Controversial Issues in YA Texts
Dialogic Learning
Historical Controversies
Canine Therapy
Digital Storytelling in K-3 ELL Classrooms
Classroom Arrangement
Historical Empathy
Behavioral Management
Theater in the Mainstream Classroom
Reading Fluency
Deleuzian Postmodern Theory
Ed-Technology, K-3
YA Lit for All Students
Best Practices in Service Learning
Male Language Acquisition in a H.S. Spanish Class
Phew. There was a lot of planning, guidance, reading, assessment, additional guidance, coaching, mentoring, revisitation to original questions, drafting, revision, feedback, data collection and additional guidance in this 15-weeks! All of my students had different questions and although I wanted 10-page papers, I'm quickly learning I'll be lucky if they can keep them to 20-pages. Here's a shout-out to all the quantitative and qualitative methodology instructors I've taken in the past. It's one thing to be a student in these courses, but it is a whole other breed of animal to be the one who directs and guides the projects.
I learned a lot. Actually, as students presented last night the nerd in me wanted another semester to extend the individual inquires to find new knowledge and additional "I-wonders" from the information that was collected. These are in-service and pre-service teachers who have very, very busy lives. Still, they dedicated a semester to their personal interests, asked questions, read broadly, and designed action research projects that were relevant to them.
It's interesting, because much of this process is similar to the National Writing Project work, but the focus isn't only on writing instruction alone (drat).
I'm waking up this morning proud of the presentations that came last night and 100% curious about what the graduate students will write up. This is hard work - demanding - but fascinating. I'm offering gingersnaps to the students in recognition that none of this easy, but in appreciation that this crew gave their best.
Happy last day of May.
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