518+-+Agenda+-+11.16.16

=Target=
 * I can describe and apply principles of giving supportive feedback to student writing.

8:00 - 8:30 - Welcome, Agenda, Debrief
 * Notetaker: Chris

8:30 - 9:30 - Writing (cont.) media type="custom" key="29244527"
 * Barriers to writing (review)
 * Principles for giving feedback


 * Feedback Practice
 * Rubric - http://www.doe.nv.gov/Assessments/HSPE/HSPE_Writing_Scoring_Guide_Holistic_Rubric_2014/
 * Writing Samples - http://www.doe.nv.gov/Assessments/HSPE/Annotated_HSPE_Student_Writing_Samples_2014/

9:30 - 9:40 - Break

9:40 - 10:00 - Text Talk (Kaya, Katherine, Christian) user:katherinedynes
 * Literacy Toolbox

10:00 - 10:30 - [|Freedom Writers]
 * edTPA AL conferences

10:30 - 10:50 - Housekeeping
 * Final exam??
 * For Nov 23 - Finish Michie - (chapters 9, 10 and afterword)
 * For Nov 30 - ELL Module (Note: Allow ~2 hours to complete this.)
 * **Next class discuss logistics of feedback.**
 * [[file:ELLModule-518_f16.docx]]

- 8:05 - Debrief of last week Discussed, "never touch a student." Never text a kid. Comes down to case-by-case scenario, maintain visibility and transparency in the interactions and don't over-read things. "We choose to cross the street, knowing we could be killed."

Discussed election results impact in school environment. Maintain a culture of respectful discourse.

- 8:45 - Writing about barriers to writing. Instructional responses to "I don't want to do this" - Establish purpose by making it meaningful, establish relevance. Don't just always do the same stale format, give them voice, bring their reality into it, give them a chance to say something they want to say.

Instructional response to " I don't have anything to say" - Pre-writing to deepen understanding the content of the idea, have students talk about it before they write about it, be sure they have background knowledge.

Instructional response to "Who cares?" - Give student some agency and buy in, elevate the student as an important audience, assign students a perspective, make the writing a communication and not just a task, engage with a real audience in meaningful ways.

Instruction response to "How will I be judged?" - Framing writing as a recursive ongoing process, be clear and transparent with what you value and the rubric criteria, make sure rubric criteria align with your values, clear criteria that actually represent what you value.

Instruction response to "I don't know where to start" - Scaffold and model every part of the writing process, anything that involves research, new modality, or genre should be taught and modeled in every step.

- 9:00 - Guiding principles for feedback - Supporting Students' Voice and Writing - Ideas First - Engage with ideas first, not just looking for the right idea, but generally assuming this is a conversation and there is a real person behind the writing. Simply write the persons name when you're giving comments. Don't initially get caught up in mechanics, grammar, length - engage the ideas!

- Target the Feedback - Logistically you can't give feedback on everything. Targeting feedback shows the student what you think is important, keeps the student from getting overwhelmed if you comment on every single thing, not good teaching if you overload the student with too many things to work on. How do you choose what to target? Goes back to the purpose, are they making connections and engaging with the material? If the focus is perspective taking, target perspective taking, if the focus is grammar and syntax, target grammar and syntax. If the purpose is substative, and the feedback is mechanical there isn't alignment and you won't achieve your goal.

- Transparent Criteria and Process - Let students know; "This is what I am focusing on and this is what my symbols mean." Make clear purpose of what your marks and symbols mean, checks and underlines might not be clear to students so decode their meaning to them.

- Compliment and Critique Every time you're offering sincere recognition of what worked in the piece of writing, feedback beyond just "good". Give them an actionable comment to encourage them to improve.

- Teach the Feedback Look for patterns of success and weakness and teach the whole class. Show samples of strong and weak portions of student writing. Identify common writing challenges, and teach the feedback. Allow them to do something after the feedback so they can take up newly learned ideas and apply the feedback.

- Revise and Resubmit - The learning is in the revision. There has to be an opportunity to revise and resubmit. Not allowing revision robs them of the authenticity of the professional writing process. Recognize the learning is in the revision, you have to identify to what extent revision and resubmitting happens. Sometimes what counts is an early draft, in student minds its sometimes a series of products, use language of layers and stages to establish purpose for each draft, "building from a foundation."

9:30 - Discussed Scoring Guide for Nevada High School Proficiency Examination in Writing

9:50 - Reading papers from Nevada students.

10:30 - Text Talk