TNCC English 109 (Mon.-Weds.-Fri.) Spring 2007

halftime at the all america bowl

Who is ultimately responsible for learner-centered education?


Last Updated, 24 April 2007, 12:10 p.m.

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Class Resources

English 109 syllabus (including graded assignments and grading criteria.)

Webster's Dictionary Online

I use the On Course Student Success index as a resource for teaching and supplementing this class.

The "On Course Principles" are excellent guidelines for keeping yourself on course to academic success and to success in life!

Advice and guidelines for analytical reading of texts: SQ3R

The Cornell note-taking method: how to use and modeling the process.

While designed for working professionals, the Mind Tools web site has many useful self-help links, including techniques for memorizing.

Contact Mr. D. by email (dollier@tncc.edu), by phone (825-3543), or in person (room 874, first floor of Templin Hall)

Week One

Monday, 1/8
In class: Foundations, housekeeping, getting started

Homework for Wednesday, 1/10: Bring to class two folders for use in English 109 and one folder for each of your other classes.

Wednesday, 1/10
In class: Discuss expectations of students and expectations of instructor to add to syllabus

Friday, 1/12
In class: Do colleagues quiz (Quiz 1)

Homework for Wednesday, 10/17:
Read: Pages 1-15 of On Course textbook.

Week Two

Wednesday, 1/17
In class: Do
pre-semester self-assessment; discuss journaling assignments; write journal entry #1

Homework for Friday, 1/19:
Read: Chapter 1, pages 15-19of On Course text book.
Write: Journal entry #2
Due: Journals, at the start of class

dewitt jones Friday, 1/19
In class: View and discuss "Celebrate What's Right." Dewitt Jones video
In-class notes: Write six to ten direct quotes from the video.
puffball

Homework for Monday, 1/22:
Read pages 20-23, "Learning College Customs"
Read pages 24-34 of Chapter II, "Accepting Personal Responsibility"
Write: Journal entries 3 and 4

Week Three

Mr. D's Chapter II summary: The paths our lives take are not predetermined or written in some cosmic scriptbook that can't be known to us. Rather, we create our lives by the choices we make and the attitudes we hold to. Creator or Victim choices are not "good" or "bad" per se. They direct the processes by which we arrive at the outcomes and experiences we wish to create in our lives, so make the appropriate choices to make the things happen which you desire as outcomes. Whether we want them to or not, the choices we make (and even passively deciding to do nothing is a choice we make) create our lives.

Monday, 1/22
In class: 1) Return journals and discuss journal development. Folks, you have to follow all of the journaling instructions in order to get full credit in terms of the journal grades and full benefit in terms of what you get out of the process. 2) Activity related to Creator/Victim language.

Homework for Wednesday, 1/24:
Read pages 34-38, "Wise Decisions"
Write Journal entry #5

Wednesday, 1/24
In class: Do an activity related to
Victim and Creator language.

Homework for Friday, 1/26:
Read pages 39-48, "Changing Your Inner Conversation"
Write Journal entry #6
Research: Find on line, or from a CD cover that you have, lyrics of five songs that you know. Find two or three that convey Victim messages and two or three that convey Creator messages. Copy and paste the lyrics into a MS Word document, or type them from your CD cover.
Take-home quiz: Analyze the lyrics you have selected in order to 1) explain, in a few sentences, why you feel they are Victim messages or Creator messages and what the outcomes of the attitudes or behaviors will be, and, 2) suggest what the "Victims" should do differently to change their behaviors to achieve Creator's outcomes.
Journals 3-6 due on Friday

Friday, 1/26
In class: 1) Turn in journals. 2) Activities/discussion: inner critic/inner defender/inner guide, directing our inner conversations & case study in wise choices

Homework for Monday, 1/29:
Read pages 49-57, "Discovering and Committing to Your Dreams"
Write Journal entry #7
Bring electronic storage media with you to class everyday hereafter (jump drive, 3.5" disk)

Homework for Wednesday, 1/31:
Learn how to take notes that you can actually use later, the Cornell note-taking method. Here are links to two sites that describe how to use the Cornell note-taking method and that model the process. I even have some blank templates: One is a lined template, and one is unlined. You should always use unlined paper when taking notes in a math or physics class, or in any other situation in which you will be writing mathematical formulas, because the lines themselves can restrict how you take the notes or detract from how you read your notes back later. (Note: the Cornell templates appear to have lines when viewed normally on MS Word, but they will not print out that way. You can view them on "Print Preview" to see what they will look like.)

