* Students printed assignment sheets and assignment rubrics.
* Students got into groups and began their group work (analyzing stories, paragraph by paragraph).
2. Class analysis:
On Wednesday, students spent class time working on their Literary Analysis and Critical Thinking Assignment. The assignment requires students to work in groups to analyze, think about, and eventually present their assigned section of reading. During class, I spent most of the time working with these groups of students to analyze their readings. I found it interesting that Nikki wanted her students to analyze stories paragraph by paragraph, but this really forced students to pay attention to what they were reading and attempt to make sense of it. I helped students along somewhat--but used techniques from my Writing Center training to draw the answers out from them, rather than just give them the answers (or what I thought were the answers).
3. Class implementation:
Nikki made effective use of lab time, as she had her students print the assignment/assignment rubric in class. This made me think more about how I'll structure my class schedule to better use lab time and class time, especially if I don't have a mediated classroom next semester.
COMMENTS:
* Guy Shebat: It’s a skill to use lab time effectively, but it’s important to attempt to do so. As you noted in your previous entry, the students appreciate the coherence of Karen’s overall 1550 course; likewise, they will appreciate effective the effort you put in to make lab time instructive and meaningful.
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