Writing and TechnologyWhen I first signed up for the Summer Institute, I thought it would be a great opportunity to work with other writing teachers to improve my content knowledge, pedagogy, and classroom management during Writers Workshop. What I have gained is so much more.
The "Vision of K-12 Students Today" video showcases how students create and publish differently today, so it is our job as educators to change our teaching style so they are able to learn to think, and thereby, write. I have always had the contention that students need to be using the tools that they would use in the "real world" while writing for an authentic audience. However, you would not have known I felt that way if you observed my Writers Workshop. I included this video to remind me to remain true to what I believe. |
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How my instruction will change . . .
After doing the Writing Marathon this summer, I am convinced that I need to take a more active role in planning my writing instruction. In the past, I have relied on the Lucy Calkins Units of Study to teach my students. I would read the lesson, freak out about how I was going to present to the kids because I didn’t want to take the time to write my own Small Moment story, look on the Internet for examples of “good” Small Moment ideas or whole written texts to share with my students, and make a SMARTNotebook to guide me through the lesson so I would remember what to say. Half the time, I would forget what I was supposed to teach because I would plan so far in advance. This is completely unauthentic and goes against my contentions that I need to find out what my students need and teach to their levels and interests.
It’s awesome because this summer I have had the time (or taken the time... however you want to look at it) to write down my own Small Moments. This is going to be a huge life changer. Instead of being scared or intimidated to teach my students writing, I’m going to be excited to share my stories. In turn, they will get to know me better as a person, make stronger connections, and learn to write! Also, it will be great for my intern to see Shared Writing with authentic mentor texts.
One of the reasons I participated in the RCWP was to become a better Writing Teacher. I knew that Writing was my weakest area of instruction. This could be due to many issues (being intimidated by writing in school because there was not a “prescription” on how to do it like math, not wanting to share my innermost thoughts and feeling because I’m afraid of judgement, not taking the time to have a thought out piece, being intimidated by “good” writers, etc.). However, after having my confidence boosted this summer, I hope to make Writing one of my strongest areas of instruction next year. I will have mentor texts, my own writing samples, knowledge on best practices for teaching and managing writing in the classroom, and a desire to share my stories with my class. What a change!
It’s awesome because this summer I have had the time (or taken the time... however you want to look at it) to write down my own Small Moments. This is going to be a huge life changer. Instead of being scared or intimidated to teach my students writing, I’m going to be excited to share my stories. In turn, they will get to know me better as a person, make stronger connections, and learn to write! Also, it will be great for my intern to see Shared Writing with authentic mentor texts.
One of the reasons I participated in the RCWP was to become a better Writing Teacher. I knew that Writing was my weakest area of instruction. This could be due to many issues (being intimidated by writing in school because there was not a “prescription” on how to do it like math, not wanting to share my innermost thoughts and feeling because I’m afraid of judgement, not taking the time to have a thought out piece, being intimidated by “good” writers, etc.). However, after having my confidence boosted this summer, I hope to make Writing one of my strongest areas of instruction next year. I will have mentor texts, my own writing samples, knowledge on best practices for teaching and managing writing in the classroom, and a desire to share my stories with my class. What a change!
Now watch me teach . . .
I've often said that my classroom at Red Cedar feels like a petri dish. That's because my school is right across the street from MSU, so my students and I are observed by many preservice teachers everyday. So, I thought it'd be a breeze to come up with a lesson plan to teach in front of the 10 other Summer Institute teachers and directors. Boy was I wrong! First of all, teaching in front of teachers is very intimidating. However, teaching in front of this cohort of teachers was terrifying! There are so many amazing thinkers, writers, and teachers in this group that I felt extra-compelled to be creative and thorough. Below you will find my Teaching Demonstration, the letters written to me by the RCWP participants, and the products of the lesson I taught.
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After participating in my demonstration, my Summer Institute colleagues took the time to write letters to me explaining what went well and possible extensions to use with varying grade and ability levels. I value their knowledge, opinions, and creativity. Click on the links below to view their responses to my lesson.
Janet's Writing Group Mitch's Writing Group Renee's Writing Group |
Finished Products and Reflection
Below you will find 2 of the 3 videos that were created as a result of my demonstration. My main goal (other than engaging students and motivating them to write) was to show teachers that technology can be integrated into lessons easily and seamlessly so students can produce videos as a form of communication. The technology should never outshine the lesson that is being taught. Instead, it should serve as a tool to learn the content. I believe that by using the video recording on the iPads, the teachers in this cohort were able to see how to use and manage a technology that is easily used by students. Check out their videos demonstrating why it is important for writers to balance action, dialogue, and feelings. Notice the camera movement. When it pans back and forth, that symbolizes a new paragraph with dialogue. Remember, these videos were made by adults, so the dialogue is a little more colorful than what I would allow with my students.
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