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Presented by Red Cedar Writing Project at MSU in conjunction with

Project WRITE: An MDE Title II Grant To Study Adolescent Literacy Improving Response and Assessment July 23 2009, 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

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Presented by Red Cedar Writing Project at MSU in conjunction with

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  1. Project WRITE:An MDE Title II GrantTo Study Adolescent LiteracyImproving Response and Assessment July 23 2009, 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 Technology Liaison: Andrea Zellner Red Cedar Writing Project Teacher Consultant: Dawn Reed

  2. 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 Alice 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 • Carol Fenn: Secretary at the MSU Writing Center • Theresa Marquez: Secretary to Janet Swenson • Dawn Reed: RCWP Teacher Consultant

  3. 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 • Build capacity with teacher leaders

  4. Protocols • Participate fully in all activities: WRITE, READ and DISCUSS • Take care of your needs • Reflections • Pair share • Small groups • Large group discussion • Monitor Our Airtime • Entrance Slips/Exit slips • Parking Lot concerns

  5. 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

  6. IRA Objectives • Teachers review the current research on assessment • Teachers consider the many options available to them for response and assessment • Teachers assess and respond to student writing online • Inquiry: How might we improve our response to and assessment of student writing so that the quality of that writing improves as a result of our efforts?

  7. 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

  8. Resources • How to Give Effective Feedback to Your Students by Susan M. Brookhart(Association for Supervision and Curriculum Development). 2008 • “Diagnosing and Responding to Student Writing”http://www.dartmouth.edu/~writing/materials/faculty/methods/responding.shtml • “The Trouble with Rubrics” by Alfie Kohn http://www.alfiekohn.org/teaching/rubrics.htm

  9. IRA Overview: July 23, 2009Morning • 8:30 – 9:00 Introduction: Handout books; Review various options available to teachers for assessment and response to student writing with handouts: -The NWP Protocols for Assessing Student Writing -Analytic rubrics such as Six-Traits -Holistic Rubrics such as the MEAP/MME • 9:00 - 9:30 Read Research: “Diagnosing and Responding to Student Writing” http://www.dartmouth.edu/~writing/materials/faculty/methods/responding.shtml • 9:30 – 10:00 Analytic assessment of student papers – How it works and a brief deconstruction of a rubric such as Six-Traits • 10:00 – 10:15 Break • 10:15 – 10:45 Holistic assessment of student papers – How it works and a brief deconstruction of a rubric such as MEAP or MME • 10;45 – 11:15 Read and respond to chapter 1 of How to Give Effective Feedback to Your Students by Susan M. Brookhart • 11:15 – 12:00 The argument against the use of rubrics: “The Trouble with Rubrics” by Alfie Kohn http://www.alfiekohn.org/teaching/rubrics.htm • 12:00 – 12:45 Lunch

  10. IRA Overview: July 23, 2009Afternoon • 12:45 – 1:30 Teachers sign on to the Google site http://sites.google.com/site/projectwritemsu2009/ in assigned groups containing a mix of Tier I and Tier II teachers • 1:30 -- 2:00 Teachers learn to manipulate the Google site to assess a paper using an analytic rubric onliine • 2:00 – 2:15 Break • 2:15 – 2:45 Read and assess a student paper using an holistic rubric on the Google site • 2:45 – 3:45 Teachers continue to manipulate the Google site to respond to and discuss a paper using an analytic rubric online • 3:45 – 4:00 Exit reflection and discussion questions • Homework: Read

  11. Teachers-as-Writers • How might we improve our response to and assessment of student writing so that the quality of that writing improves as a result of our efforts? • What successes have you had? • What challenges do you face?

  12. Read Research • Read: “Diagnosing and Responding to Student Writing” http://www.dartmouth.edu/~writing/materials/faculty/methods/responding.shtml • Respond to the article on the wiki • Discuss in the larger group

  13. Analytic assessment of student papers • How does it work? • Briefly deconstruct a rubric such as Six-Traits. • Work in pairs on one element in the handout. • Report out to the larger group.

  14. Holistic Assessment of Student Papers • How does it work? • Using the handout of the MDE rubrics, do a brief deconstruction a rubric such as MEAP or MME. • Work in pairs. • Report out to the larger group.

  15. How to Give Effective Feedback to Your Students by Susan M. Brookhart • Read and respond to chapter 1 on the Project WRITE wiki • Discuss in the larger group.

  16. “The Trouble with Rubrics” by Alfie Kohn • Read the argument against the use of rubrics: “The Trouble with Rubrics” by Alfie Kohn http://www.alfiekohn.org/teaching/rubrics.htm • Respond to the article on the Project WRITE wiki • Discuss in the larger group

  17. Lunch • 12:00 – 12:45

  18. Afternoon Session

  19. Homework • Read the Cooper handout, “Holistic Evaluation of Writing” • Respond on the wiki over the weekend. • Source: Cooper, Charles R. And Lee Odell. Research on Composing. 1974. NCTE.

  20. Exit Reflection and Survey • Reflection Questions: • How and why would teachers gravitate to one method or another? • How does the online experience impact the assessment? • Consider how this approach might help students improve the quality of their writing. • Survey Monkey

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