A second look at a Saturday session because I’m still trying to define “Responsive Teaching” and I saw it masterfully executed in this session. And I am still in awe. And so thankful that these readers, writers, and educators are in my life.
|Responsive Teaching: The Courage to Follow the Children
Presenters: Kim Yaris, Jan Miller Burkins, Dani Burtsfield, Christina Nosek, and Kari Yates
Jan began with having us close our eyes to “Think about a teacher who loved you into being” and then having us share that story with a partner. It’s often easy to remember those who did NOT love you into being but responsiveness begins with the heart . . . Don’t rush to “check it off.” Skill and expertise has to come behind.
What’s the focus if you view student work through the lens of “Love”?
What’s the focus if you view student work through the lens of “Expertise”?
This was the student work we viewed.
Not just judging and reacting, but thinking in terms of what the student “can do”!
- Phonological awareness
- Most of the alphabet and how to write it
- Knows how words work
- Knows onset
- Knows rime
- Knows rhyme
- Understands what is socially appropriate communication!
Kim also read “Daisy” from Who’s Doing the Work and we considered what we knew about Daisy as a person and as a reader. It was extremely helpful to have a partner to add more ideas. (My immediate thought that went into my notes: And what if PLCs operated more with this type of data?)
|Being responsive is about seeing students, understanding and responding based on the love and expertise of the teacher.|
Students doing the work. Teachers stepping back and admiring student work first before responding.
To Know and Nurture a Reader
Conferring is a path to responsive teaching, raising and following the voice of one student at a time.
Using Four Quadrants – so visually appealing and helpful . . .
There are many questions that fit into each of those boxes and those are available in Christina’s and Kari’s book.
If a conference begins with:
What’s going on?
What is my response? It may vary . . .
“I wonder, I jot a note or
I wonder, I affirm, I jot a note or
I wonder, I affirm, I remind, I jot a note or
I wonder, affirm, extend, remind, take note”
And then those basic responses in a visual format. . .
What if they are coded by thought bubbles for “wonderings” or talk bubbles for “affirmations” and boxes for the notes/glueing reminders?
This format could be my conferencing format.
I might have 4 of these boxes on a page.
Depending on our conference content, a box might hold different colored ink entrees or dates as I record the content from the conference in this format.
Thinking about the application of THIS work. How does it make sense?
And what a treat. Dani had examples of work in all four quadrants for a kindergarten student. Here’s an example of one kindergarten student’s “Healthy Habits” . . .
As I listened to Dani’s examples from a kindergarten level, I thought of Christina’s fifth graders. I wondered if they could complete a reflection about themselves as a reader. Christina said, “Just wait” and then she shared a fifth grade student page from which I am only sharing the book choice portion.
Have teachers done this work?
Where do teachers stand in these four quadrants?
How aware are they?
How would this move teacher confidence and competence in coaching readers forward?
My Take Aways:
- Responsive teaching – you will know it when you see it. It’s hard to describe but pure magic when you see it in action. Today: Being responsive is about seeing students, understanding and responding based on the love and expertise of the teacher. Conferring is a path to responsive teaching, raising and following the voice of one student at a time.
- “Step back so your students can step forward.” Jan and Kim
- “Don’t wait for perfection. Start now.” Christina and Kari
Jan Burkins: @janmillburk Kim Yaris: @kimyaris
Twitter @ChristinaNosek @kari_yates
And the answers were:
Bob Probst: “I would give students more access to models of student discourse so they can talk about the content.”
Lucy Calkins: “I would give teachers more time for professional conversations, to dive into problems of practice together as a community and share their discoveries.”
Kylene Beers: “I would double your pay and cut the number of students in your class in half.”
This last question posed by moderator Lester Laminack who was seated on stage with the panel was: “If you had a magic wand in public education today, what would you do with it?”
Was this the most memorable question of the day? Why begin here? Because Saturday was a ginormous day of learning at #NCTE17. My day was filled with nonstop sessions and meetings from 7:30 am until 10:05 pm. It was Saturday. I was in St. Louis. And let me repeat, “my day was filled with nonstop sessions and meetings from 7:30 am until 10:05 pm.” And it was Saturday. If you do the math, the answer is something like 14+ hours.
