Critique Partners/Writing Groups - Why you should consider sharing your work with a partner or group. What to look for, what to avoid and how to find one, as well as suggestions for group processes are covered.
Maniotes Guided Inquiry Design Inquiry Circles Webinar April 28lesliekm
This is the slide deck from a webinar on Inquiry Circles within Guided Inquiry Design from April 28, 2015. Link to a free archive to the webinar is on the first slide.
Critique Partners/Writing Groups - Why you should consider sharing your work with a partner or group. What to look for, what to avoid and how to find one, as well as suggestions for group processes are covered.
Maniotes Guided Inquiry Design Inquiry Circles Webinar April 28lesliekm
This is the slide deck from a webinar on Inquiry Circles within Guided Inquiry Design from April 28, 2015. Link to a free archive to the webinar is on the first slide.
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
This presentation shows how to use the TAPF method (Topic-Audience-Purpose-Form) to plan a piece of academic writing.
The presentation is used in the English Composition I course at City Vision University (www.cityvision.edu)
Presentation about JISC funded blogging project on student blogging. Showed increased confidence about academic writing, deeper engagement, liberal learning. The findings led to adaptations on the MA L&T module on Curriculum Design.
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
Participants—district instructional leaders, principals, and teachers—will understand how to use key questioning strategies, exploration of ideas and writing instructions to support the National Core Standards for all middle school students.
This is a descriptive study of an ongoing, on-site tutoring program entitled Knights Write! Perspectives from school administrators, preservice teachers, inservice teachers who were former tutors, current Knights Write tutors, and little buddies are provided to highlight the benefits and limitations of this university-PDS partnership of 16 years.
Well-chosen words: Creating spaces for poetry writing in the Common Core State Standards
American Reading Forum 2013 Sanibel Island, Florida
Sherron Killingsworth Roberts, UCF
Patricia Crawford, Pitt
Nancy Brasel, UCF
Paths To Peace: Every Child's Right To A Peaceful Classroom
ACEI International Conference 2011 New Orleans
Video: www.youtube.com; The Bully Project, www.nomorebullying.com, www.teachingtolerance.com ; The Southern Poverty Law Center; Video Starting Small, Vivian Gussin Paley, www.cnn.com, Lauren Potter, actress Glee
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Using writing circles to enhance and document inquiry UCF literacy symposium 2014 Sherron Killingsworth Roberts
1. Using Writing Circles to Enhance and
Document Inquiry
Sherron Killingsworth Roberts, Ed.D.
Professor of Language Arts and Literacy
Sherron.roberts@ucf.edu
2014 Literacy Symposium
2. Using Writing Circles
as Collaborative Writing Groups
to Enhance and Document Inquiry
• GOALS FOR OUR SESSION:
• 1. Define writing circles and
collaborative writing groups
(Vopat, 2009).
• 2. Share the experiences of
implementing writing circles as
collaborative writing groups.
• 3. Provide relevant minilessons
/or writing activities to enhance
the process.
4. What are the components/contexts
that make writing so difficult?
One idea per slip
Generate as many as you can
5. Vote with your feet protocol:
Let’s try Four Corners
• #1: I don’t know much at all about writing circles at all.
• #2: I think I understand what writing circles are and I
can articulate a definition, but I’m really not sure how I
could make them work in inquiry groups.
• #3: I know and understand writing circles and inquiry
groups, but I’m not sure how to implement them.
• #4: I know and understand the essential qualities of
writing circles, I’m pretty sure I have ways to implement
them to enhance inquiry in my classroom
6. What are writing circles?
• Jim Vopat’s (2009) writing circles, similar in format and
function to literature circles, can easily be implemented with
inquiry groups.
• Writing circles are a group of writers who work and learn
together to help each other improve in writing.
• In writing circles, students write collaboratively to document
their learning on a particular topic.
7. Vopat’s great definition:
• “Small groups of students meeting regularly to share
drafts, choose common writing topics, practice positive
response, and in general, help each other become better
writers” (Vopat, 2009, p. 1).
