Instruction sheet: meta-analysis and reflections



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INSTRUCTION SHEET: META-ANALYSIS AND REFLECTIONS

© Laureen Fregeau 2006
Several assignments require a meta-analysis. It is important that teachers continuously reexamine their own learning process so that they can better understand how learning works. Meta-analysis is a process through which you think about what you have learned and how you have learned it.
The process reviews

1) how you learn well, how the assignment fits your learning style,

2) what you could have done differently to improve your performance and learning on the assignment.
The process also includes

3) how you will apply knowledge (to your future teaching and learning career):

  1. Content: e.g. new information, new approaches to learning, etc. (3 points)

  2. Skills & Processes: e.g. time management, report writing, organization, technical skills, etc. (3 points)

  3. How has this assignment helped you examine and modify cultural biases that can affect your future teaching practice (4 points)


For this class you will write these thoughts down as reflections/meta-analysis and turn them in with your assignments. Meta-analysis can not be done in a few minutes. You need to allow sufficient time to really THINK about your learning experience
INSTRUCTION SHEET: IMMIGRANT ANCESTORS & CULTURE REPORT (50 points)

© Laureen Fregeau 2006
Objective: Students will examine their cultural history to increase their understanding of the USA as a multicultural nation and their empathy for immigrant students. The experience will be followed by a worksheet format report to practice reporting skills, and a meta-analysis (see Meta-analysis Instruction Sheet) to practice reflection on applications to teaching and learning.
Instructions: The student will construct a cultural and immigration profile of their ancestors.


  1. Make a list of all the ethnicities/nationalities/religions/races you can find in your background. (5 points)




  1. Follow the guidelines on the worksheet (NEXT PAGE). Do five worksheets, one per ancestor. (25 points)




  1. Remember to include a meta-analysis, minimum one-page. (20 points)

Note: You may use Daniels’, Coming to America, encyclopedias, and other reliable sources if you need a reference on languages spoken, religions, or why and when certain ethnic/religious groups came.


Alternative Assignment #1 : Complete the list on you but do the 5 worksheets on five immigrants you interview (#9 must be detailed) or on the ancestors of a friend or your spouse.
Alternative Assignment #2 : Complete the list on you but do the 5 worksheets on a set of  ‘‘ancestors’’ I assign you by using Roger Daniels’ Coming to America and other references. You must send an email request for the ancestor set at least two weeks prior to the assignment due date.
See Course Outline for due date.

Immigrant Ancestors” Worksheet (5 points each, 25 points total)

Print a copy of this worksheet to fill in for each immigrant ancestor (minimum 5). Use ONLY the immigrant (or earliest known) ancestor you can trace for a particular line. For example if your maternal great-grandfather is an immigrant ancestor, then do not use his descendants. Aunts, uncles, and cousins are not ancestors. Include ancestors from both sides of your family if possible. You MUST answer #9 to receive full credit. Use Roger Daniels’ Coming to America, encyclopedias, and other reliable sources for information on probable languages, ethnic immigration history, probable religions, etc. If you don’t know something, look it up!




  1. Name of ancestor____________________________

  2. Specific relationship of ancestor to you/your friend (include side of family) __________________________ If this is not your ancestor, write whose ancestor it is here ________________________________________

  3. Ethnicity/nationality of ancestor_______________________

  4. Date (or approximation) of when the ancestor arrived in what is now the USA________________________

  5. Religion (or best source-based estimate-cite source) of ancestor________________________

  6. Racial grouping (check one)

___Caucasian (western Asian, European, some north African, native Australian, Indian sub-continent,

middle east)
___Mongoloid (North & South American Native, eastern Asian, Pacific island origins)
___Negroid (most sub-Saharan African origins)


  1. Language spoken upon arrival to what is now the USA (or by tribe)________________________________




  1. Voluntary and involuntary status, check all that apply:

____ opportunity/voluntary (economic opportunity, religious freedom, refugee, voluntary indentureship)


____ enslaved/involuntary (some Native Americans, many Africans, involuntary indentureship)
____ conquered/subjugated/involuntary (Native American, some Mexicans, Native Alaskans, Hawaiians,

Puerto Rican, Guyanese)


