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ParticipationFall201814.docx

1. Goal setting : BEFORE class, you need to send me a formal email outlining your three participation goals for the first half of the semester. These goals should be actionable, and specific to your unique challenges and personality in the classroom. For some ideas of where to get started, check out the table below, or refer to the discussion guidelines we generated at the beginning of the semester. For each goal you set, you need to explain WHY it’s important to you and WHAT STEPS you will take to accomplish it (I’ve included my own example below). You will then receive a response from me signing off on the goals you’ve selected or asking you to revise your goals—if I request revisions, I expect you to complete them immediately.

2. Reflection memo : In a formal letter (submitted on Blackboard), reflect on your participation goals and assess your effectiveness at completing each one. Use specific evidence from class to demonstrate your success. You should think of this as a persuasive letter; your aim is to convince me that you deserve full participation credit.

I will award the full ten points of participation credit to students who complete both assignments thoroughly and on time and who set and meet effective participation goals.

Suggested participation goals:

If I’m nervous about speaking in class . . .	· I’ll prepare one comment about the homework before the session and share it from my notes. · I’ll discuss strategies for jumping into conversation with Dr. Logan · I’ll volunteer to read a passage · I’ll let the class know when I agree with someone else’s point
If I’m willing to talk but don’t have much to say . . .	· I’ll practice supporting a classmate’s comment with textual evidence · I’ll try to build on a classmate’s point · I’ll ask questions or contribute thoughts that aren’t yet fully formed
If I get easily distracted by technology . . .	· I’ll plan to turn my cell phone off and put it in my bag before I enter class · I’ll try taking notes with a pen and paper so I don’t lose myself in the Internet · I’ll make more of an effort to follow the conversation in class
If I get tired in class . . .	· I’ll plan to be more protective of my sleep schedule so I come to class more alert · I’ll move to a new seat, introduce myself to someone new, take notes with a bright pen, or bring coffee to stay energized!
If I often feel unprepared in class . . .	· I’ll become more familiar with Blackboard and check our class account daily · I’ll prioritize keeping textbooks, paper, pens, and anything else I may need in an easily accessible place · I’ll keep more detailed assignment notes · I’ll ask a classmate if they want to be study partners
If I already contribute to class a lot!	· I’ll challenge myself to move with the flow of conversation, adding to classmate’s points rather than changing the subject · I’ll start to make comments that encourage further discussion by raising a question or suggesting a possible debate · I’ll support my ideas more effectively through textual evidence or referring back to an earlier point in the conversation · I’ll get to know someone new