Southeast Halifax High School
WICR Strategies Professional Development
Wednesday, October 13, 2010
Writing encompasses
almost anything you want
your students to put in
print form.
It can be scientific writing,
creative writing, prewriting,
poetry, rhymes, definitions,
vocabulary, equations, quick
writing, question-writing,
journaling, etc.
Writing is basic to thinking,
learning, and growth.
It allows your students to
think in complex ways,
building critical thinking
skills, and developing
knowledge of oneself and
the outside world, with
which he/she exists.
Writing also helps clarify and order experiences,
while simultaneously demonstrating how much
one knows about any given topic. The more
fluent the writer, the ore successfully one
Can compete academically.
The basic writing strategies promoted in AVID
are:
•
•
•
•
Class and Textbook notes (Cornell Notes)
Responsive Writing
Learning Logs and Journals
The Writing Process:
Pre-write
Draft
Revising
Editing
Final Draft
Quickwrite – What is it?
The Quick Write is a literacy strategy that is designed to give students
the opportunity to reflect upon their learning. This writing assignment
can be used at the beginning, middle, or end of a lesson and takes
only about three to five minutes. Short, open-ended statements are
usually given.
For example, students are asked to write about what they
learned, problems they encountered, what they liked (or did not like)
about the lesson, and about how well they understood the concepts. In
content teaching, the integration of reading and writing reinforces
meaning construction as both activities use similar processing skills.
Quickwrite – What is it?
The Quick Write open-ended statements can be
recorded in journals, on note cards, on the
computer, or at the bottom of assignment sheets.
Feel free to ask your students their opinions in this
easy, non - threatening manner—they have much
to share!
Quickwrite Activity
Do a quickwrite about what you
think your role should be in an AVID
School.
Share using the “Whip Around”
Technique
Inquiry is:
•Uncovering one’s understanding
•Asking critical questions
•Engaging in thinking, learning, and
discussion
Students who inquire:
•Analyze and synthesize materials or ideas
•Clarify their own learning
•Probe others’ thinking
•Work through ambiguity
The AVID curriculum supports inquiry
through:
•Skilled questioning techniques
•Costa’s Levels of Thinking
•Socratic Seminars
•Tutorials
•Investigations
•Questions that guide research
Inquiry Method
Engage in skillful questioning
Higher Level Thinking
Respectful dialogue
Inquiry Activity:
The Three-Story Intellect
Costa’s Level of Questioning
Salvador Late or Early by Sandra Cisneros
Collaboration
AVID Inspired Classroom
– Groups are referred to as collaborative
Purpose
–
–
–
–
Bring students together
Ask
Explore
Answer questions
Become better
•
•
•
•
Listeners
Thinkers
Readers
Writers
Discover ideas and
remember them
Why Collaborative Learning
Groups?
Research shows that students learn best
when they are actively manipulating
materials through making inferences and
then generalizing from those inferences.
Collaborative Learning Groups
•
•
•
•
•
Positive interdependence
Individual accountability
Heterogeneous
Shared leadership
Social skills necessary for task
completion
• Teacher/tutor observes and intervenes
• Groups process their effectiveness
Collaborative Activities
•
•
•
•
Tutorials
Jigsaws
Group projects
Read-arounds
Preparing
• Students experience the process of
learning
– The “how” as well as the “what”
• Teacher/tutor carefully guide the group
• Encourage members to share their
ideas
• Explore and respect the ideas of others
• Group must constantly probe until
ideas are precise and clear
Group Selection
•
•
•
•
•
•
No fixed way
Teacher-determined
Self-selected
Spatial
Randomly selected
groups
Preparing Students
• Non-threatening experiences
• Gradually increase tasks demands and
duration
• Discuss before beginning:
– Group etiquette
– Stereotyping
– Group dynamics
• Review what a productive group “looks
and sounds like”
Reflection
Students write and discuss:
• What went well?
• What can be improved?
Avoiding Mayhem
• Careful instructions and simple
directions before moving into groups
• Establish a specific route for moving
into groups
• Have students move their desks close
together to prevent loud talking and to
create a conducive atmosphere to share
ideas.
• Establish a reasonable time limit.
