Literature without Lectures: An Approach That Works.

Autor/in	Etchison, Craig
Titel	Literature without Lectures: An Approach That Works.
Quelle	(1988), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; College English; Group Discussion; Group Instruction; Higher Education; Introductory Courses; Journal Writing; Literature Appreciation; Peer Teaching; Reader Text Relationship; Student Participation; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Gruppendiskussion; Gruppenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Zeitschriftenaufsatz; Literarische Wertung; Peer group teaching; Peer Group Teaching; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	To create an introductory literature course which helps students develop positive feelings about reading and confidence in their abilities to create viable meanings out of a text, an alternative to the standard lecture format or "Socratic" class discussion is needed. Formed from a variety of research, theory, and classroom experience, one alternative pedagogical design relies heavily on peer group work, integrates copious amounts of writing, focuses attention on the text, and is highly accepting of a variety of interpretations and responses to text. Each day, students bring to class a writing assignment focusing on the text to be discussed in class. In the assignment, students briefly summarize the literal meaning of the text, examine what the text may be implying, and make a personal response to the text based on their own experience and background. In class, the students are divided into four peer groups, and each group is given a different question to answer about the day's reading assignment. After 30 minutes working out their responses, a member from each group presents the group's response to the class. Grading is kept to a minimum, with a heavy emphasis on class participation. This student-centered approach engages students intellectually, develops a sense of community in the class, and encourages students to become thoughtful, independent readers. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC