LEVEL-UP Your Writing Workshop for the Digital Age
Brittany Miller, North Carolina State University, United States
Wednesday, March 8 4:15 PM-5:15 PM
Location: Creekside I
View on map
No presider for this session.
Abstract: Guiding students to write well unlocks their ability to describe who they are—and clearly show what they know, believe and dream (Meyer & Whitmore, 2014). Teachers often steward their students to become competent writers in variations of Writing Workshop (Calkins, 2011). How can teachers better harnesses the power of modern technologies during writing workshop to amplify student thinking, planning and writing? With advent of Google Docs, screencasting, audio recording tools, interactive thesauruses and publishing platforms, teachers, more than ever before, can be more agile in catalyzing student creativity, fostering ongoing digital communication, and providing multimodal feedback (Hicks, 2009). This hand-ons workshop will enable participants to: a) enhance their pedagogy for writing instruction using TPACK and SAMR frameworks; b) collaborate & engage with their students anytime, anywhere; and, c) select and apply digital scaffolding/conferencing options during Writing Workshop.
Digital tools are perfect for delivering ongoing, customized scaffolding and formative feedback to students as part of the hallmarks of a traditional writing workshop. During this rotating station workshop, participants learn how a wide range of digital tools and resources can be used when designing, personalizing and facilitating a digital age writing workshop that is grounded in either TPACK and/or SAMR frameworks. Each station will model actual student work and how select tools can enable teachers to personalize learning activities/mini-lessons, address students’ diverse learning styles, and provide digitized formative feedback. This workshop will enable participants to:
- Enhance their pedagogy for writing instruction through a variety of digital tools/applications using TPACK and SAMR as guiding frameworks;
- Collaborate & engage digitally with their students for Writing Workshop anytime, anywhere;
- Select and apply various personalized digital scaffolding/conferencing options during Writer’s Workshop.
Outline & Time
1. Lisa, Jackie & Brittany will introduce themselves, describe purpose and format of the session and invite participants to engage in session backchannel: TBD Twitter# (15 minutes)
2. Whole group prior knowledge activation about TPACK and SAMR using Plickers - followed by a brief overview of each framework and how each stage of Writing Workshop can be amplified via these theoretical frameworks (30 minutes)
3. Participants will rotate through three stations - (90 minutes)
Station 1 | Mini-lessons and Author Craft - Lisa will facilitate a brief mini-lesson of multimodal feedback and author craft tool (Screencastify & VisuWord), how they are intertwined and create opportunities for sustained student to student/student to teacher collaboration and discussion of craft. Participants will then brainstorm at least one idea for redesigning these aspects of their own writing workshops and share those ideas electronically with other participants via the Twitter# (TBD)(e.g. I learned; I plan to…)
Station 2 | Independent & Guided Writing/Conferencing - Jackie will then engage participants in “independent/guided writing activity” using Google Docs and MoveNote to clarify how digital tools can help support this component of Writer’s Workshop. During this time, participants will be invited to write their response/make comment/chat in collaborative Docs and Twitter# (TBD)(e.g. I learned …)
Station 3 | Conferencing & Publishing - Brittany will “conference” with participants to share example ideas and tools (Tackk, Weebly) to facilitate pre-scheduled virtual, independent conferences with students/groups of students during this component of Writing Workshop to provide individual and personalized support. Publishing options such as Tackk and Weebly will be shared and discussed. During this time, participants will be invited to write their response/make comment/chat in collaborative Docs and Twitter# (TBD)
4. As a whole group, participants will THINK-PAIR-SHARE-SQUARED: THINK about concrete ideas gleaned for effectively shifting an upcoming Writing Workshop; SHARE their ideas with a partner, including how teacher and student collaboration will be supported; and then SQUARED - all share in session backchannel Twitter# (30 minutes)
5. PLEARN Studio | Play to Learn to Plan - Participants will play with and learn deeply about the modeled digital tools and resources during the workshop as they begin applying newly gleaned knowledge, skills, and ideas for an upcoming Writing Workshop. A resource site will be provided for all tools used in the session, complete with self-directed tutorials (45 minutes)
6. Stop Light Feedback | Participants will engage in a future action reflection where on each color sticky note they will share a new insight based on today’s learning - RED -What should I stop doing? Yellow- What should I start doing? GREEN - What should I continue doing? as it relates to writing instruction or Writing Workshop (15 minutes)
7. Stop Light Share Outs and Final Q&A - (15 minutes)
Participants basic understanding of Writing Workshop components is optimal. Participants need to bring a fully charged laptop and earbuds. Participants should be familiar with and able to use Chrome as their browser. Participants would most benefit if they have active Twitter and Google Drive accounts.
Lisa Hervey, Ph.D., NBCT | I am a Senior Research Scholar at the Friday Institute for Educational Innovation and Teaching Professor in the Instructional Technology Master’s Program at North Carolina State University. During my 18 year tenure, starting with 10 years as a public school 6th - 8th Language Arts teacher, I became a National Board Certified Teacher and earned a M.Ed. in K-12 Reading and Ph.D. in Curriculum & Instruction from North Carolina State University. I lead revolutionary district-wide culture shifts via blended models of professional learning and strategic planning to support local technology initiatives including; the NC Learning Technology Initiative; Statewide Capacity Building; Golden LEAF Foundation’s Learning Technology Readiness Initiative; and a number of local education agencies across North Carolina. I recently collaborated on several Massive Open Online Course for Educators: Coaching Digital Learning and Learning Differences. My most recent publication, in Technological Pedagogical Content Knowledge - Exploring, Developing, and Assessing TPACK, stems from my research on veteran teachers’ complex change process when developing pervasive, robust digital learning and teaching capacities. Some of my past presentations include:
Amplify Student Writing | ISTE 2016 Workshop, Denver, CO
Coaching Digital Learning| Defining your Superpower! 2016 NCTIES Annual Conference, Raleigh NC
Erasing the Line | ISTE 2015, Atlanta, GA
Differentiate Learning & Teaching with Digital Tools | NBPTS 2014 T&L Annual Conference, Washington D.C.
Got Student Engagement? Digital Tools for Online Learning and Teaching - Online Learning Institute, ISTE 2014, San Antonio, TX
Out with Old & In With New PBL | Unleash Student Connectivity & Engagement through Social Media, NCTIES Annual Conference, Raleigh NC
Between the Notion and the Act | Veteran Teachers’ TPACK, 2011 AERA Annual Conference, New Orleans, LA
Comets Connect Through Professional Development | Asheboro High School’s Digital Conversion, 2011 Consortium for School Networking (COSN) Annual Conference, Washington D.C.
Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations.
If you are an attendee, please login
to get full access.