S: LA Reflections
BC: Thank you
FC: Unpacking Sept 22 | Carissa Keys
1: I also liked the idea of having students write the dialogue they think happened during the silent clip. | Silent Movie I really enjoyed the presentation on Silent Movies. This is an approach to films that I have never thought of before. And although I have yet to use this strategy, I can see that students would pay more attention because of the novelty the first time around, and to test their hypothesis about the clip the second time around.
2: Teaching Writing | Free writing: I think free writing might be difficult for some students to get into. While doing research for a presentation on creativity a few years ago, I learned that complete freedom can actual hinder creativity because children feel overwhelmed with possibilities and have difficulty focusing on one thing. Putting a few limitations in place helps students focus on something and then run with it. | Response Journals: I do like the idea of response journals, but only so long as they are marked for criteria such as depth of thought rather than what the teacher wants to read. It is not a response journal if students feel pressured to respond a certain way in order to receive full marks. | Assessment
3: Assessment | I think that Peter Elbow's article on minimal grading on low stakes assignments is especially beneficial for activities such as free writing and response journals. These forms of writing are intended to encourage individual thought and creativity - a goal that is hindered when students believe they need to answer a certain way in order to receive a certain mark.
4: Phases of Writing | Prior to this class I did not realize the difference between revision and editing. I agree that teachers need to explicitly teach their students how to revise their work if they are to produce quality pieces of writing.
5: Ways to help students revise | I like the idea of using a variety of people to help in the revision process (e.g. teacher, peers, parents) as this helps students perceive their work from a variety of perspectives and sparks new ideas about what to look for when revising their own work. Before students are allowed to give feedback to each other, however, I think it is important that the teacher facilitate a class discussion about what is and what is not appropriate and meaningful feedback.
6: The Authors Gallery: A Meaningful Integration of Technology and Writing | The week long writing process described in this article ties nicely into the ELA Program of Studies, specifically General Outcomes 1 (exploring thoughts, ideas, feeling and experiences), 4 (enhancing the clarity and artistry of communication), and 5 (respecting, supporting and collaborating with others). Reading about an instructional strategy that meets these outcomes seemed appropriate after the activity we did in class in which we generated ideas of what to do with each of the General Outcomes. One idea that especially appealed to me is the “snaking” editing technique because it provides students with feedback about their writing while also honing their eye for revision.
7: The Trait Lady Speaks Up I really like the idea of using consistent terminology throughout each grade so that students and teachers are always speaking the same language. I think this is an excellent way to ensure that everyone is on the same page and to prevent misunderstandings. One point I did not entirely agree with, however, was the author's claim that the first five traits are most helpful for refining, editing, and revising a piece for clarity. I think students need to tentatively decide on these traits BEFORE beginning a piece of writing in order to focus their writing process. Deciding what ideas to include prior to beginning writing, for instance, helps the student avoid writing about irrelevant or insignificant information and is, therefore, important during the planning stage of the writing process as well.
8: Things to remember - Pick a # and the student who guesses closest shares their answer - In a Gallery Walk, there is no talking and hands stay behind your back - DEAW (Drop Everything and Write) - Let students draw to get their minds going if they can't think of anything to write