Week Four

Mr. D’s Chapter III Summary: Creating our satisfying futures or completing specific yet very important goals begins with imagination, projection and mental imaging so that visualization of the desired results becomes the means of developing a commitment to their achievement.  Our futures or the realization of major objectives in our lives come about by actions we take and by our own design, not by chance.  The motivation to accomplish our greatest goals and to become the person we want to be comes from within in us rather than extrinsically, and we can shape the motivation into reality, becoming who and what we, first, just dreamed of.

Monday, 1/31

Starters: A lot of the journal entries that I read yesterday mentioned disappointment about marks on the first test in Algebra I class. First, there are on-line help resources that you can access for help. The students in the Fall Communities of Learning made a capstone project with links to dozens of math help sites. In column three, which describes the "annotated webliography" project, search the student's names, and their help resources are listed directly under, which will let you know if they have linked to math help sites. Additionally, I have been building an academic success site with the help of my students and colleagues for the past year. This site is well indexed and has a section with math help in it.

In class: 1) Return journals. 2) Activity: Electronic storage media needed today! Making our dreams tangible: collecting images of our successful futures. Let's look at samples from the Fall '06 English 109 students' Internet project

Homework for Wednesday, 1/31:
Read pages 58-64, "Designing a Compelling Life Plan"
Write Journal entry #8 & 9
Learn how to take notes that you can actually use later, the Cornell note-taking method. Here are links to two sites that describe how to use the Cornell note-taking method and that model the process. I even have some blank templates: One is a lined template, and one is unlined. You should always use unlined paper when taking notes in a math or physics class, or in any other situation in which you will be writing mathematical formulas, because the lines themselves can restrict how you take the notes or detract from how you read your notes back later. (Note: the Cornell templates appear to have lines when viewed normally on MS Word, but they will not print out that way. You can view them on "Print Preview" to see what they will look like.)

Wednesday, 1/31
In class: Take Cornell notes on the lecture.

Homework for Friday, 2/2:
Read pages 64-76, "Discovering and Committing to Your Dreams"
Write Journal entry #10

Friday, 2/2
In class: 1) Turn in journals. 2) Quiz on Cornell note taking 3) Activity: Discuss and write a motivating personal affirmation. 4) Remind me to give you the self-management tools you'll need for Journal 12.

Homework for Monday, 2/5:
Read pages 77-85, "Employing Self-Management "
Write Journal entries #11 and 12

Week Five

Mr. D’s Chapter IV Summary: Self-management, time-management, life-management happen because of planning by people who are, or who want to be, successful at whatever they do.  There are numerous self-management tools, or heuristics, that are helpful in prioritizing goals, managing time successfully to achieve the goals that take priority, and developing habits that lead to achievement of important goals.

Monday, 2/5

In class: 1) Return journals. 2) Discuss and do an activity on self-management

Homework for Wednesday, 2/7:
Read pages 85-95, "Employing Self-Management "
Write Journal entry #13
Email me your affirmation from journal entry # 10 (dollier@tncc.edu) Important: Make sure you put your name in the subject line of any emails to me so that I don't delete them as spam or junk mail.

Wednesday, 2/7

In class: 1) Discussion: How are you doing? After the first month of the semester do a self-assessment of where you stand in all of your classes and what is helping you to be successful or what, if anything, has been an impediment to your complete success. We will talk about making "course corrections" in this way at milestones in the semester--after the first month, at mid-term, and after three months. 2) Do a case study on self-management.

Homework for Friday, 2/9:
Read pages 95-108, "Managing money"
Write Journal entry #14
Research effective note-taking from textbooks at the following links describing SQ3R and SQ4R methods. The format of the textbook notes is the same as that of Cornell lecture notes.

