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Objectives:

Facilitators should complete training and achieve awareness of theories and applications that foster:

-Studio sessions as academic support

-Development and institution of interactional inquiry

-Awareness of diversity with regard to discourse and learning styles

-Effective group dynamic

-Use and development of studio materials associated with the 2011 EOF Academy

-Documentation and evaluation of writing studio for the 2011 EOF Academy

-Initiation of EOF Academy students into Kean University's culture

Reading Protocols

Reading Protocol

To aid students in accordance with processing challenging material, the following strategies have been devised:

General:

                -Divide the text into smaller sections

                -Reread text aloud

                -Synthesize text in a way you can easily understand

                -Discuss what you've read with another person

                -Take a break to allow information to percolate

Highlighting and taking notes:

                - identify and define unfamiliar vocabulary

                                deduction by context, or

                                search secondary resources (dictionary, thesaurus)

                -  Draw an outline or list main ideas and sub-points

                - Develop diagrams to aid in visualizing the content of the text

                - Be aware of thoughtfully organized, italicized, repeated, underlined or emboldened terms

                -Use a tape recorder

Questions:

                     - Ask yourself,

                                 "For what reason/s am I reading this?"

                                "Why did the author include this particular point?"

                                "Of what experience does _____ remind me?"

                                "What are the similarities and differences between___ and____?"

                                "What predictions can I make?"

                                "How does this title/section/detail relate to the composition as a whole?"

                                "How does this text make me feel?"

heave away, haul away

under planning docs-
I don't know how to format on this blog's spot so I just wanna say sub headings should have bold attribute

I just revised based on what was already there. Idk how/what the original artifact was based on, if there were some sort of guidelines or whatever
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(Content):

As facilitators, it is your job to develop and maintain a group dynamic that boasts safety and comfort, inviting participants to take risks despite their perceived vulnerability.

An effective group should possess the following traits:

Willingness to share work and pertinent self-concepts
Willingness to share work strategies in accordance to self-efficacy
Willingness to offer and accept both non-judgmental and non-prejudiced feedback
Encouragement with regard toward asking and accepting  both assistance and advice


Erecting and Fortifying an effective group dynamic:

-Portray the goals and expectations associated with the studio model in order to invite participants to attain an awareness of your own and to develop their own.

-On the first day, be sure to engage in an ice-breaker in order to invite participants to feel comfortable in their workspace.

-When sessions begin, spend a brief period checking in with students with regard to the establishment of a supportive work environment.

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Offer positive, incremental feedback as a model for students to adapt.

By example, facilitate the understanding and awareness of both constructive and nonconstructive methods of offering feedback.

Invite all students to contribute equally in each session.  Remind participants that the studio is a safe environment developed for the both individuals and groups.

Facilitators should maintain a calm and understanding disposition.

Don't be a robot.  Develop a rapport with students and invite them into discussions regarding the efficacy of the program.  Remind them that the EEO program is developed with them on mind and their opinions are valuable materials in its construction.

revised goals for learning

1.  I want to remind students, or help them to realize, that conflict between each other is a very important tool for learning-  Like an African American doesn't want a Caucasian champion and a lower middle class student doesn't want a rich and privileged student determining what is good for them.

2.  I have learned and would like to purvey that is is most important to make decisions that work best for you.  It may be brash, but I would teach students not to make compromises.  If it doesn't work out for you, transfigure it so that it does work out for you.

3.  I want to remind students to stick it out.  There were plenty of times that I was tangled up in administrative hassles or just plain fed up with teachers and lectures and I wanted to break out and work the street at PSE&G or join my friend's painting/ sheetrocking business.  They were making money and providing for themselves on a much larger scale than I was.

However, maybe a year later, after the experience was resolved and tucked away, I realized that I was subconsciously determined to improve my quality of life and it has improved, or is improving, in a direction that I am charting.

Personal anecdote:  It's gotta do with Lakey's book so I guess it's pertinent.  Saturday night I got to bed early because i was boozing at a bbq most of the day.  I had a dream in the future tense where I was leading a studio group through a container building exercise.  On the lunch break, I ate twenty-seven onions and ran laps around the race track.  When the session reconvened I dressed in a yowie suit and hid out in a wide open field.  Then the students were blindfolded and put into groups of three.  Using only their voices for communication and their noses for scenting that had to triangulate my position.

blog 1

Alright, some goals:

First off, I want students to understand writing as a tool.  You can use a soldering iron for circuitry or you can use it for wood burning.  You can use a torsion wrench to calibrate your lawnmower blades or you can use it to defend against an animal attack.

Secondly, I want students to realize that they don't have to discard their cultural/social identity in favor of an academic identity. 

Lastly, if things do not work, they need to be able to express what's incongruent and have a communicable  remedy for the schisis.