1. Agenda Getting Students to Take Ownership of their Learning During the Writing Process November 20, 2014 (3:30-5:00 Merts) Assess your students using The Instructional Core Framework Introduction Data Overview of Leaders of Their Own Learning Model (Ron Berger) Models (strong and weak models) Critique Descriptive feedback Student Accountability Additional Strategies: The 6 Traits Model, ACTAspire prompts Common Challenges Socrative

2. Getting Students to Take Ownership of their Learning During the Writing Process Norms: Limit Electronic Communication Limit Side bar Conversations Collaborate and Participate with Group Respect other’s opinions

3. What does it look like when Students take ownership for learning? Assess your students using the Instructional Core Framework The Framework is divided into Level 0 - Level 3 Examine bottom half of each table- place check where your students are– Focus on columns labelled “Questioning” and “Responsibility”

4. How do I get Students to Take Responsibility for the Learning? Build a culture of Accountability 1.Models (teacher accountable) 2.Critique (accountable to each other) 3.Descriptive Feedback (accountable to each other/safe ) 4.Accountable (product for authentic audience)

5. How do I get Students to Take Responsibility for the Learning? *Demonstrates a clear understanding of the reflective narrative task by recounting a well-chosen experience and capably reflecting on its meaning in relation to the narrative writing task. Models: Students must SEE for themselves what quality looks like* (comparing strong and weak anonymous work) http://web.alsde.edu/general/annotatedpackets/20082009/grade5annotatedexemplars -2.pdf http://web.alsde.edu/general/annotatedpackets/20082009/grade7annotatedexemplars -2.pdf http://web.alsde.edu/general/annotatedpackets/20082009/grade10annotatedexempla rs-2.pdf http://elschools.org https://dqam6mam97sh3.cloudfront.net/resources/document/resource/14864/Person al+Narratives+Student+Work.PDF

6. Modes of Writing: Reflective Narrative (3 rd &6 th ) Expository (4 th & 7 th ) Argument/Persuasive(5 th, 8 th, HS)

7. ACTAspire Grade 3 Reflective Narr.DevelopmentOrganizationLanguage Score: 5 Responses at this score- point demonstrate capable skill in writing a reflective narrative essay Demonstrates a clear understanding of the reflective narrative task by recounting a well- chosen experience and capably reflecting on its meaning in relation to the narrative writing task. The experience is successfully narrated, with use of narrative techniques (e.g., dialogue, descriptive detail). Ideas are clearly explained and they may be integrated with the narration of the experience. Exhibits a clear beginning, middle, and end, and ideas are logically sequenced. Connections between the elements of the story are clear. Capable use of transitions signals a clear order of events. Demonstrates the ability to clearly convey meaning. Word choice is consistently appropriate. Sentence structures are clear & may be varied. Voice & tone are appropriate for the narrative purpose & are maintained throughout most of the response. While errors in grammar, usage, and mechanics may be present, they do not significantly impede understanding

8. ACTAspire Grade 6 Reflective Narr.DevelopmentOrganizationLanguage core: 6 Responses at this score- point demonstrate effective skill in writing a reflective narrative essay The writer effectively engages with the reflective narrative writing task by recounting a meaningful experience and thoughtfully reflecting on its significance. The experience is effectively narrated, with skillful use of narrative techniques (e.g., dialogue, descriptive details). Ideas are well explained. Reflection on the experience and narration of the experience are mostly integrated and balanced. Exhibits a purposeful organizational strategy. Connections between the elements of the story are clear and purposeful. A logical progression of ideas increases the effectiveness of the writer’s narrative. Demonstrates the ability to effectively convey meaning with clarity. Word choice is sometimes precise. Sentence structures are varied and clear. Voice and tone are appropriate for the narrative purpose and are maintained throughout the response. While a few errors in grammar, usage, and mechanics may be present, they do not impede understanding.

9. How do I get Students to Take Responsibility for the Learning? Critique LessonsCritique Lessons: involves NAMING (Must Scaffold)

10. How do I get Students to Take Responsibility for the Learning? Descriptive Feedback (Teacher models praise, question, suggest) Time must be allowed to use the feedback http://www.learner.org/workshops/middlewriting/prog7.html http://successatthecore.com

11. Why feedback sometimes isn't effective A student (Joe) shares with another student (Jane) a piece of writing that they are trying to refine.  Jane writes on the paper “great job!”  This is kind feedback, but it is neither helpful nor specific. Joe cannot do anything else to refine his paper with this feedback.

12. Why feedback sometimes isn't effective A student (Jessica) shares with another student (Jim) a piece of writing that they are trying to refine.  Jim writes, “You need more examples and to fix your grammar.”  While this is still kind, and even helpful, it is not specific. If Jessica knew what grammatical errors she had made she might have been able to fix them.

13. To view the exemplar ACT Aspire CBT Writing questions online, visit tn.actaspire.orgtn.actaspire.org SubjectUser NamePassword Grade 3writing3actaspire Grade 4writing4actaspire Grade 5writing5actaspire Grade 6writing6actaspire Grade 7writing7actaspire Grade 8writing8actaspire PDF of sample prompts

14. How do I get Students to Take Responsibility for the Learning? Accountability (peer conference, publish) Gallery, Wordpress, Googledocs,blog,booklet…) Is there a more profound lesson than taking pride in creating work of importance and beauty for a real audience? -Ron Berger, Expeditionary Learning

15. How do I get Students to Take Responsibility for the Learning? Build a culture of Accountability Models: Students must SEE for themselves what quality looks like* (compare strong and weak) Models: Critique: means NAMING (Must Scaffold before able to name) Descriptive Feedback (praise, question, suggest)-must be modeled* Descriptive Feedback Accountability (peer conference, publish)

16. 6 Traits Model

17. Grade 3 Reflective Narrative Writing You are going to write a story about a time when you tried something new. Think about how you felt when you tried something new, and what you learned about trying new things. Here are some questions to help you think about your story and plan it: What did you try and did anyone help you? How did you feel while trying this thing? Did you ever want to give up? Will you try more new things in the future? Why or why not? How did this change the way you think about trying new things? Now, write a story that describes a time when you tried something new. Your story should tell your reader what you learned about trying new things.

18. Grade 6 Reflective Narrative Writing You are going to write a reflective narrative. As you get older, people expect more of you. Think about a new responsibility that you have taken on in the past year. What were some of the challenges you faced as you assumed this new responsibility, and how did you deal with those difficulties? Write a story to show what it was like to take on a new responsibility, and reflect on what you learned from this experience. Be sure to use descriptive details to show what this experience means to you.

19. What to Expect Not spending enough Time on culture building /norms setting Lack of clarity to Learning Targets Choosing the wrong work to critique Neglecting the T role during critiques Neglecting the S role Underestimating student sensitivities to hearing feedback Asking students to engage in peer feedback when they are unprepared to succeed Common Challenges Teachers use LT to guide their critique lessons and descriptive feedback Teachers begin collecting strong models of student work Students understand what is expected of them feel ownership for learning and understand that there is always room for improvement and seek next step suggestions from peers and teacher

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