1. “Writing to Learn” Adolescent Research and Development Team

2. Intended Outcomes Define literacy Through an inquiry study, participants will answer the question: How can we increase the amount of writing to learn across the content areas in order to improve student learning and meaning making? Create a working definition of “Writing to Learn” across the content areas Distinguish between “Writing to Learn” and “Learning to Write” Discuss what research tells us about ”Writing to Learn”? Experience “Writing to Learn” activities across content areas Incorporate the use of technology in “Writing to Learn” Consider the differing role of assessment in “Writing to Learn”

3. INTRODUCE YOURSELF BY CREATING AND SHARING A BIOPOEM Knipper, K. J. & Duggan, T. J. (2006, February). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher. 59(5), 462-470.

4. 1. FIRST NAME 2. FOUR TRAITS THAT DESCRIBE CHARACTER (YOU) 3. RELATIVE (EG. BROTHER, SISTER, MOTHER OF….) 4. LOVER OF……(3 THINGS OR PEOPLE) 5. WHO FEELS….3 ITEMS) 6. WHO NEEDS…(3 ITEMS) 7. WHO FEARS…(3 ITEMS) 8. WHO GIVES…(3 THINGS) 9. WHO WOULD LIKE TO SEE…(3 PEOPLE, PLACES, THINGS, CONCEPTS. 10. RESIDENT OF… 11. LAST NAME 12. SHARE

5. The Iowa Professional Development Model

6. Grant Wood Area Education Agency 4401 6 th Street SW Cedar Rapids, Iowa 52404

7. Volleyball, Not Ping Pong 1.Break into table groups of four. 2.Choose someone to be the server(s). 3.The server will “serve” or pose a question to a teammate. It must go to at least three other teammates before it comes back to the server. 4. Teammates take turns responding to the question(s) served.

8. Volleyball Question #1 What is Literacy?

9. What is literacy? Literacy is defined (by Meltzer, Smith, and Clark) as the ability to read, write, speak, listen, and think effectively. It enables students to learn and to communicate clearly about what they know. Being literate gives people the ability to become informed, to inform others, and to make informed decisions (2001).

10. Literacy is synonymous with learning. It involves the integration of reading, writing, speaking, listening, and viewing, connecting with the ever-increasing knowledge base for each content area. It provides the means for thinking among and between concepts and ideas. It is an active process. Iowa Core Curriculum

11. Self-Reflection on Current Classroom Practice Teacher classroom practice writing survey

12. Inquiry Question How can we increase the amount of writing to learn across the content areas in order to improve student learning and meaning making?

13. Group Investigation Model (Joyce, Weil, & Calhoun, 2004, p. 225) Effective group process and governance Constructivist view of knowledge Discipline of collaborative inquiry Independence as learners Respect for dignity of all Social inquiry as a way of life Interpersonal warmth and as affiliation Nurturant Instructional Group Investigation Model

14. Group Investigation Model Phase One: Encounter problem or puzzling situation Phase Two: Explore the situation and reactions to the situation Phase Three: Formulate study tasks and organize for study (problem definition, roles, assignments, etc.) Phase Four: Independent and group study Phase Five: Analyze progress and process Phase Six: Recycle

15. Collecting Credible Evidence for Action Our Job

16. Group Process Decide who will be responsible for these actions: Facilitator –Helps develop the set for the task –Leads the effort by pushing group cognitions and engagement –Makes sure leader gets the group summary Encourager –Works to ensure that everyone participates and that no one dominates the discussion Timekeeper –Thinks about the breadth of the task and the time allowed –Helps the group accomplish as much as possible in the time allowed Checker –Asks for clarification from group members –Ensures that any information attributed to the author(s) is accurate and page numbers are included Recorder –Writes down or enters the group’s responses

17. Inquiry Question How can we increase the amount of writing to learn across the content areas in order to improve student learning and meaning making?

18. Volleyball Question #2 What is writing?

19. What Does Research tell us about Writing? Why is there a sense of urgency incorporating writing in the schools? How can writing be used as a tool for learning? How do you define “Writing to Learn”? When can we begin to use “Writing to Learn” students? How do you distinguish between “Writing to Learn” and “Learning to Write”?

20. Why is there a sense of urgency incorporating writing in the schools?

21. Mining the Professional Research Base

22. How can writing be used as a tool for learning? Formative Assessment Effects on Quality of Learning

23. “Writing to Learn” as a Formative Assessment Formative Assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content. As assessment for learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals. (Assessment for Learning in the Iowa Core Curriculum)

24. Assessment of Writing to Learn can take on Many Forms A continuum of assessment: –Formative assessment to inform instruction or student learning –A springboard for future learning or discussion –May be just for student reflection and not formally assessed –May be assessed using a rubric Brainstorming Springboard to Discussion Formative AssessmentAssessment with Rubrics

25. Using Writing as a Tool for Learning To reinforce literacy and thinking skills in all areas To make personal connections and interpretations of content To generate personal, thoughtful questioning and reasoning strategies To explore, construct, and clarify ideas To enhance learning of content through the use of text structure to organize concepts

26. “Writing to learn across the curriculum: Tools for comprehension in content area classes” Knipper, K. J. & Duggan, T. J. (2006, February). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher. 59(5), 462-470.

27. What is “Writing to Learn”? How does it differ from “Learning to Write”?

28. Back to the Research “Writing to learn across the curriculum: Tools for comprehension in content area classes” Read starting on the bottom of page 269. Please read to the end of the article on page 275.

29. T Chart Revisited Return to T chart and add anything from the reading that you did not already include. Say something: Talk at your table about any additions/corrections and why you are adding them to your chart.

30. Demonstrations of “Writing to Learn” Across Content Areas

31. Quick-Writes Vary the levels of questions

32. Graphic Organizers

33. RAFTs

34. Response Journals/Learning Logs Double-Entry Journals Reflective Writes Learning Logs Teacher-Student Dialogue Journals

35. Summarization

36. Technology

37. Classroom Implementation of Our Learning Teacher classroom practice writing survey

38. Assessment of Writing to Learn can take on Many Forms A continuum of assessment: –Formative assessment to inform instruction or student learning –A springboard for future learning or discussion –May be just for student reflection and not formally assessed –May be assessed using a rubric Brainstorming Springboard to Discussion Formative AssessmentAssessment with Rubrics

39. Define “Writing to Learn”