Original photograph by Buffy Hamilton
Presented by Buffy J. Hamilton, Ed.S.
June 2014, Ojai, CA
Original photography by Buffy Hamilton
CC image via https://www.flickr.com/photos/inkybob/122476158/sizes/o/
Original photograph by Buffy Hamilton
Original photos by Buffy Hamilton
Scaffold with
mini-memos,
short student
letters that
teachers use
to introduce,
extend, and
assess class
work.
Progress to...
A strategy in which “Small groups of
kids write and exchange notes about a
curricular topic for several rounds—
maybe 5 to...
“what happens when you have several
kids annotate the same copy of a text at
the same time, jotting down their
responses i...
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Student
Selected
Text/Passages
Teacher
Selected
Text/Passages
Questions
Images/
Graphics
Multimedia
Introduce
guidelines
for
participation
Writing/
Thinking
Time
Small/Large
Group
Discussion
and
Assessment
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Benefits
• Can be used across all
content areas and age
groups
• Can use multiple kinds
of “texts”
• Fantastic springboard...
Image used with permission of Dr. Barbara Stripling; learn more at
http://www.schoollibrarymonthly.com/articles/Berger2010...
Original photograph by Buffy Hamilton
Darrell Cicchetti
Effort 1: 10th Language Arts
http://theunquietlibrarian.wordpress.com/201
3/12/20/first-efforts-at-written-conversations-
strategies-write-around-text-...
Original photo by Buffy Hamilton
Original photo by Buffy Hamilton





RikersHighGroup1 Diana G
Coco D.
David R.
Original photo by Buffy Hamilton
Original photo by Buffy Hamilton
The Write Around Text on Text activity
afforded my CP students an opportunity
to engage course material (and each
other) o...
Original photograph by Buffy Hamilton
Emily Russell
Effort 2: 10th Language Arts
http://theunquietlibrarian.wordpress.com/2014/01/20/writing-around-text-on-text-
effort-2-unplugged-conversations-for-inqu...
Original photo by Buffy Hamilton
Original photo by Buffy Hamilton
Original photo by Buffy Hamilton
Original photo by Buffy Hamilton
Original photo by Buffy Hamilton
• Because of prior scaffolding
(silent literature circles with
notecards) by Emily, they felt
more comfortable engaging in...
Video
we should be
more
10th grade student
They enjoyed and appreciated hearing many student
voices, something that sometimes gets silenced in
traditional class disc...
• Students liked the freedom in being able to
move about and respond at their own pace
during the write-around.
Mobility
•...
critical
thinking
http://theunquietlibrarian.wordpress.com/2014/02/12/twitter-chat-socratic-circles/
http://www.ellenfilgo.net/hashtag-librarian/
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
https://storify.com/buffyjhamilton/2nd-period-glass-castle-socratic-circle-twitter-
ch?utm_source=embed_header
“Grows” “Glows”
Once again, I left school with a
teacher high. Giving the outer circle
an opportunity to Tweet while the inner
circle was ...
I cannot say enough good things about
our media specialists. They have been
instrumental in supporting our teachers
this y...
Original photograph by Buffy Hamilton
Logan MalmEffort 3: 9th Accelerated Biology/ Chemistry
http://theunquietlibrarian.wordpress.com/2014/02/06/informational-text-write-
around-text-on-text-with-biologychemistry-cl...
Original photo by Buffy Hamilton Original photograph by Buffy Hamilton
Original photo by Buffy Hamilton
Original photography by Buffy Hamilton
Original photography by Buffy Hamilton
Each class wrote
approximately 30-33
minutes; some could
have continued writing
had we not called time!
Take
Away
Most of the written conversations were
rich and nuanced just as the literary
conversations had been. Although the
content ...
The trajectory of energy and
momentum to the conversations
paralleled those of Emily’s
classes—it is akin to a crescendo
i...
Like Emily’s classes,
students enjoyed using
hashtags as part of their
written conversations. I
think #maggot was one of
t...
CC graphics via http://thenounproject.com/term/quotation-marks/19279/
Impressions – LOVED this activity. It was really spe...
http://sarahludwig.wordpress.com/2014/02/20/butcher-paper-post-it-notes-and-
sharpies-changed-my-life/
CC image via https://www.flickr.com/photos/f-
oxymoron/9647972522/sizes/l
CC image via http://www.flickr.com/photos/zhou_mengjie/6523964087/sizes/l/
contact information
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
Librarians and Teachers as Instructional Partners:  Written Conversations for Inquiry, Participation, and Social Constru...
