TUWT: Chapter 1

I have been so eager to start this book, along with many others that have come my way this summer.  My personal books of fun have been squeezed in with these professional ones, so I can tackle many at once, pieces at a time.  I keep telling myself that this method will allow me to process the content more.  Actually, it's how I can "lesson plan" it across the last couple of weeks of my summer and actually find time to get it all read.

So, I tackled the first chapter called A Teaching Mindset.  Colleen returns to the idea that she is a pessimist.  I am starting to wonder if I should change my ways and be real with myself.  But, I have pretty much been an optimist, but sometimes dabbling in the idea that I shouldn't always get my hopes up for perfection or things going well.  These days, there's always something to catch me off-guard.  That has and will always continue to be the same for my classroom.  Nothing should surprise me.  We are both scientist and artists alikee , she says.  I think most teachers would feel that they are scientists more, rather than artists, because they think that their style or artistry is stifled with programs and methods that don't allow them to put their own creative spin or personality in their lessons.  But, she says we are both.  We can't just keep doing the same thing, year after year, because year after year, our students' needs are different.  We would hope that we wouldn't be labeled as "that teacher" who never changes in all the years.  Not a good reputation to have.

With that said, she goes to that cliche of working smarter, not harder.  "Salvage the things that we can reuse as often as possible...taking stock of things we used years before and have not looked at in a long time to see if there is some nugget, some little gem, that we could recycle and refashion into something useful again."  It reminds me of some little girl featured on a Disney Channel commercial short for upcycling clothes.

One great illustration for what we seem to do in the classroom is when she describes the Buddhist monks and how they create something called the Sand Mandala.  They work together to prepare and plan the design and then create it with colored grains of sand, in such deliberate and delicate designs.  They take several days to finish, and then they do, it is swept away with a broom, gathered and dropped into a body of water as a blessing.  Wow.  Talk about teaching the writer and not the writing!!  The actual work and process is where the true learning comes from.  The journey, not the destination.  How many times have I heard that in my life?  The sand mandala is to remind us that the things we make as humans are not permanent.  The same idea holds true for teaching.  We know that the lessons, mentors, books, and all of the other tools we use are not meant to last forever.  Things change, ideas change, new books are written, and so on.  It reminds me that with whatever I am using at the time, whatever text or calendar has been placed in my hands, is all about what I choose to do with it and learn from it.  It will not last forever, but knowing that I am becoming better when I take what I learn from those times, units, years, and add it to the next thing I will use, making my repertoire even better is what matters the most.

Another illustration she describes is with the story of Milo of Croton, an ancient Greek athlete.  He apparently could carry a full-grown bull on his shoulders.  That's like in my world, just going out and running a marathon on any given day.  That's not how it worked with Milo.  At first, he carried around a small newborn calf.  He fed it and cared for it.  It grew and grew, but Milo grew and grew stronger with it.  Finally, the calf grew into a full-grown bull, but Milo was used to carrying that weight.  As the calf grew, so did Milo.  By then, he could pick up anything he wanted.  He had that strength to tackle anything.  The same is true in our class.  We can't just pick up a bull or go run a marathon.  We have to take it from the smallest mileage and get stronger and gain more endurance as we build those miles up.  We take the small problems and tackle those first.  Go into it with "eyes wide open...expecting there to be problems."   Our problem-solving muscles will develop as we go.

Working smarter, not harder seems like it's just a piece of cake.  But what does that really mean?  It's like telling a student to "show, not tell".  What does that mean???  She tells us to take small pauses before you act.  Let your students help you do some of the work.  Use your colleagues for collaboration and support.  "Can I call a friend for advice?  Can I ask for a volunteer to share the load?  Can I teach the students how to handle this?  How might technology help?"

She concludes be telling us that we can't fix every problem.  Most seasoned teachers know this.  The weight is too much to try and carry.  Decide what battles you want to fight and leave the rest for another day or year.  But, you can respond.

New Book Study

I had the great fortune to be at the TCRWP for the summer Writing Institute this year, where Colleen Cruz was the staff developer who taught my first session class.   She spoke a lot about her new book which already sounded great from what she mentioned that week.  So I decided to go through each chapter, posting some of the highlights for myself and what I wanted to remember and hold on to.