9) Challenges encountered, contributions made, government help (including homestead land, land grants, etc.) this ancestor received as an immigrant or cultural/linguistic minority and other pertinent information._________

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© Laureen Fregeau 2006

INSTRUCTION SHEET: CROSS-CULTURAL EXPERIENCE & REPORT (50 points total)

© Laureen Fregeau 2006

Objective: Students will complete a cross-cultural experience that will increase their empathy for cultures different from theirs and practice their observation skills. The experience will be followed by a written report to demonstrate their observation skills and practice writing skills, and a meta-analysis to practice reflection on applications to teaching and learning.
Instructions: All students will complete only one Cross-Cultural Experience during the semester. Assignments correspond to topic headings in the Course Outline. The selected experience must be completed and the report/meta analysis submitted by the date that corresponds to the due date indicated in the COURSE OUTLINE. The Cross-Cultural Experience must be done during this semester: reports on previous experiences will not be accepted. For the completed Cross-Cultural Experience:


  1. Email proposal (which assignment you will do and briefly how you will accomplish it) to Dr. Fregeau at least two class meetings prior to due date to get written permission to proceed (submit this permission with your report). This must be an experience you have not yet had. (5 points),

  2. submit a short objective report (not a critique or opinion paper) on the experience and the information you learned (minimum 20 lines). Be sure to include how the information was acquired (20 points) and,

  3. meta-analysis on your experience (20 lines minimum) See Meta-Analysis Instruction Sheet. (20 points)

  4. You will contribute a brief summary of your experience during the appropriate class discussion as time permits. (5 points)


Your grade will be based on multicultural appropriateness, accuracy and detail of summary, and thoughtfulness and completeness of reflection/meta-analysis.
Below is a list of Experiences from which you may choose. Due dates correspond to when we cover the related topic in class and are in the EDF 315 Course Outline:
#1. Visit a low income/poverty neighborhood & the school local students attend. Possible neighborhoods include Crichton, DIP, dirt roads off Howell's Ferry Rd., Old Pascagoula Rd. near Tillman's Corner, Hillsdale Heights (off Cody Road), Alabama Village (Prichard), Gulf Village (Prichard), and Chickasaw Housing (Chickasaw).
#2. Attend a cultural event of a different race/ethnicity than your own. Talk to a group member about the culture.

#3. Attend the meeting/activity of an exclusively women’s/men’s group OR do an activity “normally” done by the opposite sex.


#4. Attend an event held in a language you do not speak/understand (no movies or performances).
#5. Spend part of a day at home with a family/person whose a) race, b) language, c) religion, d) disability, or e) sexual orientation you are not familiar with. May not be with a friend/relative. These experiences have various Due Dates.
#6. Attend the service of a faith about which you are uninformed.
#7. Attend an ASD meeting/social or a PFLAG meeting.
#8. Interview a former/current gang member (interview must be in person).
#9. Participate in a cultural event that is not listed in #1-#8 above (e.g. International Festival, Greek Fest, International Student organization event, Africatown Celebration, etc.)

INSTRUCTION SHEET: CURRENT RESEARCH ISSUE & HANDOUT (50 points total)

© Laureen Fregeau 2006

Objective: Students will learn to use electronic databases to locate primary research-based information that will increase their knowledge of course topics. They will then practice their classroom oral and written presentation skills. Students will practice audio visual or computer technology skills in their presentations.
Instructions: Select a topic (one for the course) from the bold small capitals topics list provided under each day in the EDF 315 COURSE OUTLINE. Find an empirical1 or historiographic research article that provides current information (1997+) on the topic. Do not use any of the readings given by the instructor as your empirical/historiographic article. Be prepared on the due date to:


  1. a) Present a brief summary (5-10 minutes) of the highlights of the article to the class (appropriate for multiple learning styles, you must include audio-visuals, a guest speaker, or PowerPoint3),

b) Ask a question or make a statement to initiate a discussion and lead that discussion, and

c) Be prepared to answer questions. (25 points)




  1. Prepare a 1-page summary of the article (including complete reference2 information) and provide a copy for each class member/2 for the instructor at the time of presentation; your question must be on your handout. Provide a copy of the empirical article for the instructor. (25 points)


1 Empirical or historiographic research article means it is the peer reviewed publication of a researcher’s own research in a professional journal or book.
2 Must include all the components of a reference as illustrated below. Each reference includes author’s name; year of publication; title of article, and name of journal. Web site addresses may be included but cannot substitute for the complete reference information!

Gibson, M. (1987). The school performance of immigrant students: A comparative view. Anthropology and Education Weekly, 7(4), 7-18.


3 PowerPoint presentations may be NO MORE than 5 slides. Slides may not contain cut and pasted text from the article.
YOUR TOPIC ______________________________________________ DUE DATE________________

NOTES:



INSTRUCTION SHEET: DIFFERENT CULTURE INTERVIEW & REPORT (50 points)

© Laureen Fregeau 2006
Objectives: Describe areas of teacher satisfaction and dissatisfaction, including an understanding of working with diverse cultures; compare assimilation, pluralism and separation; explain the concept of multicultural “worldview;” give examples of explicit and implicit values in teaching/education; compare mainstream and countercultural forces in education.
Directions: Interview an immigrant from a culture that is unfamiliar to you and who speaks English as a second language. The interview cannot have been done previous to this semester. It may not be done with a relative/close friend. The written report will include:


  1. the interview data (minimum 2-pages) (30 points)

  2. a meta analysis (minimum 1-page) on the experience. (20 points)


Different Culture Interview Questions: Yes/no answers must be followed with explanations.
01) Ask for personal information: name, place and year of birth.

02) When did you come to the USA? What was most different about the USA from your country? Did you

experience culture shock when they arrived? Are there other cultural differences you could tell about?

03) What languages/dialects do you/your family speak besides English? When do you use English? When do

you use other languages/dialects?

04) Please name two heroes from your culture. Why are they heroes?

05) Please list and describe special holidays you celebrate in your culture. How do you/your family celebrate

each of these holidays?

06) How does your family determine and celebrate birthdays or namedays? Please give details!

07) What is most important to you about your culture?

08) What are your culture’s views on religion?

09) How do parents from your culture expect children to behave? What are examples of bad and good behavior?

10) How is children’s bad behavior punished in your culture? How is good behavior rewarded?

11) What is the role of the mother in your culture? What is the role of the father? Of other family members

(grandparents, aunts and uncles, siblings)?

12) How do the roles of men and women differ in your culture (other than parental roles)?

13) Where did you go to school (K-12)?

a) If part of your education was outside of the U.S. describe how the school(s) you went to are similar and

different to U.S. schools.


  • How many years do students go to primary school? How many years in secondary school?

  • What subjects did you study?

  • Were there any examinations you had to take to graduate or be promoted?

b) If you went to school in the U.S. describe your school experience.

  • Do you think you school experience was different than that of students from mainstream cultures in the U.S.? How?

  • Were you placed in ESL? Describe the experience.

14) Define an “educated person”.

15) What is your culture’s perspective on education? How important is education?

16) Is education equally important for both boys and girls? Should it be different for boys and girls? How?

17) Whose responsibility is it that students (children) learn their school work?

18) How does your culture view teachers? Is teaching a respected profession? Are teachers paid well?

19) Describe what parents expect regarding interactions and communications with their children’s teachers.



20) ADD AT LEAST ONE OF YOUR OWN QUESTIONS OTHER THAN THE ABOVE (REQUIRED)

INSTRUCTION SHEET:

PORTFOLIO CONSTRUCTION & SELF-ANALYSIS (50 points)

© Laureen Fregeau 2006
Objective: Students will construct a portfolio of course materials and assignments to gain knowledge of the portfolio construction and assessment process, and to practice and improve organizational skills. They will then conduct and write a self-assessment to gain experience and skills in the evaluation of their strengths and weaknesses, and knowledge of the self-evaluation process used in teacher evaluation.
Instructions for Portfolio CONSTRUCTION: Use a 2-2.5 inch three ring binder. Use section separators and visible tabs to label and organize your sections. Put items into your portfolio as soon as you produce or receive them. Organize your portfolio into the following sections: (20 points)


  1. table of contents

  2. syllabus and course outline

  3. teacher handouts and materials used in class

  4. student-made handouts

  5. class notes

  6. graded assignments

  7. 211 assignments

  8. portfolio self-analysis final


Instructions for the self-analysis will be distributed Week 14 (30 points).


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