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Librarians and Teachers as Instructional Partners: Written Conversations for Inquiry, Participation, and Social Construction of Meanings

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Librarians and Teachers as Instructional Partners: Written Conversations for Inquiry, Participation, and Social Construction of Meanings

  1. 1. Original photograph by Buffy Hamilton Presented by Buffy J. Hamilton, Ed.S. June 2014, Ojai, CA
  2. 2. Original photography by Buffy Hamilton
  3. 3. CC image via https://www.flickr.com/photos/inkybob/122476158/sizes/o/
  4. 4. Original photograph by Buffy Hamilton
  5. 5. Original photos by Buffy Hamilton
  6. 6. Scaffold with mini-memos, short student letters that teachers use to introduce, extend, and assess class work. Progress to dialogue journals, where pairs dive deeply into academic subjects. Build to groups of three or four students join in extended written discussions called write- arounds. Move to online discussion spaces online, where they enjoy digital discussions with peers and other learners around the world. Original photo by Buffy Hamilton Source: http://www.corwin.com/books/Book239764#tabview=title Daniels Recommends…
  7. 7. A strategy in which “Small groups of kids write and exchange notes about a curricular topic for several rounds— maybe 5 to 15 minutes of sustained writing–and then they burst into out- loud talk that’s rooted in their extended written rehearsals” (Daniels 155).
  8. 8. “what happens when you have several kids annotate the same copy of a text at the same time, jotting down their responses in the margins. Quite naturally, students start reading other people’s comments and want to give their classmates a written high five, ask a clarifying question, or throw down a tough challenge” (Daniels 184).
  9. 9. Original photography by Buffy Hamilton
  10. 10. Original photography by Buffy Hamilton
  11. 11. Student Selected Text/Passages Teacher Selected Text/Passages Questions Images/ Graphics Multimedia
  12. 12. Introduce guidelines for participation Writing/ Thinking Time Small/Large Group Discussion and Assessment
  13. 13. Original photography by Buffy Hamilton
  14. 14. Original photography by Buffy Hamilton
  15. 15. Original photography by Buffy Hamilton
  16. 16. Original photography by Buffy Hamilton
  17. 17. Original photography by Buffy Hamilton
  18. 18. Benefits • Can be used across all content areas and age groups • Can use multiple kinds of “texts” • Fantastic springboard for inquiry and helping students develop questions
  19. 19. Image used with permission of Dr. Barbara Stripling; learn more at http://www.schoollibrarymonthly.com/articles/Berger2010-v26n5p14.html
  20. 20. Original photograph by Buffy Hamilton Darrell Cicchetti Effort 1: 10th Language Arts
  21. 21. http://theunquietlibrarian.wordpress.com/201 3/12/20/first-efforts-at-written-conversations- strategies-write-around-text-on-text/ http://theunquietlibrarian.wordpress.com/2013/12/20/first-efforts-at-written- conversations-strategies-write-around-text-on-text/
  22. 22. Original photo by Buffy Hamilton
  23. 23. Original photo by Buffy Hamilton
  24. 24.     
  25. 25. RikersHighGroup1 Diana G Coco D. David R.
  26. 26. Original photo by Buffy Hamilton
  27. 27. Original photo by Buffy Hamilton
  28. 28. The Write Around Text on Text activity afforded my CP students an opportunity to engage course material (and each other) on a much deeper level than they had experienced during previous class discussions. The beauty of this activity is that it challenges students to think in all classes-- from IB to CP-- and consistently produces high-level, rewarding results. Darrell Cicchetti CC graphics via http://thenounproject.com/term/quotation-marks/19279/
  29. 29. Original photograph by Buffy Hamilton Emily Russell Effort 2: 10th Language Arts
  30. 30. http://theunquietlibrarian.wordpress.com/2014/01/20/writing-around-text-on-text- effort-2-unplugged-conversations-for-inquiry-participation-and-social-construction-of- meanings/
  31. 31. Original photo by Buffy Hamilton
  32. 32. Original photo by Buffy Hamilton
  33. 33. Original photo by Buffy Hamilton
  34. 34. Original photo by Buffy Hamilton
  35. 35. Original photo by Buffy Hamilton
  36. 36. • Because of prior scaffolding (silent literature circles with notecards) by Emily, they felt more comfortable engaging in written conversation • Made up their own rules--- moved beyond their original table • Could manage soft conversation while staying focused • Long sustained chunks of writing (20 or so minutes) • More specific responses to text and to each other
  37. 37. Video
  38. 38. we should be more 10th grade student
  39. 39. They enjoyed and appreciated hearing many student voices, something that sometimes gets silenced in traditional class discussions. They liked being able to see different perspectives on their book; several remarked how the written conversations helped them see something they had not noticed about the book. Others commented their perspective on a character or issue in the text had changed after reading the opinions and responses of their peers. They were beginning to understand learning is social and how meaning can be constructed together.
