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 University of Wisconsin-Whitewater
Methods of Teaching English
and the Language Arts

Graduate Student Requirements


Because this is a practical course involving simulations, group activity, and discussion, attendance and active participation at each meeting are essential. Requirements also include the following:
 
Assignment
Due Date
  1. Teaching Plans (35% of grade): 
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  1. A three-to-five-page comparison of two plans you have found in a book or professional journal or on the Web (10%) WTS 1, 2
  2. An annotated plan* that combines literature instruction with instruction in one or more of the following language arts:  writing, language study, spoken language, media and technogy. (10%) WTS 2, 4, 5, 7 
  3. An annotated plan* based on a contemporary short story for young adults in Join In(10%) WTS 2, 4, 5, 7 (Submit final copy electronically)
  4. Detailed comments on a plan written by another person in class (5%) WTS 6, 9, 10
 

Draft  
Final copy 
Draft 
Final copy
 

  1. Demonstration of a learning activity in class, including pre-conference and handout (15%) WTS 4, 5
See Calendar
  1. Participation in in-class and online reading and discussion groups (15%) WTS 6, 10
  1. Brief reports on individual articles read
  2. Review of a book from the bibliography 
  3. Report to class on group discussion, including written minutes (completed in class in different formats each week) 
Weekly; see 
calendar for dates
marked "RG"
  1. A resource unit* for about 15 days of class time (20%) WTS 1, 3, 4, 7, 8
 
  1. In-class/online writing assignments pertinent to professional portfolio (10%) 
    a. Draft of professional development goals  (in class)
    b. Draft "reflective narrative" (online)
    c. Draft "philosophical statement" (online)
    WTS 9
Philosophy draft
(submit 
electronically); 
Portfolio due first day of class after end of field study*
  1. Portfolio conferences and presentation (5%) 
    WTS 6, 9 (counts as final exam)
(On scheduled final exam date)

*Criteria for distinguishing graduate-level work:

Content:  When  preparing sample short- and long-term instructional plans for hypothetical settings as undergraduate students do, graduate students will support their choices explicitly with reference to specific authorities in the literature, as explained in a scoring guide to be developed. 
Intensity: Graduate students will prepare more detailed reports in preparation for the weekly reading assignments.
Self-direction: Students all choose the readings for discussion in class, the topics for their plans, the content of their presentations, the format of their plans, and their educational philosophies.  They all participate in writing conferences in which they may choose what to emphasize. Students all receive individualized feedback on assignments, following formal procedures in which they initiate the contact and propose ideas and do not have their course of action prescribed.   Therefore the maximum amount of self-direction is embedded in the course for all students.  Differentiating the graduate students on this dimension would necessitate reducing the self-direction for undergraduate students and therefore would deprive the undergraduates of a valuable learning experience.

 

 

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John Zbikowski, Department of Curriculum and Instruction
Comments on this web page? Email zbikowsj@mail.uww.edu
  Last updated September 13, 2005
  HTTP://facstaff.uww.edu/zbikowsj/gradreq.htm