#SOL18: Why #TCRWP?
Connected to my #OLW – curious
A recurring theme on Day 1 of the 2018 June Writing Institute at #TCRWP
As the day began in typical fashion at Riverside Church with 1200 teachers strong, “You’ve come from 41 states, 36 countries, those who’ve attended 25 or 26 institutes, as children in workshop schools or those who came alone who are now back with principals and teachers… movers and shakers.”
If you are not on Twitter, this is a time you should be. Because you can capture thoughts such as these:
Or these . . .
But you had to be there in person in that setting to capture the eloquence as three fifth graders from Tiana Silvas’s classroom stepped up to the podium. These students were definitely a part of a level three writing workshop as they, oh so eloquently, delivered their memorized poetry and reminded us of all the many reasons that we teach writing and we continue our tireless efforts!
The enthusiasm of the beginning of the day carried the theme of
bringing purpose as we considered the energy, independence and transfer that comes from the creation and use of tools with Simone Frazer and building bridges between reading and writing with interactive writing with Marie Mounteer.
Decisions about Choice Sessions are never easy. They are all amazing. But Kisha Howell rocked Horace Mann with her tips about increasing writing volume. The big ideas centered around: feedback, talk, clear tools, “other texts,” meaningful process, and sketching. Exquisitely delivered in a way that my ancient brain absorbed, retained and connected the tips in true “showing not telling” fashion . . .
I’m fascinated by this chart. Where has the feedback that I’ve received fallen short? What about the feedback that I give? All feedback is not equal . . .
This opening day of 2018 June Writing Institute at #TCRWP satisfied my “WHY” to attend . . . . in order to continue and grow with some of the brightest literacy minds. Thank you, #TCRWP, for being a place to satisfy my “curious” and grow my thinking!
Thank you, Betsy, Beth, Deb, Kathleen, Kelsey, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
#DigiLitSunday: The 3 P’s
It’s DigiLitSunday. Head over to Margaret Simon’s Reflections on the Teche for additional posts on this topic.
Saturday was the 91st #SaturdayReunion at Teachers College Reading and Writing Project. A FREE day of professionald development as a gift to thousands of teachers and administrators. Unfortunately, I wasn’t there. My fall schedule has been challenging. But I am going to borrow from Tweets from the day to illustrate my thinking about the 3 P’s.
Why is “Patience” important?
As teachers it is important that students “do the work” and often that means that teachers need to step back, close their mouths, and listen to students as they share what they can and cannot do. These were some tweets that spoke to me about patience in order to slow down, let the students work, and not solve all the problems of the world in one day! (Yes, there is a need for urgency but solutions aren’t required every day!)
Why is “Practice” important?
My favorite quote for this fall has been one from Brooke Geller about our students being “over taught and under practiced”. I believe that this means that we need to make sure again, that students are doing the work and that we make sure that they practice the “work” multiple times. Sometimes that practice can come in discussion prior to writing and other times that practice will require trying out five or six different introductions to a piece. Are you familiar with this video? Austin’s Butterfly from Expeditionary Learning Students do get the value of practice after seeing this video. (Even if they would rather NOT practice that many times!)
These tweets spoke to me about practice.
And what about those regular practices of teachers? How we allocate time is a reflection of our values. Are we facilitators? Are we leaders? What is our role?
Why is “Persistence”important?
If I had attended, I would have been in the front row for Katy Wischow’s opening keynote, “The Intersection of Passion and Expertise: Fangirling Over Alexander Hamilton”. I watched “Hamilton’s America” on PBS Friday night and was again awed by the magnificence of the show, the historical implications, and the access to documents that led to the authenticity of this Broadway musical.
Why this keynote? Because I believe that “passion” is the KEY resource for teachers when we have to be “PERSISTENT” as we work with striving adolescents who do not want to be lured into literacy lives. These students are resistant to reading and writing even when choice is offered. “It’s boring.” “I can’t do it.” “Why do I have to do this?” All of these statements are now even coming out of the mouths of our babes – our second and third graders. Students who don’t know the passion and joy that comes from learning. Students who don’t know the power that comes from learning. Students who don’t know that the focus of learning is finding and following a passion of the heart. We can and must do better at igniting and fueling that passion in our students.
