Colloquium with Drs. Catherine Crosby, Lynn Goldstein, Ditlev Larsen and Brian Morgan. Discussing how future teachers learn to write within their PST programs.
Preservice Teachers' Writing Presentation at TESOL 2017
1. Teaching Teachers to
Write: Assignments
and Approaches in
Preservice Programs
Kate Mastruserio Reynolds, Ed.D.
Title III Grant Curriculum Designer, Missouri State University
katerey523@gmail.com
2. Can we teach educators to write through analyzing
and structuring their writing assignments?
• “Closely linked to what teachers should learn is the
actual process by which their learning occurs—the “how”
of their learning—which includes the instructional
practices that facilitate this learning…Such learning in a
teacher education program can be facilitated by carefully
structuring and scaffolding learning experiences, helping
teachers learn in the context of classroom practice, and
providing many opportunities for reflection and
collaboration with others (Hammerness et al., 2005).” (Conklin, 2009)
3. Guiding Questions
• What are the writing task
demands of prek-12
educators?
• What do they write on a
regular basis?
• What are the expectations
for their writing?
• How do these tasks and
expectations differ in
professional practice?
Content
Points
Discussion of Best
Practice in ESL
Methodologie
s Mentioned
Beliefs
linked to
SLA theory
Evidence from
observations
and readings
cited
Methodological
Stance
200-
180
Writer describes
his/her perspective
of best practice in
ESL in an
outstanding, well-
informed manner.
Various techniques,
the 4 skills plus, and
assessment are
appropriately
mentioned in an
inclusive detailed
manner.
Writer always
discusses
his/her
methodological
stance by
appropriately
mentioning
names of
methodologies
which describe
his/her stance
Writer's
describes
beliefs about
best practice
are well
linked to SLA
theory
Evidence from
observations
and readings
cited
appropriately
and frequently
which
significantly
adds to the
paper's
discussion.
Writer chooses a
methodological
stance that is
contemporary
and/or does not
only comply with
an out-moded or
discredited
methodology.
Style
Field terminology used
appropriately
Formal
language
used
APA
guidelines
followed
Appropriate field
terminology used correctly
at all times. Used
frequently enough to aid the
reader's comprehension of
the text.
Compliance
with all
formal,
academic
writing
conventions
APA used
excellently
Points
200-
180
Rubric for Methodological Stance Paper
7. Types of Writing Tasks/Products by
Audience
• Community
– ELLs
• objectives, on board writing (e.g.,
explanations, demonstrations,
diagrams, maps, labels),
assignments, assessments,
feedback
• Ex: feedback/assessment letter
– Parents
• e correspondence, notes home,
assignments, assessments,
feedback, possibly objectives,
letters, summary of performance
on grade reports
8. Types of Writing Tasks/Products by
Audience
• Professional Organizations
– Peers
• presentations, articles,
research, online discussions,
emails
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9. Writing for Teacher Prep vs.
Teaching
Teacher Prep Writing Tasks
• assessments* (quizzes, tests,
performance assessments)
• assignments* & online discussions
• curriculum plans/maps
• e correspondence and letters
• journal articles
• presentations
• pre-service educator portfolio
• reflections
• research papers, essays
• theoretical/ teaching philosophy**
• units and lesson plans with objectives
and materials
Writing Tasks when
Teaching
• assessments*, assessment
comments/feedback, and summary
of performance on grade reports
• assignments*, online discussions
• curriculum plans/maps
• e correspondence and letters
• initial educator portfolios
• notes home and to colleagues,
postcards
• on board writing (e.g., explanations,
demonstrations, diagrams, maps,
labels, objectives for learners and
observers),
• reflections
• unit and lesson plans with
objectives and materials
10. Unique Written Tasks/Products by
Environment
T Prep
•Homework
•Journal articles/ summaries
•Research papers, essays
•Theoretical/teaching
philosophy*
Both
•Assessments, assignments
•Curricular plans/maps
•E correspondence, letters
•Educator Portfolios
•Online discussions
•Units, lesson plans, objectives
Teaching
•Assessment feedback
•Grade reports
•Notes home and to
colleagues; postcards
•On board writing
11. Style Expectations
• Vary according to the audience
• Range from casual to professional following style
guidelines; simplified for ELs
• Range of politeness and hedging strategies to
soften or persuade
– Collaborative
– Directive and firm without being offensive
– Professional without being too erudite/opaque/obscure
using jargon or being too aloof
• Expected to know which style when without need
for explicit instruction
12. Three Take-Aways
1. Teacher educators teach some
explicit expectations for writing
– formal expectations/ APA style in
research papers
– informal expectations/ reflections.
1. When in-service teachers (ISTs)
engage in research, publication
and presentation, the
expectations for writing mirror the
nature of the academic writing in
university coursework.
13. Three Take-Aways
3. Many writing tasks duplicate teaching tasks; however they are
expected to be modified by knowledge base (i.e., pre-service(PST)/
in-service (IST)) and readership (audience- professor, EL, parent,
colleague, principal).
– In-service teachers bemoan the fact that “lesson plans” for PSTs’ are markedly
different from those in practice.
– Writing tasks are employed for different purposes for PSTs and ISTs.
• Ex: Lesson plans to teach process, instructional formatting, and scripting
with PSTs.
– Little is done to make explicit the differences in expectations or to clarify the
differences for PSTs when they move into service.
– Models of in-service lesson plans can be taught.
14. Questions?
Comments?
Teaching Teachers to Write: Assignments and
Approaches in Preservice Programs
Kate Mastruserio Reynolds, Ed.D.
Title III Grant Curriculum Designer, Missouri State University
katerey523@gmail.com
15. References
• Conklin, H. G. (2009). Purposes, practices, and sites: A comparative case of two pathways into middle school
teaching. American Educational Research Journal, 46(2): 463 – 500. DOI. 10.3102/0002831208326558