Class June 2

We began class with a review of the brainstorming documents you have posted on your blogs. I have emailed each of you individually with comments, and class discussion (really it was sort of me clarifying and deepening the directions for how to develop these brainstormy posts into the actual Design Plans you will create for Project 1 (the Studio Program) and Project 2 (facilitator training). For an overview of the comments on the brainstorming documents, see the Comments on Blog Brainstorming (at link in right panel).

Next we worked out a conceptual timeline for the overall Studio Program (linked in right panel). We noticed that there is TOO MUCH material in the first week, and that the program is going to require the creation of (or at least agreement upon) protocols/practices for certain activities. So - as you develop your timelines - you are definitely going to want to find ways to consolidate activities (so, for example, reflection on discourse & learning the software + protocols might all be folded into a single "icebreaker". . . yeah, I know that is pretty wishful thinking , but you get what I mean?), and you will want to identify activities that you feel might need written (not in stone but out there as a guide) protocols. And you will probably want to write them as part of the training program.

Next we discussed Gutierrez. My primary purpose in assigning this reading was to heighten our awareness of how our language choices can structure the spaces we teach in. I was hoping it might prompt us to work on a collaborative "semiotic toolkit" (Gee's term) - a set of language patterns that allow us to be received by our listeners. My hope is that we will model this language for ourselves, for the facilitators and for students - and that in some cases we might call attention to our choices - so that all of us can make more effective - more openly communacative choices in how we talk to one another.

Language choices called attention to in class were: modals, questions, volitional directives, verbs as evidentials, direct directives, conceptual metaphors.

Gutierrez also calls for the use of "code-switching" and for the use of metaphor. These moves, coupled with reflective talk, support students in moving from one system of meaning to another => thus helping them to become full participants across multiple discourses.

After the Project 2 presentation (posted at google.docs) and a brief but important discussion about professional dress -( no dress code but a strong recommendation that dress be "respectful" and "mindful" of your roles in the program) you worked in groups on Project 2.

For Monday:

1. Facilitator training planning document 1: List of training objectives (this should be a collaborative document)

2. Training design document 1: Conceptual timeline (this should be a collaborative document)

3. Come to class with two pieces of writing to present for a Studio session. These pieces could be protocol sheets, a data collection plan, a set of writing prompts, descriptions of reflective exercises or other interactive activity=> in other words, they should be the "sections" you are writing for the Facilitator training program. Prepare to present these pieces in Studio by 1) stating your audience, purpose, focus; 2) stating what you have done so far; 3) providing a copy of the piece you want to group to review as a google.doc; and 4) preparing a statement of the kind of feedback you are looking for.

Great class tonight! Have a great weekend and see you on Monday.