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What if kids wrote and published

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Recontextualizing Student Writing will result in improved learning! This simple shift is not only mission critical educational reform, but a way to recapture the hearts and minds of our young people!

Recontextualizing Student Writing will result in improved learning! This simple shift is not only mission critical educational reform, but a way to recapture the hearts and minds of our young people!

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  • 1. What if kids wrote and published? Authentic Writing Projects Transform Education A Slidecast by Mark Gura – Creator of TCM’s Resource Kit for ePublishing Copyright Mark Gura 2010 www.resourcekitforepublishing.com www.markgura.blogspot.com Sources of quotes are listed on the above site.
  • 2. What if kids wrote and published?
  • 3. What? What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid!
  • 4. What? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! What would kids write about?
  • 5. What? What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid!
  • 6. What? What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid!
  • 7. What? What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! Who would read anything written by a kid? How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid!
  • 8. What? What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids who write books will think they can do whatever they want! - What would kids write about? That’s a cute idea, but kids couldn’t’ write anything good, could they ? Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid!
  • 9. What? What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid!
  • 10. What? What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid! Even kids don’t believe they could do it! How good could a kid’s book be? Kid’s don’t even have good spelling and grammar! If you let one kid do it, you might have to let them all write books! Kids would have to learn stuff before they could write about it! Who ever heard of a kid writing a book? Kids who write books will think they can do whatever they want! - What would kids write about? What do kids have to say? Who would read anything written by a kid? Kids can’t write! Kids aren’t experts! Kid’s haven’t studied writing! Kids don’t know how to write! How could a kid write a book? What would a kid write about? That’s a cute idea, but a kid couldn’t’ write anything good, could he? But kids don’t do that! Where would kids get the material for books? Kids don’t know enough to write books or articles! I’ve never seen a real book written by a kid!
  • 11.
    • Wait a minute…
  • 12.
    • Wait a minute…
    • Maybe kids could learn a lot from writing and publishing.
  • 13.
    • That’s an important “maybe” because...
  • 14.
    • Poor student achievement in the essential skill of writing remains one of our most pressing challenges!
  • 15.
    • In 2007 The Nation's Report Card showed that while 88 percent of American 8th grade students performed at the Basic level of writing achievement, only 33 percent performed at the Proficient level and a mere 2 percent at the Advanced level. Furthermore, the report showed very little improvement over the writing scores of 2002 .
  • 16.
    • We’re talking about WRITING,
    • one of The 3 R’s,
    • the most basic skills needed to graduate!
  • 17.
    • GRADUTATE???
  • 18.
    • Only 68.8 percent of all public school students in the nation (US) graduate from high school with a regular diploma.
    • America produces a quarter-million dropouts every year! Info from: Diplomas Count 2010,  produced by Editorial Projects in Education
  • 19.
    • “ Flexibility in meeting students' diverse learning styles is crucial in diminishing TRUANCY!” Source : US Department of Education report “Truancy: A Serious Problem for Students, Schools, and Society”
  • 20.
      • Our truant students are voting with their feet. Countless others simply turn off and tune out – attending school, but not engaged in the processes of their own education!
      • Clearly, we are not being flexible in meeting their learning needs!
  • 21.
    • Can’t we do better in supporting our kids in learning?
  • 22.
    • We’ve GOT to do Better!
  • 23. What if kids wrote and published real books and magazines?
  • 24.
    • Hold on a second!
  • 25.
    • Can Kids write books?
  • 26.
    • If we support and encourage them…
    • … why not?
  • 27.
    • "Nine-tenths of education is encouragement" ~ Anatole France
    • “ It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” ~ Albert Einstein
  • 28.
    • Imagine how education would be transformed if every kid wrote a real book, chapter, article, or magazine as part of his education!
  • 29.
    • But…
  • 30. Education Myth
    • Basic Skills must be mastered before more sophisticated ones can be tackled.
  • 31. Education Myth
    • Basic Skills must be mastered before more sophisticated ones can be tackled. TRUE?
  • 32.
    • Real writers know that’s not true !
  • 33.
    • “ Had my credentials been in order I would never have become a writer.”
        • Joan Didion Excerpted from Why I Write
  • 34.
