TUESDAY, October 13, 2015
Building a Bridge Between High School and College Writing
Panel: Dr. Jeff Grabill, Susan Golab and Mike Schanhals, moderated by Delia DeCourcy
RECORDING SLIDES
This panel will explore how teachers can more successfully arm students with the writing skills they need for college through a discussion of the work of the Michigan Teachers as Research Collaborative. Dr. Jeff Grabill, senior researcher with the Writing in Digital Environments program at Michigan State University and Susan Golab, literacy consultant for Oakland Schools ISD, convened a group of Michigan teacher leaders over a two-year period to examine how to improve the quality of student writing via effective peer feedback. Along with teacher leader Mike Schanhals, they'll share their findings and talk about what the expectations in a first-year college writing program really are--especially when it comes to digital writing.
It's the Process--Not the Product: Improving Student Research with Digital Organization
Featured Speaker: Rachelle Wynkoop, Supervisor Secondary Instruction & Professional Development, Port Huron Schools
RECORDING SLIDES
The Internet has revolutionized research, including what and how much information students have access to. What hasn’t changed is the need for students to sift, sort, organize, and cite that information. In this session, we’ll explore how digital notecarding can help focus students’ research process and improve final products. Using Google Slides as an organizational tool, along with the Google research and citation ad ons, we’ll re-imagine the research notecard so the process of organizing information becomes as digital as the search for it.
How Can Digital Spaces Change and Enhance Our Thinking about Informational Writing?
Featured Speaker: Jianna Taylor, Teacher Consultant, Oakland Writing Project
RECORDING SLIDES RESOURCES
Tired of the same boring, run of the mill informational essays? This session will focus on how to transform students’ informational writing through the collaborative nature of digital spaces that allow them to create more authentic and creative informational products. We will look at tools for annotating and creating digital texts in addition to thinking about how this might change our practice.
The Promise and Pitfalls of Strategies Instruction for Students Engaged in Complex Inquiry-based Activities Online
Special Invited Guest: Prof. Michelle Schira Hagerman, Ph.D.
RECORDING SLIDES RESOURCES
Given curriculum expectations for literacies in social studies/history, science and the technical subjects that emphasize inquiry and the synthesis of multiple, multimodal digital texts, teachers need data on which to base their pedagogical choices. What is known about the teaching of multiple, multimodal Internet text integration processes? What strategies can teachers use to effectively support the development of students' inquiry processes? What pitfalls should teachers avoid when they're planning for online reading and inquiry lessons? Importantly, how does writing, in particular, seem to support synthesis? This session will bring together research that can inform responses to these questions and, ultimately inform teachers' professional practice.
SEE WEDNESDAY'S ARCHIVE
Building a Bridge Between High School and College Writing
Panel: Dr. Jeff Grabill, Susan Golab and Mike Schanhals, moderated by Delia DeCourcy
RECORDING SLIDES
This panel will explore how teachers can more successfully arm students with the writing skills they need for college through a discussion of the work of the Michigan Teachers as Research Collaborative. Dr. Jeff Grabill, senior researcher with the Writing in Digital Environments program at Michigan State University and Susan Golab, literacy consultant for Oakland Schools ISD, convened a group of Michigan teacher leaders over a two-year period to examine how to improve the quality of student writing via effective peer feedback. Along with teacher leader Mike Schanhals, they'll share their findings and talk about what the expectations in a first-year college writing program really are--especially when it comes to digital writing.
It's the Process--Not the Product: Improving Student Research with Digital Organization
Featured Speaker: Rachelle Wynkoop, Supervisor Secondary Instruction & Professional Development, Port Huron Schools
RECORDING SLIDES
The Internet has revolutionized research, including what and how much information students have access to. What hasn’t changed is the need for students to sift, sort, organize, and cite that information. In this session, we’ll explore how digital notecarding can help focus students’ research process and improve final products. Using Google Slides as an organizational tool, along with the Google research and citation ad ons, we’ll re-imagine the research notecard so the process of organizing information becomes as digital as the search for it.
How Can Digital Spaces Change and Enhance Our Thinking about Informational Writing?
Featured Speaker: Jianna Taylor, Teacher Consultant, Oakland Writing Project
RECORDING SLIDES RESOURCES
Tired of the same boring, run of the mill informational essays? This session will focus on how to transform students’ informational writing through the collaborative nature of digital spaces that allow them to create more authentic and creative informational products. We will look at tools for annotating and creating digital texts in addition to thinking about how this might change our practice.
The Promise and Pitfalls of Strategies Instruction for Students Engaged in Complex Inquiry-based Activities Online
Special Invited Guest: Prof. Michelle Schira Hagerman, Ph.D.
RECORDING SLIDES RESOURCES
Given curriculum expectations for literacies in social studies/history, science and the technical subjects that emphasize inquiry and the synthesis of multiple, multimodal digital texts, teachers need data on which to base their pedagogical choices. What is known about the teaching of multiple, multimodal Internet text integration processes? What strategies can teachers use to effectively support the development of students' inquiry processes? What pitfalls should teachers avoid when they're planning for online reading and inquiry lessons? Importantly, how does writing, in particular, seem to support synthesis? This session will bring together research that can inform responses to these questions and, ultimately inform teachers' professional practice.
SEE WEDNESDAY'S ARCHIVE
