--Dostoevski 5 {LRatherthanassignachapteronnarrationforstudentstoread,teacherscandothefollowing  ; activityinclasstohelpstudentsdiscoverthepoweroftellingabriefstorytoexpressanidea.  m X XXX 1.Groupingintoalargecircleworksbestforthisactivity.Startbyaskingstudents, "Whatare   someofyourearliestmemories?Crossingastreetbyyourself?Beingtrappedinan   elevator?Racingwithyourbrother? :   2.Invitestudentstomakeaquicklistofwhateverearlymemoriescometotheirmind!fromtheir N  earliestmemorytoage10orso.Encouragestudentstogenerateasmanyastheycaninthree   minutes.  3.Askstudents, Whichofthesememoriesfitintoapatternofyourlife? Youwillneedto f supplysomeexamplestoshowwhatyoumean: M 0  0` (#(#  Ifyourmemoryiscrossingastreetbyyourselfandgettingscoldedforit,istherea  parallelinyourbeingatraveler,arebel,anadventurer?3` (#` (# 0  0` (#(#  Ifyouweretrappedinanelevatorandthedoorsshutbeforeyourmothergoton,maybe e youstillhatethefeelingofbeingaloneandtrapped.G` (#` (# 0  0` (#(#  Ifyouandyourbrotherwererunningandhesmashedthroughthekitchendoorandcut y himselfbadly,perhapsyouhavebeenfascinatedwithinjuriesandmedicalcare   eversince.!-` (#` (#   Askstudentsto putacheckbyanymemorythatfitsintoapatternoftheirlife. A$ 4.#X XXX m}#X XXX Askstudentstowriteananswertothisquestion: Howdoestheearlymemoryfitintoa &! patternofyourlife? Thiswilltakeafewminutes. p  ',# 5.Nowshifttheactivityfromwritingtotalkingandsharing.Askstudents, Pleasebriefly E*%  shareyourearlymemoryandhowitfitsintoapatternofyourlife. WhenIdothisactivity |+&! withfirstyearstudents,wegoaroundtheroomandstudentsshare.(Iletstudentspassifthey ,(" wantto,andsomedo,perhapsbecausetheyvefoundaconnectionsopersonaltheyrereluctant -5)# toshareit).Manystudentsspeakwithsurpriseabouttheconnectiontheyverealized.Isharea  memoryaswell:thetimeIquietlywalkeduptomygrandfatherwhowassleepingandtouched 2 hisnose,whichwaslargeandbulbousfromyearsofalcoholabuse.AsawriterItrytonotice d things!anythingdifferentorunusualtendstocapturemyattention.Itracethishabitofmineto F whenInoticedmygrandfathersnose. x  Iusethisactivitythefirstdayofclassinmywritingcourse.Itisawayforstudentstogetto  , knoweachotherbetterandfortheclasstoexperiencetogethertheprocessofdiscovery.#X XXX ##X XXX Itshows  ^ thatIvaluestudentspersonalexperienceandtheprocessofdiscoveringconnections.Also,the @  activitycanreplacethetraditionalnarrativeessayforfirstyearstudents.Studentsprewritein r  classandthenwriteaseconddraftwhichtheytypeforthenextclass.InEnglish101,acourse   emphasizingcriticalwritingandreading,Inolongerneedtospendaweekonnarrativewriting. &  Withtheearlymemoryactivity,studentsseethattheycantellfocusedstoriesaboutthemselves X  tohelpsupportideas. :  ___________   IadaptedthisactivityfromBarbaraDrakesbookWritingPoetry,HarcourtBraceJovanovich, R 1983,p.15. 4 #X XXX #    `  T-(" ЇXX UsingDiscoveryLearningtoTeachtheParadigmShift 0  #X Xݍ#0x (# (#0 x(#x(# 0@`"x(#x(#0@`"x(#x(#0@`"x(#x(#0@`"x(#x(#0@`"(#(#0@`" (# (# (# (# WilliamPalmer,AlmaCollege,10July2003 f LAtthebeginningofafirstyearwritingcourse,beforestudentswritecomplexargumentpapers,I z trytohelpstudentsusetheirownexperienceasanillustrationtosupportapoint.Withthis }  activityIalsotrytohelpstudentsdiscoversomethingessentialabouttheprocessofthinking:the   paradigmshift.Ratherthanpresentalectureonhowpeoplethink,Isimplyshareabrieftextthat   studentsandIreadtogetherroundrobininclass.Acarefullychosentextcanhelpstudents   discoverwhatyouwantthemtolearn.WhatfollowsisahandoutIgivestudents.     ******   9English101:TheParadigmShift     Oftenwritersuseanextendedillustration--alongerandmorecomplexexample--toshow   anddefendapoint.ConsiderthefollowingillustrationfromStephenCoveysbookTheSeven  HabitsofHighlyEffectivePeople.EarlyinthebookCoveydiscussestheimportanceof   paradigmshiftsinourthinking.Hedefines paradigmas atheory,anexplanation,ormodel  ofsomethingelse(23).Hisdefinitionhereisgeneralandabstract--notveryclear.LaterCovey  citessomefamiliarexamplesofparadigmshiftsinscience:whenCopernicusplacedthesunat  thecenteroftheuniverse--nottheearthasPtolemyhadargued,andwhenEinsteinsrelativity  theoryreplacedNewtonstheoryofphysics.ThenCoveyusesanillustration--anextended  example,personalinthiscase--toshowwhathemeans:  0  0` (#(# IrememberaparadigmshiftIexperiencedoneSundaymorningona  subwayinNewYork.Peopleweresittingquietly--somereadingnewspapers,   somelostinthought,somerestingwiththeireyesclosed.Itwasacalm,peaceful   scene.` (#` (# 0  0` (#(# Thensuddenly,amanandhischildrenenteredthesubwaycar.The   childrenweresoloudandrambunctiousthatinstantlythewholeclimatechanged.!` (#` (# 0  0` (#(# Themansatdownnexttomeandclosedhiseyes,apparentlyobliviousto " thesituation.Thechildrenwereyellingbackandforth,throwingthings,even # grabbingpeoplespapers.Itwasverydisturbing.Andyet,themansittingnextto $  medidnothing.%!! ` (#` (# 0  0` (#(# Itwasdifficultnottofeelirritated.Icouldnotbelievethathecouldbeso &$"! insensitiveastolethischildrenrunwildlikethatanddonothingaboutit,taking ''#" noresponsibilityatall.Itwaseasytoseethateveryoneelseonthesubwayfelt (*$# irritated,too.Sofinally,withwhatIfeltwasunusualpatienceandrestraint,I )-%$ turnedtohimandsaid, Sir,yourchildrenarereallydisturbingalotofpeople.I *0&% wonderifyoucouldntcontrolthemalittlemore?+3'&` (#` (# 0  0` (#(# Themanliftedhisgazeasiftocometoaconsciousnessofthesituation ,6(' forthefirsttimeandsaidsoftly, Oh,youreright.IguessIshoulddosomething -9)( aboutit.Wejustcamefromthehospitalwheretheirmotherdiedaboutanhour  ago.Idontknowwhattothink,andIguesstheydon'tknowhowtohandleit  either.` (#` (# 0  0` (#(# CanyouimaginehowIfeltatthatmoment?Myparadigmshifted.   SuddenlyIsawthingsdifferently,andbecauseIsawdifferently,Ithought   differently,Ifeltdifferently,Ibehaveddifferently.Myirritationvanished.I   didnthavetoworryaboutcontrollingmyattitudeormybehavior;myheartwas   filledwiththemanspain.Feelingsofsympathyandcompassionflowedfreely.    Yourwifejustdied?Oh,I'msosorry!Canyoutellmeaboutit?WhatcanIdo   tohelp?Everythingchangedinaninstant.(30-31)  ` (#` (# Coveysillustrationsucceedsbecauseitclarifieswhathemeansby paradigmshift.His !  examplealsoappealstoreason!ithelpsusthink.Itappealstoemotion!ithelpsusfeelthe $  irritationcausedbytheunrulykidsandfeelasurprisingsorrowforthefamilyssituation. '  Itappealstoethos!Coveysstoryshowshisowncharacterasnaturallyfrustrated,patient,and * empathic. -  Directions: Writeaboutaparadigmshiftyouhaveexperiencedashiftofunderstandingthat 3 madeyoumoreawareofsomething.First,describewhathappenedtocausetheshift;then : explainthesignificanceoftheshifttoyou.Trytocommunicateclearly.Useatitle,andtryto = useatleastonesemicolon.Proofreadatleastthreetimes. @   ****** F ¥Iwantstudentstoexperiencemanyparadigmshiftsduringtheirfirstyearwritingcourse.Iwant I themtonoticeanyeureka!largeorsmall.Noticingthattheword separatecontains aratcan L helpusspelltheword;noticingthattheword connecticutcontainstheopposites connectand O  cutcanstirsurprise. R Whenstudentscometothenextclasswiththeirparadigmshiftpapers,Ihavethemformsmall !X groupsandshare.Afterthat,Iaskeachgrouptovolunteersomeonefromthegrouptosharetheir  "[ paperwiththewholeclass. #^ Thisactivityworksbecauseitissimple,surprising,anduseful.Itissimpletoreadasmalltext %d  roundrobininclass:aroundthecirclestudentsandIreadonesentenceatatime.Whenstudents &g!! readthepartwhereCoveydiscoversthemanswifeandthechildrensmotherhasdied,theshift 'j"" inemotionsurprisesthem.Thefeelingintheclassroomdeepens.Whenwefinish,wediscuss (m## paradigmshifts.DuringthecourseIrepeattheterms paradigmshiftand eurekawhen  )p$$ appropriate,andmoststudentsusethesetermsthemselves!indeed,theybecomepartofthe #*s%% studentsvocabulary.Themoreparadigmshiftsandeurekasstudentsdiscoverforthemselves, &+v&& themoretheywillenjoytheirfirstyearwritingcourse.  ),y''    `     h      p  ,-|(( XX UsingDiscoveryLearningtoHelpStudentsTeach #X Xͬ#0  0 (#(# 0x (# (#0 x(#x(#0@ x(#x(#0@ x(#x(#0@ x(#x(#0@ x(#x(# (# (# WilliamPalmer,AlmaCollege,10July2003 / X XXX Aristotlewrote, Teachingisthehighestformofunderstanding.#X XXX I#X XXX Thus,tohelpstudentslearn 5 activelyandtoprovidemorevarietyinclass,Iaskstudentstoteachabook.Usuallystudents ! workingroupsoffourorfive.WhatfollowsisahandoutIgivestudentsforteaching#X XXX #Tuesdays   withMorrie.     ******   jEnglish101 `     h      p    m   GuidelinesforGroup  Presentations :TuesdayswithMorrie  ]  Withmembersofyourgroup,youwillleadanactivityanddiscussionaboutasection 9  ofTuesdayswithMorriebyMitchAlbom.Yourjobwillbetohelpyourfellowstudents %u    1)understandandappreciatekeyideasinthebook M   2)understandandappreciatekeyexamplesofclearandeffectivewritinginthebook 9 Asyouread,readwithapencilandlookforthese:   ( !"%(Exy( !"%'  insightsideasthatseemwiseandworthremembering    contradictionsorparadoxes    appealstoreason(logos),toemotion(pathos),tocharacter(ethos) q   anyovergeneralizationsorstatementsyoudisagreewith ]   specific,concretedetails!descriptionthathelpsyousee 5   similes,metaphors,oranalogies !q   repetitionofcertainwords  ]   patternsyounoticeaboutMitchAlbomsorMorrieswords I   shortsentencesforemphasis 5 0  anaphora !(#(# 0  useofparallelstructure! (#(# 0  useofthrees" (#(#   useofsemicolons,colons,dashes,italics,orparentheses #! 0  patternsyounoticeaboutMitchAlbomsorMorriessentences$"(#(#   howMitchAlbomusesparagraphs!short,long,medium?   m% #   howMitchAlbomusestitles,chapters,anddivisionswithinchapters Y&!$   howMitchAlbombeginsorendshischaptersorbook E'"%   patternsyounoticeaboutMitchAlbomsorganization 1(#&   Asyourgroupprepareswhattodo,pleaseconsiderthesesuggestions:  *Y%(  --Becreative:  +1'* 0  Designsomeactivity(ortwo)thatyourclassmatescandothatwillhelpthemunderstand ,(+ andappreciateyoursectionofthebookmore.Youcouldperformaskit,bringin - ), somethingconcretethatsymbolizesanimportantidea,bringinsomefood,playasong,  showanexcerptfromavideothatsomehowrelates,doashortwritingexercisetogetus  thinkingaboutsomequestionortopicinyoursection.Whatelse?It'suptoyou.(#(# 0  Youcandividetheclassintosmallgroupstoexaminesomeideaorpatternyouseein ` yourpagesfromthebook..Buttrytosurpriseus;takesomerisks.Youmustdomore L  thanaskquestionsandhopestudentswilldiscussthem.8 (#(#  --Puteffortintoyourpresentation:   ` 0  Readyoursectionofthebookcarefully.Meetwithmembersofyourgrouptobrainstorm  P  ideasandtodevelopaplan.Rehearse.Takeyourtaskseriouslybuthavefunwithittoo.  <  Makethesessionworthwhileforyou,yourgroup,andtheclass.Yourpresentation (  shouldbe1520minuteslong. (#(#  Schedule:    0  Monday,Nov10:0(#(#Group1:pp.138 (#(#    `    Group2:pp.3978 x 0  Wednesday,Nov13:Group3:pp.79113P(#(#    `    Group4:pp.114151 < 0  Friday,Nov14:0(#(#Group5:pp.152192d(#(#  Note: Afteryouparticipateinyourgrouppresentation,writeonepagereflectingonthe < experience:pleasuresandproblemsofworkingwithyourgroupanddoingyourpresentation, , whatyoulearnedfromtheexperience,whatyouwoulddodifferentlyifyoucoulddoitagain.  Thisisduethefollowingclass.    ******   Havingstudentsteachabooklikethisisworthwhile.Theprocessissimple:forming d  collaborativegroupsanddividingabookintosectionsiseasy.Theteachertakesabreak: P! studentsdotherealworkinteachingforachange.Theguidelinesgivestudentsenoughdirection <"  butnottoomuch!eachgroupneedstodiscoverhowtomaketheirpresentationworkwell.The (#x! processissurprising.Whenstudentsdoskits,actoutscenes,taketheirjobseriouslyyethave $d" fun,theyfindsuchworkchallengingandsatisfying.Theclassasawholeenjoysthe %P # variety!whenabookisasmovingemotionallyasTuesdayswithMorrie,itshardformost %