    • Instead of laboriously learning a catalog of writing skills – learning and practicing them just in case someday they might need or want to write something real… kids can learn to write by writing !
  • 35.
    • … learn to write by writing!!!
  • 36.
    • Instead of boring our kids with exercises to teach them about writing… Why not let them learn to write by writing real things they care about ?
  • 37.
    • “ Evidence indicates that when instruction draws on students’ preexisting understandings, interests, culture, and real-world experiences, the curriculum becomes more meaningful to them. “
    • SOURCE: Engaging Schools - Fostering High School Students' Motivation to Learn (2003) Board on Children, Youth and Families
  • 38.
    • It follows that if we want students to learn to write, we must establish a context in which this is likely to happen…
    • One that encourages students to draw on their interests, culture, and experiences, as they discover what writing is!
  • 39.
    • “ Very few writers really know what they are doing until they've done it.“
    • Anne Lamott
    • from Bird by Bird : Some Instructions on Writing and Life
  • 40.
    • Learning by DO ing is powerful learning!
  • 41.
    • Learning by DO ing is powerful learning! “I hear and I forget, I see and I remember, I do and I understand.” ~ Confucius, 551 B.C.
  • 42.
    • What are we currently assigning kids to DO that will truly get them to understand reading and WRITING? Better yet, get them WRITING?
  • 43.
    • Why not support them in writing real chapters and articles - publishing real books and magazines?
  • 44.
    • A nice Idea, but would anyone (besides Confucius) agree with it?
  • 45.
    • "Writing is an exploration. You start from nothing and learn as you go." ~ E.L. Doctorow
  • 46.
    • “ If I waited for perfection, I would never write a word.”
    • ~ Margaret Atwood
  • 47.
    • "Quantity produces quality. If you only write a few things, you're doomed.“ Ray Bradbury Best Selling author of more than 500 published literary works
  • 48.
    • "The secret of becoming a writer is to write, write, and keep on writing.“ ~ Ken MacLeod
  • 49.
    • “ Find a subject you care about and which you, in your heart, feel others should care about.”
    • Kurt Vonnegut
  • 50.
    • But don’t kids have to learn how to write, before they can write something that matters!
    • … little by little, itty-bitty baby steps first…
  • 51.
    • We’ve all heard or thought that.
    • But is it true?
  • 52.
    • Is that how people learn real things in the real world?
  • 53.
    • Is learning always a continuum of things that MUST be tackled in a strict sequence?
  • 54.
    • Must we learn to dog paddle expertly before we even try to swim the back stroke?
  • 55.
    • And what about Bloom’s Taxonomy?
  • 56.
    • It shows types of learning listed vertically. Creating is at the very top!
  • 57.
    • Yeah, but… a taxonomy isn’t a road map!
    • It’s a listing of parts of a whole – not an order by which things may be addressed!
  • 58.
    • Skills and concepts need not necessarily be learned in a strict sequence, only moving to the next after the previous one has been mastered!
  • 59.
    • This notion, one that keeps students working on writing exercises instead of WRITING real books and articles, is flawed thinking – flawed learning theory – flawed education!
  • 60.
    • So, working on writing/publishing projects for which they haven’t mastered every skill involved could be a good way to learn those skills?
  • 61.
    • YES!
  • 62.
    • As Robert Browning said “A man's reach should exceed his grasp!“
  • 63.
    • What do we have our kids reaching for?
  • 64.
    • But real publications? Won’t kids take false steps, have problems, make mistakes?
  • 65.
    • Of course, but mistakes are part of learning…
    • an essential part!
  • 66.
    • “ Mistakes are the portals of discovery.”
    • ~ James Joyce
  • 67.
    • “ Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.”
    • ~ Scott Adams 'The Dilbert Principle’
  • 68.
    • “ I've learned that mistakes can often be as good a teacher as success.” ~ Jack Welch
  • 69.
    • “ There are only two mistakes one can make along the road to truth; not going all the way, and not starting.”
    • ~ Buddha
  • 70.
    • We need to engage students in appropriate projects and give them the support they need to succeed by learning from making mistakes!
  • 71. But what about tests and scores and preparing for them?
  • 72.
    • Well, what about them?
    • If kids can write and publish real books and periodicals, wouldn’t they do well on tests?
  • 73.
