i3 Professional Development

i3 Professional DevelopmentMonett Public SchoolsMarch 11, 2014

Have a seat, but dont make a nest! We will be moving around!Welcome Back!New Teams, New Ideas

This slide is for Angela and Cathie:

Talking points includeAny introductions or business Glad to see you again. With the Holidays and multiple snow days, it has been a long stretch!Good time to reflect on our students progress with CRW and to candidly evaluate their current writing needs.

New teamnew ideas Use a strategy to mix the groupsLater they will be grouped by interests

2 Housekeeping

Please take care of your personal needs Morning and Afternoon Breaks Lunch (11:30 12:30) Cell Phones Questions? Parking LotThis slide is for Angela and Cathie3Todays GoalsWe will. . .Continue to Analyze characteristics of college-ready writingDifferentiate learning to address specific expressed needs of Monett teachers.Plan next steps for developing CRW skills in Monett students.

This slide is for Angela and Cathie4Purpose and Non-PurposePurpose: To provide additional tools and strategies to support improved student college-ready writing.

Non-Purpose: To provide professional learning with no follow-up support.

This slide is for Angela and Cathie5AgendaTeambuilderCard Sort---building on what we have learnedBreakSelf-Selected Break-Out Learning SessionsLunchInside-Outside Circle---Sharing Major LearningsJoin the Conversation Forwarding QuotesClosure, Next Steps, and Take-Aways

NOTE: This slide is NOT complete. In fact, we prefer a hard copy agenda placed on the tables in addition to the slide. One per participant.

As soon as the teaching pieces are in place, this slide will be completed.6Funds of Knowledge: Our Natural ResourcesGoal: to appreciate personal and group resourcesUse for back to school activity as a needs/strengths assessment of your studentsUse in PD to think about student strengthsUse in PD to learn what we teachers bring to the teamour collective brainUse in PD to plan for how to use each other as resources

The underlying rationale for carrying out this work stems from the assumption that the educational process can be greatly enhanced when teachers learn about the everyday lived contexts of their students' lives.Teambuilder--Funds of KnowledgeGoal: to appreciate personal and group resources

What do you bring to the table that your colleagues dont know about?Freewrite about your talents, abilities, resources, and life experiences

Share with a partner; each has a minute to shareYour partner chooses one resource to write on a leaf; share with the group and place on tree

Colleen creates a tree poster. Each person brings unique talents and abilities to the group. Today everyone will begin by identifying their own natural resources. Freewrite about the personal resources you bring with you today: your experience, background, abilities, knowledge, training, talents, virtues, strengths, attitudes, ingenuity, and resourcefulness. Consider your best qualities, skills, and life experiences. Perhaps you have survived adversity, are creative, have raised children, started a business, won a speech award. Dont be modest; claim all your strengths.

Colleen: The directions for sharing and writing on leaf post-it fly in upon clicking so that you can give one direction at a time. Connect the LearningWhat are other people saying about college and career ready writing and how do our ideas fit with theirs?

Connect Your Learning with Card Sort

CARD SORTING STEPS

Deal out the card strips. 2. Each team member initials the cards s/he has in hand. IMPORTANT RULE: ONLY THE ONE WHOSE INITIALS APPEAR ON THE CARD CAN TOUCH AND/OR MOVE HIS/HER CARD.3. Lay out category headings horizontally.

In a RoundRobin fashion, each team member reads one card, makes a claim as to which category his/her card fits and why. The other team members show agreement with thumbs up or offer different ideas and reasons.

Team member with card decides and gets thumbs up consensus from colleagues.

7. Sorting continues until all cards have been placed under headings.

Code the Text+ new information! important= confirms what we thoughtX I think differently? I dont understand

Breakouts ExplainedGenre and StructureWriting Through the Day

FreewritingWhat are your thoughts on the five paragraph essay? What do you see as the benefits? Limitations?

Two minute freewrite. Create a poster of the benefits and limitations.Flaws of 5 Paragraph EssayStudents try to make evidence fit idea, rather than trying to discover what the evidence tells them.Thesis statements are weak, crafted to include 3 points.Students organize facts from text rather than explore their own response to text.Essays end with bland conclusions.Teachers, directly or indirectly, guide students to write in a tidy, easy-to-grade structure.

Campbell, Kimberly and Kristi Latimer. Beyond the Five-Paragraph Essay.

A students thought process should determine the form, and not the other way around. Campbell and Latimer

Examine Student WorkDo you see evidence of structure?Is there evidence of thinking?Do the students seem invested in the topic?Do these essays feel formulaic? Are they interesting to read?Genre, Structure, and FormulaGenre: 1. A text type, a kind of writing2. A kind of cultural knowledge; evolved to serve particular purposes, by and for particular groups of people

Modified from: Bawarshi, A. S., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. Fort Collins, CO: The WAC Clearinghouse and Parlor Press.