8. Rationale
• Peer collaboration in writing has shown to be effective in
learning to write as well as writing to learn
(Graham, McKeown, Kiuhara & Harris, 2012;
MacArthur, Schwartz & Graham, 1991; Onrubia & Engel, 2009;
Stroch, 2005; Yarrow & Topping, 2001).
• Collaborative writing or writing circles may effectively span
from elementary students through to graduate
students, starting with
prewriting, drafting, revising, editing, and moving to
submission and possible publication.
• Creating positive and effective writers is best facilitated by
engaging in authentic writing experiences
(Graves, 1983, 1994; Murray, 2003)
9. Invigorating experimentation
• My students faces
grinned widely when
they noticed literature
circles on the syllabus,
• because they had been
exposed to this format in
earlier coursework.
• However, when I
explained the concept of
collaborative writing
through writing circles,
some faces looked a bit
nervous. One group even
named themselves the
Worry Warts.
• This presentation
attempts to tell the story
of my students evolving
as writers through a new
strategy called writing
circles.
10. Essential elements of CIRCLES
• Collaboration
• Social language
• Small groups based
on interest
• Choice is essential
• Flexible and
temporary grouping,
not based on ability
• Think of Lit
Circles, and imagine
Writing Circles…
• What do you imagine
the essential
elements of Writing
Circles to be?
11. Vopat includes these elements:
• Groups of students name their
writing circle and choose their
group’s writing topic.
• Kids write on this topic, using
any format or genre.
• Writing circle minilessons focus
on writing craft.
• Kids share their writing;
respond to each other’s writing.
• Students reflect about the
writing circle sessions and
record their notes in their
writing circle notebook.
• Writers participate in a circle
devoted to collaborative
revision, editing, and
publication.
12. --Generating ideas & forming
groups (Roberts)
--or forming groups & generating
ideas (Vopat, 2009)?
----WHICH came first?
• As a whole, the class generated a list of ten to twelve possible
ideas, and I asked for a volunteer who was passionate about
one of the topics on the board.
• And, then proceeded to see if we had enough people to form
a viable group of about five to seven members.
13. Getting started
in Writing Circles
• Vopat did, however, think of practical components that I
would have overlooked:
• 1. We need a NAME!
• 2. We need a folder with pockets for each group!
• 3. Discuss why you chose this group…
14. Enhancing & documenting
inquiry
• What are some areas
of inquiry that this
might work in your
classroom?
• FIRST ASSIGNMENT:
Bring an article or
book about the
chosen topic to
share with your new
group!
• Start a reference
sheet.
• Start a list of other
information needed;
assign these.
15. Some helps along the way…
• Affinity exercise with
post-its
• Move to web,
mindmap,
bubblemap, outline
• Avoid intro & concl
• Launch in the body,
assigning parts.
16. • Think audience
• Think authenticity
• Think dynamic
• Think formats that
might offer a new
perspective or
dimension
17. Schedule for writing circles:
• 5-10 min of minilesson
• 10-20 min of application &
planning
• Teacher walking &
facilitating process
• It’s about the process!!
• It’s not about product
yet!
• Generating a stmt of the
problem—Find the focus.
• Writing-go-round!
• Transitions & guiding
sentences
• Effectively using subtitles
• Erradicting Empty Words
• Adding details that breath
life into the topic
• Setting up googledocs
• Using accurate language
aligned throughout
• Titles* echo, echo, echo…
• Writing a compelling intro
• Creating a strong finish
• Writing a cover letter
19. What’s it really all about?
• Take a lesson from
Kurt Vonnegut’s
Seven Deceptively
Simple Principles:
20. “No one will carehow wellor how badlyhe
expressedhimself,
if he did not have perfectlyenchanting
things to say.”
• 1. Find a subject you care about.
• 2. Do not ramble, though.
• 3. Keep it simple.
• 4. Have the guts to cut.
• 5. Sound like yourself.
• 6. Say what you mean to say.
• 7. Pity the readers*.
• “our audience requires us to be sympathetic and patient teachers,
ever willing to simplify and clarify… while we would rather ‘soar’
high above the crowd, singing like nightingales.”
