518+-+Agenda+-+11.2.16

Objective

 * I can explain how writing can be used effectively in my discipline to support and deepen content understanding.

8:00 - 8:30 - >> 1. What types of writing typically happen in classrooms in your subject area? Make a list. >> 2. What are "real world" writing tasks you could imagine preparing your students for? (a list) >> 3. How do you see your role in regards to teaching writing and having students write in your class? (one paragraph) >> 4. What excites you about having students write in your classes? (a paragraph or list) >> 5. What worries you about having students write in your classes? (a paragraph or list)
 * Notetaker: Katherine user:katherinedynes
 * Reports from the field?
 * === **Writing Across the Curriculum** ===
 * Science: procedural writing, abstracts, lab reports; English: narrative, argument, poetry; Math: theory, proofs; Social Studies: persuasive, argumentative, synthesis/review; ELD: encouraging authentic voice; World Languages: encouraging free-writes in 1st/2nd year, prior to writing in 3rd year and up; Health: nutrition plan, exercise log
 * synthesizing material learned, drawing schematics, reflection and analysis based tasks
 * allow our students multiple opportunities to practice the craft, peer review, writing more, provide modeling and examples
 * Having students discover their own voice (and then getting to witness it), giving them an outlet to process
 * Will it make them hate the sciences and PE? How to get them engaged? How do you remove the intimidation factor? Incorporate practice and have students write small amounts will help this.

8:30 - 9:30 - Writing Module - Kaya (15 minutes) **Examples of "writing to learn"** - Watch these videos and discuss. "How can the process of writing be harnessed to deepen understanding of my content?"
 * Low Stakes Writing - "Writing to Learn" : Zwiers example of reading as being in the passenger seat of a car, but writing is like having the ability to drive the car to a destination
 * "Writing to Think" https://www.teachingchannel.org/videos/direct-instruction-lesson-tips

(25-30 min) Explore the ideas in your subject area. Select your "top 5 ideas" and write them down. > http://www.sparkpe.org/blog/how-common-core-can-be-implemented-in-p-e/
 * Writing Across the Curriculum - Ideas**
 * Social Studies -
 * http://www.michigan.gov/documents/mde/SSWAC_225020_7.pdf
 * Math - http://www.michigan.gov/documents/mde/Writing_to_Learn_Mathematics_306722_7.pdf
 * Science - https://www.michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf
 * ELA - http://www.michigan.gov/documents/mde/ELA_WAC_263481_7.pdf
 * Spanish (start on page 15) http://writing.umn.edu/isw/assets/pdf/publications/Homstad_Thorson96.pdf
 * P.E. http://teachersinstitute.yale.edu/curriculum/units/2002/4/02.04.05.x.html


 * Writing Tasks**
 * (~15 min) Choose one of the "top 5" ideas from above to develop into a concrete assignment that could be used in an upcoming lesson in your field placement. (It doesn't matter whether or not you'll actually be able to implement your idea.) Design a one-page handout explaining the task that you could give to your students. Include clear directions. Be prepared to "show and tell" your idea and why you think it could help deepen students' understanding.
 * World Languages: Latin Grammy Awards Interview Project: Come up with 5 questions to interview a nominated artist on the red carpet.
 * Social Studies: Micro-themes Strategy: Small chunks of research and synthesis (one notecard per source) that can be later applied to the full paper
 * Math: Symbols, Meaning & Writing: problem solved mathematically and then verbalized
 * ELA: Comparison Matrix: Think/Says/Does/Feels handout, inferences
 * Sciences: pre-lab activity (getting students to think in a scientific process) which gets them thinking prior to the lab experience; Rankine cycle
 * PE: Health & Fitness Journal - goal-setting in each unit with reflection, nutrition journal, classroom discussion (this is an example of talking from writing)

9:30 - 9:40 - Break

9:40 - 9:55 - Text Talk (Max & Robert)
 * Before the text talk, jot down 3 important concepts your remember from Zwiers, chapter 7; 2 instructional strategies you found useful; 1 question you'd like to ask Jeff Zwiers
 * Using oral language to promote written language
 * BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency)
 * Emphasis on talk as an element of writing (pre-writing)

9:55 - 10:50 - Designing an Effective Writing Task


 * Purposeful Writing: writing is thinking, writing is processing
 * Make sure that writing is purposeful and scaffolded. How is the writing task packaged?
 * It's not the kids that are the problem, it's not the writing that's the problem...it's how the activity/assignment is packaged and sold

Barriers to Writing: who cares, don't know how, how graded)
 * Why do I have to do this?
 * Establish a compelling reason for the task. "This will help you learn" isn't necessarily compelling and might only resonate with a few students.
 * I don't have anything to say.
 * This arguably accounts for 75% of the writing hurdle. We ask them to write before they've talked a lot.
 * Pre-Writing Tasks (should be 85% of the process!): brainstorming, graphic organizers, vibrant discussion/questions, models/readings, surveys, free writing
 * Should we therefore assign 85% of a student's grade on the process of being a better writer and working on the process of having something to say, rather than using the final product as the primary source of the grade.
 * [[file:creating a writing task.pptx]]
 * [[file:writingactivitytemplate.docx]]


 * Housekeeping:**
 * **For next week:**
 * **Zwiers, chapter 9 - Text Talk?** Carolina/Chris
 * **Michie, chapter 8**
 * **Design a writing activity for your content area - bring hard copy to class to workshop**
 * [[file:writingactivitytemplate.docx]]