A Theory of GenreReflect particular values, perspectives

Learning to write in various genres helps you learn these values, perspectives

The structure of the genre reflects the purposeGenre (and Structure) versus FormulaGenres: Structures are flexible, serve the purpose of the genreStructures help the writer thinkWriting can be in mixed genres (e.g., creative non-fiction)Formulas:Inflexible structureStructure can inhibit thinking

Genre and ScaffoldingDoes the scaffold help the student think?Does the scaffold help the student practice in the genre?

Does the scaffold prioritize form(ula) over writing and thinking?So what do we DO?If we value thinking and structurebut dont want formulaic writingwhats next??

The Structure: Evolution of a TermWhat the word meant to me when I was 4 What the word meant to me when I was __What the word means to me now What the word will probably mean when I am __What I have learned

I picked this structure because so many speeches you have studied have repeated phrases in them. I think it helps make speeches memorable. For teachers: this structure was chosen because it moves more readily from truism to structure with the one word prompt, and it was chosen because students will add narrative to fill out the essay and narrative is often a more comfortable genre.Try It!Choose a text structure and try writing a kernel essay.

Benefits to studentsSelf-made structureInstant paragraphing and organizingTopic was interesting, mature, and timelyPassionate writingPersonal anecdote Call to actionSmall bites: term, one sentence, personal story

DeAnn add benefits--ease of paragraphing, passion, voice, even struggling students could write ???What the students saidText structures made me understand essays more. ShayI used to think essays were long and boring, but now they are fun because text structure gets me into the essay. DaltonI used to think I could write an okay essay. Now I believe I can write a great essay. CodyI now think I'm more advanced in writing. DannyI used to hate writing but when I learned about text structure I then started to LOVE writing. I'm proud of my piece. GarrettI liked my old structure better.I used to think essays were a monotonous assignment that I could never get right. Then I tried using text structures. Now essays don't take nearly as long to write, and they turn out better. Lane

Next stepsA students [or teachers] thought process should determine the form, and not the other way around. Campbell and Latimer

Look at mentor text to see how other writers are structuring their ideas.

First stepSo the first step in writing an essay has to be for the writer to chew on the prompt, to read and reread it, to digest it to find the hard-won truth in it, or the paradox in it, or the human struggle within it. Gretchen Bernabei in Reviving the Essay (1).

Well only use this slide if we have time to talk about prompts that engage students.Find Your TruismTruism: a statement about life that is true for almost everyone

Honesty is the best policy.

We will behave like students. Our first step in writing a good essay is to find the truth in a prompt.an example of a truism. In literature, you would call those statements themes. What is the evidence that this statement is true?(Following the discussion.) Imagine that your students were given the prompt: Write a narrative which demonstrates that honesty is the best policy. It is likely that during the discussion the students found a story that could illustrate the truism.

Hope keeps people moving forward.Living things can survive in difficult environmentsWhat do you see?

Show photo before revealing truism. Students describe what they see. Reveal truism. What does the statement mean and how does it relate to the photo? Do they agree? Is it true for most people? Change the underlined word to make the statement true. Friendship, love, encouragement, belief. (Also can find truism in asking what holds people back.) Write truism in writers notebook. Underline the most important or interesting word or phrase in your truism.

Lunch

Major Learnings

How might this be helpful in your classroom?

After participants have had a couple minutes to generate list.have them share with whole group.

Practice adding these to your writing.

32Helping Students Quote Text EffectivelyaRobert Harris Model

Writing is participating in an ongoing conversationLow-stakes opportunities to practice skills

Classroom Principles34Welcome to the Conversation!Effective academic writing ..

Involves listening to othersSummarizing others viewsResponding with our own ideas

35Academic Writing Argumentative Writingto argue well you need to do more than assert your own ideas. You need to enter a conversation, using what others say (or might say) as a sounding board for your own ideas.--Graff, Birkenstein, DurstThey Say, I Say

36Low-stakes Opportunities to PracticeAllows students to Name it & Claim it!

Lets get started!Similar to how/why we ask you, as teachers to Name it & Claim it!, according to Geoffrey Wilhelm, students also need to, name what they know and perform what they know.

One way to achieve this (name it & claim it) is through Low-Stakes Opportunities to Practice.37Whatever your topicSomeone is already talking about it!Imagine thisYou have been invited to a friends house. As you walk in, you hear a heated discussion

38A. A controversial call during a World Series Game

B. Kim Kardashians willingness to publish her childs baby pictures for a bazillions of dollars.

Why the whole family needs to stop eating meat39

Do you immediately jump in to the conversation?

