Presentation on theme: "Tips for Task Implementation: Writing Part 2 IU 13 LDC Webinar: December 15, 2011."— Presentation transcript:
Tips for Task Implementation: Writing Part 2 IU 13 LDC Webinar: December 15, 2011
Check on Tech Audio Wizard Elluminate tools o Hand raise o Microphone o Smiley face o Checkmark o Chat box IU 13 LDC Webinar2
Virtual Meeting Norms Please… contribute to the conversation by using the chat window during the presentation. raise your hand to indicate that youd 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. IU 13 LDC Webinar3
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. IU 13 LDC Webinar4
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? IU 13 LDC Webinar5
The Writing Process 1. Prewriting 2. Drafting Providing Feedback 3. Revising 4. Editing 5. Publishing IU 13 LDC Webinar6
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. Thats what evaluation is – placing value. Feedback is value-neutral. It describes what you did or did not do. -Wiggins, 2006
Effective feedback is… F ormative F unctional F ocused
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? Hows 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… S caffolded S tructured S upportive S uccinct
The 3 Ps of Written Feedback P romote dialogue P rioritize comments P rovide time for students to read, individually react to, and revise their writing.
Using the LDC Rubric to Provide Mid-Process Feedback IU 13 LDC Webinar16 Not Yet Approaches Expectations Meets ExpectationsAdvanced OrganizationAttempts 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.
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 conditions o Argument 2: Unnatural habitat resulting in atypical animal behavior o 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. IU 13 LDC Webinar19
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 IU 13 LDC Webinar20
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… IU 13 LDC Webinar21
To Access Webinar Materials IU 13 LDC Webinar22
Upcoming Webinars December 19 th – How To: Facilitating a Scoring Session (2:45 – 3:45 pm) January 12 th – Lessons Learned from Task 2 and Student Work (2:45 -3:45 pm) IU 13 LDC Webinar23
Contact Us! Barbara Smith- LDC Site Lead Email: firstname.lastname@example.org Phone: (717) 606-1374 Cell Phone: (717) 644-1144 Skype: barbaraa_smith_iu Kelly Galbraith- LDC Consultant Email: email@example.com Phone: (717) 606-1667 Cell Phone: (717) 419-4069 Skype: kelly.galbraith.iu Marisa Stoner-LDC Program Assistant Email: firstname.lastname@example.org Phone: (717) 606-1939