Details: The first meeting was a breakfast. The last gathering was dinner. 15 minutes in between sessions to race from one end of the convention center and settle in for 75 minute learning opportunities… On a Saturday!
What is personalized learning?
What is the role of technology?
My answer is #NCTE17. A conference that I choose to attend, at my own expense, in order to learn and grow professionally. A conference where I renew my professional “joie de vivre“. I chose my schedule (or does it chose me?). I make a plan or two. I continually check my list of “Must Learns“. Some items are topics. Some items are names. Names of people. Names of books. And the best intersection . . . authors of books from book chats or book studies. The books in my bag in my hotel room that I forgot to match up to my schedule to bring for autographs. Those authors. Those from whom I want to learn MORE!
Personalized = my choice. Technology = those I have met on Twitter, Voxer, and blogs (that I now meet face to face). A lasting marriage of Voice and Choice on Saturday for 14+ hours of learning! Learning on my own dime and time.
So what did I learn?
“We still need a balance of technology and print in our literacy lives. There is not yet a definitive answer on when and how much screen time is appropriate for effective learning. Think balance.” Colleen Cruz, TCRWP
Lucy Calkins: “Transference of phonics is the goal. We don’t need a professor of phonics.”
“Our new work is our best work. We are always striving to improve and outgrow ourselves as a community of learners.”
To learn more about Jacqueline Woodson, Saturday General Session, check out her website. Simply gorgeous keynote!
F.38 What Matters Most About Reading and Writing
(Lester Laminack, Kylene Beers, Robert Probst, and Lucy Calkins)
What I will hold onto:
Kylene shared that 80% of adults go to text in order to be right. So we need to teach HS kids that reading, entering a text, is an opportunity to change yourself.
Lucy Calkins – “Live as if one of the pillars of your thinking is dead wrong.” Go to sessions, work with folks because if we only read our books and stay in our bubble – we will not be surprised and will not outgrow ourselves.
Lester Laminack: Our children are 21st century citizens . . . ask Siri ‘Why do bees buzz?” (and he did on stage for all of us to listen to) How do we convince Ss to fall in love w/ books? That’s a question for your, dear reader!
Lucy: We can grow as writers if we write along side our students when they are writing. We don’t have to be writers before we begin teaching writing.
Kylene: Writing to tell or Writing to discover. We can’t and don’t write enough. We shouldn’t teach kids non-fiction means not fake which then turns to true…let’s teach them non-fiction means not fiction. Non-fiction can be fake, not because you don’t agree with it though.
G.04 How to Say Less So Readers Can Do More: Developing Agentive Readers
(Jan Burkins, JoAnne Duncan, Gravity Goldberg, and Renee Houser)
We read passages at 90% accuracy. They were tough to understand. Sometimes reading is tough. We need to acknowledge that. But we also need to make sure that students DO THE WORK! We need to set up those conditions of learning!
Haven’t read it? No excuse!
Gravity and Renee have this fiction and a nonfiction parallel book as well. Have you read them? Reflections on the books are included on a post here.
JoAnne shared the journey of a particular student in her building who learned to read and was then given books when she moved from the school. Powerful and tear jerking reminders that our relationships matter. We have to be a part of our students’ lives.
H.08 Harnessing the Power of Multicultural Literature and Critical Literacy to Generate Authentic and Enjoyable Writing Spaces That Bring Writers Back into the Workshop
(Brian Kissel, Kristina Kyle, and Lauren Rudd)
The two first grade international teachers shared the influences of their work:
- James Paul Gee
- Paulo Freire
- Vivian Maria Vasquez
Social action (for a Better World)
- Randy Bomer
- Katherine Bomer
- Stephanie Jones
And then Brian had us read and think alongside his reflections on his student work! For more information about Brian and his work, check out this post.
Thought to Ponder:
What would happen if you read every piece of student work just like you read every published book?
I.20 Recapturing Assessment: Student Voices in Aiding Our Mission
(Jason Augustowski, Dr. Mary Howard, Dr. Katie Dredger, Cindy Minnich, Sam Fremin, Ryan Hur, Joseph O’Such, Christian Sporre, Dawson Unger, Spencer Hill, Jack Michael, Ryan Beaver, Sean Pettit, and Kellen Pluntke)
Take aways from the #BowTieBoys:
- Students do not want multiple choice tests.
- Students do not want to regurgitate facts.
- Students do not want to write essays every time to show evidence of their learning.
- Students do not want to sit in rows of desks.
- Students do not want to listen to lectures.
- Students do not want a two page writing limit.
Students want choice.
Students want voice.
Students want opportunities to negotiate HOW to share their learning.
Students want to explore their own interest.
Students want to use technology.
Students want to learn even if that takes more work.
Students are less concerned about “fairness in grading” then they are about having choices in open-ended rubrics.
(edited) For additional details about the individual presentations from this round table see Mary C Howard’s Facebook post here.
J. 21. Beyond Levels: Choosing Texts to Scaffold Instruction for Engagement and Agency
(Clare Landrigan, Tammy Mulligan, Terry Thompson, and Dorothy Barnhouse)
It was such a pleasure to see the cover of Clare and Tammy’s new book and then to have Dorothy read Yo, Yes to us. We can find authentic ways to build in engagement and agency without “cute” worksheet pages! Tammy and Clare’s blog is here.
And of course, ending with the Slicer Dinner! 16 bloggers (weekly and each day in March) meet up for food, fun, continued learning, and conversation. (Again . . . Personalized Learning and Technology) Thank you, Two Writing Teachers!
What is your personalized learning plan?
Does technology play a part?
Are you ready to sign up for #NCTE18 in Houston?
Extension Cord? Check
Charging cords for all three above? Check
Do I REALLY NEED my laptop?
“It’s a quick overnight for a day’s training plus some family time at a concert? REALLY? Can’t I just leave it at home?”
It was a gorgeous learning day. Devices cooperated for the perfect environment where I could take notes and also have access to text messages, Twitter, and Facebook,
“And that’s why I need my laptop! I’ve never been able to successfully add a WordPress blog on my chrome book. I’ve messed with a wide range of possibilities, asked on some helplines, and invariably just either drafted on my phone or pulled out the trusty old laptop and started a post.”
It doesn’t matter that I was thinking of ideas before I fell asleep.
The incredible PD with Dr. Mary Howard.
Looming “First Frost”
The impending excitement of #NCTE17
The power of Twitter
The unbelievable magic of Twitter chats
Chromebook? Tried but nope, no luck with WordPress!
Phone? Not the finished look I would like!
Is a draft better than NOTHING?
So today’s slice is brought to you via a draft on my phone and a bit of polish on my iPad. My plan for my next travel is to save a formatted draft so that I can add text and publish with relative ease from any device. (Cross my fingers that I remember!)
How do you turn around a failure? What do you learn from it?
What do you do when your device(s) don’t cooperate?
When do you sacrifice BEST WORK for BEST EFFORT?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
Monday arrives with rain and yet the fire in my brain flames on . . .
Lucy Calkins keynote . . .
Laughter with Natalie Louis . . .
Learning with Kelly Boland Hohne
Illumination with Cornelius Minor
Such was the Monday in my life!
Today’s post is a recap of information from Cornelius Minor from his closing session: “Using Digital Tools to Offer Access to Students with IEPs”
Access for all Kids – Why is Access Important? (AKA “Research to Weaponize”)
- UdL – more inclusive
- On heels of Civil Rights
- Architects – ADA compliant – door width, door knob (designed from inception)
- Knowledge of the three networks that access the brain:
- Recognition (input – see, hear, perceive);
- Strategic (executive functioning); and
- Attitude (and feelings about teacher and learning)
Here is a chart I developed to organize some of the information shared by Cornelius.
|What is the main thing?|
Alfred Tatum – Teaching Reading to Adolescent Black Boys (Chicago) (EL)
Build on strengths!
|Synonyms: Ponder, saunter, exclaim – derivatives of most common words.
Camera saunter A , B photographer
Video ponder B, A videographer
Develop criteria together.