    • If not, maybe there’s something very wrong with the tests!
  • 74.
    • OK - but HOW do we get kids writing and publishing real books and magazines?
  • 75.
    • What’s needed is not to discard everything we’ve done and are doing in teaching writing.
  • 76.
    • Much of it is really very good.
  • 77.
    • It’s not the content we need to change but… the CONTEXT!
  • 78.
    • It’s not the content we need to change but… the CONTEXT!
  • 79.
    • The Writing Process is a brilliant traditional framework to support students in learning to write. So are the 6 Traits of Writing.
  • 80.
    • But they will help students far better when applied as foundational supports in writing and publishing real books and magazines , a shift in CONTEXT!
  • 81.
    • This contextual shift is crucial in getting today’s students engaged in writing!
  • 82.
    • Today’s students will “ own ” their writing when they work on REAL PROJECTS and produce REAL PRODUCTS that they present to REAL AUDIENCES !
  • 83.
    • That’s the context:
    • REAL PROJECTS – to produce REAL PRODUCTS – for REAL AUDIENCES!
  • 84.
    • Today’s information and communication technologies make it do-able and easy, an exciting and satisfying way to learn!
  • 85.
    • NO , teachers don’t need to learn a lot of technology, just user-friendly applications developed to support and improve the experience of writing and publishing.
  • 86.
    • “ Technology can foster an improvement in the quality and quantity of students’ thinking and writing…” Educational Leadership Realizing the Promise of Technology – Volume 51/ Number 7
  • 87.
    • “ Twenty first century readers and writers need to develop proficiency with the tools of technology…”
    • National Council of Teachers of English
    NCTE Framework for 21st Century Curriculum and Assessment
  • 88.
    • But don’t our kids already know how to use technology to write?
  • 89.
    • NO!
  • 90.
    • Our students may be sophisticated technology users, but they don’t associate technology use with “Writing.”
  • 91.
    • Even though they text endlessly “…teens disassociate e-communication with writing .”
    • “ Moreover, teens are filled with insights and critiques of the current state of writing instruction.”
    • SOURCE: Writing, Technology and Teens
    • The National Commission on Writing
    • College Board - Pew Internet & American Life Project
  • 92. Here’s HOW technology transforms the experience of writing for students…
  • 93. HOW technology transforms learning to write:
    • Students use Search Engines in focused ways to identify themes of personal interest to write about.
  • 94. HOW technology transforms learning to write:
    • When properly supported and guided, they can ‘ self-differentiate’ the subjects of their writing projects… increasing interest, motivation, insight, and engagement!
  • 95.  
  • 96. Starting from a general theme…
  • 97. Starting from a general theme… … arriving at a personal topic.
  • 98. HOW technology transforms learning to write:
    • Used imaginatively, word processing transforms the acts of writing drafts and refining them, from drudgework to a fluid, interesting process.
  • 99. HOW technology transforms learning to write:
    • Outlines morph into first drafts, and these, in turn, into polished, finished pieces.
  • 100. Basic Outline to version with notes embedded Notes embedded version expanded to version with full sentences Remove outline from sentences to reveal DRAFT version
  • 101. HOW technology transforms learning to write:
    • Students use spell, grammar, and punctuation checking technology to render the writing process into a low risk, experimental activity. Content, message, and voice become the focus, instead of writing mechanics…
  • 102. HOW technology transforms learning to write:
    • AND they learn spelling, grammar, and punctuation FROM the technology, as it supports and encourages thinking and creativity!
  • 103. Choices to make. Decisions to reflect on. Explanations, not just support!
  • 104. HOW technology transforms learning to write:
    • Following guidelines, students use Search Engines and their own creative intuition to collect individualized bodies of knowledge on which to base their writing .
  • 105. HOW technology transforms learning to write:
    • As a result, student pieces become truly personal and in the process “ownership” of their writing deepens.
  • 106.  
  • 107. HOW technology transforms learning to write:
    • In addition to Web-based “library” research, students can use today’s Web 2.0 tools to gather original information on which to base their writing; surveys, data gathering, interviews and oral histories, etc. are now easy to include in the writing process.
  • 108.  
  • 109. HOW technology transforms learning to write:
    • Students enhance their writing with illustrations, photos, charts, timelines, puzzles, sidebars, and other ancillary publishing devices.
  • 110. HOW technology transforms learning to write:
    • Today’s most highly regarded publications make these an integral part of the writing/publishing process, and so should our students. Free user friendly tech tools make it all easy and fun!
  • 111.  
  • 112. HOW technology transforms learning to write:
    • Students use the publishing design and organization functions of ubiquitous software to render their writing projects into sophisticated publications.
  • 113. HOW technology transforms learning to write:
    • Commonly available - or - FREE software enables them produce books and magazines that resemble professional publications.
    • Students can produce these as handsome, traditional print or ‘e’ Publications.
  • 114.  
  • 115. HOW technology transforms learning to write:
    • Students use free, easy to use Web 2.0 resources to “publish” and distribute their work.
  • 116. HOW technology transforms learning to write:
    • Blogs, websites, document and media sharing resources carry student publications…. Controlled and safe social networking and e-distribution resources can be employed to attract an audience and distribute the work to them.
  • 117.  
  • 118.
    • Digital technologies influence the processes, circulation,
    • and evaluation of writing, and students need to learn how to work effectively with them.
    • Source: Writing Now - A Policy Research Brief produced by the National Council of Teachers of English
  • 119.
    • The growing demand for good writers requires more time and attention devoted to writing instruction in order to prepare all students for a changing world.
    • Source: Writing Now - A Policy Research Brief produced by the National Council of Teachers of English
  • 120.
    • Inquiry-based writing connects writing practices with real-world experiences and tasks; it also increases student engagement.
    • Source: Writing Now: A Policy Research Brief produced by the National Council of Teachers of English
  • 121.
    • One of the greatest impacts of the advent of digital technologies is the transformation of the individual…
  • 122.
    • One of the greatest impacts of the advent of digital technologies is the transformation of the individual… from Content Consumer
  • 123.
    • One of the greatest impacts of the advent of digital technologies is the transformation of the individual… from Content Consumer to Content CREATOR!
  • 124.
    • Shouldn’t our students be creating content, too?
  • 125.
    • Doesn’t it follow that supporting them in producing the very types of published material they are surrounded by is crucial to their development as literate individuals?
  • 126.
    • Web 2.0 resources (technology for writing and publishing) make it possible.
  • 127.
    • everything needed can be easily accessed in the classroom…
  • 128.
    • When kids learn by producing real publications, they learn so much more than just how to write!
  • 129.
    • Learning across the curriculum is fostered !
  • 130.
    • For instance… some examples from our
    • National Science Standards
    • PAGE 144 ... to present their abilities and understanding and to use the knowledge and language of science to communicate scientific explanations and ideas. Writing, labeling drawings, completing concept maps, developing spreadsheets, and designing computer graphics should be a part of the science education...
    • PAGE 176 ... ARGUMENT. Students in school science programs should develop the abilities associated with accurate and effective communication. These include writing and following procedures, expressing concepts, reviewing information, summarizing data, using language appropriately, developing diagrams and charts...
    • PAGE 192 ... THE PROBLEM, PROCESS, AND SOLUTION. Students should present their results to students, teachers, and others in a variety of ways, such as orally, in writing , and in other forms—including models, diagrams, and demonstrations....
  • 131.
    • Another things that’s impacted is CREATIVITY!
  • 132.
    • Writing and Creativity go hand in hand.
  • 133.
    • For many innovators, writing is the medium of creativity.
  • 134.
    • Increase fluency in writing and you increase facility in innovation.
  • 135.
    • Improving our students’ competence as writers is a crucial way to increase our society’s cohort of innovators!
  • 136.
    • Writing is especially important for 21 st Century workplace creativity, which is social creativity, involving groups and networks of people tackling challenges and problems together.
  • 137.
    • “ Obama says education is key to innovation “ AP Headline – Sept. 16, 2010
  • 138.
    • Q: But how? What can we teach our kids in school that will foster their capacity to innovate?
  • 139.
    • A: WRITING!
  • 140.
    •  ” Creativity now is as important in education as literacy, and we should treat it with the same status.”
  • 141.
    •  ” Creativity now is as important in education as literacy, and we should treat it with the same status.”