40Chances areYou listen first.

Who is on which side?

Which parts of the issue cause emotional outbursts?

Which family members are reasonable and which are just crazy?Now you are ready to enter the conversation.

41Writing is JUST LIKE THIS!Whatever your topic, people are already talking about itjust in writing.

Why the Umps Call Was Fair Player Must Clear the Path.

If Kim Wont Sell Baby Pics, Who Will?

Should Humans Eat Meat?

30 sec Writing Sprints. For each topic

You have 3 articles in front of you.

After having done 3 quick writing sprints, choose the one that you find the most interesting.42Briefly Read Through One Article: Apply these text codes

UNDERLINE lines or sections that describe the problem

STAR sections that relate and support your current opinion

CIRCLE sections that relate to the opposite positionChoose the article that interests you the most.43 Add to your thinkingChoose a line from the text to add to your thinking.

Use a post-it note to mark the quote, leave it blank.

When You Enter A ConversationYou use other peoples words.

Sometimes you use them against them.

Sometimes you use them to show someone else how YOU are right.

According to.45Lets take a look.Siblings Sally and Jerry:

Jerry: You were too being a pain!

Sally: I didn't even say anything to you!

Jerry: Yes, you did! You said, Get out of the way, stupid. And then you shoved me.

Jerry uses his sisters words to prove his point she did say something and what she said was not nice.

46Another ExampleSoon-to-be Exes, Jim and Cathy

Jim: But I promise! I havent been flirting her!

Cathy: Oh yes you have! She forwarded your text to me. Look at what it says: Hey cutie. Wanna call me tonight?

Cathy used Jims own words to counter or contradict him and to prove her own point.

47We Can Do the Same Thing When We WriteChoose words from the text that you can use to help support your point or prove the opposing side wrong.

Point of ViewTake a minute to go back over the article you have coded and consider what quote from this text supports your point or helps to prove the opposing side wrong.48School Names for What We Do with Quotes

Forwarding: Sharing an idea suggested in a text with other people like when you forward an email, but you also add to or extend its meaning.

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Types of Forwarding Illustrating when you use a quote that gives an example of a point you want to make.

50

Types of ForwardingAuthorizing when you use an experts opinion to give status and importance to what you are saying.51

Extending when you put your own spin on ideas or terms that you take from other texts.

Types of Forwarding

52Lets Try it.

The Assignment:Create a skit in which you depict a conversation that uses two quotes from your text that each perform the functions outlined by Harris. Make sure your two quotes do different things.

2. Write the skit and assign roles.

3. Act out the skit at your tables.

4. Your tablemates will watch the skit and determine the function of the quotes are they illustrating, authorizing, or extending?

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Keep This in Mind.No Cold, Lonely Quotes!Remember our last time together discussing quotes, we practiced using our own words and phrases to introduce the quote in a meaningful way.

54Lets Try it.

The Assignment:Create a skit in which you depict a conversation that uses two quotes that each perform the functions outlined by Harris. Make sure your two quotes do different things.

2. Write the skit and assign roles.

3. Act out the skit at your tables.

Your tablemates will watch the skit and determine the function of the quotes illustrating, authorizing, or extending?

55How might this be helpful in your classroom?

After participants have had a couple minutes to generate list.have them share with whole group.

Practice adding these to your writing.

56Break

Short! No more than 5 minutes, if that! 57A Look at Mentoring for Spring

This is the bookend for Angela and Cathie

Below is a summary of our thoughts yesterday about this:

Keep it safe for teachers by having one-on-one sessions (coaching/mentoring cycle) where we walk beside them as they now take the lead and present writing strategies/mini lessons etc. to their students.They will chose to replicate a strategy used in the PD sessions with their students but at their students level and with their content.We will have a planning conversation (walk beside) with them prior to their teaching the lesson.We will collect the data THEY have requested (a second set of eyes) as we observe the lesson. We dont need to watch the entire class period, but we want to watch the entire writing lesson.We will reflect with the teacher after the lesson.This can be handled several ways. One of us can reflect with the teacher while the other steps into the classroom and teaches for the 20 minutes it take to have a reflective conversation.We can set up a conference time meeting with the teacher.We can skype with the teacher at a mutually agreed upon time.ETC.58Todays GoalsWe will. . .Continue to Analyze characteristics of college-ready writingDifferentiate learning to address specific expressed needs of Monett teachers.Plan next steps for developing CRW skills in Monett students.

This slide is for Angela and Cathie59Exit SlipsGo to the wiki at ozarkscrwp.wikispaces.comGo to Monett presentations pageClick on Plus/Delta Padlet boardAdd one plus note and one delta (change) note