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[ProfessionalDevelopment 1392] AALPD Discussion and Writingmmingle at comcast.net mmingle at comcast.netThu Jul 12 06:15:36 EDT 2007
And thanks to all for the additional writing resources . . . I'm getting help on two pd topics -- examining student work and teaching writing -- in one shot this week. It is appreciated! Mary -- Mary Mingle Central Northeast Professional Development Center 8 North Grove Street Suite 1 Lock Haven, PA 17745 mmingle at comcast.net Phone: (570) 893-4052 Fax: (570) 748-1598 -------------- Original message -------------- From: jeffrey A fantine <fantine at ohio.edu> > Kathy: > > Have you seen the following website: > > > Also, Donald H. Graves is a good resource for teaching writing: > > > However, if you want something specific to adult education - look at the > resources at: > > > Michael Clark in PA might be a good resource: > > > Also take a look at: > > > > And ERIC Publication #: > > EJ724392: Collaborative Writing: Product, Process, and Students' > Reflections > > I only had this stuff on hand because I did a reflection paper on "teaching > writing to adults" for a class I had last quarter. Gotta help out my > follow Ohioans! > > -J > > > > --On Wednesday, July 11, 2007 12:35 PM -0400 "Knall, Kathy" > wrote: > > > Hello, > > I develop and present teacher workshops and resources for adult basic > > education teachers in Ohio. The writing aspect of this professional > > development conversation is particularly interesting for me, as I am > > currently re-working past workshops Ihave developed and presented on > > teaching writing. The biggest challenge has been incorporating key ideas > > (e.g., more instructional focus on ideas and content and less on > > mechanics; modeling the writing process; providing scaffolds)in a few > > hours of face-to-face training. > > > > Mary's idea of asking teachers to bring student essay samples and to > > work together on assessing problem areas and ways to address those > > problems is exciting. Rather than trying to fit a whole section on the > > GED Essay into my under-development workshop, I believe a separate, > > essay-specific professional development opportunity such as Mary > > describes is the direction to take. To borrow from Equipped for the > > Future language, this professional development approach is about as > > "purposeful" and "contextual" as you can be. Thank you so much for the > > ideas, as well as the book and website suggestions! > > > > A question for the list: Who are some of the key players in current > > research and practice in the teaching of writing? > > > > > > Kathy Knall > > Researcher/trainer > > SW ABLE Resource Center > > 444 W. Third St. 12-201 > > Dayton, OH 45402 > > 937-512-5364 > > > > > > -----Original Message----- > > From: professionaldevelopment-bounces at nifl.gov > > [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Marilyn > > Gillespie > > Sent: Wednesday, July 11, 2007 11:15 AM > > To: The Adult Literacy Professional Development Discussion List > > Subject: [ProfessionalDevelopment 1379] Re: from Cris,job-embedded > > professional development > > > > Mary, > > > > These resources look great! Thanks for the tips. One of the issues K-12 > > teachers who are preparing students to take writing tests are coming up > > with is that students often don't know how to read and understand what > > is required in the writing prompts. The National Writing Project has a > > team working on training materials to help students understand writing > > prompts. I think one of the best ways to help teachers (and students) is > > to have them look at and understand the rubrics used to evaluate their > > writing. Then you can target the problems. Is it responding to the > > prompt, organization and transitions, sentence fluency, word choice, > > grammar-punctuation-spelling, or "voice"? The Arlington Refugee > > Education Program (REEP) has developed some great rubrics for adult ESOL > > and a training model for teachers. www.arlington.k12.va.us There is also > > a new book out by Steve Graham and Charles MacArther called /Best > > Practices in the Teaching of Writing /(2007) that gives very practical, > > research-based suggestions for practitioners (K-12 but it applies to > > writers in general). Vicky Spandel's book on the six trait writing model > > /Creating Writers Through 6 Trait Writing Assessment /also has some > > helpful tips that would be useful for professional developers. There is > > also *6**trait*s.blogspot.com based on her