CORCOM371 : CRITICAL RDGS I
To demonstrate this competency, students must read and critically evaluate a defined body of literature within an area of study. Mr. Huth¿s Critical Readings project focused on adult education and was inspired by his experiences tutoring ESL and writing students. As part of his training to be a peer advisor/tutor at CPCS, Mr. Huth did a series of readings on second language acquisition, learning differences, the effects of trauma on learning and the teaching/tutoring techniques for college-level writing. During the time he was working in the PAT program, he kept a reading journal where he reflected on the readings and his tutoring work. Although he was free to revise his reading list so that he could focus on a specific aspect of adult learning, he ended up using most of his original reading list (which included writings by Lisa Delpit, Jenny Horsman, Sonia Nieto, Mike Rose, Mina Shaunessy, Fan Shen, and Vivian Zamel) in his final write up of the project. In his 22 page paper, he did an outstanding job of summarizing the readings and theories presented therein, applying them to his work, and responding to his three inquiry questions (1. How have the readings helped me to better understand the adult learners I am working with? How have I been able to apply methods and strategies described in the readings to the tutoring work I do? Why is it important for me to understand issues related to learning differences in the work I do beyond the PAT program?). Although he did come away from his reading and tutoring experiences in Boston with some good insights into adult learning and teaching strategies, he concludes his paper by saying ¿¿I define myself not as a professional with a field of expertise, but as a person with a code of conduct. In the end it is not my skill or knowledge that defines me as an educator but my commitment to critical inquiry, cooperative learning and student empowerment.¿ It was a pleasure to read Mr. Huth¿s beautifully written reflections and analysis of his past and current teaching experiences. I am encouraged to see that he is planning to continue his training in the field of education; he has so much to offer. A.O.
To demonstrate this competency, students must read and critically evaluate a defined body of literature within an area of study. Mr. Huth¿s Critical Readings project focused on adult education and was inspired by his experiences tutoring ESL and writing students. As part of his training to be a peer advisor/tutor at CPCS, Mr. Huth did a series of readings on second language acquisition, learning differences, the effects of trauma on learning and the teaching/tutoring techniques for college-level writing. During the time he was working in the PAT program, he kept a reading journal where he reflected on the readings and his tutoring work. Although he was free to revise his reading list so that he could focus on a specific aspect of adult learning, he ended up using most of his original reading list (which included writings by Lisa Delpit, Jenny Horsman, Sonia Nieto, Mike Rose, Mina Shaunessy, Fan Shen, and Vivian Zamel) in his final write up of the project. In his 22 page paper, he did an outstanding job of summarizing the readings and theories presented therein, applying them to his work, and responding to his three inquiry questions (1. How have the readings helped me to better understand the adult learners I am working with? How have I been able to apply methods and strategies described in the readings to the tutoring work I do? Why is it important for me to understand issues related to learning differences in the work I do beyond the PAT program?). Although he did come away from his reading and tutoring experiences in Boston with some good insights into adult learning and teaching strategies, he concludes his paper by saying ¿¿I define myself not as a professional with a field of expertise, but as a person with a code of conduct. In the end it is not my skill or knowledge that defines me as an educator but my commitment to critical inquiry, cooperative learning and student empowerment.¿ It was a pleasure to read Mr. Huth¿s beautifully written reflections and analysis of his past and current teaching experiences. I am encouraged to see that he is planning to continue his training in the field of education; he has so much to offer. A.O.
