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Writing to Learn

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by

Seth Mitchell

on 13 March 2014

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Transcript of Writing to Learn

Writing
Why write?
Writing Across the Curriculum (WAC)
So whose job IS it?
Invitational
Summer/Fall
Institute
Investigate the use of technology to enhance writing for all disciplines
Develop your own writing
Discuss research-based best practices across the curriculum
Earn six graduate credits toward degrees or recertification
in Every Classroom
Session Goals
Snapshot of SMWP
Address the need for WAC
Consider the role of writing in the classroom
Share strategies for employing writing in various content areas
"Writing is a means of extending and deepening students' knowledge; it acts as a tool for learning subject matter." (Writing Next)
Writing to Learn (WTL)
Writing in the Disciplines (WID)
"Insisting on the widespread use of writing across the curriculum areas, including mathematics and science, holds the promise of improving students' writing competence, deepening subject-matter knowledge, and expanding the amount of time students spend writing" (National Commission on Writing, 2006).
"Writing, properly understood, is thought on paper [...] Writing is not simply a way for students to demonstrate what they know. It is a way to help them understand what they know." (Neglected "R")
"The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects [...] Students must learn to read, write, speak, listen, and use language effectively in a variety of content areas [...] The 6–12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them."
"The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school."
Common Core
State Standards
Read and annotate the text selection

What stands out? What questions does the text raise for you?
What are the implications for your school and classroom?
Respond:

Pass your paper to a neighbor.
Respond to your colleague's writing.
Converse:
Quiet
Conversation
southernmainewritingproject.org
http://bit.ly/YBXxL1
Frequency & Achievement
Teachers Teaching Teachers
Relevance & Purpose
S
H

R
E
D

S
I
G
N
After researching ________ (informational texts) on
________ (content), write a/an ________ (essay or substitute) that argues your position on ________ (content). Support your position with evidence from your research. Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate and clarify your position.
[Insert content-based essential question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). Be sure to acknowledge competing views. Give examples from past or current events or issues to illustrate and clarify your position.
High-Density Tasks
Entrance/exit slips
What do you remember?
What confuses you?
Quick writes (or quiet conversations) with partners
Stop and write
Proficiency portfolios
Interactive content notebooks
Course reflections and evaluations
Test corrections
WTL Tasks to Encourage Metacognition and Reflection
Literacy Design Collaborative
http://www.literacydesigncollaborative.org/
Contact Hours!
Teacher as Leader
Teacher as Practitioner
Teacher as Writer
Read the task
Try the task
Share with colleagues
Full transcript