|
Description of Learning Outcome Goal for the academic year: 2017 - 2018
My Learning Outcome Goals have been focusing on retention of material and improving technical applications.
My goal was to have all my students fully understand the documentation process using the new 8th edition MLA.
In previous years, I begin teaching MLA the last four weeks of class. The results have been good but not excellent. I wanted to achieve 100% comprehension of MLA format and style.
So, this year I began my lessons with MLA documentation and required numerous papers with documentation. They wrote a descriptive/narrative paper on a person they researched; they responded to an online article and needed one more source for their mid-term paper; they wrote a definition paper based on research for historical and social impact of terms like patriotism, love, torture. And, of course they wrote a final research paper requiring a minimum of five sources.
I asked Mary Walton, Teaching Librarian, to visit with my classes to clarify to my students the FSW database (Sept. 3, 2014), and how it can assist them with MLA and APA.
Instruction of the material remained the same; however, there were many opportunities for repeated lessons as the students worked on research based papers throughout the semester.
Methods of evaluation to be used:
Assessments were essay based with in-text citations and a Works Cited page each time.
Grades proved that ongoing lessons and assignments improve documentation success.
Description of Log 2016 - 2017
My Learning Outcome Goal for this year was to have all my students become excited with Grammar! Normally, I provide power point lessons, arrange for online exercises as in Owl, Connect, or CCC grammar, and then I assign a mid-term grammar test provided on Canvas.
This year, I would like to create groups that will create, design, and publish an online creative story on grammar; for example, let’s say there is a planet named Grammar and they hear about a small planet named Sentence that is having a difficult time maintaining peace and order because no one knows how to get along, so the leader of Grammar, (who happens to be civic minded), sends his captain, Comma, along with other soldiers to Sentence. They leave on a ship called Punctuation, etc. (This is a story I created many years ago while I was taking a grammar course).
Story can be found at: https://storybird.com/books/the-inspiring-story-of-planet-grammar/
Students will be combining grammar lessons along with writing styles learned by mid-year. They will work as a group to create a short story using either punctuation, subject/verb agreement, and/or parallelism as part of their storyline (narrative is crucial, so students will develop setting, plot, theme, and characters who have conflict within a setting reflective of the skill being taught). The story will be didactic, creative, narrative, and descriptive and may include compare/contrast elements.
Each group will include: captain, whose main focus will be to motivate, organize, and execute final paper; secretary, his/her main focus will be to reiterate grammar and writing style rules; online designer, his/her main focus will be to find and explain the function of an online cite that will enhance the experience like Storybird.com, storyboardthat.com, www.mymysterybook.com.
The project will be due by mid-term week, October 28. The end results will be made public via internet and will be scored based on student understanding of material, and I will use a new rubric specifically designed for this assignment.
Methods of evaluation to be used: Online story.
Examples of Grammar Stories submitted.
https://storybird.com/books/subject-verb/
https://storybird.com/books/ellies-and-anns-miscommunication/?token=hgq3ypaj7e
https://storybird.com/books/who-and-whom/?token=c5zs7j76vn
https://www.mystorybook.com/books/81000/
Rubric Used to assess grammar stories –
Criteria
Excellent (20 – 25) pts.
Very Good (15 – 19) pts.
Good Work (10 – 14) pts.
Poor – (1-9) pts.
Creativity
Student created an original story with care to detail, using characters, plot, setting, conflict, and other narrative skills.
Student created an original story but lacks some strong details with characters, plot, setting, conflict, and other narrative skills.
Student created a story that reflects some originality but it does not pay much detail using characters, plot, setting, conflict, and other narrative skills.
Student created a story based on popular children story. Student left out some narrative details like characters, plot, setting, conflict, and other narrative skills.
Accuracy
Grammar lesson is correct – does not contain any (very few) errors.
Grammar lesson is correct – does contain errors.
Grammar lesson is somewhat correct – contains several errors.
Grammar lesson is not correct.
Descriptive Depth
Student provides excellent descriptive details, using figurative language and imagery.
Student provides some descriptive details, using figurative language and imagery.
Student provides few descriptive details, using figurative language and imagery.
Student provides very little descriptive details, using figurative language and imagery.
Grammar and Content
Entire story is grammatically and contextually correct.
Most of the story is grammatically and contextually correct.
Some of the story is grammatically and contextually correct.
Entire story has many grammar and contextual errors.
Total