Friday, 2/9
In class: 1) Turn in journals. 2) Money management video 3) Quiz grade: Cornell notes on video

Homework for Monday, 2/12:
Read pages 109-118, "Developing Supportive Relationships "
Write Journal entries 15 & 16
Research effective note-taking from textbooks at the following links describing SQ3R and SQ4R methods.
Homework for FRIDAY, 2/16: SQ4R method notes on Chapter V, turned in as a quiz grade.

Week Six

Mr. D’s Chapter V Summary: Interdependence refers to the degree to which people cooperate in order to achieve mutually beneficial results by “developing mutually supportive relationships, helping both others and themselves reach their goals and dreams” (Downing, 109). Interdependence is developed by working together to accomplish specific objectives, is strengthened by active listening and honest communication. In an interdependent system, everyone contributes to agreed upon processes or objectives and everyone benefits.

Monday, 2/12

In class: 1) Return journals. 2) Discuss and do an activity

Homework for Wednesday, 2/14:
Read pages 119-123, "Active Listening"
Write Journal entry #17
Write Journal entry #"15.1" Label the scavenger hunt document as journal 15.1. On the back, answer the following question as it applies to four different areas of student life. The question: "What does a TNCC student most need to know about in order to be successful?" Think about the answers in the following four areas of student life: A] Academic success/support, B] Financial support, C] Life skills/life management, D] Career success
Homework for FRIDAY, 2/16:
SQ4R method notes on Chapter V, turned in as a quiz grade.

Wednesday, 2/14

"Celebrating what's right with the world keeps us open to its possibilities. By celebrating what's right,
we find the energy to fix what is wrong." (Dewitt Jones, Celebrate What's Right)

In class: 1) Interdependence discussion and activity 2) Discuss class success project. The Fall classes did their success projects. We will start planning for our own, but it won't be exactly the same thing.

Homework for FRIDAY, 2/16:
Read pages 124-134, "Interdependence at Work "
Write Journal entry #18
SQ4R method notes on Chapter V, turned in as a quiz grade.
Write your responses to "The Goose Story," label the handout as "Journal 17.1," and place it in your journal in numerical order.


Friday, 2/16
In class: 1) Turn in journals. 2)Turn in SQ4R notes on Chapter V as a quiz grade 3) discuss group projects, collaboration, "cooperative learning" 4) brainstorm topics for the class project web site, themed "Achieveing Success at TNCC and Beyond"

Homework for Monday, 2/19:
Read pages 135-144, "Recognizing When You Are Off Course"
Write Journal entries 19 & 20

Week Seven

Mr. D’s Chapter VI Summary: Self-awareness refers to having conscious knowledge of the things that motivate us and of the inner workings of the self that result in emotional reponses to outside stimulus.  Memories are embedded almost from birth in our consious and our sub-conscious mind. In the sub-conscious they may not be fully known to us because our “Scripts” were written early in life and, in many cases, in ways that we are not aware of.  If we are aware of our Scripts and how they operate in us, we can manage them and change them so that our sub-conscious responses reflect our conscious, responsible decision making and our desired behaviours result.

Monday, 2/19

In class: 1) Return journals. 2) View video "The Global Brain" 3) Discuss video and The Goose Story

Homework for Wednesday, 2/21:
Read pages 144-151, "Revising Our Scripts "
Write Journal entry #21
Reseach Our academic "hard skill" of the week: memorizing for tests. We'll get some help to begin our search for memorization techniques from Fall 2006 COL students:

Wednesday, 2/21

In class: I tried unsuccessfully to access the web site with a program to view on Monday, but it would not load, so I brought in an old tape of the program instead. The quality is not great, but I've posted the text of the program temporarily on the TNCC server for you to access so that you can read along or refer to it after the 35-minute program ends: Click here for the text.

After viewing the video let's spend about 5 to 10 minutes discussing the following questions about global interdependence: If the great majority of people on the planet adopted the metaphoric or scientific worldview that the planet is (or is like) a living organism and that all the people of Earth are interconnected (like the cells in the human brain), how might this change in philosophy affect the way that humankind interacts with the planet itself? And, second, how might this philosophical change affect the way that humans interact with each other?

Write your response to those two questions to me in an email. My email is dollier@tncc.edu.

