How do we incorporate everything we have been discussing in class with our rhetorical family tree? Well, first I think we need a bigger area than the board outside Dr. Souder's office!
We should incorporate all of the people, both old and contemporary scholars, who we have been presenting on in class. I know most of them will be a part of the tree in some way, but we should make a conscious effort to include them all, therefore bring that aspect of our class into the tree. After all, after all the research we have done on them, they are definitely a part of us whether we agree with them or not.
Further than that we should have bits and pieces of what a pedagogy stands for on the "tree" as well. By this I mean technology, grammar, each part that Dr. Souder stated we should cover in our pedagogy statements. Since this tree is a representation of the people who have inspired some part of us dating back to Aristotle, we could include visual parts of a pedagogy statement. What is important to us as a class? For example, technology is something none of us can evade, and its use in the classroom is essential. Dr. Souder's idea of video taping definitely falls under this category. We could start a facebook group showing our work and how we are all connected so that students after us can add on and keep an ongoing record of the connection. Even visually on the board we can go from speech bubbles representing the past to digital designs and e-mail.
I think it will be a well worth it mess when we are done with the project. I can't wait for the enjoyment of sitting back and visually understanding how information derived from Aristotle all the way back to me.
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