Report - El Camino College



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ECC FIPP Activity Report

|Name Genevieve Zuidervaart |Date 9/17/10 |

|Department English |

|FIPP Partner Amy Himsel |

|Class title & section # English 1A: Reading and Composition, Section 6392 |

|Name of Activity/Strategy Insightful Quotes |

|Category: (Please select only one.) (Reminder: You will submit one report from each of |

|the categories.) |

|Classroom Activity Classroom Environment Classroom Expectations |

|Feedback & Evaluation Homework & Out-of-Classroom Learning Experiences |

|Student Empowerment |

|Briefly describe the activity/strategy, providing enough detail so that a colleague can replicate the activity/strategy. |

|1. Introduction I wanted a cohesive start to every class, and I wanted a quote that reflected a class attitude that was positive and |

|uplifting. Additionally, I found that some of our class readings had inspirational quotes that could be used for that meeting's content |

|discussion. |

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|2. Set-up & Supplies The set-up for this ongoing activity involves locating inspirational quotes, whether these be from the OnCourse handbook,|

|the Internet or from favorite texts. For these quotes, a whiteboard and markers are needed. The set-up also involves sporadically choosing |

|somewhat difficult, yet inspirational, quotes from our course readings. For these quotes, one might use a ppt slide and have use of a |

|projector in the room. If these are not available, a whiteboard and markers will work fine. |

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|3. Directions It is a good idea to arrive to class a few minutes early and put the inspirational quote on the whiteboard. Students should get|

|into the habit of walking into the room and looking for the quote. On the days when using an inspirational, yet somewhat difficult, quote |

|from one of the reading assignments, have it ready to view via the overhead projector so you can time when to share it. |

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|What worked well? I used this activity in two ways. I had one inspirational quote on the whiteboard before every class, and--when |

|appropriate--I took one inspirational, though perhaps somewhat difficult, quote from a text we were reading and had it ready in a ppt. slide. |

|Most of the students remarked that they enjoyed the inspirational quotes on the whiteboard. They enjoyed expecting it each day and wondering |

|what it would be. As for the reading assignment quote, students really found this activity helpful when the reading was difficult. They were|

|able to focus and discuss one aspect of the text rather than getting overwhelmed with the meaning of the whole text. Sometimes we had a |

|simple discussion. Sometimes I paired them up for a Silent Socratic Dialogue, and sometimes they just journaled. Many remarked that thinking |

|about and discussing one pulled quote helped them understand the whole text. |

|What would you change? I would not make the whiteboard quotes the beginning of a class discussion or the focus of a journal prompt. This |

|seemed too heavy handed, and not every quote will speak to every student. Rather, I think a consistent, low-key "quote-a-day" approach is the|

|way to go. I also think it might be more meaningful to pepper in more quotes from writers about the writing process, as these would be more |

|applicable to the class, these would certainly be positive, and these would encourage students during their assignments. As for taking |

|inspirational, yet somewhat difficult, quotes from our readings, I wouldn't change anything. |

|Would you use the activity/strategy again? Why or why not? Yes, but I would modify the whiteboard inspirational quotes, as mentioned above |

|Anytime I can encourage a student to grapple with language and ideas, I consider it a success. |

|Please describe any student learning and/or changes that you observed after the implementation of the activity/strategy. I believe the |

|whiteboard quotes set the tone for a positive classroom. I used a few "anti-victim," "pro-creator" quotes, and these subconciously set some |

|course standards. I believe the ppt. reading quotes empowered students in their critical thinking. When forced to deal with an inspirational,|

|yet difficult, quote, many were impressed with their ability to understand the message after some writing or some peer discussion. Complex |

|ideas seemed less intimidating. |

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