Moving in the "Write" Direction: Learning to Write, Writing to Learn - Part II
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Transcript of Moving in the "Write" Direction: Learning to Write, Writing to Learn - Part II
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Moving in the “Write” DirectionLearning to WriteWriting to Learn
Allison Mackley
Michelle O’Brien
Hershey High School
February 2009
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Excellence and Equality for All
• Student literacy is a civil right.
• Faculty collaboration is the foundation of fairness.
• Learning communities are the essence of respect.
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Impacting Student Achievement
• How can we best expand and extend the most powerful teaching and learning strategies?
• Recognize Challenges
– The challenge is not the initiative.
– The challenge is increasing the degree of implementation.
– Although enthusiasm may be genuine, the actual degree of implementation rarely breaks 10% of the entire faculty.
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Implementation Gap
• Every organization—every person—suffers to some degree from a gap between intention and action.
• Only at deep levels of implementation do efforts significantly improve student achievement.
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Formative AssessmentSupportive and Corrective Feedback
• Immediate• Specific
• Generated by the teacher, the student and peers• Effective with Gradual Release of Responsibility
Model Share Guide Independent
Practice
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Next Steps…
• Short-term Wins– immediate, continuing reinforcement to
sustain meaningful changes
• Formative Assessment– activities designed to give meaningful
feedback to students and teachers and improve professional practices and student achievement
• Objectives– meaningful and attainable
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What Influences Teacher Professional Practice?
0
1
2
3
4
Degree of Influence
Degree of Influence 1.8 2.3 2.6 3.6
Undergraduate Classes
Professional Reading
Graduate Classes
Advice from Colleagues
1 – not influential 4 – very influential
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Learning Communities
• Recognize effective content area writing practices throughout the year
• Emphasize effectiveness, not popularity
• Share strategies and student work
• Seek to find best methods– Practicality– Relevance– Rigor– Consistency
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Writing-to-Learn
• Writing to help students get their ideas on paper and discover what they know about a topic
• Writing to provide correct information in response to a particular question – promotes thought; completed quickly
– Journal– Reading Log or Reader Response– Learning Log or Double-Entry Notebook– Brainstorming– Freewriting or Focused Freewriting– Bell Ringer– Entry Slip/Exit Slip– Writing Definitions to Empower Students– List and Itemize– Cubing – looking at topic from different viewpoints– Short Summary
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Self-Fulfilling Prophecy
When we expect that we have an impact on student achievement, we are right.
When we expect that we are impotent, we are also right.
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Exit Slip
• In paragraph form, explain how you will use one of the writing-to-learn activities in your classroom. How do you see this strategy impacting student achievement in your content area?
Please place you name at the top of your card.
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Resources
Culham, Ruth. 6+1 Traits of Writing: The Complete Guide. New York: Scholastic, Inc., 2003.
Reeves, D. B. Reframing Teacher Leadership: To Improve Your School, ASCD, 2008.