I. Design space to develop your 250-300 word abstract that summarizes your question, rationale, and your findings.

What is your question?

How can I bring my new NLGL understandings into my practice to foster independent, engaged 21st century learners?

What is your rationale?

Students learn best when engaged in authentic, relevant inquiry and practice. 21st century skills clearly include effective multimodal communication, global and cultural literacies, use of technology, and collaboration. Adapting pedagogy and curriculum to engage students in developing these skills will increase the effectiveness of my teaching practice and enhance the culture of my high school English classroom.

What are your findings?

Student engagement increases as students can identify relevance of topic, skill, or context. Skills develop. Students appreciate choice and autonomy as they assume responsibility for their learning. The classroom culture encourages critical thinking, personal engagement in learning, experimentation with new technologies and media, a collegial learning atmosphere. Student achievement continues to be excellent and students enjoy and invest in their education, as evidenced by extensive reading, multimodal writing projects, and integration of digital literacies.

II. Design space to plan out your creative synthesis that will visually represent your findings. Remember to include your abstract in your visual representation.

  • Gather & Analyze Information:

    Use coursework (including core courses ECI 546, 524, 523, 508 and your content specialty courses), individual investigations, and outside experts to explore different aspects of your question. Actively analyze information from multiple sources and perspectives as you explore answers to your question. Make a list here of the information you are analyzing. As you proceed with your analysis make some notes here about your initial findings and where you anticipate needing more information. Also, make sure to note if and how your compelling question has changed.

The initial version of my Compelling Question sought to examine how to creatively and effectively integrate technology in the classroom by using student blogs. The first iteration of this project had some success; students created blogs based on literary and course-related questions. Many integrated multimodal technologies to convey meaning. Hosted on the teacher web page, the blogs were part of class and students didn't have an ownership experience. Many students expressed that they liked the blogs, and they were an effective means for showcasing student work. Students explored new technologies like video, audio, map annotations, and design.
Artifacts: Jane's video, Peter's video, Sophie's blog? Turner padlets

I designed the Literary Immersion Experience as a justification for allowing more reading within the school day. Anticipating possible pressure from parents and administration, I sought a research foundation for the practice and examined various individualized reading programs. Rather than adopt or adapt a program, I refined our classroom practice, gave it an acronym, and conducted action research to assess the productivity of the practice.
Artifacts: student commentary; LIE Book Reviews; list of titles read

Inspired by Dr. Honeycutt's multi-genre project and the technology integration possibilities learned from Dr. Oliver, I created a six week unit in which students formulated their own questions for inquiry, conducted research, address the question from a variety of perspectives, and gathered written, visual, and technological pieces together in a independently designed website.
John Farrell

Building on individual interests and seeking to capitalize on personal investment, the senior capstone project requires seniors to define the scope and focus of a project on a self-identified topic. The project may take a variety of form limited only by imagination and practicality. For instructional and evaluation purposes, I emphasize process over product. The aims, for me, in assigning an open-ended and creative project, lie in the inquiry, planning, execution, and presentation of an idea more than the creation of an end product. Samples of student work show the exciting learning that can arise from such latitude.

Hamilton, B. (2012). PLAYFUL PRACTICES. Knowledge Quest, 41(1), 38-45.
Keengwe, J. & Onchwari, G. (2011). Fostering meaningful student learning through constructivist pedagogy and technology integration. International Journal of Information and Communication Technology Education, 7(4): pp. 1-10.
Kipp-Newbold, R. (2010). That's Fierce! Collaboration on the English Classroom. English Journal, 99(5), 74-78.
McClean, C., & Rowsell, J. (2015). Imagining Writing Futures: Photography, Writing, and Technology. Reading and Writing Quarterly, 31(2).

Wickens, C. M., Manderino, M., & Glover, E. A. (2015). Developing disciplinary literacy through classroom blogging. Voices from the Middle, 22(3), 24-32. Retrieved from http://search.proquest.com/docview/1661724111?accountid=12725

  • Creatively Synthesize Information:

    Synthesize the information from and across your sources to create a unique response to your question. You should be able to distill your synthesis into 4-6 bullet points (to be included in your written abstract) as well as provide a creative visual representation of your findings. You may use a variety of media and tools to design your visual representation of your Creative Synthesis. Think carefully about the tools that you will use to represent your findings. The first draft of your Creative Synthesis should be developed no later than Midterm/NCSU Spring Break while you are taking the ECI 508, Teachers as Leaders class. Click here to see sample products from former students.

  • Critically Evaluate and Revise:

    Seek out at least two colleagues in the NLGL program in addition to your advisor to provide peer feedback on your abstract and creative synthesis based on the NLGL Creative Synthesis Rubric. Based on the feedback you receive, you may choose to make revisions to more fully meet the rubric criteria.

  • Share, Publish, Act:

    Be prepared to present your Creative Synthesis at the NLGL Design Studio Showcase during your final semester of your degree program, in conjunction with the ECI 508, Teachers as Leaders course.