Multi-Modal Writing Portrait University of New England EDU 743 David Hollatz October 23, 2013

1. Multi-Modal Writing PortraitUniversity of New EnglandEDU 743David HollatzOctober 23, 2013

2. In the 21st Century, students must be able to collaboratively think critically and creatively to discover, investigate and problem solve many issues.

3. School District # 83 is half way between Vancouver, BC and Calgary AB and is hometo approximately 55,000 people.

4. Part One:Current Classroom Writing Instruction

5. (A2) perform experiments using the scientific method, (A4) demonstrate scientific literacy, (A5) demonstrate ethical, responsible, and cooperative behaviour, and (A7) demonstrate competence in the use of technologies specific to investigative procedures and research (p. 30). (BC Ministry of Education, 2006) I teach Science 9 and Math 9 in Salmon Arm, BC Canada. Science 9 students are expected to learn and understand four important achievement indicators, from the Prescribed Learning Outcome (PLO) category titled Processes of Science:

6. These indicators stress the importance of students being able to identify, analyze and articulate their scientific knowledge in various ways. One way students can show these key ideas is by writing their observations and conclusions down so that others can critic their results. Three ways in which my students are showing these written results are from • Formal lab reports, • Graphic organizers such as “Foldables” (Zike, 2007), • Classroom writing activities such as “Four Corners” (Ellery & Rosenboom, 2011) “Teach adolescents strategies and procedures for summarizing reading material, as this improves their ability to concisely and accurately present this information in writing”(Graham, MacArthur & Fitzgerald, 2007. p. 49)

7. Our mandate is to promote “Awareness, Collaboration, and Education” (ACE). The four pillars of our mandate derive from “Early Literacy, Adult Literacy, K-12 and Aboriginal Literacy” (DLP, 2012). In school district #83, we have incorporated our District Literacy Plan (DLP)for SD #83 in 2013-14 with the local Literacy Alliance of the Shuswap Society, (LASS). Part One:Current Writing Instruction in my School Districthttp://www.sd83.bc.ca/About%20Us/dlp.pdf?object=http&ConfPosition=1&infobar=no

8. Top 4 Areas Where LASS is Contributing to SD #83 Literary Goals: • Supporting Literacy Intervention Teachers (LIT’s) to work one-on-one with struggling readers. • Connecting with “Parents as Literacy Supporters” or (PALS) to be available to elementary schools for training and preparation of reading materials. • Hiring Early Learning Coordinator & Literacy Outreach Coordinator positions. • Partner with the local Okanagan College to offer Adult Academic and Career Preparation Programs, English as a Second Language (ESL) programs, Adult Special Education Programs for students with special learning needs and Reading & Writing Skills in small class, or tutoring settings.

9. “LASS has had a profound impact on the lives of our most vulnerable children. Many of the programs celebrated by Premier Christy Clark and MLA George Abbott are life changing. This is not only evident each June when the LOC presents our outstanding District Literacy Plan at our Public Board Meeting but each and every day through the smiling faces of children becoming more confident and beginning to read.” – Bobbi Johnson, Chairperson, SD #83 Board of Education (Literacy Alliance of the Shuswap Society, 2013)

10. “Scientifically literate citizens are able to use scientific evidence as well as the knowledge they have acquired in other curricular disciplines to develop their own views, to discuss and debate, and to make informed decisions in their daily lives and about broader issues while maintaining their curiosity and wonder about the natural world”. (BC Science Teachers Association, 2013) Part Two:Desired Writing Plan

11. BIG Idea #1In my dream of big thinking, why not directly embed cross curricular links between English Language Arts (ELA) 9 and Science 9 for example? The goal would be to have information shared between the two subject specific courses so that assignments and activities could be similar.

12. Science 9 • Curricular Competencies of “Processing and Analyzing of Data and Information & Evaluation of methods and Communication of Ideas and Information”, • CONNECTED TO>>>>>> English 9 • Curricular Competencies of “Comprehending and Connecting of Reading Strategies and Creating and Communicating of Ideas and Information”. • Both courses would have linking learning outcomes, further strengthening the bond between the two courses. Specifically, why not have the above in my classroom?

