Summer course for future teachers: English 474 (A term) — VLPA, optional W

Check out English 474A, a summer A term service-learning course for future teachers, as well as students interested in medicine, ethnographic work, public policy, or an opportunity to put their on-campus learning into practice.
English 474A: Special Topics in English for Teachers — a Service-Learning Seminar for Future Teachers
VLPA; optional W available; may be used toward field work or elective requirements for Education, Learning and Society minors
A term, M-Th 9:40-11:50, June 24-July 24

This service-learning course will combine on-campus seminar meetings with work in a summer school literacy program ! at Olympic Hills Elementary, a “high needs” public school in the Lake City neighborhood in north seattle.  Required volunteer work at Olympic Hills will take place during class meeting times, with the option of additional volunteer work outside of class time for those who would like more experience or additional credit.  Our work on campus will include consideration of some reasons students struggle with reading and writing, strategies and skills for understanding and supporting students’ development as readers and writers, and focused attention on both the literacy curriculum at Olympic Hills, and on ourselves as teachers, community members and writers. We will work closely with Olympic HIlls staff and Seattle Public Schools literacy staff to support both our own learning and our ability to work effectively with elementary school students.

Requirements met
: English 474 is a VLPA course, with optional W available.  Students in the Education, Learning and Society Minor may use English 474 toward the field work or elective requirements.

Questions? Contact the instructor, Elizabeth Simmons-O’Neill, esoneill@uw.edu (no add codes required)

A few comments from last summer’s English 474 students: 

“Loved the class, learned a lot, grew personally and as a future teacher.”

“By far one of the best classes I took at UW.”

“The service learning is an integral part of the class…. The tutoring led to insights, and helped me realize where I need to improve.”

“Class discussions were effective and engaging.  They gave everyone a chance to share and learn from each other’s ideas and perspectives.”

“The final projects were awesome, diverse, helpful, informative.”
“I am now much more interested in and passionate about working with immigrant students and understanding education and problems in education from their point of view.”

“I’ll be a better teacher because of the self-evaluation I have learned to do with my teaching methods.”

 

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