Spokane: writing in the classroom


#1

see below for the classroom writing strategies shared during PD in spokane the week of july 20:

  • give examples of 1, 2, and 3 quality writing (per the rubrics) for relatively simple tasks
  • have students turn in “rough draft” of practice PTs and give feedback on what needs to change to turn a 1 or a 2 into a 3.
  • classroom writing should reinforce technical writing standards, specifically:
  • being precise
  • giving detailed descriptions
  • avoiding unnecessary “fluff”
  • work with an english teacher so you can reinforce one another and build off of the work happening in one another’s classrooms
  • save time by co-assigning projects with the english teacher
  • look for dual credit opportunities across CS and english
  • read and critique good writing samples so students know what good writing is
  • use a rubric for the critique so students become familiar with the process of using a rubric and following directions
  • use precision in our own language as teachers, particularly with the words used in the performance tasks (e.g.: don’t use describe and analyze interchangeably).
  • provide frequent opportunities to analyze and review models
  • activity: provide students with a description that they rewrite as an analysis (move from a 2 to a 3)
  • activity: read an article and provide either and analysis, description, or evaluation and have students identify which they have.
  • start small and work to more complex writing
  • teach students to self-evaluate their writing
  • do live demos of writing-- teacher responds to student prompts in front of the class and talks through what she is doing and how she is constructing her response
  • use sentence stems to help students get started
  • allow for typed or handwritten, and for ELL students early in the school year, allow for verbal responses while they become more comfortable with writing.
  • 6 trait writing http://www.plattscsd.org/parents/6+1overview.pdf
  • follow this helpful research paper structure: https://drive.google.com/file/d/0B21d4g64Z62YdTY2MC1ub1ltd1VhRnRGajBqN09GT2tIcW1N
  • peer editing
  • group editing
  • whole-class checklists
  • task deconstruction
  • timelines (planning out the writing process)
  • iterative writing with a partner
  • PRACTICE, PRACTICE, PRACTICE!
  • reflective writing in small chunks, starting early in the year
  • students analyze each other’s work (maybe anonymously?)
  • what is one good thing?
  • what is one thing that can make it even better?
  • focus here on growth
  • students writing in journals
  • analyze the rubrics with students.

#4

Thank you to inform you …


#5

Thank you for your quick response!


#6

Equity and discovery allows for students to collaborate and communicate and perform to there potential without judgement. This will work well in programming where there are many ways at arrive at a desired outcome and you can always tinker with code to make it work "better:. Equity is build in for the same reason.