Anthro 477: Anthropological study of kinship, families, and communities

Affiliation

Name: Amy Stambach
SCID: College of Letters & Science
Department: Anthropology
Course Name: Anthro 477: Anthropological study of kinship, families, and communitiesCourse Objectives:
CO1: expose students to basic arguments and literature pertaining to the anthropological study of kinship
CO2: develop students’ analytic, oral, and written skills through iterative assignments and feedback
CO3: coach students to apply anthropological understandings of human variability to the development of students’ academic and professional interestsCourse Units:
CU1: Terminology, calculations, and applications
CU2: Contemporary directions in the field
CU3: Application to students’ interestsUnit Objectives:
UNIT TITLE: TERMINOLOGY, CALCULATIONS, AND APPLICATIONS
UO1: Know specialty concepts and terminology
UO2: Connect specialty concepts and terminology to assessment of situations
UO3: Apply specialty concepts and terminology to development of a project

Activity One

Activity: PROPOSAL WRITING (END OF TERM ACTIVITY)
Description: Introduce to students a real-life CFP related to course content
Modality: In person, face-to-face
Activity Sequence: Final week of the course
Required Knowledge: Specialty concepts and terminology particular to the course; analytic writing skills they developed through course writing exercises (weekly essays plus revised and resubmitted book review facilitated through an L&S writing fellow)
Time on Task: 30 minute lecture followed by discussion
Objectives Supported: UO3
Horton Type: Absorb, Connect
Bloom’s Level: Know/remember
Evidence: Socially appropriate bodily responses to the lecture; uptake of professor’s invitation to ask questions about the CFP; appropriate and informed responses to professor’s direct questioning about application of course material to the CFP.
Pedagogical Role: Professor’s pedagogic role plan is to demonstrate the application of course-related terminology and concepts to real-world situations. Professor’s role is also to inform students about the source of the CFP, the intended audience of the proposal, reviewer criteria, and how she has herself applied course-related knowledge to similar CFPs or to reviewing others’ proposals.
Social Role: Professor’s social role plan is to develop sense of purpose and collaborative effort among students.
Managerial Role: Professor’s managerial role plan is to deliver the CFP in a clear language and to ensure each student speaks at least one time.
Technical Role: Professor’s technical role plan is to ensure all students have a photocopy or link to the CFP.

Activity Two

Activity: BRAINSTORM
Description: Provide in-class time for students to brainstorm, organize, and identify preliminary steps.
Modality: Small group discussion
Activity Sequence: Iterative
Required Knowledg: Specialty concepts and terminology particular to the course; social skills developed across the course in having worked together and with their writing fellow to brainstorm questions to solutions.
Time on Task: 45 minutes small group
Objectives Supported: UO3
Horton Type: Connective
Bloom’s Level: Creative
Evidence: Socially appropriate interactions in small groups; audible demonstration of participation in conversations; evidence of listening as well as speaking.
Pedagogical Role: Professor’s role is to visit each small group and ask questions that aid in students’ connection of course concepts to the proposal.
Social Role: Professor’s social role is to model inquiry and excitement and to place students as the experts.
Managerial Role: Professor’s managerial role plan is to maintain student focus by monitoring students’ appropriate use of technology and ensuring they have the course resources at hand.
Technical Role: Professor’s technical role plan is to ensure the classroom space is conducive to creative thinking and collaboration.

Activity Three

Activity:SYNTHESIZE
Description:Create a synoptic chart of the ideas each group had. Professor will lead the activity.
Modality: In person, real time, using chalkboard or photocopy of an empty chart that is passed out in advance. A doc cam is also useful here.
Activity Sequence: Iterative, round-robin (around the class)
Required Knowledge: Knowledge about the source of the CFP, the target audience, the reviewer criteria. Knowledge about how course content connects with sources, etc. Knowledge about how to construct a persuasive argument, using evidence, logic, and course information.
Time on Task: 40 minutes
Objectives Supported: UO3
Horton Type: Do, Connect
Bloom’s Level: Know, remember, apply, create
Evidence: Connection of specific course content and information to sections of the proposal, including bibliography and/or significance and/or rationale.
Pedagogical Role: Professor’s role plan is to ensure all possible connections between the course and the CFP are made or, at least, probed and to do so by playing the pedagogical role of the supportive but skeptical reviewer.
Social Role: Professor’s role plan is to model leadership by asking demanding questions in non-confrontational ways that are socially appropriate but enable students to recognize and value their own and others’ strengths.
Managerial Role: Professor’s managerial role plan is to maintain student energy level and engagement by being willing to ask one of the students to take over and synthesize the materials.
Technical Role: Professor’s technical role plan is to create a handout that students can use to fill in the grid of the synoptic chart.

Activity Four

Activity: DIVIDE AND CREATE
Description: Divide the labor and draft the proposal.
Modality: Face-to-face, real time, using a shared online work platform.
Activity Sequence: Modular
Required Knowledge: (There is some technical knowledge in how to use, e.g., google docs; otherwise, the required knowledge is the same as that specified above, in activities 1, 2, and 3.)
Time on Task: 90 minutes with a break
Objectives Supported: UO3
Horton Type: Do, Connect
Bloom’s Level: Create, analyze, apply, understand, describe, explain, remember
Evidence: Words on paper. Fingers on keyboards. Evidence that each group is working effectively, probably by one person writing the others speaking, and by rotating roles as needed.
Pedagogical Role: Professor’s pedagogical role plan is to step back but be on-hand to answer substantive and technical questions if students request.
Social Role: Professor’s social role plan is to encourage group-level expertise and teamwork by turning course knowledge into a time-limited output.
Managerial Role: Professor’s managerial role plan is to reduce tension by encouraging students to take breaks and move around. Food would be useful.
Technical Role: Professor’s technical role plan is to figure out what modality is most efficient and effective for this activity.

Activity Five

Activity: SYNTHESIZE AND REVISE
Description:Professor will have taken all of the drafted sections, from the last activity, and will have synthesized them into a single document; she will present this document–along with her (respectful) questions and suggestions to the class; then will appoint/suggest one student to lead the final effort of responding to suggestions and revising the proposal.
Modality: In real-time, word-doc with track changes; perhaps shared on google docs again; or maybe on lcd projector overhead.
Activity Sequence: Summative, final
Required Knowledge: All of the above
Time on Task: 60 minutes
Objectives Supported: UO3
Horton Type: Do, Connect
Bloom’s Level: Analyze, evaluate, create
Evidence: Students’ shared and collective ability to consider reviewer’s suggestions; this will be demonstrated by students’ engagement with one another in deciding what–and why–to include or change the content.
Pedagogical Role: Professor’s pedagogical role plan is to give concrete and clear feedback, even to offer clarifying language and text, then to step back but be on- hand to answer substantive and technical questions if students request.
Social Role: To foster independence. To foster expertise.
Managerial Role: Professor’s managerial role plan is to signal that the product is a work in progress and to manage student expectations of …
Technical Role: To ensure all students have access to the synthesized product and can see (on line or via doc cam or lcd projector) the changes being made.

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