    • From his talk at the TED Conference “Schools Kill Creativity”
    • Sir Ken Robinson - Professor Emeritus, University of Warwick and NY Times best selling author
  • 142.
    • By re-contextualizing writing instruction through Authentic Writing Activities, we FOSTER CREATIVITY ….
  • 143.
    • By re-contextualizing writing instruction through Authentic Writing Activities, we FOSTER CREATIVITY ….
    • as we teach writing! –
  • 144.
    • And MOTIVATION? What about MOTIVATION?
  • 145.
    • Our students will NOT learn to write until educators make MOTIVATION to write the dominant element in the instructional equation!
  • 146.
    • “ Half (49%) of all teens say they enjoy the writing they do outside of school… compared with just 17% who enjoy the writing they do for school with a similar intensity.”
    • SOURCE: Writing, Technology and Teens
    • The National Commission on Writing /
    • The College Board - Pew Internet & American Life Project
  • 147.
    • “… teens report being motivated to write by relevant, interesting, self-selected topics, and attention and feedback from engaged adults who challenge them.”
    • SOURCE: Writing, Technology and Teens
    • The National Commission on Writing /
    • The College Board - Pew Internet & American Life Project
  • 148.
    • “ Educators who teach reading and writing skills without addressing student engagement are unlikely to yield substantial improvements.”
    • SOURCE: Using Student Engagement to Improve Adolescent Literacy.
    • NCREL quick key Action Guide 10
  • 149.
    • “ As anyone who has spent time with high school students can attest, attempting to build skills of disengaged adolescents is a futile enterprise. “
    • SOURCE: Using Student Engagement to Improve Adolescent Literacy.
    • NCREL quick key Action Guide 10
  • 150.
    • So true, but what’s the key to engaging them?
  • 151.
    • Ah ha!
    • “ Relevance of curricular materials and topics is essential to student success, requiring teachers to know about their students’ interests.”
    • SOURCE: Using Student Engagement to Improve Adolescent Literacy.
    • NCREL quick key Action Guide 10
  • 152.
    • But how is the teacher to know what each student is interested in?
  • 153.
    • Perhaps we should reconstruct the experience so that students make their own guided, focused selection of writing subjects !
  • 154.
    • Technology makes it possible, and if the teacher sets parameters to ensure that student choices satisfy standards and requirements, then the best of all possible situations is brought about…
  • 155.
    • … students improving their writing by inspiring themselves and others - writers and readers immersed in topics of deep interest.
  • 156.
    • How many pages, chapters, articles, books, and magazines will a student read between kindergarten and graduation?
  • 157.
    • Besides the content these bear, what other message do students take away? That literacy is passive? That their role is to read what others write.. ALWAYS?
    • Do only professional authors have something worth saying, worth reading?
  • 158.
    • Students should have a voice, too - should write real books and magazines, should be heard!
  • 159.
    • In her book Radical Reflections , famous Young Readers author, Mem Fox states: “ we’re currently wasting a lot of time by giving unreal writing tasks in our classrooms....You and I don’t engage in meaningless writing exercises in real life—we’re far too busy doing the real thing”
  • 160.
    • Who wants to write about things they don’t care about?
    • Let’s give our students the opportunity to write about what interests them, inspires them!
  • 161.
    • Reading books and articles is infinitely more meaningful to those who write them, as well.
  • 162.
    • Isn’t this TRUE
    • media sophistication?
  • 163.
    • Employers are desperate
    • to hire employees who can write!!!
    By the way…
  • 164.
    • “ The capacity to write well directly impacts success throughout one’s career.”
    • SOURCE: The Nation’s Report Card
  • 165. “ People who cannot write and communicate clearly will not be hired and are unlikely to last long enough to be considered for promotion.“ WRITING: A Ticket to Work or a Ticket Out – A Survey of Business Leaders The National Commission on Writing / The College Board
  • 166.
    • Employees Lack Writing Skills in the Workplace
    • “… a third of all workers fall short of employers' expectations in written communication skills?”
    • Sources: Western Carolina University + The College Board
  • 167.
    • Employees Lack Writing Skills in the Workplace
    • “ remedying deficiencies in writing costs American corporations as much as $3.1 billion annually,"
    • Sources: Western Carolina University + The College Board
  • 168.