model. > > > > As an aside, George Hillocks has recently written a book called /The > > Testing Trap: How State Writing Tests Control Learning. /I think a lot > > of writing researchers are concerned that students are only being taught > > to write a 5 paragraph formulaic essay and missing out on all the other > > kinds of writing they need. In adult education we need to be concerned > > about preparing students to meet the writing demands of community > > college. I am really hoping I can find a way to research what teachers > > in the field are doing with respect to writing instruction and what > > students need to succeed in entry-level community college courses. > > Anyone else interested in this? Feel free to contact me at > > marilyn.gillespie at sri.com > > > > Marilyn > > > > mmingle at comcast.net wrote: > >> About job-embedded professional development and adult ed . . . > >> Having done a little work in K-12 professional development before > >> returning to an adult ed professional development program, I was > >> familiar with the concept of job-embedded professional development > >> and, more specifically, the technique of examining student work to > >> address achievement issues and refine curriculum. > >> I think it was your article that brought it back to mind and got me > >> thinking about how we could use this approach for adult > >> education/literacy programs in our region of PA. > >> So . . . I'm actually going to give it a try . . . I'm going to > >> attempt to introduce the concept of examining student work to a group > >> of practitioners in a literacy council as a form of *_on-going_* > >> professional development for the program. > >> By examining assessment data, this particular agency has noticed > >> students struggling with GED essay writing. Agency staff members have > >> attended general workshops about the GED essay, how it is scored, and > >> how to prepare adults to write GED essays. > >> But the agency still faces the issue of students not passing that > >> portion of the GED. > >> Rather than attempt to provide another generic essay writing workshop, > > > >> the only thing I could think to do was to ask the teachers to bring > >> samples of student writing and, as a group, examine the work and see > >> if the instructors can figure out where students are having the most > >> difficulty. > >> I see my role as a facilitator of the process -- not the expert on GED > > > >> essay writing. > >> I want to introduce some templates, processes, frameworks for > >> examining student work and talk about why we are going to give this a > >> try and then just let the teachers "have at it" using one or more of > >> the techniques. > >> I found some excellent resources on examining student work and would > >> love to get many more examples, research, etc. Here are just some of > >> the resources I have so far; please recommend more . . . > >> The Looking at Student Work Web Site > >> www.lasw.org > >> Teachers Learn From Looking Together at Student Work > >> > >> Education World > >> > >> http://www.education-world.com/a_curr/curr246.shtml Accessed June 19, > >> 2007 > >> > >> Learning Teams > >> When Teachers Work Together, Knowledge and Rapport Grow By Joan > >> Richardson, Tools for Schools, August-September 2001 > >> > >> http://www.nsdc.org/library/publications/tools/tools8-01rich.cfm > >> Accessed June 19, 2007 > >> > >> Mary > >> -- > >> Mary Mingle > >> Central Northeast Professional Development Center > >> 8 North Grove Street Suite 1 > >> Lock Haven, PA 17745 > >> > >> mmingle at comcast.net > >> Phone: (570) 893-4052 > >> Fax: (570) 748-1598 > >> > >> -------------- Original message -------------- > >> From: Marilyn Gillespie > >> > >> > Chris, > >> > > >> > One thing I've been seeing lately in some K-12 settings is that > > one > >> > teacher becomes a "master teacher" with some of his/her time > >> freed up to > >> > help organize the job-embedded staff development. Then the > > master > >> > teachers also coordinate with master teachers at other schools > >> and bring > >> > back ideas. Do you think this could be a way for more > > experienced > >> > teachers to grow within their jobs? Has anyone tried this > >> successfully? > >> > > >> > Marilyn > >> > > >> > Taylor, Jackie wrote: > >> > > > >> > > PD List Colleagues, Please see the message from Cristine Smith > >> Below. > >> > > Thanks! Jackie Taylor > >> > > > >> > > > >> ---------------------------------------------------------------- > >> ------ -- > >> > > > >> > > *From:* Cristine Smith [mailto:cristinesmith at comcast.net] > >> > > *Sent:* Monday, July 09, 2007 2:40 PM > >> > > *To:* professionaldevelopment at nifl.gov > >> > > *Subject:* job-embedded professional development > >> > > > >> > > Cristine Smith here. Glad to join the discussion this week. > > Like > >> > > Marilyn, I'm also interested in site-based professional > >> development, > >> > > or, as we called it in our article, "job-embedded professional > >> > > development". The idea is that teachers from the same program > >> come > >> > > together in a group and look at a particular topic of interest > >> over > >> > > time. The difference is that, rather than getting trained > >> "from the > >> > > outside", the teachers look at what are called "student > >> artifacts": > >> > > student writings, student answers on assessments, students > >> diagnostic > >> > > evaluation of reading skills, etc. The point is first t o focu > >> s on > >> > > student learning, not on teachers' teaching. What can a group > > of > >> > > teachers learn from each other and from looking at student > >> work that > >> > > will give them ideas and strategies for improving instruction? > >> Then, > >> > > the teachers may go to the research, may call in an outside > >> advisory > >> > > to give them information about new approaches, may go on the > >> internet, > >> > > may read books or articles and then may decide on trying out a > >> new > >> > > plan of action. Teachers try it out in their classes, and then > >> come > >> > > back to the group with more student artifacts of how it > > worked. > >> > > > >> > > This type of professional development is called "job-embedded" > >> because > >> > > it is literally part of the job of figuring out how to do > >> instruction. > >> > > It happens right in the program, so teachers don't have to > >> travel, and > >> > > it involves extensive teacher sharing. It is bec oming more > >> and more > >> > > common in K-12 but is fairly uncommon in adult education > >> (although I > >> > > know CalPRO in California has done some innovative work around > >> > > job-embedded professional development...could someone involved > >> in that > >> > > let us know what you did and how you thought it worked?) > >> > > > >> > > My question is: how viable is this for adult basic education, > >> adult > >> > > literacy, adult ESOL and GED practitioner professional > >> development > >> > > (both teachers and administrators)? Would it work with tutors? > >> > > Generally, it helps if there is a facilitator to get the group > >> > > started, to help set up mechanisms for sharing work (which can > > be > >> > > kinda scary) and teaching approaches. But it's meant to be > >> teacher > >> > > controlled. What do you think would stand in the way of more > >> adult ed > >> > > programs using this type of professional development? > >> > > > >> > & gt; Looking forward to more discussion... Cris > >> > > > >> > > Cristine Smith > >> > > > >> > > Assistant Professor > >> > > > >> > > Center for International Education > >> > > > >> > > University of Massachusetts > >> > > > >> > > 285 Hills House South > >> > > > >> > > Amherst, MA 01003 > >> > > > >> > > 413-545-2731 > >> > > > >> > > cristine at educ.umass.edu > >> > > > >> > > > >> > >> ---------------------------------------------------------------------- > >> -- > >> > >> > > > >> > > ---------------------------------------------------- > >> > > National Institute for Literacy > >> > > Adult Literacy Professional Development mailing list > >> > > ProfessionalDevelopment at nifl.gov > >> > > > >> > > To unsubscribe or change your subscription settings, please go > > to > >> > http://www.nifl.gov/mailman/listinfo/professionaldevelopment > >> > > Email delivered to marilyn.gillespie at sri.com > >> > > > >> > > Adult Literacy Professional Development List - > > Topic-of-the-Month > >> > > http://wiki.literacytent.org/index.php/Topic-of-the-Month > >> > > > >> > > Research on Professional Development and Teacher Change - > >> Guest Discussion > >> > Archives > >> > > > >> > > >> > >> http://wiki.literacytent.org/index.php/Research_on_Professional_Develo > >> pment_and_ > >> > >> > Teacher_Change > >> > > > >> > > Professional Development section of the Adult Literacy > >> Education Wiki > >> > > > >> > >> http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Dev > >> elopment > >> > >> > > >> > ---------------------------------------------------- > >> > National Institute for Literacy > >> > Adult Literacy Professional Development mailing list > >> > ProfessionalDevelopment