The 6 Traits of Writing: An eLearning Module
Portland State University Capstone Proposal
Kim M Shealy
2008
6 Traits: eLearning Module
3/6/2016
Contents
Abstract 3
Introduction
3
Parts of Proposal
Method Background 5
Module Design Discussion 6
Development of Prototype
Audience 6
eLearning Platform 7
Module Lesson Overview 8
Available Resources 9
Evaluation and Testing 10
Module Evaluation System 10
Pilot Testing 10
Module Promotion 10
Management Plan 10
References 11
Appendix A
Module Lesson Mapping 12
Appendix B
Module Instructional Resources and Links 21
Appendix C
How the Module Works: Internet URL Listings 27
Appendix D
Instructional Analysis Flowchart 28
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Abstract
This module is presented in an eLearning instructional format to meet the continuing
educational needs of K-12 educators with a blended approach utilizing technology tools,
Internet links, and communication devices beyond their classroom instruction.
The ability to navigate in a diverse “global village” will be a key skill for 21st century
citizens (Kleeman 2002). During the 2004 NetDay, over 160,000 students stated that they
want technology that will allow them to visit virtual worlds, take online classes, and work
digitally (Stubbs 2005).
Statistics have shown that these strategies warrant modification with 21st century
technology. Professional development that is linked to content and technology is more
powerful and beneficial for both teachers and students (Write Traits 2008).
Introduction
“Today we are in the middle of a new revolution in both technology and culture; a
revolution in which our children are often in the vanguard. For they are the first
generation that is truly growing up digital” (Wartella, O’Keefe, & Scantlin 2000).
In claiming that, “change will not take place on a large scale until teachers make it
happen in their own classrooms, rethinking their daily routines in order to integrate
technology into curriculum” (Lee 2007), continuing education courses must be
redesigned to blend proven techniques with technology embedded into the instructional
presentation. In 1994, the U.S. Congress, announced that training facilitating teachers to
use technology effectively may be the most important step to ensuring that current and
future investments in technology are fulfilled (U.S. Congress1995). Since 1994, a review
of literature and research revealed that both the National Education Technology
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Standards and the National Council for Accreditation for Teacher Education expect new
teachers to teach with technology through advanced methods, and yet the majority of our
pre-service teachers are not prepared to do so (Stubbs 2005). In her study, Stubbs
surveyed teachers five years after leaving their formal educational settings and asked the
following question:
Is a teacher preparation program that is characterized by a more technology integrated environment,
associated with: an increase in readiness and expertise to use technology for complex student projects, an
increase in teacher proficiency with using technology, more student-centered instructional practices, an
increased ability to locate resources and/or assistance for using technology, and a decreased perception of
obstacles to technology use?
Stubbs discovered the same findings that Lee surmised in 2007, “Although U.S. public
schools now boast an average of one computer to every 3.8 students, the statistics show
that many teachers are not taking advantage of this technology to maximize student
learning.” These current statistics sadly point to the fact that the needs, as stated below,
are not likely to be met unless teachers are introduced, encouraged, and trained to “blend”
technology into their instructional design.
In 2003, the National Commission on Writing in America’s Schools and Colleges stated
simply, “If students are to make knowledge their own, they must struggle with the details,
wrestle with the facts, and rework raw information and dimly understood concepts into
language they can communicate to someone else. In short, if students are to learn, they
must write.” 21st century students are writing across the content areas and for national
and state mandated assessments. On an average, today’s students are spending more
hours outside of school “texting” messages to their friends, than any of the previous
generations spent writing letters to be posted. So why is there little to no enthusiasm for
writing in an educational setting?
What better way to address these needs than by “blending” face-to-face writing
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instruction with the technology that today’s students are already using. Around the
globe, universities and businesses are providing education online through distance
learning environments. High school students across America are now being given the
option to take required courses online if there isn’t enough room for them in the
classroom. Area Educational Service Districts are encouraging educators to transform
originally sponsored courses into instructionally designed eLearning modules for
educators. This module will meet the needs, as outlined above, for precisely those types
of 21st century educators and students.
Method Background
In addition to providing common writing assessment across grade levels and curriculum
areas, the six traits provides teachers and students with a common vocabulary to discuss writing
(Write Traits 2008). Matching this proven method for teaching effective writing strategies with
inspiring writing examples ensures student success.
As every good teacher of reading or writing knows, middle schoolers are often fascinated
and amused by picture books we might not think to share because they seem too
“unsophisticated,” but often, a picture book makes just the point you wish to make and does it in
both a concise and entertaining fashion (Spandel 2001). What better way to teach powerful
writing than to model a ten-minute “Read-To.” The traits are easy to spot within a picture book
because the text is short, the leads hook you into reading beyond the first page, precise and
delicious words carry the story’s plot, there is logical organization with fluid sentencing, and
each story has the power of a unique and inspiring voice.
Within a picture book, students can be lead to recognize-discuss-debate and practice the
type of word play, which engages a reader to “want” to read. Student’s writing gets stronger
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once they learn “what” good writers do. If we want them to practice writing good leads, let them
investigate those picture books that have outstanding leads. You know the ones that beg you to
continue the story, well that is what any state/national scorer will be wanting student’s papers to
do….inviting them to read more. When students get stuck in their writing, educators can simply
encourage them to go to the picture books for ideas and examples.
Module Design Discussion
Constructivist theories and active learning theories have helped educators understand the
way learners actively create meaning by exploring, experimenting, testing, and applying
knowledge in self-directed and collaborative fashions (rather than in a predetermined course of
study). Use of learning objects will empower online learners in unprecedented ways (Longmire
2000). In an eLearning environment, educators have the opportunity to practice instructional
design with technology tools. The “real time” discussions provides instant feedback as the
educator is engaged in the designing phase. Teachers who use technology more are also the
teachers that take more initiative in learning how to plan activities involving computers. They
were more likely to say that they have seen how other teachers use computers in their classrooms
or speak with other teachers to share ideas about this (Lee 2007). As Wilson & Wright
suggested in their 2007 findings, bridging the gap that lies between technology tools and
classroom instruction will be found through distance learning courses where educators will be
provided innovative outcomes, technologies and skills, modeling of examples, “tough love” of
cutting them loose to develop and implement their “own” version of these assignments.
Audience
Educators K-12. New educator’s who are inexperienced with the 6 Traits of Writing,
continuing educator’s who wish to update and modify their instructional
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methods/presentations, and seasoned language arts instructors who wish to add
technology to their 6 Traits of Writing presentations.
These educators most likely will be enrolling in this course for the following reasons:
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They are seeking continuing education credits through the local ESD provider
They are meeting professional goals in the area of language arts and the state requirement for a working
knowledge of the 6 Traits of Writing
Their building and/or district is sponsoring their training as a representative for future on-site “mini”
workshops with co-workers
These students will have a wide range of experience with technology:
Experience With:
Beginner:
Intermediate:
Proficient:
Working Knowledge of Technology:
Open/send emails; cut/paste information to word documents; post grades; send
attendance; perform interest-level web searches; create/save lesson documents
Conduct research using the Internet for lesson design purposes; create power
point presentations; download/upload items for lesson presentations; ELMO is
used with their instructional computer for classroom presentations; college/online course experience
Use various technology tools as instructional tools; students are encouraged to
use computer skills/knowledge as presentation tools; personal experience with
web design/wiki/blogs/moodle formats
ELearning Platform
This module will blend online and classroom learning components and experiences. The
eLearning instructional website will provide a Synchronous and Asynchronous learning
approach with learning activities that are both formal and informal. The learning purpose
is scaffolded in order to achieve performance improvement by the educator’s application of
the content covered in the course (introducing skills, teaching the skills with technology,
and transferring the eLearning techniques and methods in the educator’s learning
environment). Technology will be used in the following ways:
Technology:
eLearning Website
Users of Technology:
Module Facilitator
Module Educators
Purpose:
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Course Content (Asynchronous)
Discussion Board (Asynchronous) assigned
reading responses; assigned Internet investigations;
assignment self-evaluations
Assignment postings and feedback
Surveys and evaluations
Horizonwimba instruction (Synchronous)
Skype book discussion (Synchronous)
Tutorial help/clarification
6 Traits: eLearning Module
Educator Website & Wiki
Educator Blog
3/6/2016
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Module Facilitator
Module Educators
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Module Facilitator
Module Educators with
students
Module CD Tutorials
Module Educators
Educator Final
Presentation Video
Module Facilitator
Module Educators
Experience Journaling
Projects; assignments; lesson plans; student
samples
Peer evaluations and feedback
End of course instructional video
Student homework lessons
Student surveys and lesson evaluations
Student Internet links
Student 6 Trait book evaluations
Student updates
Web design tutorial
Wiki design tutorial
Blog design tutorial
Horizonwimba tutorial
Evaluation of learner application
Module Lesson Overview
Purpose: Since educators are life-long learners and since their certificates must
continually be updated with new course work, it is my belief that courses offered to
educators must now be “blending” technology into the presentation and the instructional
design of these continuing education offerings. I believe that if we provide our educators
with “the tools in which they can access, assess, build lessons upon, and strengthen their
lessons with they will eagerly adapt what is working with their students with what is
needed for 21st century learners.” Given the need for continued 6 Trait writing
instruction, in order to meet the national and state requirements for assessment, blending
what works with what technology is available will help refresh and inspire new levels of
writing abilities and instructional options for students.
