{"id":437,"date":"2017-01-06T08:02:43","date_gmt":"2017-01-06T13:02:43","guid":{"rendered":"http:\/\/paulmuhlhauser.org\/polaroid\/?page_id=437"},"modified":"2017-02-07T07:30:25","modified_gmt":"2017-02-07T12:30:25","slug":"remix-the-class","status":"publish","type":"page","link":"https:\/\/paulmuhlhauser.org\/polaroid\/remix-the-class\/","title":{"rendered":"remix-the-class"},"content":{"rendered":"

remix the class \u2013 10%<\/h1>\n
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The purpose of this task is twofold. First, you will practice your presentation skills by teaching the class about remix: you’ll teach us about a reading and include remixes to illustrate and think critically about what the reading says. Ya\u2019ll are the \"\"teachers for this presentation. Second, you will practice your design skillz. You will make a remix that summarizes what you want your students to get out of the reading. It’s gotta be accurate, creative, and well done.<\/p>\n

Why are you doing this you might wonder? Well, it ain\u2019t because I\u2019m lazy. By teaching the class you will be doing a number of things that\u2019ll help you in the future. You\u2019ll be improving your oral presentaton skills, your critical thinking skills, and your organization skills. You\u2019ll also be upping your remix and design savvy.<\/p>\n

Here is what you are supposed to do:<\/p>\n

a. Find an article focused on rhetoric\/remix\/communication that adds value to the class (i.e., the article presents new information) that you\u2019d like to teach the class about. Your article should be substantial (at least 1500 words). You can use Hoover library to locate a peer reviewed article or a chapter from a book. Or you can find an article from\u00a0The Atlantic, The New York Times, Harlot: A Revealing Look at the Arts of Persuasion, TedTalks, Salon, Wired, Mother Jones,<\/em> Computers and Composition Online, Feminist\u00a0Frequency,\u00a0<\/em>or The Chronicle of Higher Ed<\/em>.<\/p>\n

b. Create a remix that summarizes what you want your students to get out of the remix. In the past, students have remixed DVD covers, cookbooks, web pages, and memes. The remix is graded like a homework and worth 100 points.<\/p>\n

d. Create a lesson plan.<\/p>\n

e. Meet with me the Monday or Wednesday\u00a0prior to your remix of the classroom (your teaching day).<\/p>\n

lesson plan \u2013 100 homework points<\/strong><\/p>\n

Click this link to access the lesson plan. You\u2019ll need to clean up the word document so it is designed clearly without all my instructions.<\/p>\n

Lesson Plan<\/a><\/p>\n

Lesson plan assessment<\/em><\/p>\n

A \u2013 your plan is critical and thoughtful. Follows directions and meets requirements. If called for, it cites and\/or summarizes the text in order to support points, and illustrates a clear grasp of the topic at hand. No grammar, punctuation, or spelling problems unless done for effect. Your plan makes sense and is easy to follow\/understandable.<\/p>\n

B \u2013 your plan lacks some level of critical engagement. If called for, it cites and\/or summarizes the text to some degree, but a clear grasp of the topic is not fully illustrated and\/or one of the requirments is not performed correctly. May have grammar, punctuation, or spelling problems. Your plan is not as easy to follow as an \u201cA.\u201d<\/p>\n

C \u2013 your plan lacks critical engagement with text, and uses little to no support. Illustrates little understanding of the text, the initial response, and\/or one or more of the requirments is not met. Many grammar, punctuation, or spelling problems. Your plan is confusing or feels incomplete.<\/p>\n

D \u2013 your plan indicates some level of awareness of topic at hand, but very minimally and\/or one or more of the requirments is not met. Many grammar, punctuation, or spelling problems.<\/p>\n

F \u2013 your plan indicates zero level of awareness of topic at hand and\/or one or more of the requirments is not met. Your plan makes me ask a question: Huh?<\/p>\n

formal presentation (10%)<\/strong><\/p>\n