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Oct 23, 2014 5:46:57 PM - LEADERSHIP
00:03 - Leadership
Hi all. Debbie should be loading up the PowerPoint shortly. (I apparently can't do it
myself from a Mac.)
Oct 23, 2014 5:54:46 PM - LEADERSHIP
09:13 - KathrynPierce
Jenna, please join us in the moderators room!
Oct 23, 2014 6:05:07 PM - LEADERSHIP
Oct 23, 2014 6:05:54 PM - LEADERSHIP
22:06 - Barbara Cambridge 1
I like the fact that you are starting the conversation with student writing samples as the
basis.
27:41 - Leadership
Writing as a communal activity
28:51 - Leadership
Activities we liked: six second literacy narratives, chalk talks, selfies as writers and
readers
30:40 - Leadership
Blog to create dialog
31:23 - Leadership
Collaborative poem by 7th graders in Iowa
32:39 - Leadership
What we Kathryn noticed: Repetition, insider language details
33:08 - Leadership
"catching-on-the-go," Dad coming in late --> Particular perspective on the experience
of place
33:54 - Leadership
Being grounded in place allows for comparative conversation with students
35:08 - Lisa Scherff
I love growth grounded in real formative assessment ways
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35:59 - Leadership
Elizabeth looked at pieces by 1-3rd grade multiple age students partnersing with an
older multi-age class
36:04 - Leadership
Focus on process
36:46 - KathrynPierce
Thanks, Elizabeth, for detailing the ways these writing samples "got started" -- that
pre-writing component!
36:49 - Leadership
Began with playtime before beginning to write
37:16 - Leadership
Combining sections of own with partners' poems, adding additions lines
37:35 - Leadership
Writing and drawing poems on the sidewalk
37:57 - Leadership
Theme: Co-authorship
38:07 - Leadership
Theme 32: Multimodality
38:17 - Leadership
(Make that theme 2!)
38:24 - Leadership
Theme 3: Audience
38:46 - Leadership
Audience = self, partner, but also the community itself
39:38 - Leadership
Co-authorship produces double voiced piece. Assessment question: Do we hear
individuals voices? How well are they unified?
39:54 - Leadership
Multimodality: How do they use the chalk: The print? Colors?
40:12 - Leadership
Audience: Did these poems capture the imagination of community members?
40:22 - Leadership
People stopped their cars to read and comment.
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40:44 - Leadership
Lisa: Writing of a teacher from Iowa
41:00 - Leadership
Assessment of external influences
41:18 - Leadership
Continuum of emotions - internal and external theme
41:21 - KathrynPierce
I love the idea of teachers writing with their students and sharing their experiences.
41:37 - Leadership
Safety net of colleagues - teachers as community, a community within a community
41:53 - KathrynPierce
This helps us, as teachers, to appreciate the writing experiences of our students and
to think about the types of feedback that would be helpful to the writer.
42:00 - Leadership
How many classroom teachers feel safe to express their feelings like this in a public
forum?
43:03 - Leadership
We talk a lot of what our students write, but how do we find time as teachers to write in
genres and modalities that are powerful for us?
43:57 - Leadership
Scott: Blog post - "Experiencing Racism"
44:00 - KathrynPierce
What are the forms of writing that we can explore as teachers for our own
expressions?
44:27 - Leadership
I love that the National Day of Writing opens the door for teachers to do expressive
writing.
45:00 - Leadership
Blog post addresses complex topic, but in measured way.
45:19 - Leadership
Presenting family narratives, with framing
45:36 - Leadership
Documenting vs. crafting the narrative
46:00 - Leadership
What do we do when student collaborate and co-author?
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46:17 - Leadership
Challenging in a context that focuses on accountability
46:31 - Leadership
Comments --> Writing as participation
46:45 - Leadership
Little kids writing themselves into each others' lives
47:14 - Leadership
Participating purposefully in an ongoing conversation
47:36 - Leadership
Moves in comments: Acknowledgement, praise, encouragement
47:47 - Leadership
Thanks for peer feedback
48:19 - Leadership
Surface features have errors, but Scott and author largely overlooked
49:24 - Leadership
How do we define the health of a literacy community?
49:39 - Leadership
What forms are student choosing?
49:52 - Leadership
What forms of writing aren't represented in the collection?
50:15 - Leadership
What do we make of the multimodal nature of some of the work?
50:24 - Lisa Scherff
My comment is more of a question/fear:
51:09 - Leadership
How do writers use writing to connect with, reflect on, and seek to influence their
communities?
51:14 - Scott Filkins
I noticed that pattern of critical response to community--it was pretty fascinating
51:17 - Lisa Scherff
With new standardized, high-stakes writing assessments students will be forced to
"compose" and "publish" them via a computer. What might that do to their feelings
about their own comosing using technology?
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51:26 - Leadership
How well do we create context for critical commentary?
52:16 - Elizabeth Jaeger
The importance of self-assessment.
52:59 - Leadership
Computer labs closed for many weeks for use in standardized assessment
53:43 - Lisa Scherff
Will writing on demand via computer negatively impact students' use of technology for
their own blogging, fanfiction, etc.?
54:02 - Barbara Cambridge 1
How does assessment differ when you are looking at multiple samples at once rather
than a single sample? Is your reaction to the sample different if the sample is in the
context of other samples?
54:36 - Leadership
Self-assessment as a way to have critical distance from formal assessment results
56:15 - Barbara Cambridge 1
How does what is being discussed, mostly formative, relate to the summative
assessment that is required of many teachers?
1:03:04 - Scott Filkins
Wow, those sound interesting!
1:03:29 - Lisa Scherff
I love that my high school continues to offer several sections of creative writing
1:03:29 - Barbara Cambridge 1
Darren, that's a very interesting idea, i.e. seeing how writing by students evokes or
doesn't evoke response from their communities. Elizabeth, I want to learn more about
the practices of literacy zones!
1:03:29 - Leadership
Areas within city designating themselves as "literacy zones." (I want to learn more
about that!)
1:06:00 - Jenna Fournel
What about different "forms" of writing - are we assessing too narrow a "type"?
1:06:10 - Leadership
Assessment conversations embedded within classroom work can become products
1:06:48 - Lisa Scherff
Here in Florida we (the State) are still assessing just two forms of writing at the high
school level
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1:07:04 - Leadership
How can we involve community in the assessment of student work? (parents,
community members, future employers, etc.)
1:07:27 - Leadership
What would they see? What will they learn? What would evidence that they were a
thriving literacy community look like?
1:07:50 - Barbara Cambridge 1
Darren's sixth grade teacher each week sent home to parents of a student in the class
a set of pieces of writing that we were invited to respond to in any way that we thought
would be helpful
1:08:11 - Lisa Scherff
That's wonderful!
1:10:03 - Leadership
Miriam Wood, who I also had in 4th grade. She was exceptional.
1:10:05 - Scott Filkins
I would love for that to happen! I need a model for that!
1:10:16 - Lisa Scherff
Me too!
1:10:36 - Scott Filkins
Thank you, Darren & Kathryn!
1:12:34 - Jenna Fournel
Thank you all!