Persistence by building Passion for Learning in Students:
(Thank you, Mike Ochs, for the tweets!)
If students are passionate about their learning, won’t your job as a teacher be done?
Thanks to all the tweets on Twitter that allowed me to curate these tweets from afar. Thanks to Lucy Calkins and Colleagues at #TCRWP for the learning that generated the tweets so I could both RT and collect them from 1101 miles away in Iowa! Without a digital world, this learning wouldn’t have been possible!
How do patience, practice, and persistence fit into your life?
#NCTE15 Involving Students!
A common theme in these four sessions that I attended at #NCTE15 was the importance / necessity of involving students in their own learning. (It’s a connection that I could make about ALL of my #NCTE15 sessions in retrospect.)
1. Bring Students into the Conversation: Goal-Setting, Tool-Making that Supports Transfer
#TCRWP Staff Developers: Valerie Geschwind, Marjorie Martinelli, Ryan Scala, Amy Tondeau began this session with a “Turn and Talk”.
Think of a recent goal that you have achieved.
What were the conditions that helped you to reach that goal?
Motivation is a Result of . . .
- Social interaction
Tools that Support Self- Assessment
- Tools created from Mini-Lessons
Goal Setting with Students and Language that Honors Choice
And then Val introduced the cycle of learning. . . in student language.
- I am working towards a new goal.
- Sometimes it goes well and sometimes it is really hard!
- I need my tool to know each step.
- I am practicing my goal all the time: in every book or in every piece of writing.
- I use my tool as a check-in.
- I can use my goal in lots of places.
- I can teach other people what my goal is and help them do it.
I loved the idea of the three stages. I believe Brook Geller first introduced me to the belief at #TCRWP 2013 July Reading Institute that most “students are over taught and under practiced.” Many students seem to need more practice time with specific feedback and a lot less “teacher talk”. In this case a practitioner is someone who is actively engaged in the doing, who repeatedly exercises or performs an activity or skill to acquire, improve, or maintain proficiency, or who actually applies or uses an idea, a method, or a skill across many scenarios. In other words, our students are the practitioners!
Practice does not have to be boring. There are many methods (see picture below) that can be used to reach “expert” status but the key to this entire presentation was that students would be working on a goal of their own choice and moving from novice, to practitioner, to expert. What wonderful language to put into the mouths of students . . . How motivating and empowering!!!
Caution: These are not stages to be RACED through. They will take time to develop. Students in charge of their own assessment of these stages will definitely be students who know exactly what skills and strategies that they do have in their repertoire.
Be the Force! Help students
- Take on their own learning
- Take on their own change
- Cultivate a growth habit of mind
- See each other as experts
Tools: Checklists, rubrics, progressions, charts from mini-lessons. However, a new look . . . Bookmarks with 3 or 4 choices. Students marked the choice that they were using with a paperclip. Clearly visible!!!! AWESOME!
And then a final reminder .. . .
You’ve met your goal. Now what?
- Maintain your skills
- Teach others
- Get critical
- Set new goals
It was the first time for me to hear #TCRWP Staff Developers Valerie, Marjorie, Ryan, and Amy and I’m definitely looking forward to learning from them during future opportunities!!!
2. Responsible and Responsive Reading: Understanding How to Nurture Skill and Will
Kylene Beers, Teri Lesene, Donalyn Miller, Robert Probst
Of course this was a popular session so I was willing to sit on the floor (don’t tell the fire marshal) because I wanted to be able to be up front and see!
Donalyn’s presentation is here for you to review at your leisure. A very powerful activity included these questions: “What books and reading experiences would form your reading autobiography?” Donalyn explained that: What matters is WHY you chose the book? Insights from these responses lead to deep conversations with students. Convos for Ss
Teri Lesene’s presentation is here. This fact was startling to me! Obviously I need to read more than a book a week!
Kylene Beers and Bob Probst shared a great deal of information about nonfiction reading that has come from the process of writing their new book. This slide is something I want to remember. . . “when I have answers I need to question”.
And this one on the importance of reading.
