tips for task implementation: writing part 2 iu 13 ldc webinar: december 15, 2011

Tips for Task Implementation: Writing Part 2

IU 13 LDC Webinar: December 15, 2011

Check on Tech

Audio Wizard

Elluminate toolso Hand raiseo Microphoneo Smiley faceo Checkmarko Chat box

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Virtual Meeting Norms

Please…

contribute to the conversation by using the chat window during the presentation.

raise your hand to indicate that you’d like to use the microphone when it is time for questions.

release the microphone when you are finished.

use the door to indicate that you are away from your computer if you need to step out.

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Goals for This Afternoon…

Introduce ways to provide students with feedback during the writing process in order to promote deeper content understanding and writing growth.

Offer instructional tips that will assist students with supporting their arguments with evidence.

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Instructional Considerations for Writing

How will students demonstrate that they clearly understand what the task is asking them to do prior to writing?

What note-taking method will students use, and does that method align with the writing task?

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

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The Writing Process

1. Prewriting

2. Drafting

Providing Feedback

3. Revising

4. Editing

5. Publishing

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What is feedback?

“Feedback is among the most critical influences on student learning.”

-Hattie & Timperley, 2007

“Feedback is not about praise or blame, approval or disapproval. That’s what

evaluation is – placing value. Feedback is value-neutral. It describes what you

did or did not do.” -Wiggins, 2006

Effective feedback is…

Formative

Functional

Focused

Methods for Providing Feedback

Teacher Conference (2-3 minutes)• See “Teacher Stems…” document

Peer Conference (3-5 minutes)• See “Peer Conferencing Form”

Written Feedback

Writing Conferences

Quick, 2-3 minute individual conferences

Student does most of the talking

Non-evaluative teacher language

Writing Conferences

General focus questions:

1) What is your thesis or claim? (or “Tell me, in one sentence, what your paper is about.”)

2) With what research are you supporting your thesis? How’s it going?

3) What section of your paper is the strongest? Why?

4) What section of your paper is the weakest? Why?

5) What are your next steps?6) What questions do you have?

Conferencing Tools for Teachers

What tools could I have in place for my students to let me know when they are ready to conference?• Shared Link to Paper in Google Docs• Student Email to Teacher• Conference Sign-Up Sheet

How might I keep track of my conferences with students?• Writing Conference Log

Are there additional suggestions for language I might use during a conference to begin the conversation?• Teacher Stems

Effective peer conferences are…

Scaffolded

Structured

Supportive

Succinct

The 3 P’s of Written Feedback

Promote dialogue

Prioritize comments

Provide time for students to read, individually react to, and revise their writing.

Providing Written Feedback

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Using the LDC Rubric to Provide Mid-Process Feedback

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Not YetApproaches Expectations

Meets Expectations Advanced

Organization

Attempts to organize ideas, but lacks control of structure.

Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.

Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

Checking In…

Exit slips

Feedback is just feedback…

To be useful and effective, mid-process feedback must accompany…

quality content and writing instruction.

time for students to think about the feedback they have received.

time for the students to revise their writing.

Supporting Arguments with Evidence

1. Student must know his/her stance first.o Example: Animals should not be kept in zoos.

2. Student must pinpoint over-arching arguments to support stance.o Argument 1: Harsh living conditionso Argument 2: Unnatural habitat resulting in atypical

animal behavioro Argument 3: Inaccurate education for visitors

3. Students read and take notes on quotes, examples, statistics and/or other research to support each of these individual arguments.

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Supporting Arguments with Evidence

3. Students read and take notes on quotes, examples, statistics and/or other research to support each of these individual arguments.o Argument 1: Harsh living conditions

Small space: Big cats – 18,00 times less space in zoos/Clipping birds’ wings Drugging animals w/ anti-depressants, tranquilizers, and anti-psychotics Spread of disease

o Argument 2: Unnatural habitat resulting in atypical animal behavior

Gorillas eating own vomit Specific examples of over-grooming & self-mutilation Specific examples of animals eating their own young

o Argument 3: Inaccurate education for visitors Atypical animal behavior Unnatural habitat

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Why Cite?: Sentence Starters

According to (author of source), … Research from Smith and Jones supports that… In her article entitled “How to Cite Sources,”

Johnson defines (content-area term) as “insert quote here.”

In his speech, President Obama argues that… In “Cheetahs; How fast are they?” National

Geographic writer, Paul Jones, explains… To illustrate this point, Sheila Jackson uses the

following example… Biologists Marks and Watson discovered that…

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To Access Webinar Materials

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Upcoming Webinars

December 19th – How To: Facilitating a Scoring Session (2:45 – 3:45 pm)

January 12th – Lessons Learned from Task 2 and Student Work (2:45 -3:45 pm)

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Contact Us!Barbara Smith- LDC Site LeadEmail: barbaraa_smith@iu13.org Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iu Kelly Galbraith- LDC ConsultantEmail: kelly_galbraith@iu13.org Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iu Marisa Stoner-LDC Program AssistantEmail: marisa_stoner@iu13.org Phone: (717) 606-1939