Make pic for word wall – Use students in the class
Social – Doing and Talking
The sound of my voice when I am reading text I care about. (have to like my audience as well as my text)
Teen ink is a source
“The day I met you was a bad hair day”
Need texts that are worthy of practice.
|“Going to play Simon says. You are going to read the poem like I do!”
3 different emotions:
Annotate text for emotion
|Specific Chrome Tools
||Have 3 or 4 that are extremely effective.
More is NOT better.
Can also change readability
Transfer – Use contexts that are familiar – Audio / Video – Students use daily!
|Do what the leader does! SELL it!
Effort lives in our methodology.
What was something tried and true?
What was new?
What will you do next?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
“I can understand complete sentences. Please speak in complete sentences.”
Please connect me with a service representative.
“I can help you with that.
I need your first name and last name.
I’m sorry, I didn’t understand that.
Would you please repeat your first name and last name?”
First name. Last name.
Slower and Louder the second time.
“What is your billing address?
Please include your full address:
Please clearly state your full address now.”
“Please tell me the first name and last name of the person on the account.”
First name. Last name.
“And who am I speaking to today?
Please tell me your first name and your last name.”
First name. Last name. A.G.A.I.N. Seriously?
“What is the phone number associated with your account?
Please state the entire 10 digit number.”
“What is your account number?
This is the 10 digit number associated with your account.
There are no letters.
They are all numbers.
Please tell me if you need time to get your account number.”
“How can I help you today?”
I have no phone or internet service. Please connect me with a service representative.
“I can help you with that.”
Today is DAY NINE. One service tech visit later and two hours of working internet.
One brief interlude.
Anatomy of phone calls . . .
The shortest time from a call to a “real person” is five minutes and two seconds.
And guess what that conversation is once I am connected to a “live” person:
“Could I have your first and last name?
Could I have your 10 digit phone number?
Can I have your address?
. . .
What is acceptable in terms of service response time?
A lack of internet is a HUGE problem for me.
(Teaching an online class, work tasks, twitter, messages & pix from all)
On the upside, I have read more in the last week.
On the downside, my patience with any technology issues is now -10 and dropping rapidly!
Advice? Suggestions? Similar situations?
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum. Check out the writers, readers and teachers here.
Check out other #DigiLit Sunday posts at Margaret Simon’s Reflections on the Teche here.
Purpose: The End or the Beginning?
In the process of getting ready for #NCTE16, I was considering not blogging about this topic today. And yet, here I am because of three different conversations this week. I vacillated between:
What’s the “purpose” for assessment?
What’s the “purpose” for instruction?
What’s the “purpose” for digital tools?
- What does the research say?
Doug Fisher and John Hattie both shared this effect size for “Teacher Clarity” in Iowa in separate October, 2016 professional development sessions. That’s well about the “.40” that is touted as a “cut score” and is almost the equivalent of TWO YEARS of learning for students. Therefore, Teacher Clarity is important in instruction, and equally important in assessment aligned with instruction and perhaps has the greatest importance in the selection of digital tools for students.
2. What do teachers need to consider in the planning process?
Teachers spend hours poring over lesson plans and planning for instruction that will meet ALL students’ needs. Searching for the right resources, planning that delivery that will empower students and most of all trying to make learning purposeful and engaging. That’s not easy as some content is hard for students to really “grapple with” for real understanding ans not just rote memorization. However, if the goal is “LEARNING” and is focused on Teacher Clarity, won’t that require the teacher to BEGIN with “What will the students know and be able to Do after they complete this learning? So the teacher process might include some or all of these steps depending on the curriculum that exists and the expectations of any given curriculum.
Each step in the process above has ideas for “possible tools” to use during the planning and / or learning process.
3. But what about the learning environment?
Which classroom promote accelerated learning for students? How and where are students preparing for today, tomorrow and life “after school”?
What should classrooms look like?
4. What tools should the teacher and the students use?
The learning purpose should determine the possible range of tools that both the teacher and the students will use. Will the students ALWAYS have a voice in selecting the tools? Probably not, YET. Should the students have a bigger voice in selecting the tools that will showcase their learning? YES! Students should be
allowed encouraged to showcase their learning in a variety of ways. Learning should not always look like “cookie cutter” factory models.
