Presented by Red Cedar Writing Project at MSU in conjunction with

1. Project WRITE:An MDE Title II GrantTo Study Adolescent LiteracyIntroduction for Tier II Teachers June 18, 2009 Presented by Red Cedar Writing Project at MSU in conjunction with Clinton RESA, Flint Schools, Genesee ISD, Ingham ISD, Lansing Schools, and Shiawassee RESD Facilitator: Liz Webb Project WRITE Teacher: Jennifer Casper

2. Things to do when you first arrive: • Sign in – both attendance and SBCEUs. • Have some breakfast. • Let us take your picture. • Order your lunch from Jimmy John’s. • Fill out slip with stipend information. • Pick up handouts and books.

3. Introductions of Presenters and Project WRITE personnel • Janet Swenson: Assistant Dean of the College of Arts of Letters at MSU, director of the grant and grant writer • Liz Webb: Facilitator of Project WRITE and Red Cedar Writing Project Teacher Consultant (RCWP) • Sue Stephens: Clinton RESD/Shiawassee RESD partner and grant writer • Mary Ross: Flint Schools’ partner • Sharon Armstrong: Genesee ISD partner • Amy Kilbridge and Kathy Dewsbury White: Ingham ISD partners • Bethany Deschaine: Lansing Schools’ partner • Paul LeMahieu, Professor at UC Berkeley and National Writing Project assessment expert • Andrea Zellner: RCWP PD Coordinator,Teacher Consultant, Technology Liaison • Jennifer Casper: Project WRITE Tier I Teacher • Carol Fenn: Secretary at the MSU Writing Center • Theresa Marquez: Secretary to Janet Swenson

4. Goals and Objectives of the Grant • Improve adolescent literacy • Build a learning community within the cohort • Utilize technology and best practices within the grant and in the classroom to move all students to excellence in literacy • Recognize and address the gender gap being documented in mid-Michigan test results • Focus on and refine assessment of student writing and the use of technology for learning • Read, utilize and possibly conduct research

5. Protocols • Participate fully in all activities • Take care of your needs • Reflections • Jigsaw • Pair share • Small groups • Large group discussion • Monitor Our Airtime • Entrance Slips/Exit slips • Parking Lot concerns

6. Project WRITE Summer Extension2009 Professional Development Activities • Tier II introduction to Project WRITE: June 18, 2009 • Gull Lake Writers’ Retreat: June 26-28, 2009 • Improving Response and Assessment: July 23 (full day) July 27,28, 29 30, ½ days online; Sept19, 2009 • Summer Technology Institute: Aug 4, 5, 6,2009

7. Surveys • SAMPI’s (ID process important) • Technology • Best Practices

8. Overview: Morning • Welcome/Introductions/Digital Pictures/Reimbursement process/Double check acceptance to the wikispace • Surveys/Light Breakfast • Goals and Objectives of the Grant • Protocols • Overview of the morning • Community Building: Walk and Talk (pair share) : Introduce your partner to the group using Elmo) Write brief autobiography • Break • “Shift Happens” on YouTube (3rd Iteration) and Reflection • Theoretical Base: Brian Cambourne and Harvey Daniels • Introduce wikis: Show PW wiki; Questions • Classroom use of a wiki demonstration • Morning Reflection and Discussion

9. Overview: Afternoon • Move to the Computer Lab (Andrea Zellner may join us) • Instructions/navigating the Project WRITE wiki and using teacher pages (Use wikispaces screencasts) • Save writing to a teacher page • Explore teacher resources on the www.projectwritemsu.wikispaces.com/ (Examples of boy writer info and blogging) • Break • Read a short chapter in the Burke book • Create a wordle (save to teacher page on the wiki) • Writing Prompt: Introduce yourself on the wiki ? • Read and discuss: NCTE Position Statement on Adolescent Literacy 30 min T • Break 15 min • Carnegie Reports: Writing Next recommendations p 3-10 (a portion of it using a RAC approach [technology?]) = L or T 30 min • Reflection • Wrap-up and Exit Slips Day 1PD L 20 min • Review GLCEs in all content areas= Homework • Assignment: Write Bio of partner and post one Reflection to WIKI tonight

10. Roles as Teachers • Teachers-as-Writers • Teachers-as- Readers • Teachers-as-Collaborators • Teachers-as-Users-of-Technology • Teachers-as-Assessors of student writing and student use of technology for learning • Teachers-as-Researchers: Learn to love the hard questions • Teachers-as-Leaders

11. Teachers-as-Writers • Walk and Talk • Note cards • Use of the Elmo (overhead camera)

12. Community Building: Walk and Talk • Introduce yourself to someone you don’t know from a different district. • Walk and talk together for 10 minutes. • Talk to one another to get to know each other personally and professionally. • Come back here. • Draw a card to share using Elmo with all of us about your partner. (10 minutes) • Present your partner to the large group using the drawing. • Write a brief autobiography to post to the Project WRITE Wiki later today. (Low Tech or save to a Word document)

