Tips for Task Implementation: Writing Part 2

1. Tips for Task Implementation: Writing Part 2 IU 13 LDC Webinar: December 15, 2011

2. Check on Tech • Audio Wizard • Elluminate tools • Hand raise • Microphone • Smiley face • Checkmark • Chat box IU 13 LDC Webinar

3. Virtual Meeting Norms Please… • contribute to the conversation by using the chat window during the presentation. • raise your hand to indicate that you’d like to use the microphone when it is time for questions. • release the microphone when you are finished. • use the door to indicate that you are away from your computer if you need to step out. IU 13 LDC Webinar

4. Goals for This Afternoon… • Introduce ways to provide students with feedback during the writing processin order to promote deeper content understanding and writing growth. • Offer instructional tips that will assist students with supporting their arguments with evidence. IU 13 LDC Webinar

5. Instructional Considerations for Writing • How will students demonstrate that they clearly understand what the task is asking them to do prior to writing? • What note-taking method will students use, and does that method align with the writing task? • How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.) • What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence? IU 13 LDC Webinar

6. The Writing Process • Prewriting • Drafting • Providing Feedback • Revising • Editing • Publishing IU 13 LDC Webinar

7. What is feedback? “Feedback is among the most critical influences on student learning.” -Hattie & Timperley, 2007 “Feedback is not about praise or blame, approval or disapproval. That’s what evaluation is – placing value. Feedback is value-neutral. It describes what you did or did not do.” -Wiggins, 2006

8. Effective feedback is… • Formative • Functional • Focused

9. Methods for Providing Feedback • Teacher Conference (2-3 minutes) • See “Teacher Stems…” document • Peer Conference (3-5 minutes) • See “Peer Conferencing Form” • Written Feedback

10. Writing Conferences • Quick, 2-3 minute individual conferences • Student does most of the talking • Non-evaluative teacher language

11. Writing Conferences • General focus questions: • What is your thesis or claim? (or “Tell me, in one sentence, what your paper is about.”) • With what research are you supporting your thesis? How’s it going? • What section of your paper is the strongest? Why? • What section of your paper is the weakest? Why? • What are your next steps? • What questions do you have?

12. Conferencing Tools for Teachers • What tools could I have in place for my students to let me know when they are ready to conference? • Shared Link to Paper in Google Docs • Student Email to Teacher • Conference Sign-Up Sheet • How might I keep track of my conferences with students? • Writing Conference Log • Are there additional suggestions for language I might use during a conference to begin the conversation? • Teacher Stems

13. Effective peer conferences are… • Scaffolded • Structured • Supportive • Succinct

14. The 3 P’s of Written Feedback • Promote dialogue • Prioritize comments • Provide time for students to read, individually react to, and revise their writing.

15. Providing Written Feedback IU 13 LDC Webinar

16. Using the LDC Rubric to Provide Mid-Process Feedback IU 13 LDC Webinar

17. Checking In… • Exit slips

18. Feedback is just feedback… To be useful and effective, mid-process feedback must accompany… • quality content and writing instruction. • time for students to think about the feedback they have received. • time for the students to revise their writing.

19. Supporting Arguments with Evidence • Student must know his/her stance first. • Example: Animals should not be kept in zoos. • Student must pinpoint over-arching arguments to support stance. • Argument 1: Harsh living conditions • Argument 2: Unnatural habitat resulting in atypical animal behavior • Argument 3: Inaccurate education for visitors • Students read and take notes on quotes, examples, statistics and/or other research to support each of these individual arguments. IU 13 LDC Webinar

20. Supporting Arguments with Evidence • Students read and take notes on quotes, examples, statistics and/or other research to support each of these individual arguments. • Argument 1: Harsh living conditions • Small space: Big cats – 18,00 times less space in zoos/Clipping birds’ wings • Drugging animals w/ anti-depressants, tranquilizers, and anti-psychotics • Spread of disease • Argument 2: Unnatural habitat resulting in atypical animal behavior • Gorillas eating own vomit • Specific examples of over-grooming & self-mutilation • Specific examples of animals eating their own young • Argument 3: Inaccurate education for visitors • Atypical animal behavior • Unnatural habitat IU 13 LDC Webinar

21. Why Cite?: Sentence Starters • According to (author of source), … • Research from Smith and Jones supports that… • In her article entitled “How to Cite Sources,” Johnson defines (content-area term) as “insert quote here.” • In his speech, President Obama argues that… • In “Cheetahs; How fast are they?” National Geographic writer, Paul Jones, explains… • To illustrate this point, Sheila Jackson uses the following example… • Biologists Marks and Watson discovered that… IU 13 LDC Webinar

22. To Access Webinar Materials IU 13 LDC Webinar

23. Upcoming Webinars • December 19th– How To: Facilitating a Scoring Session (2:45 – 3:45 pm) • January 12th– Lessons Learned from Task 2 and Student Work (2:45 -3:45 pm) IU 13 LDC Webinar

24. Contact Us! Barbara Smith- LDC Site Lead Email: barbaraa_smith@iu13.org Phone: (717) 606-1374 Cell Phone: (717) 644-1144 Skype: barbaraa_smith_iu Kelly Galbraith- LDC Consultant Email: kelly_galbraith@iu13.org Phone: (717) 606-1667 Cell Phone: (717) 419-4069 Skype: kelly.galbraith.iu Marisa Stoner-LDC Program Assistant Email: marisa_stoner@iu13.org Phone: (717) 606-1939