PURPOSE OF THE
ASSIGNMENT
This assignment requires you to begin bridging between
your troubling moment and broader discourses as well as to think more deeply
about the critical moment you wrote about in Assignment 1. As you begin to
consult conceptual/theoretical discourses, you should begin to examine your
initial thoughts and reactions to the troubling moment. Consider what caused
you to react as you did. What assumptions were you making? How did you think
the moment should have turned out? Begin to speculate about the reasons the
moment played out as it did. Think about your inquiry question; write down any
sub-questions or corollary questions that occur to you. Pay particular
attention to ideas that challenge your thinking and/or feelings about the
moment. Make notes on resources you want to check out as you proceed through
your inquiry. (Resources you may not have had time to review before completing
this assignment.) Remember that,
ultimately, your goal in this course is to reach deeper understandings about…
·
The question/topic/issue under study;
·
Teaching and learning – your pedagogy;
·
The nature of interpretive scholarly inquiry;
·
Your sense of self as student, learner,
practitioner, and scholar
·
The scholarship informing your understanding
THE ASSIGNMENT
Look at both your title and inquiry question. Decide if
either or both need to be refined in light of what you are learning. (By
refined, I do not mean you should change the focus of your inquiry. It may be that you are able to articulate the
title and inquiry question in a more focused or conceptual language.)
Briefly describing one particular moment/critical
incident/episode/significant interaction from your teaching experience and
explain how you believe it is in some way representative of a larger
pedagogical and/or curricular issue.
What is this issue? What insights
do you have about this issue? In what
ways are you still grappling with it?
Use the feedback you received on Assignment 1,
information from in-class discussions, and ideas gained from the textbook to begin
the process of gathering and reviewing resource materials that can inform your
thinking. Make notes on what the various resources are contributing to your
thinking. Write notes on avenues of inquiry to follow. Be sure to relate your inquiry question to an
issue in a field of study.
Finally, based on what you’ve written in response to the
above prompts, what are you coming to understand more deeply about teaching and
learning? What are you coming to
understand about your own developing pedagogy?
Please Note
To do well on this assignment, it is important to note
that any commentary you make about an issue must be rooted in the context of
your practice. In fact, the assignment
positions you to begin with your own relationship with the issue.
What exactly caused you to begin thinking about this issue? How did the issue manifest itself for
you?
Before you can make connections to theory regarding this
issue, you need to describe/explain what occurred in your teaching/your
practice that caused you to examine the issue more closely.
About This
Assignment (and
Rubric):
This 7–10-page draft is due no later than the posted due date. Please submit to our online course site. Any assignment submitted after the due date will
not be read by me in time for me to offer you timely suggestions for
revision/editing.
Please review the assessment guide/rubric carefully. Note that I am expecting you to have at
least ten outside references for your work. You will need to create a References page for these
resources. Use correct APA formatting.
Please see Assignment 2 Rubric below and follow it carefully.
Student: Assessment:
Creative Inquiry 2 Assignment Rubric (12
Points)
INQUIRY
QUESTION AND TITLE (2)
–You have written one focused inquiry question that will guide your
study. This inquiry
question along with the
conceptual title of the Creative Inquiry project appears on your title page.
Conceptual Title
Inquiry Question
Student’s Name
–Your inquiry question still needs to be refined. You have given your document a title.
–Your inquiry question is still unfocused or missing from the
study. There is what appears to be
a hastily conceived
title or there is no title.
A SPECIFIC
MOMENT AND REFLECTION ON THAT MOMENT (2)
–You begin with a specific moment; provide the relevant details;
explain the nature and
significance of the
moment in terms of what was at stake; clearly convey what you were thinking
and feeling at the time
that contributed to your decision. Your
narrative about the specific moment
enables readers to
understand how this particular moment led you to your inquiry question. You
clearly explain that you
have begun to reflect at the conceptual level.
–You begin with a specific moment and do all of the above but to
a lesser degree. Your
narrative about the
specific moment does not entirely enable readers to understand how the moment
you describe led you to
your inquiry question.
–You do not begin with a specific moment; you begin by writing
generally about an issue.
The reader has no idea
what caused you to pursue this particular inquiry question.
RESEARCH (2)
–You draw information from multiple and mixed sources to gain
deeper insight into the
question under
study. A References page of at least
10 sources is included.
–You have incorporated at least 10 resources in your writing, but
many of your sources are not rich and
varied enough to help
gain a deeper understanding of what is under study.
–Your writing includes research, but the sources are not rich or
varied enough to help gain a deeper
understanding of what is
under study. There are fewer than the required 10 sources.
ANALYSIS
AND DISCOVERY (2)
— You use pertinent research to make connections and discover new dimensions of the
inquiry. You are “in conversation” with the discourses
and have begun to theorize for yourself.
–You use pertinent research to complement and support the points
of the study but have not
yet entered into a
dialogic relationship with the discourses.
–You include some research but merely restate or summarize the
ideas of others.
MECHANICS (2)
–Your writing is relatively free of all error, enabling your
audience to read effortlessly.
The language is clear and
precise.
–Your writing contains a number of surface errors, but they do
not seriously interfere with
meaning. Your language
is clear.
–Your writing is difficult to understand; there are both surface
and deep structure errors
that interfere with
effective communication. Your language
is often unclear.
APA
FORMATTING (2)
— APA 7th edition formatting and documentation are
accurate.
— APA 7th edition formatting and documentation are not
accurate.
