written conversation strategies workshop nhs october 2014 by buffy hamilton and jennifer lund
DESCRIPTION
Presented to NHS Faculty October 22, 2014; based on the work of Harvey Daniels.TRANSCRIPT
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Welcome to Written Conversation Strategies! 1. Please sign in on the
course roster!
2. Grab a Sharpie.
3. Find a seat at any
table with or without
paper (blue chairs
or green chairs).
4. Get ready to have
fun and learn!
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Original photograph by Buffy Hamilton
Presented by
Buffy J. Hamilton and Jennifer Lund,
Media Specialists, NHS
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Today’s
Learning Target:
I will be able to implement
written conversation
strategies to improve student
writing and reading skills.
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Original photograph by Buffy Hamilton
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Original photography by Buffy Hamilton
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A strategy in which “Small groups of
kids write and exchange notes about a
curricular topic for several rounds—
maybe 5 to 15 minutes of sustained
writing–and then they burst into out-
loud talk that’s rooted in their extended
written rehearsals” (Daniels 155).
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“what happens when you have several
kids annotate the same copy of a text at
the same time, jotting down their
responses in the margins. Quite naturally,
students start reading other people’s
comments and want to give their
classmates a written high five, ask a
clarifying question, or throw down a
tough challenge” (Daniels 184).
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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When I annotate an article, what do I write?
Record a REACTION
Ask a QUESTION
Give an OPINION
Make a CONNECTION
Respond to how I relate to the situation or information I’m reading
Study the diagrams and data: what is significant, surprising,
expected?
Record the what, the who, the why, the when, the where,
the how
Record thinking that is new or surprising
Highlight or circle vocabulary words or terms you can
use for additional searches
Adapted from Cris Tovani
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See, think, wonder: big ideas, insights,
questions
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CC image via https://www.flickr.com/photos/inkybob/122476158/sizes/o/
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Scaffold with mini-memos, short student letters that teachers use to introduce, extend, and assess class work.
Progress to dialogue journals, where pairs dive deeply into academic subjects.
Build to groups of three or four students join in extended written discussions called write-arounds.
Move to online discussion spaces online, where they enjoy digital discussions with peers and other learners around the world.
Original photo by Buffy Hamilton Source: http://www.corwin.com/books/Book239764#tabview=title
Daniels Recommends…
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Student Selected
Text/Passages
Teacher Selected
Text/Passages
Questions Images/
Graphics
Multimedia
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Introduce guidelines
for participation
Writing/ Thinking
Time
Small/Large Group
Discussion and
Assessment
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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Benefits
• Can be used across all content areas and age groups
• Can use multiple kinds of “texts”
• Fantastic springboard for inquiry and helping students develop questions
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Benefits
• Can be used to introduce DBQ
• Excellent medium for developing appropriate conversation skills with peers”
• Formative assessment
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Original photograph by Buffy Hamilton
Emily Russell
10th Language Arts
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http://theunquietlibrarian.wordpress.com/2014/01/20/writing-around-text-on-text-effort-2-unplugged-conversations-for-inquiry-participation-and-social-construction-of-
meanings/
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Original photo by Buffy Hamilton
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Original photo by Buffy Hamilton
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Original photo by Buffy Hamilton
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Original photo by Buffy Hamilton
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Original photo by Buffy Hamilton
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• Because of prior scaffolding (silent literature circles with notecards) by Emily, they felt more comfortable engaging in written conversation
• Made up their own rules---moved beyond their original table
• Could manage soft conversation while staying focused
• Long sustained chunks of writing (20 or so minutes)
• More specific responses to text and to each other
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we should be
more
10th grade student
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• Students liked the freedom in being able to move about and respond at their own pace during the write-around.
Mobility
• Students were focused on ideas, not grammar or spelling.
Big Ideas
• Everyone had opportunities to contribute to the discussion.
Participation
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They enjoyed and appreciated hearing many student
voices, something that sometimes gets silenced in
traditional class discussions.
They liked being able to see different perspectives on their book;
several remarked how the written conversations helped them see
something they had not noticed about the book. Others commented
their perspective on a character or issue in the text had changed after
reading the opinions and responses of their peers.
They were beginning to understand learning is social
and how meaning can be constructed together.
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critical thinking
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http://theunquietlibrarian.wordpress.com/2014/02/12/twitter-chat-socratic-circles/
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http://www.ellenfilgo.net/hashtag-librarian/
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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https://storify.com/buffyjhamilton/2nd-period-glass-castle-socratic-circle-twitter-ch?utm_source=embed_header
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“Grows” “Glows”
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Once again, I left school with a
teacher high. Giving the outer circle
an opportunity to Tweet while the inner
circle was discussing gave everyone a
voice in the conversation. Every single
student was completely engaged the entire period. What an amazing day!
Emily Russell
CC graphics via http://thenounproject.com/term/quotation-marks/19279/
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I cannot say enough good things about
our media specialists. They have been instrumental in supporting our teachers
this year, and they have pushed me to try
strategies that may be outside of my comfort zone.
Emily Russell
CC graphics via http://thenounproject.com/term/quotation-marks/19279/
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Original photograph by Buffy Hamilton
Logan Malm
9th Accelerated Biology/ Chemistry
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http://theunquietlibrarian.wordpress.com/2014/02/06/informational-text-write-around-text-on-text-with-biologychemistry-classes/
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Original photo by Buffy Hamilton Original photograph by Buffy Hamilton
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Original photo by Buffy Hamilton
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Original photography by Buffy Hamilton
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Original photography by Buffy Hamilton
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Each class wrote approximately 30-33 minutes; some could
have continued writing had we not called time!
Take Away
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Most of the written conversations were rich and nuanced just as the literary
conversations had been. Although the content was more academic and
subject specific in nature, the written discussions still felt very
conversational. We also noticed students using more
visuals/graphics/drawings as part of these conversations.
Take Away
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The trajectory of energy and momentum to the conversations
paralleled those of Emily’s classes—it is akin to a crescendo in music where the sound builds
in loudness and intensity. We saw the written conversations
building in those same way
Take Away
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Like Emily’s classes, students enjoyed using hashtags as part of their written conversations. I
think #maggot was one of the more popular hashtags
of the day
Take Away
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CC graphics via http://thenounproject.com/term/quotation-marks/19279/
Impressions – LOVED this activity. It was really special
watching the students write about scientific topics and
develop questions based on their thoughts and the
thoughts of other students. I enjoyed seeing them
question the validity of certain claims, argue in favor
of/against scientific ideas using their prior knowledge
and create questions that they had after reading each
article. This activity gave me a chance to see my students
in a way that I have yet to observe. They had an
opportunity to act like true scientists, and didn’t even
know it! Overall, this was a wonderful activity that I will be
doing again!
Logan Malm
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Tips and Strategies • Scaffold with a guiding question at each
table
• Pre-read passages if using longer text for
nonfiction or informational text
• “Someone stole my idea”
• Can be an entry point to
inquiry/research
• Work with us! We love co-facilitating!
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