Goals: Each section of this module is designed to provide educators with the 6 Traits of
Writing insights and instructional design practice. The following instructional goals and targets
will address this modules content and context. The modules contextual format with
corresponding lesson overviews can be found in Appendix A. The modules content resources can
be found in Appendix B. The modules blended Internet sites are described with URL addresses in
Appendix C. Listed below are the five goal oriented areas of instruction:
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1.
2.
3.
4.
5.
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New instructional insights for the 6 Traits of Writing model
New resources beyond the classroom: Internet Resources and Instructional Design Tools
Quick motivational ideas for writing sessions using the 6 Traits of Writing
Read-To Book suggestions for each of the 6 Traits
National perspectives that will enhance student learning in a blended writing experience
Targets: Educators will learn, modify, and enhance their current instructional techniques
by completing the following learning targets over the course of up to but no more than 8
months. Each session is designed to provide the most current instructional practices, to
create an advocacy for the educator's support beyond their building (24/7) when they need
direction, and to provide free resources that can be used with students with the added
assurance that other students have been successful with these downloads/templates. The
modules instructional target analysis can be viewed in flowchart format in Appedix D.
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6 Trait Writing Theory and Techniques
6 Trait "Quick Write" lessons
6 Trait "Read To" resources and practice
Writing Aloud (Writing to the students, the teacher is modeling writer thoughts)
Shared Writing (Writing with students, the teacher is the scribe)
Interactive writing (Writing with) technique and practice
Guided Writing (Writing with small groups)
Writing Monitor (Writing by the students, the teacher is the one-one specialist)
Writing Evaluator (Assessment practices, Rubric scoring continuum, Student self-evaluations)
Available Resources
Resources To Be Used:
Educational Service District
Local ESD
District Site
District Computer Technicians
Use of Resources:
Continuing education credits and sponsorship for module
CD Tutorials
Educator tutorials instructing design for website, wiki, blog
Horizonwimba
http://www.wimba.com
Headset with mic
Interactive online environment server
Possible instant messaging server
Educator online instant messaging tool (required)
Skype
http://www.skype.com
Survey Monkey Assessment Tool
http://www.surveymonkey.com
Possible instant messaging server
Free
Module assessment tool
Educator assessment tool
Books, Lessons, Ideas for
Teaching the Six Traits
Spandel, Vickie
Required reading for module
Basic = Free
Instructor = $20
Annual = $200
$20.00
Educator cost
Computer Lab for two face-to-face tech instruction
After school tech support and CD tutorial creation
Online purchasing:
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Cost:
Free for service
$10-15 for credits
Free
8 hours pay at state
scale
Package price
through district
warehouse
Basic = Free
$5,000 (school)
$10-30
educator cost
6 Traits: eLearning Module
ISBN: 0-669-48174-2
Reading To, With, and By
Children
Mooney, Margaret E
ISBN: 0-913461-18-0
6+1 Traits of Writing: The
Complete Guide for Primary
Culham, Ruth
Using Picture Books to Teach
Writing with the Traits
Culham, Ruth
3/6/2016
http://www.wiredinstructor.net/bookshelf.html
Required reading for module
Online purchasing:
http://www.amazon.com/Reading-Children-Margaret-EMooney/dp/0913461180
Suggested reading for module
Online purchasing:
http://www.wiredinstructor.net/bookshelf.html
Suggested reading for module
Online purchasing:
$12.95
Educator cost
$21.99
Educator cost
$13.59
Educator cost
http://www.amazon.com/Using-Picture-Books-WritingTraits/dp/0439556872/ref=pd_sim_b_img_1
Evaluation and Testing
There will be multiple forms for accessing the module effectiveness and success:
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Formative evaluation: The mock module will have an evaluation tool for the PSU: Instructional design
students and an evaluation tool for the PSU: Capstone sample educators.
Module evaluation and survey: The module will have a pre/post module survey that will provide
correlation and effectiveness feedback of the module’s efficiency.
