Project+Specs,+FOKI

=Project Specs: Funds of Knowledge Inventory, Pre- and Post-= toc Students will thoughtfully reflect upon and assess their experience – personal and professional, as a young adult and as a teacher – with learning through literature. This assignment includes a pre- and a post-self assessment or taking stock – the pre- completed before beginning coursework and the post- completed as a final exam.

Description
Reflect on the three standards-based outcomes for the course (synthesis of CED, NCDPI, and National Standards) and write a reflective essay in which you 1) self-assess what you currently know about each standard, 2) building on your journey book contribution, note any lessons/insights from your own literacy development in your young adult years that may inform you, 3) set personal goals for what you want to learn about each standard, and 4) reflect on what you have written and note what insights you may have gained through the writing of this essay. Share these lessons learned in a synthesis at the end of your reflective essay. Publish your pre-FOKI to your blog. Be sure to tag it with “Bookhenge”

Three Standards-Based Outcomes
(See the Outcomes-Assignment Matrix found in the course wiki under “How This Course Works”) __ 1. Professional Self __ Integrate learning, literacy, and literary theories to create learning experiences that engage young adults in learning about curriculum, social justice, critical literacy, and creativity through literature __ 2. Literate Self __ model a fully and actively literate individual by transacting with Young Adult Literature __ 3. Virtual Self __ develop an effective online and inworld identity by learning to integrate technologies into learning and teaching

1.1 Apply learning theories to instructional design including social constructivism, 1.2 Apply reader response theory to instructional design 1.3 Apply critical literacy to instructional design and current issues in YAL 1.4 Explain the critical literacy and social justice connection and how literature can serve as a bridge 1.5 Design learning experiences that operationalize the teaching of creativity 1.6 Use technology and media to engage students and help them develop new literacies and communication skills. 2.1 Respond to YAL in multiple ways using new literacies and media 2.2 Collaborate in book clubs to discuss and create products representing group insights 2.3 Use resources for keeping up-to-date on YAL titles and trends 3.1 Practice participatory learning through media production for the Web 3.2 Use Web 2.0 and Web 3D tools to collaborate on projects
 * Specific Objectives **

Exemplars
Pre-FOKI by Annie (MAT student with no teaching experience) The Monk Speaks by Michele (an experienced high school English and Latin teacher)


 * Please note how much an imaginative title contributes to a blog post! **

Directions Checklist
1. Before you begin the assignment, visit the FOKI Matrix (See course wiki under “Class Trading Cards” and choose a classmate whose FOKI you will review. You will read this classmate’s FOKI and complete the FOKI Matrix for him/her. Note that you may not find information for each column. 2. Review the outcomes and compose your essay to address each outcome thoroughly.  3. Include relevant examples from personal and professional experience.  4. Reread composition when all outcomes have been addressed and prepare a synthesis that shares insights and lessons learned that you gained through the process of writing this essay.  5. Proofread to ensure that the writing will engage the reader through a clear, organized, cohesive composition that represents Standard American English with no grammatical or conventional errors.  6. Compose your reflective essay and post it to your blog.  7. Then serve as a "banker" to review the FOKI of a colleague who has already blogged his/her FOKI-Pre. Complete the FOKI Matrix for that colleague. You will also find the FOKI Matrix under VuVox slide show on the Bookhenge Course Wiki for quick access.

Rubrics:
Target 15 points total (5 points for Pre-, for Mid, and 5 for Post-)

FOKI-Pre "-- Insights/lessons that may have been learned by reflecting on your own young adult literacy experiences are shared." "-- Examples, vignettes, and/or stories contribute to the credibility and impact of the essay. " "-- Personal goals set are relative to each of the three course outcomes and are ambitious yet realistic and reflective of one’s self-assessment and current teaching environment (FOKI-Post will review attainment of goals). " "***The essay ends with a synthesis that shares what the writer learned about his/herself through the writing – insights, special** -- Journey Book choice is thoughtfully explained in an engaging way that follows a successful narrative format. See Dan Pink's Six Elements of Creativity for inspiration (within Waves of Change CCI). -- Reflection reveals the emotional impact of the book. -- Reading/Speaking of the piece is personable and compelling. -- Narrative is effectively recorded on VoiceThread with clear audio and appropriate volume. ||  ||   || -- Self-assessment is thoughtful with each criterion thoroughly addressed. ||   ||   || FOKI-Mid "--Examples, vignettes, and/or stories contribute to the credibility and impact of the essay. " ||  ||   || -Self-assessment is thoughtful with each criterion thoroughly addressed. ||   ||   ||
 * **Criterion** || **Self-Assessment & Questions/Requests for Feedback** || **Instructor's Comments / Points for Development** ||
 * **Composition (Blog)**
 * interests, and/or themes or patterns.*** Heads-up that this is often overlooked." ||  ||   ||
 * **Performance (VoiceThread/MiniPodcast)**
 * **Collaboration** ||  ||   ||
 * -- Contribution to the FOKI Matrix is thorough, thoughtful, concise, and helpful in surveying the potential contributions of classmates. ||  ||   ||
 * **Self-Assessment**
 * **Criterion** || **Self-Assessment & Questions/Requests for Feedback** || **Instructor's Comments / Points for Development** ||
 * **Composition** ||  ||   ||
 * --Progress toward course outcomes and personal goals is described..
 * -- The essay ends with a synthesis that shares what the writer learned about his/herself through the writing – insights, special interests, and/or themes or patterns -- and with questions that are important now and will guide future exploration. ||  ||   ||
 * **Self-Assessment**

FOKI-Post

-- Progress toward course outcomes and personal goals is described. "-- Examples, vignettes, and/or stories contribute to the credibility and impact of the essay. ||  ||   ||   ||   || -- Self-assessment is thoughtful with each criterion thoroughly addressed. ||   ||   ||   ||   || "
 * **Criterion** || **Self-Assessment & Questions/Requests for Feedback** || **Instructor's Comments / Points for Development** ||  ||   ||
 * **Composition**
 * -- The essay ends with a synthesis that shares what the writer learned about his/herself through the writing – insights, special interests, and/or themes or patterns -- and with questions that are important now and will guide future exploration. ||  ||   ||   ||   ||
 * **Self-Assessment**
 * **Self-Assessment**