Contextual Factors: The Rhetorical Situation Genre ◦ What are the conventions of an analytical essay? Purpose ◦ Why is understanding the contextual factors of our teaching environment and students important to student learning? Audience ◦ Who is reading this? What cues does the reader need in order to understand the larger point? Contextual Factors: Macro •What are the “macro” factors that affect student readiness to learn and your pedagogical choices? •Community •Geographic location •Socio-economic profile •Racial/ethnic profile •District •Leadership stability •Funding •School •Mission statement •Administrative Structure •Curriculum •Relationships between teachers and leadership Questions to Ask Yourself: What kind of support do students and teachers receive from the community, parents, and administrators? What are the main challenges this district/school faces? What are the assets of this district/school? Resources for Macro Context School/student handbook Teachers/principal Infoworks School and district websites RIDE website Others? Micro Context, part II If you can, choose the ONE class you will use for the rest of the TCWS. Characteristics of class members ◦ ◦ ◦ ◦ ◦ Age/grade level Gender breakdown Special needs Culture/language of students Student skills and prior learning (i.e., what appear to be their strengths? What do they need to work on? What have they learned so far this year?) Part III. Instructional Implications ◦ How do the macro and micro factors influence your choices: ◦ Instruction (more direct/explicit instruction or inquiry learning? More or less collaborative learning? Etc.) ◦ Curriculum (longer or shorter texts? More or less use of technology/visuals? Etc.) ◦ Assessment (what types of formative and summative assessments are needed? What choices do students need for projects? Etc.) Writing the Contextual Factors Follow the rubric. It’s an essay. ◦ Introduction. ◦ Thesis Statement. ◦ Clear sections with headers that cue the reader as to when you are changing topics (i.e. moving from macro to micro). Topic sentences for each paragraph. Use appropriate transitions. ◦ Conclusion. ◦ Follow the rubric. Content Make sure you give ALL aspects of the essay reasonably equal weight—they all count the same on the rubric. When possible, put demographic and quantitative data in charts. Don’t just provide data (charts, mission statements, what classroom looks like, etc.), analyze it. How does each factor affect your instruction? Follow the rubric. I will. Last Things… Use pseudonyms Cite your sources using MLA Provide a biblio/Works Cited list Talk to your peers in the same school/district. Share data in regard to macro content. See samples posted to Blackboard.