One of the objectives for this course is for you to learn to become a reflective practitioner as you learn to honestly assess your own skills and abilities and as you set goals for your future professional development. This assignment is designed to help you engage in thoughtful reflection and to help you set these goals.
You will design a presentation that analyzes your process of becoming a teacher up to this point. Begin by considering where you started in 276, your pedagogy classes, and where you are now. In so doing you should consider the following:
- What major milestones or moments marked changes in you and your ideas about the discipline of English, students, teaching and learning?
- What experiences brought you to this profession?
- What have the experiences you’ve had in the course and in your experiences at the university taught you about being an English teacher?
- Where are you now?
- What ideas have you learned in your English pedagogy classes that have become your “beliefs” about teaching English? How have you seen these beliefs mirrored in your practicum experiences?
- What strengths do you see in yourself as a student teacher (consider this question in terms of the learning environment, planning and instruction, knowing and engaging students, assessment and professionalism)?
- What challenges in the classroom do you expect to face as a student teacher (consider this question in terms of the learning environment, planning and instruction, knowing and engaging students, assessment and professionalism)?
- Where do you hope to be by the end of student teaching and how will you get there?
- What do you hope to learn or develop as a student teacher to help reinforce the strengths you’ve identified? How will you address those challenges you identified?
The oral presentation will take the form of a PechaKucha. This form, which originated in Japan, was originally designed by architects to keep visual presentations concise yet informative. (You can see some examples at www.pechakucha.com) We’ll modify the format here a bit for our class, so the basic structure will be 15 images that appear on screen for 20 seconds each, meaning that your presentation will last for 5 minutes.
You must set the presentation up to automatically advance, and you will want to rehearse your presentation to make sure you speak in conjunction with the pacing of the slides. Additionally, you should rely on images—printed words in your PechaKucha should be avoided.
These will be shared in class in front of your peers during the time designated for our final. Although there is no written component, the words you speak as you deliver your presentation will be a key element. Please plan, practice, and prepare accordingly.
Your PechaKucha will be evaluated according to the grading scale below:
Content (25 points possible)
- Introduces the presentation by discussing what major experiences that brought the presenter to the profession of English teaching
- Clearly analyzes the presenter’s current state by discussing the ideas that form his or her beliefs about English and teaching:
- Discusses how these beliefs are mirrored in his or her practice
- Presents his or her current strengths in terms of learning environments, planning and instruction, knowing and engaging students, assessment and professionalism
- Presents his or her current challenges or those he or she anticipates during student teaching in terms of learning environments, planning and instruction, knowing and engaging students, assessment and professionalism
- Clearly synthesizes the presenter’s strengths and challenges and sets goals for the end of student teaching that reveal what he or she hopes to learn and how he or she will address his or her challenges.
Length & Format (15 points possible)
- Presentation contains 15 slides displayed for 20 seconds each, bringing the whole presentation to 5 minutes
- Presentation automatically advances and the majority of slides use contain images instead of words
- Presenter speaks in conjunction with the pacing of the slides
- Slides and oral content are arranged in a cohesive, logical order
Visual Presentation and performance (10 points possible)
- images chosen are appropriate for the content—they’re a logical match for the oral content
- where possible, images enhance and/or communicate beyond the oral content
- presenter is clearly rehearsed, with few (if any) stumbles or miscues