21. Revisiting Four Corners:
Vote with your feet protocol
• #1: I don’t know much at all about writing circles at all.
• #2: I think I understand what writing circles are and I can
articulate a definition, but I’m really not sure how I could
make them work in inquiry groups.
• #3: I know and understand writing circles and inquiry groups,
but I’m not sure how to implement them.
• #4: I know and understand the essential qualities of writing
circles, I’m pretty sure I have ways to implement them to
enhance inquiry in my classroom
23. APPLICATIONS TO SHARE!
• One step at a time! What could be better?
• “Novelists have, on the average, about the same IQs as the
cosmetic consultants at Bloomingdale’s department store.
Our power is patience. We have discovered that writing
allows even a stupid person to seem halfway intelligent, if
only that person will write the same thought over and over
again, improving it just a little bit each time. It is a lot like
inflating a blimp with a bicycle pump. Anybody can do it. All it
takes is time.” K. Vonnegut
Editor's Notes
Tie to inquiry groups in science, social studies, art…Affinity exercise here… how might we address these categories?
Peer collaboration in writing has been shown to be effective for Learning to Write and Writing to Learn (Graham, McKeown, Kiuhara, & Harris, 2012; MacArthur, Schwartz, & Graham, 1991; Onrubia & Engel, 2009; Storch, 2005; Yarrow &Topping, 2001). That is why collaborative writing is often implemented in educational contexts. However, not only in educational contexts but also in professional contexts (academia, policy making, administration, journalism) collaborative writing has become common practice. Very frequently, written documents are the end-product of a collaborative process involving multiple actors, writers and readers ( e.g. research articles; group proposals, public policy documents; journalistic texts (Perrin, 2011; Lowry, Albrecht, Nunanmaker, & Lee, 2003; Sleurs, Jacobs, & Van Waes, 2003). However, for peer collaboration to have a positive effect on either writing or learning outcomes, a few conditions need to be met. One of the crucial factors determining the effectiveness of peer collaboration in revision in an educational context for example is instruction and/or support (Min, 2005; Van Steendam, Rijlaarsdam, Sercu, & Van den Bergh, 2010). Another important component for peer collaboration in writing may be group composition (Patchan, Hawk, Stevens, & Schunn, 2012; Van Steendam, Rijlaarsdam, & Van den Bergh in press). It is the complex interplay of individual, collaborative and contextual factors in collaborative writing and revision that we want to look at in this special issue. More specifically, the special issue aims at providing an overview of the most recent findings about collaborative writing and revision. Collaboration is conceptualized as either pupils or students, from primary school children to higher education students, or adult professionals writing (planning, composing, revising) collaboratively, either in a face-to-face context or online (via e-learning). We welcome both quantitative and qualitative studies that investigate peer collaboration in the context of writing (planning, drafting, revising) in three domains: Learning to Write in L1 and L2, Writing to Learn and Workplace Writing (technical and professional communication). Studies on Learning to Write and Workplace Writing should include the effect of peer collaboration on the writing product and/or writing process and writing-to-learn studies should (also) test the effect on learning processes and/or outcomes (domain knowledge). Additionally, also studies which shed light on methodological issues are invited. Ideally, the different contributions will result in a blueprint for effective and efficient collaborative writing. We are especially interested in studies investigating one or more of the following:- effective instructional strategies and/or scripting in collaborative writing- (effective) interaction (interactional patterns) in collaborative writing- effects of group composition in collaborative writing- effects of individual characteristics in collaborative writing- effects of task (e.g. task complexity) on collaboration processes and quality of processes and the resulting writing product - any combination of one or more of the previous factors
Tried so many different paths to effective writing instruction: writing workshop, minilessons,modelling, and drafting…. But we just
in much the same way that I form lit circles after giving book talks.
There are /it is /qualifiers
titles
Vonnegut said, When I write , I feel like an armless , legless man with a crayon in my mouth..Cat’s Cradle //slaughterhouse Five
What makes this so difficult? How can writing circles help with inquiry groups?