Homework for FRIDAY, 2/23:
Read pages 152-160, "Self Awareness/Believing in Yourself "
Write Journal entry #22

Friday, 2/23
In class: 1) Turn in journals. 2) Do a memorization activity 3) discuss group projects, because next week we choose our first research and writing assignments related to the COLs capstone project: "Achieveing Success at TNCC and beyond"

Homework for Monday, 2/26:
Read pages 161-171, "Discovering Your Preferred Learning Style"
Write Journal entry #23

Week Eight

Monday, 2/26

In class: Do the HBDI's Learning Styles short form and an activity related to analyzing your learning style and adapting to alternative teaching styles.

Homework for Wednesday, 2/28:
Read pages 172-179, "Course Corrections/Developing Wisdom"
Write Journal entry #24 & 25

Wednesday, 2/28

In class: Likely, I will be in Richmond, where my wife is undergoing surgery. During class, do the VARK Learning Styles questionnaire and do the same self analysis activity you did with the HBDI learning styles inventory on Monday: Bisect your paper vertically, list the area of the VARK in which you scored highest at the top left, and write the characteristics of your highest learning mode score from the VARK questionnaire. Under that, provide examples of how you learn through this modality in specific learning situations or classes that you have this semester or have had in the recent past. Under that, list the second highest VARK learning mode score and do the same analysis. Then at the top of the RIGHT column, list your third highest score (I also learn by ____) and do the self analysis; and then finally (in the right column) list your lowest VARK score and analyze your learning in that area.

A few important points about the VARK questionnaire: First, when answering the questions you can choose one answer, two, three or four, depending on how you might respond in those situations. Additionally, you may skip a question if you have no answers for it. Second, the VARK applies to learning situations, not social situations, so answer your questions in context. Third, independently, explore the VARK web site to find descriptions of what each letter stands for and lots of advice on how to use the various learning modalities to optimize your learning results.

DUE Friday: Self-analysis of your HBDI and VARK learning styles. Equivalent to two quiz grades (10 points)

Homework for Friday, 3/2:
Read pages 179-193, "Lifelong Learning "
Write Journal entry 26

Friday, 3/2

In class: 1) Turn in journals. 2)Turn in ananlyses of HBDI and VARK learning styles 3] Do the Kiersey personality types inventory 4] Other on-line resources for self/career exploration:

Homework for Monday, 3/12:
Read pages 195-207, "Developing Emotional Intelligence "
Write Journal entries 27 & 28

Just like halftime at a football game, Spring Break marks the halfway point in the term and also provides a brief respite for planning out the second half of the game...er, semester. We will finish up the book in short order and then focus exculsively on our success projects. While everyone will be researching and writing about or presenting projects on topics that will help you, personally, to be successful, we will also be developing those projects for a broader audience and purpose. We will be creating a TNCC Success website beneficial to all TNCC students.

Week Nine

Monday, 3/12

In class: Activity: Life as a puzzle.

Homework for Wednesday, 3/14:
Read pages 208-213, "Creating Flow"
Write Journal entry 29

Wednesday, 3/14

In class: Discuss Emotional Intelligence chapter concepts.

Homework for Friday, 3/16:
Think! About times in your life when you have created "flow," and be prepared to share some of those experiences in class discussion. Focus on how and why "flow" resulted.
Read
pages 214-223, "Being Emotionally Intelligent "
Write Journal entry 30
Turn in journals through entry #30. Final journal submission. We will do journal entry #31 later in the term. It is the post-semester self-assessment.

Friday, 3/16

In class: Discuss Emotional Intelligence chapter concept: "flow".

Homework for Monday, 3/19:
Note: We will read Chapter 9 and do journal entry #31 in five weeks, at the END of the semester, rather than now.

Major Projects for the 2nd half of the semester:
There are four, and you've already started one of them.

Week Ten

Monday, 3/19

In class writing workshop, drafting the learning analysis essay: Analyzing your professors' teaching styles and describing them in paragraph form. Be certain that you provide concrete examples to show that your professors teach in the ways that you claim.

Wednesday, 3/21

Writing workshop: Finish drafting the body paragraphs of the learning analysis essay.

Friday, 3/23

Writing workshop: Draft an introductory paragraph and a concluding paragraph for the learning analysis essay.