As I’ve thought about purpose and its role in learning, this is the way that I have viewed it . . . with “purpose” as a critical factor at each level.
But now I wonder if “PURPOSE” should be the circle that houses the other four circles. Maybe purpose really is all encompassing and is the “driver” behind all decisions. So are the learning targets the center and purpose the frame for all learning?
Where do you believe “Purpose” lives in the daily decision-making processes involved in instruction?
And the instructions said:
“Ethernet cable needed.”
Yet no ethernet cable was needed in 2013, 2014, or 2015.
And the MacBookAir I am currently typing on, has no ethernet port.
No port, no ethernet cable needed. No research, just simple common sense.
My Friday afternoon arrival and check in at New Residence Hall went smoothly. My check in for the online class that I am teaching . . . NOT.SO.MUCH.
No wifi in my dorm room.
It worked in 2013.
It worked in 2014.
It worked in 2015.
Residential Housing said,
“Ethernet cable needed.
Get a USB adapter.
Check back on Monday when someone is in the office.”
Current residents said,
“Ethernet cable needed.”
In the interest of truth and fairness, wifi is available
In the lounge on first floor.
So Friday night, I
Pack the computer.
Pack the phone.
Pack pencil and paper.
Pack a snack.
Trudge to the lounge.
But wifi in the lounge on the first floor is not the same as wifi in your own room.
In your home for the next two weeks.
So Saturday morning, I
Pack the computer.
Pack the phone.
Pack pencil and paper.
Trudge to the lounge.
I check out the #TC website and locate CIS help available from 10 – 10 even on a Saturday.
I wait in the lounge.
I greet old friends.
I call CIS and have a pleasant chat and a
“Ethernet cable? That’s not acceptable.”
But technical on-site assistance is not available.
I research the nearest Best Buy.
On the metro to Columbus Circle, I wonder how “good” the FREE wifi is on the Metro and how the Metro system understands that connectivity is important!
Decisions, decisions, decisions . . . Cat 5, Cat 6, how many feet of cable?
Face to face assistance is needed.
(And of course, I brought my computer along. No guessing needed!)
Some wondering around. A bit of sight seeing.
Back to New Residence Hall.
24 hours later, now armed with Ethernet cable and USB adapter,
and several tens of dollars fewer,
I plug it all in.
I restart my computer.
I call CIS and it so happens that the tech person is in and will come over.
By the time I get down to the security desk to tell them the CIS person is on their way, he’s actually entering the building.
A person who loves challenges,
Checks internet connectivity
umm, hmm, yes, update needed!
Yet, no internet even WITH ethernet cable and USB connector.
A valiant effort, but no success.
I feel like this!
But recognize that it’s not a viable option!
Pack the computer.
Pack the phone.
Pack pencil and paper.
Trudge to the lounge.
I google my issues and problems.
I find the directions for the USB connector.
AND I download the driver.
When I return to my room I plug in the ethernet cable and the USB connector,
When all else fails, read the instructions!
It’s Sunday morning, my internet is still working
And I’m ready for #TCRWP’s Writing Institute tomorrow.
What challenge(s) are you ready to overcome?
Where will your persistence lead you?
Think about something new that you have learned lately. Something that required more than five or ten minutes to learn. Something that you had to practice and work at a little bit . . . or maybe a lot.
Do you have a learning situation in mind?
Now consider these questions:
- Did you choose the topic?
- Were you curious about the topic?
- Did you go joyfully into a study of the topic?
- Was it something that you “just had to learn”?
Which of these describes your learning curve for the situation you have in mind?
I’m ready for a two week learning adventure that “kicks off” my summer learning. But with a little reflection, I came to the realization that it definitely kicks off my “out of town/state learning” but not my summer learning.
On Monday of the last two weeks, I worked with Lisa, one of our Technology Specialists, on a “class” that we were offering for local teachers. We had talked, planned, and talked over the course of several months. After the first of May we got serious and talked about what our product would look like. The expression on my face had to be priceless . . . reading apps/tech tools, writing apps/tech tools, and Google drawing. My knowledge level: kinda, kinda, and not a clue.