13. "Students are less likely to put forth their best efforts when writing or learning to write if they view the classroom as an unfriendly, chaotic, high-risk, or punitive place. ... This makes it especially important to develop a classroom writing environment that is interesting, pleasant, and non-threatening, where teacher supports students and students support each other." (Graham, et al., 2007, p.13).

14. BIG Idea #2In science and technology for example, The Discovery Channel has a show called “Daily Planet”, where hosts present and discuss new, exciting and interesting advances in multiple fields of science and technology. Wouldn’t it be great to have the same for reading and writing?........... The show would be similar to Daily Planet in such that the hosts would discuss and present new advances not in science, but in language arts and in writing. Authors could discuss their novels, short stories, poems or other ideas and are displayed for the viewer to learn more about, such as recent Slam Poetry Contests or upcoming TED talks.

15. BIG Idea #3Students would be encouraged to take risks to create and/or use:*Blogs, wikis, or e-portfolios (to interact socially to peer edit writing assignments), *iPads, (to create and to build framework of portfolio’s)*Voki(to create a personal Avatar for online discussions), *Edmodo(to connect with the teachers for their portfolio’s),*Quizlet(to strengthen their science vocabulary), *Glogsteror Little Bird tales (to post & share big ideas or labs), *Prezi (to present group projects).

16. “I think there are many ways to create a classroom that is supportive of writing. I think having an overall learning environment that is supportive and encourages students to take risks helps when it comes to writing. If they are willing to share in classroom discussions then they are more willing to be brave when writing. Encouraging peer editing is also important to help them feel that another set of eyes viewing their writing is going to help them make their final products better”. Matthew L (pers. comm, 2013)

17. Differentiated Instruction : Is an approach to instruction that incorporates a variety of teaching strategies which are tailored to match individual students’ skill levels, interest and learning styles In my science classroom, I DIFFERENTIATE the CONTENT, the PROCESS and the PRODUCT by showing students how to use and make: • Graphic organizers and posters (electronic & traditional), • Student workbooks, • Flow charts and Quizlet. • Labs, • Scientist ‘role playing’ activities and Voki • Mind maps, • Building models • Individual or group work Part Three:Current Differentiation

18. http://www.youtube.com/watch?v=TM54-N3lkw8 Why should you differentiate?

19. Push me! See how far I go! Work me ‘til I drop. Then pick me up. Open a door, and then then make me run, and then make me run to it before it closes. Teach me so that I might learn, The let me enter the tunnel of experience alone. And when, near the end, I turn to see you beginning another’s journey, I shall smile. (C.A. Tomlinson, 2001. P., 97)

20. Desired Differentiation and Writing Wish-List 1. Better tools to pre assess all students writing levels 2. Student contracts 3. Interest centers 4. ½ day science classes (double blocks) to research & do big labs or projects, to go local field trips and have guest speakers come in to the class. 5. Linear teacher prep to meet with team of teacher’s, counselors, and school district writing experts. 6. More Professional Development or workshop opportunities to see and hear from CA. Tomlinson, V. Ellery & J.L. Rosenboom, C Chapman & R King, and Sir Ken Robinson.

21. Part FourCommon Core State Standards BC Ministry of Education, (2006) Grade 9 Science IRP’s Processes of Science (PLOs)(A2) perform experiments using the scientific method(A4) demonstrate scientific literacy(A5) demonstrate ethical, responsible, cooperative behaviour(A7) demonstrate competence in the use of technologies specific to investigative procedures and research

22. “The curriculum gives students the opportunity to develop the skills, processes, attitudes and scientific habits of mind that allow them to pursue their own inquiries. Using critical thinking, creative insight, and their current scientific knowledge, students collaborate, investigate, problem solve, communicate, innovate, discover, and develop further understanding of science”. (BC Science Teachers Association, 2013)

23. In the 21st Century, students will be able to analyze debate and process scientific evidence to make educated & informed decisions about their daily lives and how these actions will help our living world.