Homework for Monday, 3/26:
Conduct self-evaluation of your draft of the learning analysis essay by reading the editing and revising section of the on-line Guide to Grammar and Writing. Be sure to use the editing checklist at the bottom of the page.
Due: Finished draft of the learning analysis essay

Week Eleven

Monday, 3/26

In class peer review workshop on learning analysis essays

Wednesday, 3/28

In class discuss annotated webliography project

Homework for Friday, 3/30:
Make a brainstorm list of areas where you are off course in your studies or in your life, and of information you will need in order to be even more successful in areas where you are not achieving the results you most desire (i.e., if you are passing math class, but you really want to earn an A or B).

Friday, 3/29

In class: Work on annotated webliography project.

Week Twelve

Monday, 4/2

In class peer review workshop on learning analysis essays

Wednesday, 4/4

In class discuss annotated webliography project

Friday, 4/6

In class: Due, annotated webliography

Week Thirteen

Monday, 4/9

In class: Select topic for final project and submit in writing for my approval

Wednesday, 4/11

In class: Workshop research or compose final project

Friday, 4/13

In class: Workshop research or compose final project

Week Fourteen

Monday, 4/16

In class: I was not able to get all the worked marked and back to campus for return to you this morning. However, use your time well today to revise, edit, correct, update the class projects, which should include 1] the learning analysis essay, 2] the annotated webliography, and the 3] final project.

On the annotated webliographies here is what needs to be done to most that I have already evaluated: First, organize! I want you to make categories of links, such as Life Management, Writing Resources, Math Help, Health Links, etc. Arrange the categories alphabetically, and list the individual resources links alphabetically undedr each category. Second, make sure the site descriptions are written in complete and grammatically correct sentences. Third, make it uniform: use Times New Roman, 12 point font size for all of the text, and bold face ONLY the web page title, with the first letter of each significant word in the title capitalized. If you havin't done those things to your webliographies, then do them now. I need to make a trip to JMU today (Monday), so I won't join you for class, but I want us to have all of these projects done so that I can do final evaluation of them and get them back to you on Wednesday. I will be on campus on Tuesday and I can get your projects back to you for you to revise before Wednesday if you come to my office to get your work sometime on Tuesday.

I will accept no projects later than Wednesday of this week. No extensions, no excuses, no exceptions. The only thing left to do will be to edit/revise the work which has been submitted, and to post it to your individual web sites (the webfolio), which we will begin doing on Wednesday of this week, when the fun begins!!

Wednesday, 4/18

In class: Revise, edit, correct, update, save as .html, post class projects and dress up webfolios.

Friday, 4/20

In class: Registration workshop. Learn how to be self-advised and how to register, and then we will actually register for Summer and Fall classes during English 109.

Homework for Monday, 4/23:
Very Important: Bring your journals back to class. You will need them on Monday

Week Fifteen

Monday, 4/23

In class: Write post-semester self assessment, course evaluations, and begin webfolio evaluations

Wednesday, 4/25

In class: Geocities workshop. Revise, edit, correct, update, save as .html, and post class projects to webfolios.

Homework for Friday, 4/27: 1] Do On Course post-semester self-assessment. You will use this post-assessment along with the pre-assessment that you did in week one. 2] Journals, including entry #31 (the final entry) are due for the last time. Bring them with you to turn in on Wednesday.

Friday, 4/27

In class: Geocities workshop. Revise, edit, correct, update, save as .html, and post class projects to webfolios.

Week Sixteen

Wednesday, 5/2, 10 a.m.-11:45 (Eng. 109-02, 10 a.m. class)

Final Class: 1] Semester grade conferences. 2] "Graduate" from English 109. 3] Play "On Course: The Board Game" and celebrate our successful semester and the re-start of our success-filled lives. 4] Party and assess capstone project.

Friday 5/4, 8 a.m.-9:45 (Eng. 109-01, 9 a.m. class)

Final Class: 1] Semester grade conferences. 2] "Graduate" from English 109. 3] Play "On Course: The Board Game" and celebrate our successful semester and the re-start of our success-filled lives. 4] Party and assess capstone project.


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