The class: Exploring and Reviewing Technology for K-5 Reading Instruction
Our goal: Find meaningful quality resources to support quality core instruction in K-5 reading classrooms. We originally thought of reading, writing about reading, and fluency as key areas where data would support that technology might be able to support growth in learning.
How would we do that? Well, we began talking about the criteria for “technology to support reading”. Yes, student engagement is important. Yes, learning is important. Yes, the 4 C’s are important (Communication, Collaboration, Critical Thinking and Creativity).
How do teachers currently make decisions about WHAT tools to use? Is there a better way to make decisions about TOOLS? We weren’t able to answer all of our questions, but we did learn a lot as we explored and reviewed technology. We modeled a bit of “app-smashing”. In a technological world that changes just about as fast as the temperature or the price of gas, one of our goals was just to increase OUR own knowledge of what tools teachers are using, how they learn about them, and how they know students are learning!
So here’s an example of some of my learning in May to get ready for this class.
New Learning: Google drawing, Canva and a format for sharing. I lucked out on the format and was able to begin with “make a copy” of a similar task card already created by our talented media specialist Tricia. (Here’s a link to view the document in real size.) The goal of this task card is that students could have some choices and follow the directions to try out the challenge.
Teachers would have this version of the card in order to make a decision about whether this would work, or even more importantly, even be appropriate for their students. In some classrooms there are many devices with all students having google accounts. And the lower tech classroom may have fewer devices and no student google accounts. (Google link here.)
New Learning: Continued work with Google Drawing, Canva and considering teacher tips.
Still considering: What’s the best way to “show” an appropriate amount of information without overwhelming teachers or students? How do these drawings work for you the reader/writer?
When I was working on these Google drawings, my learning curve felt like it was almost a straight vertical line – no curve at all, especially when my content for the cards was also new. Because I was familiar with many digital sources of print, that content was the easiest. However two boxes and different colored backgrounds caused more learning about Google Drawings.
It’s summertime and the school year (work year) has ended. But this learning was in the last month and applied in the last days of the year. Teaching, working, and learning up until the last minute . . . and even to infinity and beyond.
Am I always learning? How do you know?
Are you always learning? How do we know?
What’s your plan for continued learning?
It’s time to write about this week’s topic “Perspective”.
As I think of drafting, revising, editing, and publishing this post, I also think about the technology that enables me to write more efficiently and effectively than ever before.
Will technology be my friend?
Will my computer cooperate?
How will I know? As an early morning “writer”, I am quite OCD about early publication so I can move on to the “heart of the day”.
Will my screen look like this?
Will I throw up my hands in the air and quit?
Who will win?
Or the machine?
Will I work collaboratively for a “Win-Win” situation to accomplish the task without drama or frustration?
It’s ALL about perspective!
It’s your choice!
What’s your MINDSET?
Thanks for the topic, Margaret! Check out more #DigiLit Sunday posts at Margaret Simon’s blog, Reflections on the Teche.
Session # 3: Technology Tools, Tips and Apps to Make Your Writing Workshop Cutting Edge with Cornelius Minor
As we settled in to our seats In Milbank Chapel, Cornelius (AKA @MisterMinor) had these three questions on the screen for us to talk about with a person near us.
- What do you want to do in terms of workshop?
- What do you hope for in terms of “digital literacy”?
- What do you need to learn today to get you there?
We had not even begun and Cornelius had us thinking about our goals and purposes for the session as well as “TALKING” and “doing the work”! I was quite happy as I knew I was in the “right place”today!
Cornelius described himself as “a bit of a tinkerer” as he promised us cool techniques to blow up our writers workshop. That is an understatement as Cornelius has a great deal of knowledge about technology and always keeps his work practical!
As you read this post consider:
What are you already doing?
What could you add?
What could you do – more efficiently or effectively with technology?
Cornelius reminded us that the writing process is everything. Tech in the past has ranged from a hammer and a chisel to reed and papyrus. We have more options if we consider his definition of tech – “any device that helps me do my work better”. (As I sit here with four devices open, I’m wondering about the “do my work better” part as tech has again failed me this morning, but more about that later!) And to illustrate his point, Cornelius used the writing process as his organizing framework for his presentation!