3. Finding Their Way: Using Learning Tools to Push Rigor, Increase Independence and Encourage Learning in Your Classroom
TCRWP Staff Developers: Mike Ochs, Kate Roberts, Maggie Beattie Roberts
Maggie began this session with many great connections. “We haven’t seen teachers work harder than they currently are, YET sometimes students aren’t working so hard! ” Tools can help students buy into learning. Tools, in our daily life, extend our reach, meet our needs, help us tackle big problems and personally get better! Tools connect, access, build community . . . should change over time!
- Rigor and motivation
- Memory . . . Why don’t we remember things? (short and long term memory) “I’ve taught this 1000 times. I know they learned this!”
“A great coach never achieves greatness for himself or his team by working to make all his players alike.” Tomlinson
And then a typical problem from narrative writing. . . How to stretch out a frozen moment. Kate created a demo page in front of us and told us it was, “Messy!” Lean on a menu of ways, decide the color scheme, and title.
Another tool might be a Micro-Progression. It provides a clear description of behaviors that are expected so students will know where they stand. Middle level is good. Students don’t always have to think they should be at the top level of performance.
Bookmark – 5 or 6 most important things for students to work on. Let students create this for themselves. They can be different!
Mike – Framework for creating tools adapted from The Unstoppable Writing Teacher with a shout out to Colleen Cruz.
Do not plan to use a tool forever. Have a plan to remove the tools. Some tools we will always need (the hammer), some we want to go away/become automatic (steps to hammer a nail) Some tools become references, set aside until needed. Sometimes need an additional/alternate tool. Most writing tools are not designed to be used indefinitely.
Kate: “You find yourself getting as smart as the toolmakers as you use the ‘tools of others’ and you get better as teacher! You don’t want to teach without a sidekick. Your tools can be a sidekick.”
News : Spring 2016 a book from Kate and Maggie!!!! SO EXCITED!
4. Transforming Informational Writing: Merging Content and Craft
Seymour Simon, Kelly Boswell, Linda Hoyt
I think I know this boy!
Seymour’s part was actually titled: Celebrating the Wonder in Nonfiction Storytelling. He began with a discussion of what nonfiction really means. If nonfiction is really “not true” than fiction should be “not real”. There is something about the use of “non” that marginalizes the texts that are labeled nonfiction. After all, who takes anything with “non” in the title seriously?
Not much difference between teaching F and NF. . .
- Who am I?
- What am I?
- What about me?
Mystery, wonder, poem, the universe!
Seymour read aloud many great fiction and nonfiction pairings. One of my favorite pairings was:
Kelly: How Mentors and Modeling Elevate Informational Writing
Mentor texts plus teacher modeling equals quality student writing. When teaching writing, FOCUS! If the target lesson is about leaving spaces between words, only teach “leaving spaces between words.” Don’t teach everything in the world of writing.
Kelly’s example for the text went “something” like this as an example of what NOT to do! “Class, we are going to work on leaving spaces between words today as we write. What does a sentence begin with? Good! Yes, a capital letter. (writes The) Our next word is ‘butterfly’. Let’s clap the syllables in butterfly. How many? Yes, three. What sound does it begin with?”
If the focus is “leaving spaces between words” – that’s the teacher talk!
On mentors and models – read the book once to enjoy, then mine for craft. Use a favorite book over and over and don’t forget to use it for conventions! Here’s an example from Hank the Cowdog.
- Create a culture of Curiosity.
- Provide time for students to ask questions
- Immerse learners in fascinating informational topics and sources
- Focus on content and craft in the writing they see, hear, and produce
- “Float the learning on a sea of talk.” – James Britton
- Teach research strategies
- Teach visual literacy – First grade writing example
8. Writers Workshop Every Day
9. Make sure learners are writing all day long. Write to remember. Write to question. Write to think. Write to express yourself. Write to share your learning. In every subject area.
10. Write Using Elements from Real World Informational Texts (lists, emails, letters, notes, newsletters)
Involving Students Take Aways:
Students can set real goals and self-assess their progress toward their goals.
Students are motivated when they have control and real choices in their work.
Models and tools aid students in moving through a cycle of novice to practitioner to expert.
What are your thoughts about involving students at this point?