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Writing to Learn March 28 , 2012

Writing to Learn March 28 , 2012. Agenda. Welcome Writing to Learn Implementation Data Reflection Writing to Learn Purpose: Processing Modeling scoring Collaboration time Timeline for implementation. Writing to Learn—Group Discussion. What did you notice in the data?

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Writing to Learn March 28 , 2012

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  1. Writing to LearnMarch 28, 2012

  2. Agenda • Welcome • Writing to Learn Implementation Data • Reflection • Writing to Learn Purpose: Processing • Modeling scoring • Collaboration time • Timeline for implementation

  3. Writing to Learn—Group Discussion • What did you notice in the data? • What ideas were confirmed? Any surprises? • Where do your students still need practice? • Where can we move forward?

  4. Writing to LearnFrequency of Implementation • As of March 23 • 520 entries • Admit/Exit Slip - 68 • Brainstorming - 108 • Drawing/Illustrating - 45 • Summary Writing - 100 • Writing Prompts - 71 • Structured Note Taking -111 • One Word Summaries -17

  5. School Wide Percentages

  6. Writing to Learn—Group Discussion • What did you notice in the data? • What ideas were confirmed? Any surprises? • Where do your students still need practice? • Where can we move forward?

  7. Task • Form groups of 3 • Each person must represent a different department • Your group will be assigned a question to discuss

  8. Writing to Learn • 1’s—How can writing to learn help students meet course standards? • 2’s—How can writing to learn raise students’ level of thinking? • 3’s—How can writing to learn serve as an alternative to ‘one question, one hand’?

  9. Share • Returnto your department group to share the big ideas of your discussion

  10. Purposes for Nonfiction Writing

  11. Writing to Learn--Processing • Asks students to ‘do something’ with what they have written. • Raises the expectation, particularly with academic vocabulary • Linked to a standard/learning goal • Scored quickly—usually on a 3 point scale • (3-2-1/ + √ -) • Formative data—feedback guides teacher actions

  12. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. • Algebra • A rectangle has a length 2 times the width. Explain how you would find the perimeter and area. • Physical Education • Explain what happens to your aerobic capacity when you participate in step aerobics. • Music • Define and explain why marching band is an interdisciplinary art form.

  13. Write arguments focused on discipline-specific content. • Art • Is the ‘art’ primarily in the work or the original idea? • US History • Was the United States justified in dropping atomic bombs on the Japanese cities of Hiroshima? State your claim and provide 3 examples of evidence to support your claim.

  14. 6th Grade Science • Science Standard: Understand and apply knowledge of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes. • Writing Standard: Write informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  15. 6th Grade Science • Prompt: Iowa is experiencing an influenza epidemic. You are a reporter for KCCI news. Write a 4 minute script informing your audience about pathogens, how they spread, and how to keep yourself healthy. • Content Vocabulary: infectious disease, pathogens, contaminates

  16. Criteria for processing

  17. Collaboration • Between now and the next time we meet: • Continue with the engaging phase of writing to learn, thinking about • Learning goals • Advanced levels of thinking • Student engagement—alternatives to one question/one hand • Prepare 2 writing prompts with your content area • This will include a 3 point criteria • Prompt 1—Practice • Prompt 2—Bring results and scoring from one section to our next professional development session

  18. Planning • Content Area: Science • Content Standard: Understand and apply knowledge of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes. • Writing Standard: Write informative/explanatory text to examine a topic and convey ideas • Prompt: Iowa is experiencing an influenza epidemic. You are a reporter for KCCI news. Write a 4 minute script informing your audience about pathogens, how they spread, and how to keep yourself healthy. • Criteria: Vocabulary-Excellent understanding and appropriate use, Clear understanding and mostly appropriate use, Some understanding, some misconceptions remain • Plan for Implementation: Friday, March 30

  19. Have a wonderful day!

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