518+Agenda+1.31.12


 * What are the characteristics of "good" writing? How can I design and effectively assess a writing assignment in my content area?**


 * FYI: [|Spokane Regional ESL Conference] - Feb 25**

12:00 - 12:15 - Suzanne Girtz - TPA, etc.


 * Literature Review due by the end of January, if you haven't completed this yet, GIT 'ER DONE!!!
 * Suggest getting TPA done by the end of March.
 * Collect evidence of student learning WITH teacher feedback.
 * DOWNLOAD, SAVE A COPY OF THE SIP TEMPLATE, AND START FILLING IT IN!!!
 * Bring all of this for EDTE 633 (May 21-31).
 * ASCD Informational Meeting on February 16th OR 23rd, 7 pm.

12:15 - 12:30 - MIT pep talk and housekeeping
 * Quality of work -- time, precision, completion, complexity, connections, serious effort. For instance - the seed plan work:
 * Choose one of your plans to work with. (Make sure this document is already shared with me on GoogleDocs.) Choose __one__of the following options
 * Add a reading activity to your plan __or__
 * Improve an existing reading task by adding/improving pre-, during-, post activities and/or incorporating an academic language learning activity
 * Make your changes/additions in a different colored font.
 * **Annotate your lesson plan by adding comments (the button is under "insert") that explain a) your rationale for making these changes, and b) elements of the task that make this a strong reading activity.**
 * Please look at your work and revise it if you feel it isn't up to par.
 * Key Assessment
 * [[file:EDTE 518 Key Assessment_1-30-12.docx]]
 * Final Project is due Feb 24. Aim to teach and videotape your lessons in week 4 or 5. DO NOT PUT THIS OFF TO THE LAST MINUTE!
 * Talk to your cooperating teacher and **by this Friday**, please give me your timeline (sent as a googledoc). It should include the following information:
 * When you will teach
 * When you will turn in your lesson plans and the day you would like to meet with me for a short conference to discuss them __before__ you teach
 * If you would like my feedback on your commentary prior to the final version, let me know when you will submit a draft. (Allow me at least 4 days to review your work; you can also opt for a conference instead)

12:30 - 1:50 - Writing to Learn; Learning to Write; Writing to Teach


 * 1) Writing to Learn: Not writing to show what you know, but to learn what you know. Allows students to reinforce their learning and ask more questions for better comprehension.
 * 2) Learning to Write: Self-explanatory, ongoing process.
 * 3) Writing to Teach: Showing you know something and showcase your knowledge of a topic to someone else, like a summative assessment.


 * How and when do these concepts come into play in your classroom?
 * What makes writing hard?
 * Trying to do too much all at the same time.
 * Trying to skip steps.
 * Harder for students to communicate or express themselves.
 * Too focused on what the "right answer" is.
 * More concrete-thinking than abstract thinking.
 * Writing has become detached from communication.
 * What makes teaching writing hard?
 * "Invisible" process: something we are not fully aware of our own process or how we would teach it.
 * Finding a way to make it engaging to students.
 * Rewards structure in place is test/rubric/formula driven.
 * Have basically castrated writing: creativity is no longer essential.


 * Designing a Clear & Compelling Writing Assignment
 * Barriers to writing:
 * I don't wanna do this!
 * __Togethe__r, establish a compelling reason for the task.
 * NOT why YOU as the teacher think this is worthwhile, but why your students would value the assignment..
 * "This will help you learn" is not necessarily compelling.
 * Safe boundaries needed to make writing not such a drudging activity.
 * How or why would your students value this task?
 * I don't have anythin' to say!
 * Pre-writing tasks (up to 85% of the process!)
 * Brainstorming
 * Graphic organizers
 * Vibrant discussion/questions
 * Models/readings
 * Opinionnaires/surveys
 * Free-writing
 * http://writingfix.com/process/prewrite.htm
 * Tend to focus on format and process, but if you don't have anything to fill it, we fail.
 * Miss-allocate our focus.
 * Who cares?
 * Establish an audience
 * Peers, self, teacher, professionals, public, friends, etc.
 * I dunno how to do this!
 * Explain and model the process, step by step.
 * What does it mean to organize your ideas?
 * What does it mean to "research?"
 * How do I put my ideas together
 * What is the timeline?
 * What support will I have along the way?
 * How will I be graded?
 * Be clear about the assessment criteria.
 * Content?
 * Organization?
 * Mechanics?
 * Effective prose?
 * Genre conventions?
 * You have your ideas of what you want, but kids won't picture the same thing UNLESS you explain what you expect.
 * Evaluating ELLs' writing - A basic framework
 * What is the message?
 * What does the student know about writing? What linguistic strengths does he/she have?
 * Are there any conceptual understanding gaps? Based on this writing sample, what is the next step in terms of deepening content understanding?
 * What are 1-3 areas of improvement in terms of writing, English language use, and/or academic language?
 * Provide feedback that communicates these things:
 * Wow! You have something important to say! (Engage with the writer's IDEAS and offer sincere compliments)
 * Because I believe you're capable, I'm going to push you to think even harder. (Suggest 1-2 ways to deepen content knowledge)
 * Because I believe you're capable, I'm going to help you improve your English. (Suggest 1-2 very specific ways to improve academic language proficiency. Focus on areas that most profoundly affect communication and how the message is received.)
 * In most cases, it's a good idea to invite/allow the writer to revise and resubmit the writing.


 * To Do for Next Class**
 * This reading discusses elements of second language acquisition and foundational principles to guide instruction and program development. **Before you read**, think about the criteria you would use to design and evaluate effective instruction for ELLs in your present school context. **As you read**, think about your school context in relation to the ideas discussed in the texts. **After you read**, create a graphic organizer/mind-map that explains what you know (or think you know) about the process of second language acquisition and possible ways school can support ELLs (think in terms of pedagogy, curriculum, assessment, programs, and school/classroom culture). You can design your graphic organizer by hand on a piece of paper or use one of these tech tools - https://bubbl.us/, powerpoint, or another tool you find.
 * Samway & McKeon, chapters 4, 8; Faltis, chapter 2
 * Talk to your teacher about the key assessment
 * Module 3 will (hopefully) be posted later this evening.