reading writing workshop gone digital
DESCRIPTION
Presentation from EduCon 2014.TRANSCRIPT
ReadinG Writing Workshop
GonE Digital
Hello!Please respond to the following two prompts, online or on paper:
1. What does “the workshop model” means to you?
2. What is your current classroom environment like? Include info like: class size, length of meeting time, curriculum mandates, etc.
HELLO!My name is Larissa Pahomov.
Before I started this “grand experiment,” the idea of a workshop basically meant a lot of time to work, with guidance and support.
I teach 2 sections each of 10th and 11th grade English, with 30-33 students in each class. We meet 4 times a week for 65 minutes. I align my curriculum to state standards / common core and prep them for the Keystone standardized exams.
“I didn’t learn in my classroom. I tended my creation.”
Welcome to G10 English
Aka Reading Writing Workshop.
This year, you will read what Inspires you
and write about what moves you.
We (MS. Pahomov, Mr. Kolouch, and your Sat) are here to Instruct and
support...
...But you are in charge of your own learning and
improving as a writer and reader.
Constant Check-ins = more feedback and help when you are learning,
instead of after the project’s done.
Expectations for Reading
Daily Reading, Journals, Book Sells, Stealing from Authors
Expectations for WRITING
Pick your Genre, Quarterly Portfolios, Peer Editing
Day A typical in-class routine
1Write in reading journals - 10 minMini-lessons with note-taking
2Write in reading journals - 10 minTable activity building off of yesterday’s mini-lesson
3
Independent reading time - 15 minCommentary to class on writing progress - 10 minWriting Workshop independent work
4
Independent reading time - 15 minBook Sells (at tables or all class) - 10 minWriting Workshop independent work
Expectations for ROLES
Who does what? When? How?
DayStudent Activity
SATTeacher in
classTeacher after
class
1
- Reading Journal- Mini-Lesson
- Teaches mini-lesson
- Reviews weekend writing goals, comments on drafts online
2
- Reading Journal
- Group Activity
- Responds to reading journals for the week- Joins in activity
- Facilitates group activity
- Responds to remainder of reading journals for the week
3
- Independent Reading
- Workshop time
- Checks in on student reading progress- conferences during workshop
- Facilitates mini-lesson if necessary- conferences during workshop
4
- Independent Reading
- Workshop time- Set weekend goal
- Checks in on student reading progress- conferences during workshop
- Facilitates “book sells”- conferences during workshop
- Gives feedback, assigns grades for weekly reading and writing progress
Going Digitalpros and Cons
Practice Why Digital? Why Analog? Devil’s Advocate
Independent Reading
E-readers are increasingly popular
and useful.
Paper is still more universal, cheaper,
and shareableBoth used!
Reading Journals
Tech free time, helps students practice
handwriting (exams)
They could potentially write a lot
more by typing.
Note-TakingKeeps students focused on the
lesson.
ActivitiesCool tools allow for exact instructions
and personalization.
Working offline helps students paying attention to each
other.
Both used!
DraftingComposition and commenting goes
much, much faster.
Slowing down the composition process
makes you think.
Peer EditingEasier to catch “the
little stuff” with paper and pencil.
The comment feature in google docs is awesome.
Portfolio Feedback
When work is posted online, students
comment.
Paper is more private, and can be
easily compiled.Both used!
REFLECTION!Take a few minutes to write and reflect:
How could I bring this into my own learning environment?
If you’re typing, post your reflection on our conversation page: www.tinyurl.com/RWW2014
[email protected] / @LPahomov