tag:blogger.com,1999:blog-3790062.post1246170068337016480..comments2024-03-27T08:11:29.257-06:00Comments on PeerCentered: AssignmentsClint Gardnerhttp://www.blogger.com/profile/07671508034667904543noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-3790062.post-86826602171472895082007-09-27T20:36:00.000-06:002007-09-27T20:36:00.000-06:00Cool observation with the literacy paper, Sarah. N...Cool observation with the literacy paper, Sarah. No, I didn't notice that, but it's an interesting fact. Hmm, I think there's a paper (or four) in that for you...<BR/><BR/>Again, very cool.Alisha Kamphhttps://www.blogger.com/profile/03021863287095747457noreply@blogger.comtag:blogger.com,1999:blog-3790062.post-50550191313034411932007-09-26T13:52:00.000-06:002007-09-26T13:52:00.000-06:00I do think that the underlying purpose of assignme...I do think that the underlying purpose of assignments is not always clear, but that there is always a purpose (whether or not it's the intended purpose). Tons of study has gone into developing educational strategies, but even if a strategy is not particularly effective for you, you still have an opportunity to learn from the experience. You wrote specifically about overly- structured assignments. I think that part of this goes back to the idea that you have to learn the rules before you can break them. <BR/><BR/>As we all know, clearly communicating your ideas, whether in a consultation or in a paper can be a challenge. How do you know if your on the same page as your reader? Did you notice that the literacy narrative that Mike assigned (BSU students) didn't come with an assignment sheet? Then, after we turned them in, he provided us with a sort of grading rubic with points that we should have effectively addressed within the essay. I hadn't written with any sort of conscious concept of meeting certain guidelines, but I think that my paper did align with the rubric. We have these internalized rules, but they weren't always internalized.<BR/><BR/>You can also view a restrictive assignment as a challenge as far as effectively expressing yourself (and your individuality) within the confines of the paper. I thought that it was interesting that when Mike asked us to meet a certain word count with our responses to Boquet's Noise, I actually felt a lot more freedom to express myself. I forgot about other confines of the assignment and I thought, "I don't even have to use complete sentences." I ended up writing a sort of play within my response to describe a tutoring event. What did you think of the word count assignment? Was it restrictive or freeing? I think that it could be viewed several different ways.<BR/><BR/>I also think you made a good point about the nursing math class. Even if it doesn't seem like the class or assignment will serve a real utilitarian purpose, you are still being challenged and are still learning.Sarah M.https://www.blogger.com/profile/07171539230847753842noreply@blogger.comtag:blogger.com,1999:blog-3790062.post-85799240648138806592007-09-26T09:01:00.000-06:002007-09-26T09:01:00.000-06:00hi Ian,this is right up my ally... i'm a peer tut...hi Ian,<BR/><BR/>this is right up my ally... <BR/><BR/>i'm a peer tutor at the University of Massachusetts in Dartmouth. i also tutored at UMass Amherst (been at this a while) and a community college on Cape Cod. <BR/><BR/>i am, simultaneously, a teacher here at UMass Dartmouth. i teach two sections of a business communications course (the english/writing req for business and m.i.s. majors).<BR/><BR/>note, i'm also a (graduate) student.<BR/><BR/>i'm wearing three pairs of shoes at once, and sometimes it gets really hard to walk. <BR/><BR/>as a student, i'm required to put up with the same frustrations you posed about not being given the amount of freedom with assignments you would like (although there is *much* less restriction at my level of study). <BR/><BR/>then, as a teacher, i continuously guide and (at times it's necessary to) restrict my students. granted, i'm teaching a very specific kind of writing and i have very clear objectives for the course, students still try to break the mold every now and again due to frustrations with assignments. (this frustrates me as a teacher with very specific goals and intentions. it goes both ways.)<BR/><BR/>THEN! i walk into the writing center and find myself empathizing with both sides of the battle (in situations like the one you bring op in your post). <BR/><BR/>it is so valuable to be on both sides while in the center, but it's also tricky.<BR/><BR/>one technique i've adapted for frustrated wanna-break-the-rule writers is to really analyze the assignment in relation to the course objectives (if there are any on the syllabus the prof/teacher gives out, this makes the job a lot easier). truth is, there is always a reason why. it's just helping your peers find the answer. once found, the assignment becomes less painful and that particular student can reach the objectives very easily. also, if students understand the needs of the teacher and course, they can perhaps even discuss alternate assignments with their instructors.<BR/><BR/>this is really where your role as bridge between student and teacher comes into action.katyhttps://www.blogger.com/profile/07329161994664435636noreply@blogger.comtag:blogger.com,1999:blog-3790062.post-58846411748320815792007-09-26T08:41:00.000-06:002007-09-26T08:41:00.000-06:00To take this from the other perspective (that of a...To take this from the other perspective (that of a teacher), I would offer that professors have very specific pedagogical goals for their assignments. Some may seem dull or overly-structured, but that is often used to ensure that all students are focusing on the same area. As a teacher I much prefer allowing students to make all the decisions about their writing, what I have found, however, is that not all students are ready to do that. You have to learn what your choices as a writer before you can can make those choices, if that makes any sense at all!Clint Gardnerhttps://www.blogger.com/profile/07671508034667904543noreply@blogger.comtag:blogger.com,1999:blog-3790062.post-10956467550825269992007-09-25T20:53:00.000-06:002007-09-25T20:53:00.000-06:00It does make sense Ian, and I think that this loos...It does make sense Ian, and I think that this loosely ties in with Zach's post about questioning teachers. It can be hard to consult a student that doesn't agree with a given assignment--it can also be hard to consult when an assignment seems to make no sense(at least from our point-of-view). There's purpose in most everything, sometimes we have to just grin and bear it (sorry for the cliche--been dishin' out a few of those lately)and see what happens. <BR/><BR/>I think that this directly relates to tutoring as well. When students come in and have the questions, or attitudes that you've discussed here, we need to concentrate on the assignment at hand. It's kinda like the mock consultation that Timm and Zach had today--the student may not agree with the teacher's approach to teaching, or see the point in a given assignment, but exploration and possibly something FUN can come out of the experience. I think Timm did a great job of how to illustrate that, and the experience with the highschool teacher can be one that I, you,or other cunsultants can bring into real situations similar to that one.Alisha Kamphhttps://www.blogger.com/profile/03021863287095747457noreply@blogger.comtag:blogger.com,1999:blog-3790062.post-6936976044661432052007-09-25T20:31:00.000-06:002007-09-25T20:31:00.000-06:00This comment has been removed by the author.Alisha Kamphhttps://www.blogger.com/profile/03021863287095747457noreply@blogger.com