13. Break • 15 Minutes

14. Theoretical Base • Brian Cambourne: “Conditions of Learning” • Harvey Daniels, Steven Zemelman and Arthur Hyde: Best Practice: New Standards for Teaching and Learning in America’s Schools(Increase/decrease activities)

15. Brian Cambourne’s“Conditions of Learning” • Write a Reflection on Learning. (Low Tech or save to a Word document) • Think of a time when you learned something (not necessarily school related, but it might be) • How did the learning happen? • Who else was involved? • Is this memory pleasant or painful? (either is fine) • Share a few with the large group • Post this to the class Wiki or not?

16. Brian Cambourne’s “Conditions of Learning” Immersion (surround with reading and writing) Demonstration (model – teacher/students/others) Expectations (high with great good humor) Responsibility (individual choice, integrity and empowerment) Use (read, write and/or use technology daily) Approximation (accept efforts while moving to correctness) Response (peer and teacher) Engagement (all motivated to participate fully

17. Harvey Daniels, Steven Zemelman,and Arthur Hyde:Best Practice: New Standards for Teaching and Learning in America’s Schools

18. How could you move to increase one best practice in your classroom? Monday? In two weeks? Next month? Pair share. Large Group Allows teachers to move to workshop practices incrementally Allows students and teachers to take risks when comfortable Generates authentic reading and writing Zemelman, Daniels, and Hyde:Increase Writing Activities

19. “Shift Happens!” • Watch the video “A Vision of K-12 Students Today” • How are you impacted by this? • What implications does this have for us as teachers? • How will we meet the needs of our students when no one knows what those needs will be? • Other? • Pair Share with a different neighbor • Large group discussion • See Resources on Project WRITE Wiki for more information on YouTube.

20. Reflection on Harvey Daniels • Go to the handout • Write a technology addition to this list of suggestions with a partner on a sticky note • Briefly share with the large group

21. Introduction to Wikis as Useful Tools • Common Craft Show: “Wikis in Plain English” • http://www.youtube.com/watch?v=-dnL00TdmLY • Introduction to the Project WRITE wiki • Show the classroom wiki in Jennifer Casper’s MS Spanish classes

22. Reflection on morning activities: • Any Parking Lot Concerns? • What good idea have you gleaned from the morning activities? • How might you use ideas considered this morning? • What questions are burning in your brain?

23. Lunch • 40 minutes

24. Move to the Computer LabBessey Hall 317 • Please take all of your things with you. • Parking Lot Concerns? • (Liz on clean-up detail)

25. Edit wiki page • Post your autobiography paragraph to your teacher page using these steps • Go to www.projectwritemsu.wikispaces.org/ • Click on Teacher Pages on left • Find your name and click • Go to edit this page at the top and click • Start writing and don’t forget to save (top right)

26. Introduction of Writing Reminders:Tools, Tips and Techniques byJim Burke • Read Reminder 11, “Use Models…” • “Teaching Composition: A Position Statement” from the Commission on Composition, NCTE, pages xv – xvii. • Click on the Navigation Bar. • Click on Book Discussion. • Click on Jim Burke. • Click on Discussion Bar at top. • Click on June 18 thread. • Type in the message box. • Click on Post. • React to other postings. • Or react to an autobiography posting

27. Explore the Project WRITE wiki • Go to the Navigation Bar. • Select what you want to see. • Click on that and have a look. • Go to “Project WRITE Resources.” • “Teaching Resources” • “Boys in Education” • “Blogging” • “Podcasting”

28. Break • 15 minutes

29. Adolescent LiteracyA Policy Brief by the National Council of Teachers of English • Read the document (using markers, notes, circles, or stars, or sticky notes to capture understanding). • Write a response to one (or more) idea/s in the reading. • Pair share with a neighbor. • Large group discussion: -Implications for all of us? -What do you do already? -What do you need to work on? -How could you share these ideas with you colleagues in your school?

30. Wordles • Demonstrate • Make your own. • How could we use these????

31. Name Poem • Handout • Write your own. • Put it on your own Teacher Page. • Quaker Reading of just a line or two.

32. Sign up for Project WRITE Summer Extension Activities • Gull Lake: June 26-28 • Improving Assessment and Response to student writing: July 23, 27,28,29,30 and Sept 19 • Summer Tech Institute: Aug 4, 5, 6

33. TeacherTube/YouTube • Look at the website. • What videos could you use?

34. Burning Questions • ????? • Parking Lot

35. Exit Discussion • What first step could you take to use technology in your classroom? • What challenges do you face with adolescent literacy? • What benefit have you as a teacher gleaned from a conversation regarding adolescent literacy with your colleagues from around mid-Michigan today?