Where do we begin?
- Prewriting or collection
Simple, begin with talk. We were to find someone who was not our partner. Ah, yes, the dreaded workshop facilitator move of, “Get up out of your seat and go talk to someone somewhere else in the room!” Then we were talk to that person about where we were from and how we traveled to TCRWP. We returned to our original seat mate partner and told the story that our “new friend” had shared.
a. Talk to someone outside your circle – Tell that story
b. Find a picture on your device (30 seconds) – Tell the story of that picture
What if students don’t have a picture? Send a device home so they students can take a picture and tell a story. Goal: Use technology to foster experiences, the source of narratives, so that talk can lead to writing!
Content Area Idea Collections: We watched “Climate Change with Bill Nye 101” and then used Today’s Meet to “collect ideas from all the participants in the room. When you need ideas in response to something, consider “Today’s Meet” or even a common google document to collect those ideas. Or for additional ideas, find an expert in your community and face time with them so you bring video into the classroom and expand the world of your students!
a. Today’s Meet – generate ideas in class
b. Face time – Bring in expert from outside
How can you increase production before drafting?
Choice . . .
Establish a personal help desk . . .
Students doing the work . . .
Increasing student agency because students are doing the work . . .
Cornelius called this the “hustle plan” . . . setting up students with their own personal help desk. Who are the three people who can help you when you are stuck? This list cannot include your teacher or your parents? Who would your three be?
A brother or sister of a friend?
- Having a list of three people to go to for support and then setting up those lines! (Using phone to call and ask if the person would be willing to help when stuck!) Just think about who will be doing the work here . . . who is already building their own PLN?
What about drafting?
Use the camera on your device, any device, to tell your story. That may have been your rehearsal, but now it can also be a part of your drafting process. Before you begin drafting, think about the structure of your piece. Use the structure to help you tell your story!
a. record your draft (audio or video)
b. consider the structure while drafting
This works for all ages. Here is a video of a kindergarten student that Melanie Meehan blogged about in January of 2015. ANYONE can do this. No more “I don’t know what to say.”
How can technology support Revision?
Up until this stage, all of the participants had been using “tools” that came with their device: camera, audio record or video record. (Although some of us are less familiar with those features than our students!)
An app to help with revision is “Skitch”. You can take a picture and then write, type or draw on top of that digital picture. Partners working on revision could actually annotate the text together!
Use the app skitch to share text for revision and then consider multiple ways to revise – word, phrase, sentence, or paragraph levels. Where could a graphic be helpful?
And the most important part of the writing process?
Celebration is the most important part of the writing process! (according to Cornelius) We have data from year after year that tells us that if the teacher is the only audience, kids don’t always write well! “Put the writing where the people are! Laundromat, coffee shop! Not just class blog. Nickelodeon. Teen magazines.”
Find real audiences for students outside your classroom!
Our final To Think About from Cornelius:
“Analogue writing is monologue; digital writing is dialogue.”
What’s your purpose for student writing?
How would we know?
And what are you going to change, add or delete from your current writing process work?
(I didn’t forget about those questions at the top of of the blog post. How can you re-energize your writing workshop for the final months of the school year?)
I shared my notes (in word) with my pc so I could return to using it now that I am back in Iowa. Surprise! Surprise! No menu bar in WordPress so I could not add a new post. So odd! Therefore, I continue to work on my personal Mac. I copied my notes from Saturday into the draft. I considered my own purpose as I felt the writing process framework was the heart of this post and the part that I needed to process in order to explain it to colleagues. (Any errors in the retelling are all mine!) My goal was to make this as doable as possible and yet also add text features to make it EASIER to find the main points in a reread of the text! I was anxiousing – so much to do – time was running out – so all errors would definitely be mine!
Thank you, Anna, Betsy, Beth, Dana, Deb, Kathleen, Stacey, and Tara. Check out the writers, readers and teachers here. It’s the March Slice of Life Challenge so be ready to read DAILY posts!