at nifl.gov > >> > > >> > To unsubscribe or change your subscription settings, please go > > to > >> > http://www.nifl.gov/mailman/li stinfo /professionaldevelopment > >> > Email delivered to mmingle at comcast.net > >> > > >> > Adult Literacy Professional Development List - > > Topic-of-the-Month > >> > http://wiki.literacytent.org/index.php/Topic-of-the-Month > >> > > >> > Research on Professional Development and Teacher Change - Guest > >> Discussion > >> > Archives > >> > > >> > >> http://wiki.literacytent.org/index.php/Research_on_Professional_Develo > >> pment_and_ > >> > >> > Teacher_Change > >> > > >> > Professional Development section of the Adult Literacy Education > >> Wiki > >> > > >> > >> http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Dev > >> elopment > >> > >> > >> ---------------------------------------------------------------------- > >> -- > >> > >> ---------------------------------------------------- > >> National Institute for Literacy > >> Adult Literacy Professional Development mailing list > >> ProfessionalDevelopment at nifl.gov > >> > >> To unsubscribe or change your subscription settings, please go to > >> http://www.nifl.gov/mailman/listinfo/professionaldevelopment > >> Email delivered to marilyn.gillespie at sri.com > >> > >> Adult Literacy Professional Development List - Topic-of-the-Month > >> http://wiki.literacytent.org/index.php/Topic-of-the-Month > >> > >> Research on Professional Development and Teacher Change - Guest > >> Discussion Archives > >> http://wiki.literacytent.org/index.php/Research_on_Professional_Develo > >> pment_and_Teacher_Change > >> > >> Professional Development section of the Adult Literacy Education Wiki > >> http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Dev > >> elopment > >> > >> > > > > ---------------------------------------------------- > > National Institute for Literacy > > Adult Literacy Professional Development mailing list > > ProfessionalDevelopment at nifl.gov > > > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/professionaldevelopment > > Email delivered to kathy.knall at sinclair.edu > > > > Adult Literacy Professional Development List - Topic-of-the-Month > > http://wiki.literacytent.org/index.php/Topic-of-the-Month > > > > Research on Professional Development and Teacher Change - Guest > > Discussion Archives > > http://wiki.literacytent.org/index.php/Research_on_Professional_Developm > > ent_and_Teacher_Change > > > > Professional Development section of the Adult Literacy Education Wiki > > http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Devel > > opment > > ---------------------------------------------------- > > National Institute for Literacy > > Adult Literacy Professional Development mailing list > > ProfessionalDevelopment at nifl.gov > > > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/professionaldevelopment Email > > delivered to fantine at ohio.edu > > > > Adult Literacy Professional Development List - Topic-of-the-Month > > http://wiki.literacytent.org/index.php/Topic-of-the-Month > > > > Research on Professional Development and Teacher Change - Guest > > Discussion Archives > > http://wiki.literacytent.org/index.php/Research_on_Professional_Developme > > nt_and_Teacher_Change > > > > Professional Development section of the Adult Literacy Education Wiki > > http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Develo > > pment > > > > Jeffrey A. Fantine > Director, Literacy Center > College of Education > Ohio University > 340 McCracken Hall > Athens, OH 45701 > 800-753-1519 > Fax: 740-593-2834 > www.ohio.edu/literacy > > “You must be the change you want to see in the world.” - Mahatma Gandhi > ---------------------------------------------------- > National Institute for Literacy > Adult Literacy Professional Development mailing list > ProfessionalDevelopment at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/professionaldevelopment > Email delivered to mmingle at comcast.net > > Adult Literacy Professional Development List - Topic-of-the-Month > http://wiki.literacytent.org/index.php/Topic-of-the-Month > > Research on Professional Development and Teacher Change - Guest Discussion > Archives > http://wiki.literacytent.org/index.php/Research_on_Professional_Development_and_ > Teacher_Change > > Professional Development section of the Adult Literacy Education Wiki > http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Development -------------- next part -------------- An HTML attachment was scrubbed... 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