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ROCK Using Multimodal Technology to ROCK Writing! Tabitha Roper tabitha.roper @cherokee.k12.ga.us Heather Barton heather.barton @cherokee.k12.ga.us Slide 2 http://Padlet.com/wall/techteachingdemo What questions do you have about adding multimodal technology to your writing instruction? Stop & Reflect / Our Purpose Slide 3 What is literacy? Common Core & Writing Producing Responding Communicating Reading Slide 4 Why do we teach students to analyze texts? Teachers are frustrated and confused as they search for reasoned approaches to teaching writing effectively (Coker and Lewis, 232). Workplace writing is not only often a shared task, it also carries high stakes (Coker and Lewis, 235). Writing teachers teach a series of skills as well as approaches (Gresham 147). Repeatedly we hear students positive response to the innovative and technology-rich projects they encounter []. These students may well deliver [] multimodal compositions so that we can move beyond our greatest strength and weakness a reliance upon print media to make meaning (Gresham 147-8). Slide 5 What strategies can we use to create a supportive, writing-centric classroom? Effective and skilled writing is neither a natural consequence of language development nor an organic unfolding of natural developmental processes. Writing is a complicated activity that is dependent on a rich assortment of cognitive processes and on the social context of the writer (Coker and Lewis, 233). Video and still images dramatically shift the readers perspectives [] and with this shift comes a new approach to the assessment of the projects (Gresham 146). Writing at its best is a process that is collaborative, multimodal, and adaptive (Gresham147). Writing teachers who incorporate computer technologies continue to experiment and adapt both with project assignments and assessments/ evaluations even in the face of high-stakes outside assessments (Gresham 147). Slide 6 How can research and analysis writing skills improve for all learners through multimodal technology practices? Inquiry Question Students With Disabilities The results of the [] study revealed that the students in the web-based scaffolding condition produced lengthier pieces and received significantly higher ratings on the primary traits associated with writing quality (Englert et al 9). Students With Disabilities The results of the [] study revealed that the students in the web-based scaffolding condition produced lengthier pieces and received significantly higher ratings on the primary traits associated with writing quality (Englert et al 9). English Language Learners The potential discontinuity between home and school, especially among adolescent learners of color, should continue to be a key conceptual and curricular concern (Brass 473). English Language Learners The potential discontinuity between home and school, especially among adolescent learners of color, should continue to be a key conceptual and curricular concern (Brass 473). Gifted Learners [Gifted] boys using the computers produced significantly more words, sentences, and paragraphs than boys who did not use the computer to write (Dixon et al 180). Gifted Learners [Gifted] boys using the computers produced significantly more words, sentences, and paragraphs than boys who did not use the computer to write (Dixon et al 180). Slide 7 Teacher - Teacher Planning in your pajamas! Effective sharing of ideas, models, pacing, etc. TKES Standard 9 Professionalism The teacher continually engages in a high level of professional growth and application of skills and contributes to the development of others and the well-being of the school and community. Standard 10 Communication The teacher continually uses communication techniques in a variety of situations to proactively inform, network, and collaborate with stakeholders to enhance student learning. Slide 8 Teacher/Student TKES Standard 7 Positive Learning Environment The teacher continually engages students in a collaborative and self- directed learning environment where students are encouraged to take risks and ownership of their own learning behavior. Collaborative Pairs Collaborative Writing Slide 9 Literary Analysis (F S) Poetry of Whitman & Dickinson CCGPS ELACC11RL1, RL4, RL10, RI1, RI10, W1, W4-5, W7-9, SL2, SL6 Slide 10 Literary Analysis (F S) American Short Story CCGPS ELACC11RL1-3, RL5-6, RL 10, W1, W4-9, SL2, SL6 Slide 11 Nonfiction Research (F S) Activation of Literary Era CCGPS ELACC11RI1, RI7, W2, W4-8, SL4 Slide 12 Nonfiction Research (F S) Story of Choice CCGPS ELACC11RI1-3 RI5, RI10, W2, W4-5, W8-9, SL2, SL6 Slide 13 TKES Standard 7 Positive Learning Environment The teacher continually engages students in a collaborative and self- directed learning environment where students are encouraged to take risks and ownership of their own learning behavior. Social Issues Research (F S) Slide 14 Famous Couple Research(F S) CCGPS ELACC11RI1-3 RI5, RI10, W2, W4-5, W8-9, SL2, SL6 Slide 15 Summative Choice Activity Romeo & Juliet CCGPS ELACC9-10RL1-3 RL5, RL7, RL9, RI10, W6, SL1-2, SL4-5 Slide 16 Weebly Resource Review www.rockwritingresources.weebly.com Slide 17 Ticket Out the Door Go to b.socrative.com & enter room barton6107 Go to b.socrative.com & enter room barton6107 What answers, or further questions do you now have about adding multimodal technology to your writing instruction? Slide 18 Works Cited Asselin, Brian and Eric Disero. You Have Made a Difference. 2010. MP3. Blau, Sheridan D. The Literature Workshop: Teaching Texts and Their Readers. Portsmouth: Heinemann, 2003. Print. Brass, Jory J. Local Knowledge and Digital Movie Composing in and After-School Literacy Program. Journal of Adolescent & Adult Literacy, 6 (2008): 464-473. JSTOR Arts & Sciences VI. Web. 23 June 2013. Coker, David and William E. Lewis. Beyond Writing Next: A Discussion of Writing Research and Instructional Uncertainty. Harvard Educational Review 78.1 (2008): 231-278. ProQuest Education Journals. Web. 13 June 2013. Crovitz, Darren. New School Assignment. Kennesaw State University. English Building, Kennesaw, GA. 14 March 2013. Englert, Carol S., Zhao Young, Kailonnie Dunsmore, Natalia Y. Collings, and Kimberly Wolbers. Scaffolding the Writing of Students with Disabilities Through Procedural Facilitaiton: Using an Internet-based Technology to Improve Performance. Learning Disabled Quarterly 30:1 (2007): 9-29. ProQuest Education Journals. Web. 13 June 2013. Fall Out Boy. My Songs Know What You Did in the Dark (Light Em Up). Save Rock and Roll. Island Records, 2013. MP3. Fergie. A Little Party Never Killed Nobody (All We Got). Music From Baz Luhrmanns Film The Great Gatsby. Water Tower Music, 2013. MP3. Gresham, S. Morgan. Teaching the New Writing: Technology, Change, and Assessment in the 21 st Century Classroom. Composition Studies 38.1 (2010): 144-148. Academic Search Complete. Web. 13 June 2013.