Through student-directed pedagogical model, my class fuses into a learning community for reflection, discovery, and peer editing for student motivation and success. I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. 

Metacognitive activities help students plan for tasks by thinking about preparatory skills that the students may have before class, such as social networking. Metacognitive skills also encourage students to reflect on their abilities to perform tasks. Pre-K through adult active learning is my vision. Writing Process with reflective journaling, peer discussions and peer assessments, self-monitoring and student self-assessments offer insight into their own writing process and interaction with a group.  

Through student-directed pedagogical model, my class fuses into a learning community for reflection, discovery, and peer editing for student motivation and success. I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage.