We opened our day by creating a Topic List. We used this list for the writing "Sprints" activity. We were provided 60 seconds, which did not seem like 60 seconds what-so-ever, to write about one of the topics listed. We "Sprinted" three times and then shared what we wrote with our group. The writing "Sprints" strategy can be used to promote thinking and brainstorming. It provides students the opportunity to start writing without it being presented as such a daunting task.
Penny began our research talk by presenting us with "the cold hard facts". Shocking statistics! We learned that students who do not have a high level of literacy skills will struggle in the future. After looking at two different schools that had begun turn around programs in their schools, each school gathered together to talk about how to change/maintain the climate for turn around at their school. So what does a turn around school do? Set clear, finite goals, drive forward based on data, and offer continuous, differentiated PD.
In order to develop skills to support claims, the group participated in a Debate Game. The Debate Game was fun (hello, it was a GAME!). Given a claim, students use a statistic, cause and effect, etc. to support their claim. Who knew that 98% of people should have to speak 2 languages by 2020 and that Michael Jordan made over $19,000,000,000 last season? The things you learn during a debate!
Once we concluded our debate activity, we took a break with fingers crossed that the internet issues would be cleared up upon our return. The finger crossing (or perhaps someone calling in a favor) worked and when we returned the internet was up and running allowing the teachers from Stuart to share their blog about Thursday's learning. One of their big take-a-ways included using text sets paired with close reading strategies. One of their favorite close reading strategies was using simple symbols (“?= question”, “*=important”, and “!=interesting”) to annotate the text as you read.
Once the blog share was complete, we moved to discuss structure in argument.
Handouts: Reading Between the Lines: Analyzing Student Work and Dreams (student work—regular college student, placed in a remedial course)
On-demand=5 Paragraph Theme (FPT)
Need more writing tools to be successful
Different articles about 5 paragraph essays from college professors
Phillips College
“If you teach or write 5-paragraph essays—stop it!”
“The Five-Paragraph Theme: Does it Prepare Students for College?”
“Scaffolding: An Ongoing Process to Support Adolescent Writing”
“Moving Beyond the ‘Five-Paragraph’ Essay”
Shared GIST of articles: good strategy to start with, but we need to move beyond—it falls short of preparing students for college; the idea should drive the essay
What College Professors Want
Analysis!
Multiple styles of writing!
Evidence of thought
Push beyond scaffolding
Synthesis of ideas/flow
Creativity and expression
Interesting/effective vocab
Exploring Alternatives to the Five-Paragraph theme (Heuristics, not formulas) designed to help develop ideas (thinking to generate content, not number of sentences)
Classical
Toulmin
Rogerian
We analyzed two paragraphs to determine the heuristic and the elements that show it.
Text Set: Internet Privacy—Skimming to highlight compelling evidence
We were all then invited to choose a heuristic and develop an argument.
Discussion of how to move past the deficit view of “they can’t” – use productive struggle.
After lunch, Amy V discussed what the ALP product should look like and the expectation for the Share Fair. Individuals brainstormed ideas for topics we are uncomfortable with and looked at strategies we can use to facilitate our inquiry. In the ELA content group, Amber from Stuart Middle shared techniques that can be used in Math to aid in literacy.
Writing Time- Ben
Inquiry: Does comic life truly engage students to demonstrate their ability to write a narrative?
I am going to use the Graphic Novel Narrative Rubric that I developed earlier in the week to help students develop their ability to compose a personal narrative. This will not be used as the final portfolio piece, but a formative assessment that will allow students to demonstrate where they currently are in their ability to write a narrative. The goal for this project is to 1) See if comic life will truly engage students to demonstrate their ability to write a narrative and 2) Allow students to assess where they are in their ability to develop a narrative.
Response Groups- Amy
Kumar, Jeremy, Wendy, and I spent time using the PQP method to listen and evaluate the ideas we are formulating regarding our inquiry questions. We helped each other clarify the questions and identify possible methods of measure. We also got to hear Kumar's poetry!
As we finished the week we left discussing our plans for ALP 2014 and reflecting on all the tools and new skills we have been learning so far.
We opened our day by creating a Topic List. We used this list for the writing "Sprints" activity. We were provided 60 seconds, which did not seem like 60 seconds what-so-ever, to write about one of the topics listed. We "Sprinted" three times and then shared what we wrote with our group. The writing "Sprints" strategy can be used to promote thinking and brainstorming. It provides students the opportunity to start writing without it being presented as such a daunting task.
Penny began our research talk by presenting us with "the cold hard facts". Shocking statistics! We learned that students who do not have a high level of literacy skills will struggle in the future. After looking at two different schools that had begun turn around programs in their schools, each school gathered together to talk about how to change/maintain the climate for turn around at their school. So what does a turn around school do? Set clear, finite goals, drive forward based on data, and offer continuous, differentiated PD.
In order to develop skills to support claims, the group participated in a Debate Game. The Debate Game was fun (hello, it was a GAME!). Given a claim, students use a statistic, cause and effect, etc. to support their claim. Who knew that 98% of people should have to speak 2 languages by 2020 and that Michael Jordan made over $19,000,000,000 last season? The things you learn during a debate!
Once we concluded our debate activity, we took a break with fingers crossed that the internet issues would be cleared up upon our return. The finger crossing (or perhaps someone calling in a favor) worked and when we returned the internet was up and running allowing the teachers from Stuart to share their blog about Thursday's learning. One of their big take-a-ways included using text sets paired with close reading strategies. One of their favorite close reading strategies was using simple symbols (“?= question”, “*=important”, and “!=interesting”) to annotate the text as you read.
Once the blog share was complete, we moved to discuss structure in argument.
Handouts: Reading Between the Lines: Analyzing Student Work and Dreams (student work—regular college student, placed in a remedial course)
On-demand=5 Paragraph Theme (FPT)
- Need more writing tools to be successful
Different articles about 5 paragraph essays from college professorsShared GIST of articles: good strategy to start with, but we need to move beyond—it falls short of preparing students for college; the idea should drive the essay
What College Professors Want
Exploring Alternatives to the Five-Paragraph theme (Heuristics, not formulas) designed to help develop ideas (thinking to generate content, not number of sentences)
- Classical
- Toulmin
- Rogerian
We analyzed two paragraphs to determine the heuristic and the elements that show it.Text Set: Internet Privacy—Skimming to highlight compelling evidence
We were all then invited to choose a heuristic and develop an argument.
Discussion of how to move past the deficit view of “they can’t” – use productive struggle.
After lunch, Amy V discussed what the ALP product should look like and the expectation for the Share Fair. Individuals brainstormed ideas for topics we are uncomfortable with and looked at strategies we can use to facilitate our inquiry. In the ELA content group, Amber from Stuart Middle shared techniques that can be used in Math to aid in literacy.
Writing Time- Ben
Inquiry: Does comic life truly engage students to demonstrate their ability to write a narrative?
I am going to use the Graphic Novel Narrative Rubric that I developed earlier in the week to help students develop their ability to compose a personal narrative. This will not be used as the final portfolio piece, but a formative assessment that will allow students to demonstrate where they currently are in their ability to write a narrative. The goal for this project is to 1) See if comic life will truly engage students to demonstrate their ability to write a narrative and 2) Allow students to assess where they are in their ability to develop a narrative.
Response Groups- Amy
Kumar, Jeremy, Wendy, and I spent time using the PQP method to listen and evaluate the ideas we are formulating regarding our inquiry questions. We helped each other clarify the questions and identify possible methods of measure. We also got to hear Kumar's poetry!
As we finished the week we left discussing our plans for ALP 2014 and reflecting on all the tools and new skills we have been learning so far.