1 / 80

i3 Professional Development

i3 Professional Development. Laquey Public Schools March 18, 2014. Have a seat, but don’t make a nest! We will be moving around!. Welcome Back! New Teams, New Ideas. Housekeeping. Please take care of your personal needs Morning and Afternoon Breaks

sue
Télécharger la présentation

i3 Professional Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. i3 Professional Development Laquey Public Schools March 18, 2014 Have a seat, but don’t make a nest! We will be moving around!

  2. Welcome Back!New Teams, New Ideas

  3. Housekeeping • Please take care of your personal needs • Morning and Afternoon Breaks • Lunch (11:30 – 12:30) • Cell Phones • Questions? Parking Lot • Leadership team meeting

  4. Today’s Goals We will. . . • Continue to Analyze characteristics of college-ready writing • Differentiate learning to address specific expressed needs of Laquey teachers. • Plan next steps for developing CRW skills in Laquey students.

  5. Purpose and Non-Purpose Purpose: To provide additional tools and strategies to support improved student college-ready writing. To model coaching sessions we will utilize. Non-Purpose: To provide professional learning with no follow-up supportor leave you ill at ease about coaching sessions.

  6. A Look at Mentoring for Spring

  7. Today’s Goals We will. . . • Continue to Analyze characteristics of college-ready writing • Differentiate learning to address specific expressed needs of Laquey teachers. • Plan next steps for developing CRW skills in Laquey students.

  8. Funds of Knowledge: Our Natural Resources Goal: to appreciate personal and group resources • Use for back to school activity as a needs/strengths assessment of your students • Use in PD to think about student strengths • Use in PD to learn what we teachers bring to the team—our collective brain • Use in PD to plan for how to use each other as resources

  9. Teambuilder--Funds of Knowledge Goal: to appreciate personal and group resources What do you bring to the table that your colleagues don’t know about?Freewrite about your talents, abilities, resources, hobbies, and life experiences. • Share with a partner; each has a minute to share • Your partner chooses one resource to write on a leaf; share with the group and place on tree

  10. Authentic Reflect Inform Purposeful Formative Assessment Modify Instruction Support Understand Meaningful Progress Improve Relevant

  11. Jot Thoughts What are some ways teachers can check for understanding in the classroom?

  12. A Practical Approach to Formative Assessment: Taking Their Temperature "Informative assessment isn't an end in itself, but the beginning of better instruction." —Carol Ann Tomlinson

  13. So how does it work?

  14. It’s About Taking their Temperature Whose hot??? Whose cold??

  15. So when should formative assessment occur? At the beginning of the lesson. During the lesson. At the end of the lesson.

  16. Checks for Understanding

  17. Looking at Student Writing…. As a way to inform our teaching……..

  18. Let’s PRACTICE

  19. Together As we read… • Notice what the student is doing well • (avoid looking for errors) • Underline/Star/Circle /Highlight • (what’s the evidence) • Jot in the margins the skills you see • (check the rubric for “Meets Expectations”)

  20. Class Tracker Record the progress of each student You may want to develop your own system…

  21. Who’s Got it? Don’t Got it! Got it! Almost Got it!

  22. In Pairs As you read… • Notice what the student is doing well • (avoid looking for errors) • Underline/Star/Circle /Highlight • (what’s the evidence) • Jot in the margins the skills you see • (check the rubric for “Meets Expectations”) • Record student’s progress

  23. Authentic Reflect Inform Purposeful Formative Assessment Modify Instruction Support Understand Meaningful Progress Improve Relevant

  24. Freewrite How might you use or increase the use of Formative Assessment in your own classroom?

  25. Break

  26. Breakouts Explained Re-Imagining the Essay:Genre and Structure Writing Through the Day:Content Area Writing

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

  28. Flaws of 5 Paragraph Essay • Students 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.

  29. “A student’s thought process should determine the form, and not the other way around.” Campbell and Latimer

  30. Examine Student Work Do you see evidence of structure? Is there evidence of thinking? Do the students seem invested in the topic? Do these essays feel overly formulaic?

  31. Genre, Structure, and Formula Genre: 1. A text type, a kind of writing 2. 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.

  32. A Theory of Genre Reflect particular values, perspectives Learning to write in various genres helps you learn these values, perspectives The structure of the genre reflects the purpose

  33. Genre (and Structure) versus Formula • Genres: • Structures are flexible, serve the purpose of the genre • Structures help the writer think • Writing can be in mixed genres (e.g., creative non-fiction) • Formulas: • Inflexible structure • Structure can inhibit thinking

  34. Genre and Scaffolding Does 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?

  35. So what do we DO? If we value thinking and structure—but don’t want formulaic writing—what’s next??

  36. The Structure: Evolution of a Term What 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

  37. Try It! Choose a text structure and try writing a kernel essay.

  38. Benefits to students Self-made structure Instant paragraphing and organizing Topic was interesting, mature, and timely Passionate writing Personal anecdote Call to action Small bites: term, one sentence, personal story

  39. What the students said • Text structures made me understand essays more. Shay • I used to think essays were long and boring, but now they are fun because text structure gets me into the essay. Dalton • I used to think I could write an okay essay. Now I believe I can write a great essay. Cody • I now think I'm more advanced in writing. Danny • I used to hate writing but when I learned about text structure I then started to LOVE writing. I'm proud of my piece. Garrett • I 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

  40. Next steps “A student’s [or teacher’s] 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.

  41. First step “So 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).

  42. Find Your Truism Truism: a statement about life that is true for almost everyone Honesty is the best policy.

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

  44. The Role of Writing in the Content Areas Effective Write to Learn Strategies Laquey Full-day PD Tuesday, 3/18/14 Break-out Session

  45. Class is in Session… Art 1st Hour

  46. Class is in Session… Art 1st Hour Freewrite about the artwork. Should you need a prompt consider this….. What is the significance of this artwork? How does it relate to you? How do you feel about this artwork and why? What has the artist done to cause that feeling?

  47. Addresses the CCSS A text can exist in multiple forms… poetry newspaper painted art sculptured art carburetor engine block

  48. Teachers incorporate writing in art class to help students… Develop Write To Learn Strategies Describe and Analyze Make real-world connections Compare and Contrast

  49. Class is in Session… Math 2nd Hour

More Related