8/29/12
Writing for the
National Board
1 DESCRIPTIVE
WRITING
2 The “Journalist” Analogy •  Describe the Who, What, Where and
When…
•  …save the why for the analysis and
reflection. 3 1
8/29/12
Topics of Descriptive Writing
•  Ability levels
•  Ages
•  Interests
•  Cultural backgrounds
•  Information that enables the reader
“see” your students
4 Descriptive Trigger Words
• State
• List
• Describe
• What
• Which
5 Descrip:ve Wri:ng Quali:es •  Accurate and clear
•  Clear and logical order of the elements or
features of the event, person, concept or
strategy described
•  Precise supporting elements that would allow
an outsider to “see” whatever is described.
6 2
8/29/12
SELF-CHECK
7 Self-Check
What is the purpose of
Descriptive Writing?
A) To tell why you are teaching the unit
B) To rationalize your instructional choices based on your
school circumstances and obstacles
C) To prepare the reader for the lesson analysis
D) To describe one particular student in your class
8 Self-Check
What is the purpose of
Descriptive Writing?
C) To prepare the reader for the lesson analysis
9 3
8/29/12
Self-Check
What elements should be included in
Descriptive Writing?
A) Instructional challenges
B) Achievement levels
C) Course Content
D) All of the Above
10 Self-Check
What elements should be included in
Descriptive Writing?
D) All of the Above
11 Self-Check
Your writing must directly quote
the standards.
•  True
•  False
12 4
8/29/12
Self-Check
Your writing must directly quote
the standards.
•  False
13 Tips
 Highlight the number of adjectives and active
verbs.
 Choose only words that clearly, concisely,
and accurately describe your class, setting, and
situation. BE SELECTIVE!
 Paint a picture, but don’t get carried away
with the paint!
14 Stop and Reflect
Pause for just a moment to reflect on Descrip4ve Wri4ng. 15 5
8/29/12
ANALYTICAL
WRITING
16 The “Scientist” Analogy
•  Form a hypotheses
•  Confirm or reject your
findings
•  Analyze the facts
based on what you
know and understand
about student
learning
17 Analytical Writing Qualities
•  Have the subject of what is being analyzed
available to your reader (ie. video, student
work, evidence) and be sure it is described
clearly in the prior descriptive piece.
•  Analysis is not descriptive, persuasive, history
or fiction.
18 6
8/29/12
Should Reflect an Understanding
of Your Students
•
•
•
•
•
•
•
Interests
Abilities & Motivations
Skills & Knowledge
Family Circumstances
Peer Relationships
Values
Cultural Context
19 Should Reflect the Architecture of
Accomplished Teaching
•  Understanding students •  SeGng high and worthwhile goals •  Developing appropriate instruc:onal strategies •  Determining success through appropriate assessments •  An analysis of where you’ll go next in light of these assessments and these students… 20 Questions to ask yourself…
•  What did my students know before this teaching
experience?
•  What did my students learn as a result of this teaching
experience?
•  What did I know about my students and their
knowledge before this teaching experience?
•  What did I learn about my students and my practice
because of this teaching experience?
21 7
8/29/12
Not “I wish… I feel…” •  The focus of the wri4ng is not on what happened, but why it happened. •  “Analysis deals with reasons, mo:ves, evidence, and interpreta:ons.” 22 Use Analytical Writing when you’re asked to:
•  Explain why a particular teaching strategy was
successful.
•  Develop a rationale.
•  Explain what a student’s performance suggests about
your teaching.
23 SELF-CHECK
24 8
8/29/12
What is the purpose of Analytical Writing?
A) To tell why
B) To describe your school
C) To prepare the reader for the lesson analysis
D) To describe a student in your class
25 What is the purpose of Analytical Writing?
A) To tell why
26 When asked to analyze, it is my job to convince the assessors that my instruc:onal decisions were valid. •  True •  False 27 9
8/29/12
When asked to analyze, it is my job to convince the assessors that my instruc:onal decisions were valid. •  True 28 Stop and Reflect
Pause for just a moment to reflect
on Analytical Writing .
29 REFLECTIVE
WRITING
30 10
8/29/12
Questions to ask yourself…
•  Were the goals appropriate for these par:cular students in this par:cular seGng? •  Did I design appropriate strategies, designate appropriate groupings, and gather appropriate materials? 31 More questions to ask…
•  How did the students perform in light of the
chosen goals?
•  Could I have taken this a step further and
increased student learning?
32 The “Doctor/Patient” Analogy
•  Describe your ailments
•  Doctor diagnosis in light of
what he knows about
medicine
•  A course of action is set to
make things better
33 11
8/29/12
What’s my next move? •  “Reflec4on is self-­‐analysis, or •  considera4on of prac4ce.” •  The focus is on why it happened and how it affects future instruc:on. 34 Reflective Writing is called for when
asked to consider…
•
•
•
Successes, obstacles, and what you would do
differently next time.
Your reasons for making your decisions.
Excuses for why things did or didn’t work
they way you wanted.
35 Stop and Reflect
Pause for just a moment to reflect on
Reflective Writing .
36 12
8/29/12
Always Remember…
The quality of evidence is more important
than the quality of writing.
37 13