Tips for Task Implementation: Writing Part 2
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Tips for Task Implementation: Writing Part 2 IU 13 LDC Webinar: December 15, 2011
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Tips for Task Implementation: Writing Part 2. IU 13 LDC Webinar: December 15, 2011. Check on Tech. Audio Wizard Elluminate tools Hand raise Microphone Smiley face Checkmark Chat box. Virtual Meeting Norms. Please… - PowerPoint PPT Presentation
Transcript of Tips for Task Implementation: Writing Part 2
Tips for Task Implementation: Writing Part 2
IU 13 LDC Webinar: December 15, 2011
Check on Tech Audio Wizard Elluminate tools
o Hand raiseo Microphoneo Smiley faceo Checkmarko Chat box
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Virtual Meeting NormsPlease…
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.
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Goals for This Afternoon… Introduce ways to provide students with
feedback during the writing process in order to promote deeper content understanding and writing growth.
Offer instructional tips that will assist students with supporting their arguments with evidence.
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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?
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The Writing Process
1. Prewriting2. Drafting
Providing Feedback
3. Revising4. Editing5. Publishing
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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
Effective feedback is…
Formative
Functional
Focused
Methods for Providing Feedback
Teacher Conference (2-3 minutes)• See “Teacher Stems…” document
Peer Conference (3-5 minutes)• See “Peer Conferencing Form”
Written Feedback
Writing Conferences
Quick, 2-3 minute individual conferences
Student does most of the talking
Non-evaluative teacher language
Writing Conferences
General focus questions:1) What is your thesis or claim? (or “Tell me, in
one sentence, what your paper is about.”)2) With what research are you supporting your
thesis? How’s it going?3) What section of your paper is the strongest?
Why?4) What section of your paper is the weakest?
Why? 5) What are your next steps?6) What questions do you have?
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
Effective peer conferences are…
ScaffoldedStructuredSupportiveSuccinct
The 3 P’s of Written Feedback
Promote dialogue
Prioritize comments
Provide time for students to read, individually react to, and revise their writing.
Providing Written Feedback
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Using the LDC Rubric to Provide Mid-Process Feedback
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Not YetApproaches Expectations
Meets Expectations Advanced
Organization
Attempts to organize ideas, but lacks control of structure.
Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.
Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.
Checking In…
Exit slips
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.
Supporting Arguments with Evidence1. Student must know his/her stance first.
o Example: Animals should not be kept in zoos.2. Student must pinpoint over-arching
arguments to support stance.o Argument 1: Harsh living conditionso Argument 2: Unnatural habitat resulting in atypical animal
behavioro Argument 3: Inaccurate education for visitors
3. Students read and take notes on quotes, examples, statistics and/or other research to support each of these individual arguments.
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Supporting Arguments with Evidence3. Students read and take notes on quotes,
examples, statistics and/or other research to support each of these individual arguments.o 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
o 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
o Argument 3: Inaccurate education for visitors Atypical animal behavior Unnatural habitat
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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…
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To Access Webinar Materials
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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)
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Contact Us!Barbara Smith- LDC Site LeadEmail: [email protected] Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iu Kelly Galbraith- LDC ConsultantEmail: [email protected] Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iu Marisa Stoner-LDC Program AssistantEmail: [email protected] Phone: (717) 606-1939