Read Around
Using a piece of Cornell Note paper, we will respond
to the following topic:
•Round 1 You will respond to the prompt and write for
two minutes
•Round 2 You will send your paper to your left and
the next person will read what you wrote and continue
answering based on what they read
•Round 3 Repeat Round 2
•Round 4 Reread what is written and create a
summary for the page
Reading –insert WICR
Read Around
•How can students having
electronic devices in school
impact your classroom?
Reading strategies in
your content areas
• The Write Path content area curriculum
guides
• AVID Weekly Lessons and strategies
from Critical Reading
Philosophical Chairs
• Understand central statement or topic
before discussion
• Listen carefully when others speak
• Wait for mediator to recognize your
before you speak
• Summarize briefly the previous
speaker’s argument
Rules of Engagement
• If you have spoken on your side, you must
wait until three other people on your side
speak before speaking again
• Be sure to address the idea, not the person
stating them
• Keep an open mind and move to the other side
or the undecided section if you feel that
someone made a good argument or opinion is
swayed.
• Support the mediator by maintaining order
• Debrief students before students leave class.
Topic for Philosophical Chairs
Should teachers make the decision
whether electronic devices are
allowed in individual classrooms?
Interactive
Cornell
Notes
NCSCOS AND
THE AVID
CONNECTION
NINTH GRADE WORLD HISTORY
COMPETENCY GOAL 8: PATTERNS OF HISTORY- THE LEARNER WILL ASSESS THE INFLUENCE OF IDEALS, VALUES, BELIEFS, AND TRADITIONS ON
CURRENT GLOBAL EVENTS AND ISSUES
8.01 Trace developments in literary, artistic, and religious traditions over time as legacies or past societies or as cultural innovations
ELEVENTH GRADE UNTIED STATES HISTORY
COMPETENCY GOAL 5: BECOMING AN INDUSTRIAL SOCIETY (1877-1900) THE LEARNER WILL DESCRIBE INNOVATIONS IN TECHNOLOGY AND
BUSINESS PRACTICES AND ASSESS THEIR IMPACT ON ECONOMIC, POLITICAL, AND SOCIAL LIFE IN AMERICA
5.03 Assess the impact of labor unions on industry and the lives of workers
AP WORLD HISTORY
Modified
DBQ’s
COMPETENCY GOAL 3: Emerging Monarchies and Empires—The learner will investigate significant events,
people, and conditions in the growth of monarchical and imperial systems, 600 CE- 145 CE
3.04 Trace social, political, economic, and cultural changes associated with the Renaissance, Reformation, the rise of nation-states and absolutism
PUTTING IT ALL TOGETHER
THE SITE TEAM AND THE NC TEACHER EVALUATION
PROCESS
Standard
Developing
Proficient
3C- TEACHERS
RECOGNIZE THE
INTERCONNECTE
DNESS OF
CONTENT
AREAS/DISCIPLI
NE
…and
Understand the Demonstrate
links between knowledge of
grade/subject
links between
and the North grade/subject
Carolina
and the North
Standard Course Carolina Standard
of Study.
Course of Study.
Accomplished
…and
Demonstrates
knowledge of
the links and
vertical
alignment of
the grade or
subject are and
the North
Carolina
Standard
Course of
Study. Relates
content to
other
disciplines.
Distinguished
…and
Collaborates with
teachers from
other grades or
subject areas to
establish links
between
disciplines and
influence schoolwide curriculum
and teaching
practice.
AVID
CONNECTION
ARTIFACTS
ESSENTIALS
5.3- AVID
STUDENTS TAKE
AND USE
CORNELL NOTES
IN ALL CONTENT
AREAS. THEY
MODEL
CORNELL NOTE
TAKING FOR
OTHER
STUDENTS AS A
SCHOOLWIDE
STRATEGY FOR
ASSISTING
SUTDENTS TO
ACCESS
RIGOROUS
CONTENT
Display of
creative student
work
Use of NC
Standard Course
of Study
Lesson Plans
NC AVID High School WebEx
Opportunities
• Math Session 2 10/26/2010
• Science Session 2 10/26/2010
• History/Social Sciences Session 2 11/4/2010
• English Language Arts Session 2 11/9/2010
Presenters
Felicia Booker – SIG Instructional Coach
Stacey Bush – North Carolina AVID Program Manager
Cynthia Seabrook – Assistant Principal
Alfreda Smith – SIG Technology Facilitator