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Transcript of Motivating Students to Write: The Sky is the Limit Carolyn L. Cook Ph. D. Selene Rayho, Ellen Rocha,...
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Motivating Students to
Write: The Sky is the Limit Carolyn L. Cook Ph. D.
Selene Rayho, Ellen Rocha, Elizabeth SmithMount St. Mary’s University
[email protected] Valley, MDApril 1, 2011 1
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Overview of the Workshop
Motivation Creating a Learning Community Theoretical Foundation Activities and Practice Conclusion
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Motivation
How to motivate students? Choice and control Novelty Social interaction Feedback and response Attainable success Interest Real world experiences/relevancy Positive learning atmosphere
(Williams, Hendrick, & Tuschinski, 2008)
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A Learning Community
A classroom environment where knowledge is constructed collaboratively among novice and expert learners (Wells & Wells-Chang, 1992)
Interactive dialogue among students and with the teacher
Valuing and caring for others
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Theoretical Foundation
Writing Social interaction (Vygotsky, 1978)
Scaffolding by teacher (Bruner, 1990)
Collaborative activity (Wells & Wells-Chang, 1992)
Use of Zone of Proximal Development (Vygotsky, 1978)
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Important Aspects for Teaching Writing
Social dialogu
e
Skills and
strategies
Critical
perspec-
tives
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Learning Commun
ity
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Using Social Dialogue
Definition Peer and teacher talk
Goal To aid creativity, spark ideas, support
editing process Strategy
Memory Chain Activity Using pictures to assist brainstorming Conferring with a partner
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Memory Chain (Dorfman & Cappelli, 2007)
Summer
Driving to the beach with the windows
down Collecting sea shells with my
sisters
Walking 10 blocks to get ice cream every
night Hiding our lunch from the sea
gulls
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Activity
Create your own Memory Chain Start with: The Park
Share your best story idea with a partner
Conferring points Listen to your partner Ask questions or make comments Clarify and elaborate ideas
Write on your paper 1-2 suggestions that could use to improve your story 14
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TeachingSkills and Strategies
Definition (Routman, 2005)
Writing to learn the skills and strategies (whole to part instruction)
Use of mini-lessons and mentor texts Feedback from conferencing (noticing
& naming) Goal is to utilize specific skills and
strategies Teaching Strategy
Hand Map 15
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Hand Map (Dorfman & Cappelli, 2007)
Lightning share various emotions Trace your hand Remember all your park
experiences Write an emotion on each finger Off each finger write a phrase or
word referring to a time when you felt that way
Now you have many story ideas from which to write
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Engaging inCritical Perspectives
Definition A stance or attitude to encourage
social responsibility Deconstructing the normal and
reconstructing it through “other” eyes Goal is to address issues of fairness,
power, and social justice Seeing multiple viewpoints
Result Change in self and action to help
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Anthony Browne
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Before Reading
Overview of the 4 voices Mother Dad Charles Smudge
Preview the text What do you notice about the
pictures? What questions do you have? What predictions can you make? 19
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During Reading
Think about your questions and predictions
Adjust your thinking as you read Focus questions
What do you learn about each character?
What ideas are challenged? Read with your group Use both pictures and text to
make meaning20
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After Reading Discussion
Complete the Graphic Organizer Use it to spur discussion on the
story How do you feel about the
characters? Why? How would you interact with the
characters if you were at the park? Why do the dogs seem to have more
fun than the people?21
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Writing
Promoting critical perspective through writing with a goal to take action to change unfairness or injustices
Possible prompts Relate Voices in the Park to when you
visit a park Relate Voices in the Park to recess time
Relating writing to social issues that students face via children’s literature (Heffernan, 2004)
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What would Victoria say about her day in the
park?
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What would Victoria see?
What would Victoria smell?
What would Victoria taste?
What would Victoria touch?
What would Victoria hear?
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More Writing Prompts
Pick a voice from the story and write a journal entry reflecting your day at the park.
Compare and contrast the families How would the story be different if
the two families had both been from the same social class?
How would the book be different if the voices were in another order? 24
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A Day in the ParkA modified lesson
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In the park I see _________.
In the park I hear _________.
In the park I feel _________.
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Motivating Your Students to Write
Create a learning community Positive learning atmosphere Choice and control
Allow social dialogue Interaction with peers & teacher
Teach skills and strategies Feedback and response Attainable success
Encourage critical perspectives Real world experiences/relevancy Interest 27
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Conclusion
“We don’t accomplish anything in this world alone…and whatever happens is the results of the whole tapestry of one’s life and all the weavings of individual threads from one to another that create something” (Former Justice Sandra Day O’Connor, 2007)
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Bridging to Your Classroom
How can you implement these ideas into your classroom?
Write What will you try next week? What will you implement later when you
are more comfortable with it?
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References
Browne, A. (1998). Voices in the park. New York, NY: DK Publishing, Inc.
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Dorfman, L. & Cappelli, R. (2007). Mentor texts: Teaching writing through children’s literature, K-6. Portland, ME: Stenhouse Publishers.
Heffernan, L. (2004). Critical literacy and writer’s workshop: Bringing purpose and passion to student writing. Newark, DE: International Reading Association.
Routman, R. (2005). Writing essentials: Raising expectations and results while simplifying teaching. Portsmouth, NH: Heinemann.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wells, G. & Chang-Wells, G. (1992). Constructing knowledge together: Classrooms as centers of inquiry and literacy. Portsmouth, NH: Heinemann.
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Motivating Students to
Write: The Sky is the Limit Carolyn L. Cook Ph. D.
Selene Rayho, Ellen Rocha, Elizabeth SmithMount St. Mary’s University
[email protected] Valley, MDApril 1, 2011 31