writing to learn march 28 , 2012

Writing to Learn

March 28, 2012

Welcome Writing to Learn Implementation Data

Reflection Writing to Learn Purpose: Processing

Modeling scoring Collaboration time

Timeline for implementation

Agenda

What did you notice in the data? What ideas were confirmed? Any surprises? Where do your students still need practice? Where can we move forward?

Writing to Learn—Group Discussion

As of March 23

520 entries

Admit/Exit Slip - 68 Brainstorming - 108 Drawing/Illustrating - 45 Summary Writing - 100 Writing Prompts - 71 Structured Note Taking -111 One Word Summaries -17

Writing to LearnFrequency of Implementation

School Wide Percentages

Admit/Exit13%

Brainstorming 21%

Draw/Ill9%

Summary Writing19%

Writing Prompts14%

Structured Note-taking21%

1WS3%

What did you notice in the data? What ideas were confirmed? Any surprises? Where do your students still need practice? Where can we move forward?

Writing to Learn—Group Discussion

Form groups of 3 Each person must represent a different

department Your group will be assigned a question to

discuss

Task

1’s—How can writing to learn help students

meet course standards? 2’s—How can writing to learn raise

students’ level of thinking? 3’s—How can writing to learn serve as an

alternative to ‘one question, one hand’?

Writing to Learn

Return to your department group to share the

big ideas of your discussion

Share

Purposes for Nonfiction Writing

EngagingStart Here

Processing Demonstrating UnderstandingOnce it’s part of the culture

Purpose: to provide all students with a nonthreatening opportunity to respond.

Students engaged in writing

Purpose: to help students “think” through the end of their pen.

Students grappling with or processing the content

Purpose: to produce a product piece that goes through the writing process.

Students are provided feedback in using a rubric with clearly identified levels of proficiency

Asks students to ‘do something’ with what

they have written. Raises the expectation, particularly with

academic vocabulary Linked to a standard/learning goal Scored quickly—usually on a 3 point scale

(3-2-1/ + √ -) Formative data—feedback guides teacher

actions

Writing to Learn--Processing

Algebra

A rectangle has a length 2 times the width. Explain how you would find the perimeter and area.

Physical Education Explain what happens to your aerobic capacity when

you participate in step aerobics.

Music Define and explain why marching band is an

interdisciplinary art form.

Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes.

Art

Is the ‘art’ primarily in the work or the original idea?

US History Was the United States justified in dropping

atomic bombs on the Japanese cities of Hiroshima? State your claim and provide 3 examples of evidence to support your claim.

Write arguments focused on discipline-specific content.

Science Standard: Understand and apply

knowledge of the functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes.

Writing Standard: Write informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

6th Grade Science

Prompt: Iowa is experiencing an

influenza epidemic. You are a reporter for KCCI news. Write a 4 minute script informing your audience about pathogens, how they spread, and how to keep yourself healthy.

Content Vocabulary: infectious disease, pathogens, contaminates

6th Grade Science

+ –Excellent understanding and appropriate use of all content vocabulary

Clear understanding and appropriate use of most content vocabulary

Some understanding of content and vocabulary, some misconceptions remain

Writing is supported by strong examples

Writing is supported by examples

Message unclear

Criteria for processing

Between now and the next time we meet:

Continue with the engaging phase of writing to learn, thinking about Learning goals Advanced levels of thinking Student engagement—alternatives to one question/one

hand

Prepare 2 writing prompts with your content area This will include a 3 point criteria

Prompt 1—Practice Prompt 2—Bring results and scoring from one section to

our next professional development session

Collaboration

Content Area: Science Content Standard: Understand and apply knowledge of the

functions and interconnections of the major human body systems, including the breakdown in structure or function that disease causes.

Writing Standard: Write informative/explanatory text to examine a topic and convey ideas

Prompt: Iowa is experiencing an influenza epidemic. You are a reporter for KCCI news. Write a 4 minute script informing your audience about pathogens, how they spread, and how to keep yourself healthy.

Criteria: Vocabulary-Excellent understanding and appropriate use, Clear understanding and mostly appropriate use, Some understanding, some misconceptions remain

Plan for Implementation: Friday, March 30

Planning

Have a wonderful day!