  40. 40. • Students liked the freedom in being able to move about and respond at their own pace during the write-around. Mobility • Students were focused on ideas, not grammar or spelling. Big Ideas • Everyone had opportunities to contribute to the discussion. Participation
  41. 41. critical thinking
  42. 42. http://theunquietlibrarian.wordpress.com/2014/02/12/twitter-chat-socratic-circles/
  43. 43. http://www.ellenfilgo.net/hashtag-librarian/
  44. 44. Original photography by Buffy Hamilton
  45. 45. Original photography by Buffy Hamilton
  46. 46. Original photography by Buffy Hamilton
  47. 47. Original photography by Buffy Hamilton
  48. 48. Original photography by Buffy Hamilton
  49. 49. Original photography by Buffy Hamilton
  50. 50. https://storify.com/buffyjhamilton/2nd-period-glass-castle-socratic-circle-twitter- ch?utm_source=embed_header
  51. 51. “Grows” “Glows”
  52. 52. Once again, I left school with a teacher high. Giving the outer circle an opportunity to Tweet while the inner circle was discussing gave everyone a voice in the conversation. Every single student was completely engaged the entire period. What an amazing day! Emily Russell CC graphics via http://thenounproject.com/term/quotation-marks/19279/
  53. 53. I cannot say enough good things about our media specialists. They have been instrumental in supporting our teachers this year, and they have pushed me to try strategies that may be outside of my comfort zone. Emily Russell CC graphics via http://thenounproject.com/term/quotation-marks/19279/
  54. 54. Original photograph by Buffy Hamilton Logan MalmEffort 3: 9th Accelerated Biology/ Chemistry
  55. 55. http://theunquietlibrarian.wordpress.com/2014/02/06/informational-text-write- around-text-on-text-with-biologychemistry-classes/
  56. 56. Original photo by Buffy Hamilton Original photograph by Buffy Hamilton
  57. 57. Original photo by Buffy Hamilton
  58. 58. Original photography by Buffy Hamilton
  59. 59. Original photography by Buffy Hamilton
  60. 60. Each class wrote approximately 30-33 minutes; some could have continued writing had we not called time! Take Away
  61. 61. Most of the written conversations were rich and nuanced just as the literary conversations had been. Although the content was more academic and subject specific in nature, the written discussions still felt very conversational. We also noticed students using more visuals/graphics/drawings as part of these conversations. Take Away
  62. 62. The trajectory of energy and momentum to the conversations paralleled those of Emily’s classes—it is akin to a crescendo in music where the sound builds in loudness and intensity. We saw the written conversations building in those same way Take Away
  63. 63. Like Emily’s classes, students enjoyed using hashtags as part of their written conversations. I think #maggot was one of the more popular hashtags of the day Take Away
  64. 64. CC graphics via http://thenounproject.com/term/quotation-marks/19279/ Impressions – LOVED this activity. It was really special watching the students write about scientific topics and develop questions based on their thoughts and the thoughts of other students. I enjoyed seeing them question the validity of certain claims, argue in favor of/against scientific ideas using their prior knowledge and create questions that they had after reading each article.This activity gave me a chance to see my students in a way that I have yet to observe.They had an opportunity to act like true scientists, and didn’t even know it! Overall, this was a wonderful activity that I will be doing again! Logan Malm
  65. 65. http://sarahludwig.wordpress.com/2014/02/20/butcher-paper-post-it-notes-and- sharpies-changed-my-life/
  66. 66. CC image via https://www.flickr.com/photos/f- oxymoron/9647972522/sizes/l
  67. 67. CC image via http://www.flickr.com/photos/zhou_mengjie/6523964087/sizes/l/
  68. 68. contact information
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