    • And because writing is a key, lifelong skill…
  • 169.
    • It follows that we need to support students in developing as…
    • “ Lifelong Writers!”
  • 170.
    • To do that we need to make changes in writing instruction!
  • 171.
    • From The National Commission on Writing’s report: “Writing and School Reform”
    • “ Standardization and scripting of instruction threaten to undermine writing instruction.”
  • 172.
    • From The National Commission on Writing’s report: “Writing and School Reform”
    • “ Integrating writing into the reform agenda, while challenging, is integral to the success of both.”
  • 173.
    • From The National Commission on Writing’s report: “Writing and School Reform”
    • “ Genuine reform requires personalization of instruction.”
  • 174.
    • From The National Commission on Writing’s report: “Writing and School Reform”
    • “ A climate to encourage writing must be created.”
  • 175.
    • “ We will not make much progress in achieving educational equity until we develop better approaches for dealing with student boredom and resistance!”
    • From article: Boredom in Class? Try 'Outrageous' Instruction Education Week July 13, 2009
  • 176.
    • So, what will we do with all the books and magazines kids write and publish?
  • 177.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally) so they become part of the global body of reference materials; Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 178.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally) so they become part of the global body of reference materials; Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 179.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally) so they become part of the global body of reference materials; Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 180.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally) so they become part of the global body of reference material; Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 181.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally) so they become part of the global body of reference materials; Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 182.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally) so they become part of the global body of reference materials; Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 183.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally) so they become part of the global body of reference materials; Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 184.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally) so they become part of the global body of reference materials; Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 185.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally); Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 186.
    • Read them; Use them to evaluate student learning ; Have other students read them to inform and inspire their own research, learning, and writing; Use today’s student publications to inform ‘next step’ writing projects; Archive and index student publications (digitally) so they become part of the global body of reference materials; Assign students to read them and give the (student) author feedback; Have students learn by comparing one another’s work; Arrange for senior citizens, retirees, and others interested in contributing to our society’s educational efforts to read them and communicate questions and feedback to the authors; Have students “build” on them as their learning and communicating becomes more sophisticated during the course of their education; etc.
  • 187. Student publications are potentially valuable content; the more we regard them as such, the more students will live up to that expectation when producing them !
  • 188.
    • What will we do with all the books and magazines kids write and publish???
  • 189.
    • Now, won’t that be a great problem to have!
  • 190.
    • Oh, and while we’re at it…
    • What about READING?
  • 191.
    • YES, Writing Can Improve Reading!
    • Writing to Read: How Writing Can Improve Reading
    • A Report from Carnegie Corporation of New York - 2010
  • 192.
    • Yet, another reason to reverse the long standing
    • problem of uninspiring teaching and learning in the area of writing.
  • 193.
    • But currently…
  • 194.
    • “… Few Students Are Proficient Writers
    • About one-third of America’s eighth-grade students, and about one in four high school seniors, are proficient writers, according to results of a nationwide test...”
    • NY TIMES - Education Section - 4/3/08
  • 195.
    • What about the other 75% of our kids?
    • Can’t we teach them to write too?
  • 196.
    • Can we afford to lose another generation to writing instruction that is fragmented and divorced from the urgency and energy of doing real things for real purposes?
  • 197.
    • Authentic Writing and Publishing is an entry point for quick, deep, meaningful improvement in the educational experience we give our students.
  • 198. Q: What would result If every kid wrote and published? “ Books are for nothing but to inspire.” ~ Ralph Waldo Emerson
  • 199. A: Increased Interest & Engagement - Improved Learning Across the Curriculum - Heightened Thinking & Creativity – Collaborative Learning throughout Schools and Communities of Learners – AND Improved WRITING, an Essential Skill for School, Career, and Lifelong Learning!
  • 200.
    • Free, easy to access and use tech resources make it possible to support our kids in writing and publishing… NOW!
  • 201.
    • YES, every kid should write and publish!
  • 202.
    • If you agree, please check out the Resource Kit for ePublishing Created by Mark Gura for Teacher Created Materials a low cost resource developed to support teachers (and others who work with kids) in getting them writing and publishing real books and magazines.
    • All ideas in this presentation are made easy and classroom-ready by the kit. www.resourcekitforepublishing.com