Learning Goals

My learning goals:

Promote an open classroom environment.

Focus on communication of information rather than on accuracy of language use.

Develop language skills that will prepare my students for real-world applications of the language.

Always make the goals and expectations for each activity clear to my students.

Provide my students with the desire to pursue learning the language once the semester is over.

Use technology to expose my students to different forms of the language (i.e. music, television).

Use technology to expose my students to the language on the same mediums they already use in everyday life (i.e. YouTube, Facebook).

Use technology that will allow students to continue exploring outside of class if they please.

Use technology to expose my students to the language in practical ways (i.e. news and weather websites).

Use technology to keep language use informal.

Use technology to help my students to become more comfortable using the language.

Use technology because my students feel comfortable using it.

Use technology to keep class interesting and fun.

Use a class Facebook group to facilitate students' communication with each other.

Use a class Facebook group to take the burden off of myself when it comes to homework questions that classmates can answer.

Use a class Facebook group to post class reminders and keep everyone on top of their assignments.

Use a class Facebook group to share interesting articles, videos, etc.

Use a class Facebook group to have "questions of the day" and keep Spanish fresh in my students' minds.

Use a class blog for submitting assignments so they feel less formal.

Use a class blog to promote a casual use of the language.

Course Learning Goals: Community Writing

Before posting my final reflection and a link to my course website, I wanted to leave all of you with a brief blog post highlighting the course learning goals for Community Writing. I hope by reviewing the overview of the course along with the course goals, you will be able to not only better understand my course but better evaluate it's strength and weaknesses as well.

Overview

This course asks you to write about a community from which you belong. Every assignment will ask you to critically question aspects of this community as well as your involvement with that community. Further, as an online course, you will be sharing your understandings about this community on our class blog. As such, while this course asks you to critically think and write, it also asks that you develop a broader understanding of what it means to write. Specifically, while your writing posted to a blog, your writing is visible to the global online world. As such, your thoughts and writing have the opportunity to reach an audience well beyond our class. Therefore, this course attempts to create not only better writers for the classroom but better writers for the world. 

Goals

As a tier-one writing course, all of our goals will align with MSU’s tier-one writing goals. Additionally, we will strive as a class to achieve the following goals:

·      To develop, individually and as a class, a definition of the term “community”

·      To develop a broader understanding of what writing does and can do

·      To write for a global audience

·      To critically think, question and write about communities

·      To write with purpose and use rhetorical skills to convey your thoughts with a global audience

 

WRA 110 Learning Goals

(photo by redcargurl, http://www.flickr.com/photos/erinkohlenbergphoto/5406459295/)

For the courses I have taught in the past, I have used the Tier 1 Shared Learning Outcomes. However, WRA 110 has some specific learning goals which are exclusive to the course. The learning goals I have created which are specific to Writing: Science and Technology, beyond those indicated for Tier 1 writing courses (which can be found at https://www.msu.edu/~wrac/t1/t1_courses.html), are:

- For students to be able to protect their own and others’ digital and print works from copyright infringement, including those works that they make publicly distributed.

- For students to view social media as a tool not only to utilize to connect with others, but also to collaborate on writing tasks and to utilize in their writing process.

- For students to be able to properly cite their sources from both web-based sources and books/journal articles and be able to discern the difference between online journals and books and those that are paper-based.

- For students to understand the differences between scientific academic writing and other forms of academic writing.

-For students to view scientific writing as an evolving field, one that is utilizing digital writing in an adaptive way, and as scientific writers be able to adapt to this emerging practice.

I would love to teach this course, in that I feel as though the learning goals are incredibly useful for students whose career paths are in the sciences. I would love to have the opportunity to teach this course. It's been awhile since I've been able to use the knowledge I gained through that Biology minor!

Paul's Learning Goals

Here are my learning goals that are broken down in groups of Values, Attitudes, Knowledge, and Skills.

Values-

1. Value other writers and other articles instead of just your own

2. Value the technology that they currently have but be able to do these tasks without the technology.

Attitudes-

1. Make the students leave with a positive attitude about writing and start to think about writing as a tool and not just as something you do in school or work.

2. Have the students bring up ideas and suggestions so that they will feel more at home with the classroom and prof.

Knowledge-

1. Being able to comprehend a piece and articulate it back to an audience in their own words.

2. Have a great knowledge and grasp of new technologies and be able to adapt with the changes of technology.

Skills-

1. To be able to use other technologies besides the usual ones they are used to.

2. Apply knowledge about identifying a real audience and reaching that audience to their actual pieces of writing.

3. Be able to articulate what is on their mind and put it on paper.

4. To be able to get your point across to an employer in 140 characters