Learning to Tell Our Stories.

Autor/in	Cunneen, Sally
Titel	Learning to Tell Our Stories.
Quelle	(1983), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Students; Continuing Education; Discovery Learning; English Instruction; Higher Education; Human Relations; Interdisciplinary Approach; Literary Criticism; Literature Appreciation; Relevance (Education); Self Actualization; Seminars; Teaching Methods; Units of Study; Writing Exercises; Writing Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Weiterbildung; Entdeckendes Lernen; English langauage lessons; Englischunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zwischenmenschliche Beziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Literaturkritik; Literarische Wertung; Relevance; Relevanz; Self actualisation; Selbstverwirklichung; Seminar; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Schreibübung; Schreibunterricht
Abstract	In an interdisciplinary curriculum for adults, four seminars were created that presented literature as reading, encouraged writing, and met the adult concern for relevance and shared learning. The four seminars focused on basic human concerns and relationships in a sequential ladder moving from individual to interpersonal to social and intellectual contexts: "Being Mature,""People in Families,""The Working Exerience," and "Human Freedom." In each course students were asked to prepare one oral report and at least four short papers. The first written assignment asked students to respond in a personal way to the literature they had read; the second assignment asked them to use a theory or insight from another kind of writing to re-explore the imaginative works; the third assignment was an application of the theoretical writing to the student's life; and the fourth assignment was creative, often stimulated by a metaphor, and incorporating personal discoveries made during the seminar. By building writing into the process of self-discovery, teachers help students take responsibility for their written as well as their behavioral decisions. Appendixes include a brief annotated bibliography and a paper on the relationship of second sight courses to recent writing theory and research. (HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC