Presentation on theme: "By: Carl Anderson Presentation by: Jana and Jordan"— Presentation transcript:
1By: Carl Anderson Presentation by: Jana and Jordan How’s it Going?By: Carl AndersonPresentation by: Jana and Jordan
2Who is Carl Anderson?Carl Anderson is a literacy consultant (works with elementary/secondary schools in US and Canada).Author of Assessing Writers and How's It Going?.Worked for eight years at the renowned Teachers College Reading and Writing Project at Columbia University.Was an elementary and middle school teacher in the Bronx, in Kentucky, and Illinois.
3Book Overview The writing conference dynamic Who and what is involved?Conversations vs. ConferencesHow to approach the conferenceMethodsRelationshipsThe “Build-up”Being consistent and following up
4The Structure Of A Writing Conference What Are Conferences?The Structure Of A Writing ConferenceConversation about the work the child is doing as a writerConversation about how the child can become a better writer
5THE TEACHER’S ROLE IN A CONFERENCE In the first part of the conversation:Invite the student to set an agenda for the conferenceGet on a line of thinking about the student’s writing work by asking research questions and reading the student’s writingDecide what to teach the studentIn the second part of the conversation:Give the student critical feedbackTeach the studentNudge the student to have-a-goLink the conference to the student’s independent work
6THE STUDENT’S ROLE IN A CONFERENCE In the first part of the conversation:Set the agenda for the conference by describing her writing workRespond to her teacher’s research questions by describing her writing work more deeplyIn the second part of the conversation:Listen carefully to her teacher’s feedback and teachingAsk questions to clarify and depend her understanding of her teacher’s feedback and teachingHave-a-go with what her teacher taught herCommit to trying what her teacher taught her after the conference
7FIRST THE STUDENT IS IN THE LEAD ROLE… Student Teacher Sets agenda for conference by describing her writing workTeacherListens carefully to what the students say about her writing work; asks questions to clarify and deepen his understanding of the student’s workTHEN THE TEACHER IS IN THE LEAD ROLE…Pursues a line of thinking about the student’s writing work by asking questions and reading the student’s writingShares his assessment of the student’s writing workHelps the student learn to do her writing work betterResponds to her teacher’s questionsListens carefully to the assessment; ask questions to clarify and deepen her understanding of the assessmentTries to figure out how to do her work better, or listen carefully to what the teacher says about how to do her work better
8EXAMPLES OF THE KINDS OF WORK THAT WRITERS DO WHEN THEY COMPOSE PIECES When writers have this intention…They might use one of these strategies…Find an idea to write aboutFree-writingLook around and let objects spark ideasFigure out the focus for a pieceAsk themselves, “What’s the thing I really want to say about my subject to readers?”Organize a draftStudy the structure of a model pieceMake a flow chart of the pieceWrite an endingStudy the endings of several model piecesBrainstorm several endings and pick the one that works bestAdd information to a draftRead the piece to someone and add information that person wants to knowDraw a picture of what they’re writing about to help them think of what else they could sayEdit their draftsRead their pieces out loud to themselvesRead their pieces out loud to someone else
10Conversational Strategy Gives Support ToWe Might Say…RedirectStudents who talk about the content of their writing instead of their writing work“Your mom is really interesting. So what are you doing as a writer today?”
11Conversational Strategy Gives Support ToWe Might Say…Reflect and PauseStudents who have some facility with talking about their writing work“So your writing is going okay…”“I see…”Show and Describe“Why don’t you show me what you’ve been working on today, and describe what you’re doing?”Refer Back to the Last Conference“Last time we talked you were working on your lead. Where are things now?”Name What I’ve Observed“I saw you were crossing out a section of your draft. Can you tell me what’s going on?”
12Conversational Strategy Gives Support ToWe Might Say…Take a TourStudents who need a lot of support with talking about their writing work.“I’m going to take a look at your draft, and describe what I think you’re doing as a writer today.”Suggest Options“So what are you doing as you draft-are you working on dialogue or internal thinking?”
13Conversational Strategy Gives Support ToWe Might Say…AmplificationStudents who need a demonstration of how to use writing discourse“Oh, I see. You’re using carets to add words to your draft.”“So you’re suing a circular structure to organize your memoir.”Ask for clarificationStudents who need practice using writing discourse“Could you explain what you mean by stretching your writing?”
14Matchmaker, Matchmaker “When we are successful in showing students how to learn from writing mentors, we teach students how to teach themselves” (110)Assemble a collection of texts – have an affect, well crafted, reflect our students, variety of genres“Ask” the mentor for feedback – comparing student writing to author mentor’sTeaching students who have a mentor vs. teaching students who don’t
15Laying the Groundwork for Conferences Lay the foundation with mini-lessons – give students information, persuade students to adopt writing agendas, allows students to try things out (inspire and enable)Architecture of a mini-lesson – structure should remain constant day to dayKeep mini-lessons from turning maxiMini-lessonsConnectTeachEncourage a have-a-goLink to student writing
16Decisions, DecisionsWe need to choreograph our conferences long before we try to implement themWhere? (neutral space)What tools? (note taking, record keeping)What do students need?At what point in the writing process? (“fix ups” vs. ongoing)Who initiates?How much time? (3-8 min)20-30 conferences a school year – is it enough? More one on one instruction than most get in their entire academic career
17“What Are All the Other Students Doing?” Classroom managementEnvision the workshopTransition from mini-lesson to writingCirculateHave materials readyWhat will students be doing?Teach independence (for sustained periods of time)Inform students of other places the can go for help/strategies to solve problemsDevelop a repertoire of diagnostic questionsAre students invested in their pieces? Do students make plans and set goals? Do students have access to materials? Am I a gatekeeper? Is my presence felt around the room?
18To Summarize… Build systems of relationships Establish teacher-student boundaries.Conversations vs. ConferencesDon’t showcase your skillsAvoid the traps…confidence, direction, planning (organization), intention and follow-through.
19The End“To confer well, we need to be affected by students, and them by us. We need to be in love for the first time.” (193)