Literacy+-+11.9.16

Target:

 * I can design compelling writing assignments that set students up for success and deepen content understanding.

8:00 - 8:20 - Welcome & Agenda
 * Notetaker:

8:20 - 8:45 - Finish presentation, "Barriers to Writing" Barriers to Writing COMMON THREAD – being authentic Pre-Writing Tasks – up to 85% of the process 8:45 - 9:15 - Upcycling writing assignments
 * I don’t want to do this
 * o What the instructional response?
 * § Being clear about the “why” and being open to the possibility that the “why” can be co-constructed.
 * § Don’t just say “This will help you learn.”
 * o What is the guiding question for me as a teacher?
 * § Is there real value in this assignment that I can communicate to and with my students?
 * § So, this is not a compelling writing task for any of us, what would be compelling?
 * § How can I sell it in a way that is interesting and relevant?
 * § Does this have legitimate learning value?
 * § How can I make this compelling, not for me, but for my students?
 * I don’t have anything to say
 * o Instructional response:
 * § Making sure that we have scaffolding around ideas, not just around the process
 * § Have I provided rich scaffolding around ideas and dialogues
 * Who cares? Who are my readers?
 * o Establish an audience
 * § Peers
 * § Self
 * § Teacher
 * § Professionals
 * § Public
 * § Friends
 * o Instructional response:
 * § Performance based assessments – assessments that are
 * § How can we create an authentic audience, and who can that audience be beyond me and my standard teacher mode?
 * § It has to go to some real audience.
 * § Honestly engage with the ideas.
 * I don’t know how to do this
 * o Instructional response:
 * § Scaffolding. How do we scaffold the task in a clear, yet flexible process.
 * § Are we teaching the underlying skills evoked by that project.
 * § Modelling, but with flexibility.
 * How will I be graded? What counts?
 * o Be clear about assessment criteria.
 * § Content?
 * § Organization?
 * § Mechanics?
 * § Effective prose?
 * § Genre conventions?
 * o Instructional response
 * § Clear criteria or rubric, teach the clear and meaningful criteria
 * § Thoughtful, transparent, criteria
 * Brainstorming
 * Graphic organizers
 * Vibrant discussion/ questions
 * Models/readings
 * Opinionnaires/ surveys
 * Freewriting
 * Based on principles of effective writing assignments, how would you improve these writing tasks?
 * []
 * Take the writing tasks used in the model
 * download document and revise it in ways that will make it a stronger writing task interdisciplinary
 * Choose 2 assignments to improve quality and authenticity
 * [|Group 1]
 * [|Group 2]
 * [|Group 3]
 * [|Group 4]

9:15 - 9:25 - Break

9:25 - 10:05 - Workshop writing plans user:srtakaylamatthews

10:05 - 10:30 - Discuss Michie

10:30 - 10:50 - Text Talk, Zwiers chapter 9: Building Language Development into Lessons and Assessments When you teach a new concept, you need to teach it 7 different times, 7 different ways.


 * Housekeeping:**
 * For next class, 11/16**
 * Read Zwiers, chapter 10 - text talk? - Katherine, Kaya, Christian
 * [[file:writingactivitytemplate.docx]]