Reading Apprenticeship Inspired Assignment or Lesson
Reading Apprenticeship Inspired Assignment or Lesson
Environmental Justice Guided Reading Jigsaw
Students start the semester by annotating the syllabus using the interactive platform, Perusall. They continue to annotate pretty much all reading assignments, so by this point in the semester, annotating text collaboratively is a familiar routine.
students will have spoken to 1-2 people in their community about what environmental issues are important to them and spent some time thinking about and reading newspaper articles about a few topics that they might want to focus on for their term projects. They will submit their somewhat final term project topic shortly after we discuss Environmental Justice. More...
Perusall automatically grades their annotations. The in-class discussion following the annotations are not rigorously graded, but I do take note of what contributions were made by each student. I like the idea of adding a well-modeled peer assessment of in-class discussions, but will need to learn more about how to do this.
Ultimately, they will be asked to explain why the topic they end up choosing is important to their community and to other communities, so understanding Environmental Justice will contribute to their ability to do that well. More...
Guiding questions used for annotation ask students to review/understand the content of the papers, but also consider metacognitive questions (particularly the first 3 questions). During class, discussion of these readings includes metacognitive questions, like:
- How did you approach reading this article?
- What questions did you have?
- Was there terminology that you did not understand? If so, what did you do to figure it out?
- How did you determine which parts of the article were most important?
- (when discussing content) What evidence in the text supports that conclusion?
1) Students are assigned to read one of three (or four) articles asynchronously, using guiding questions to cooperatively annotate each.
2) Shortly after annotations are due, students sit or join breakout rooms with others who read the SAME article to answer additional content-driven and metacognitive questions.
3) They create new discussion groups with one person who read each article in each group, and examine the similarities and differences between the readings.
4) To extend & apply, I ask groups to think of one example from the reading and one example that is NOT from the readings that illustrates the relationship between Environmental issues and Social Justice.
Google doc with full description.
Slide deck to lead discussion (https://docs.google.com/presentation/d/1Q1u73__CkgMlpoS_59Ac4JNZBXxvOW24/edit?usp=sharing&ouid=116259145501246371567&rtpof=true&sd=true)
We used three texts posted on Perusall.
- Stanford, Daphne, October 6, 2016. Social Justice and the Environment: Why Sustainability Goes Beyond Politics, International Policy Digest. https://intpolicydigest.org/social-justice-environment-sustainability-goes-beyond-politics/
- Coote, Anna, 31 July 2014. Social justice and environmental sustainability can only be achieved together, OpenDemocracy. https://www.opendemocracy.net/en/opendemocracyuk/social-justice-and-environmentalsustainability-can-only-be-achieved-together/
- Coote, Anna, July 31, 2014. We Can't Have Social Justice Without Environmental Sustainability, Resilience.org, Originally published by New Economics Foundation. https://www.resilience.org/stories/2014-07-31/we-can-t-have-social-justice-without-environmental-sustainability/