Educator evaluations and survey: Using Kirkpatrick’s model for assessment, educators will take surveys,
post experience journal responses, and peer evaluation for lesson designs with each module (reaction,
learning, and transfer assessment). An evaluation for the final video presentation will provide feedback to
the educator by the module’s facilitator (impact assessment).
Module Evaluation System
Pilot Testing
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An interactive web site is currently under design construction. Further information will
be provided once the site is up and running and pilot testing has been gathered.
Module Promotion
Given that this module will be sponsored by the local ESD provider, the promotion
beyond the educational building and district will be placed on the ESD’s website, catalog,
and calendar which is sent to area districts and then educators (no cost to facilitator).
Flyers will be designed and sent within district mail and will be posted to the facilitator’s
website (flyer cost for district will be at facilitator’s cost). Once educators are scheduled,
the facilitator will send reminders and course updates to their professional or personal
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email addresses.
Management Plan
Module management and revision will be the facilitator’s ongoing process in order to ensure
continuous improvement in the design’s efficiency. Pilot testing of the modules instructional sites
(Website, Wiki, and Blogs) will provide instructional design revising. The pilot will be assessed by a
variety of teachers, librarians, and university students (findings will be added to the final section entitled
Pilot Testing). An added revision source will be gathered from Session 1, after the modules registered
Educators have taken the Pre-Survey located at the module Wiki site. Technology and Internet links will
be monitored and updated pre-during-post module’s operating dates. Any technology questions by
educators that the module’s facilitator cannot answer will be referred to the module’s tech team
with a response within 24-48 hours to the educator. Face-to-face help will be scheduled when
needed. Educator’s needs will be addressed on an individual basis through the module’s website
email link.
References
Evans, J., & Spero, I. (2005). Visions 2020.2 Student views on transforming education and training through
advanced technologies. U.S. Department of Commerce, U.S.Department of Education, NetDay. Retrieved April
2008, from Technology.Gov website:
http://www.technology.gov/reports/2005/Visions2020-2.pdf
Kleeman, DW. (2002). One mission, Many screens: A PBS/Markle foundation study on distinctive roles for
children’s public service media in the digital age. Retrieved April 2008, from Markle Foundation website:
http://www.markle.org/downloadable_assets/omms.pdf
Lee, WT. (2007). The relationship between teachers’ beliefs and perceptions about student use of computers and
how they integrate technology into curricular instruction. Retrieved April 2008, from ISTE website:
http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2007/Lee_Wend
y_Tan_N07.pdf
Longmire, W. (2000, March). A primer on learning objects. Retrieved April 2008, from Learning Circuits: ASTD’s
Source for E-Learning website:
http://www.learningcircuits.org/2000/mar2000/longmire.html
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National Commission on Writing in America’s Schools and Colleges. (2003). The neglected “R”: The need for a
writing revolution. Retrieved April 2008, from Writing Commission website:
http://www.writingcommission.org/prod_downloads/writingcom/neglectedr.pdf
Spandel, V. (2001). Creating writers through 6-trait writing assessment and instruction. (3rd ed.) Boston, MA:
Addison Wesley Longman.
Spandel, V. (2001). Books, Lessons, Ideas for teaching the six traits: Writing in the elementary and middle grades.
Wilmington, MA: Great Source Education Group.
Stubbs, K. (2005). Use of technology in teacher preparation programs. Retrieved April 2008, from ISTE website:
http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2007/Stubbs_Kar
i_N07.pdf
U.S. Congress, O. T. A. (April, 1995). Teachers and technology: Making the connection. Retrieved April 2008, from
COEDU website:
http://www.coedu.usf.edu/itphdsem/eme7938/ota9541.pdf
Wartella, E., O’Keefe, B., & Scantlin, R. (2000) Children and interactive media: A compendium of current research
and directions for the future. Retrieved April 2008, from Markle Foundation website:
http://www.markle.org/downloadable_assets/cimcompendium.pdf
Wilson, EK & Wright, VH. (2007). Teacher use of technology: From the teacher education program to the
classroom. Retrieved April 2008, from ISTE website:
http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2007/Wilson_Eli
zabeth_N07.pdf
Write Traits. All teachers can benefit from professional development to help them effectively teach writing. Write
Traits: 6-Trait Instruction and Assessment Professional Development Research Base. Retrieved April 2008, from
GreatSource website:
http://www.greatsource.com/grants/downloads/WT_PD_Research.pdf
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