The introduction is basically giving us some background on what her personality is like, being a "positive pessimist."  She is very realistic and was brought up that way, always being prepared for what may arise.  She even says that some research has shown how being pessimistic is actually healthier than being optimistic.  She doesn't knock being optimistic, but adds that is somewhat stresses people out when things don't work out.  So, it's best that we be prepared, knowing that there will be obstacles in our classroom, and that we need to run towards them-not away.  I noted that it seemed that she was saying, "We are in control, being proactive and prepared."

She has offered a four-stage strategy process that as you look through, each chapter or struggle you will face, she has it laid out in this fashion.

• Choose a problem to focus on.  And celebrate the opportunity it offers.
• Study why it stops us and how it can be an opportunity.
• Experiment-try something.
• Plan for ongoing work.

When you start with choosing a problem to tackle, she suggests starting with a small problem, then knock out the next, and the next.  It reminded me of the way Dave Ramsey takes care of the snow ball debt model.  Next, maybe look at what makes this happen?  Look ahead, and then, also after the problem.  She says that when studying the problem, you also want to to "consider the obstacles that will likely get in your way."  People who accomplish their goals look ahead and decide how they will tackle those obstacles before they ever even begin.    She recommends:  studying your struggle, what causes it?, why is it difficult?, what makes it an opportunity, and what might get in your way?  Lastly, try something!!!  Then reflect.

I liked the way she began.  It's interesting to hear her mindset and sets us up for why she planned her chapters the way she did.  I think this will be a very easy and nice read, with a feeling of her by my side through these processes.
 

#TCRWP: Lucy Calkins

My second class of the morning was with the one and only, Lucy Calkins.  Let's just say that I didn't get much writing done, because I just listened to everything she was saying right in front of me.  The big idea I took away from being with her for a week was that in order to become even better, you have to take those not-so-comfortable areas of your teaching and work to make them great.  Figure skaters who become Olympic champions don't go into the rink every day and just continue to work on figure eights.  They have to identify those areas of weakness and concentrate on growing there.

The same goes for teachers who want to become great.  We're intimidated by those weak areas.  It makes us uncomfortable.  We tuck it away and hide it in our pockets or big notebooks and don't want to open them up.  It takes courage to admit that we aren't good at everything.  It also takes time and effort to get better.  But strengthening those teaching muscles that don't seem to get used a lot, are pretty weak, can lead to the most powerful teaching moments with your students.  Conferring and small groups are my weak areas.  Lucy says that "conferences are the place where you teach responsively and creatively.  If your conferences just lead you to reiterate today's or previous minilessons, then you are using them to check that kids are complying."

Before we arrived to TC, Lucy emailed to find out what we were looking for in her class.  She wanted us to identify those weak areas, be honest with ourselves, and tell her where she could help us.  To be totally honest with yourself and be receptive to help and feedback, you have to just put your ego aside and take it.  Everyone has room to grow.  I told her that conferring and small group was mine.  That must have been a consensus across the board because that is what we focused on the majority of the week.

Day 1:
Managing:
Flow of the Day Chart should be visible
Gathering students w/materials ready
Partnerships established A/B
Urgent when coming to meeting
Seating pre-arranged

Minilesson- 10 minutes
Time to write
Lots of volume

Send Off-
"So, get started right here..."
"Those of you who ___, get started..."

Don't confer yet.  You will want to voice over at this time.  You can also do some of your own writing at this time.  Let them get started or come into a struggle, but everyone should be starting something.    One thing I noticed was if there was a student struggling to get started and just "thinking", try having them write down their thinking.  That way, they are getting something on the paper.  It could become something very valuable for their draft.

Plan:  2-3 Small Groups---Get them going first
2-3  Conferences

MWT:  Possibly use a conference (name it) to showcase.

TS:  Next Step and Closure

Conferring:
Warm Up--This can be an "I was noticing..." or "I have been watching how..." Let them know that you notice them.
Withhold compliments during research.
"So what are you working on as a writer?  Can you show me where you tried that?"
Ex.- So tell me more about this ending. 
How did you rehearse?

Compliment--Gift a gift
Teach- "Can I give you a tip?"  Ask for permission to give them a tip.  They will be more open to what you are offering.  They are letting you into their writing life, because they are in charge of their writing life.
Ex. Whenever I am writing, I remember...
If you were to try it, how would it go?  Demo maybe

Day 3:
We watched a video of a small group and lens was to look for ways she adjusted the scaffolding with each child.

What is the one thing that all the students will engage in?
Don't interact with them until they have begun.

Day 4:
Writing Minilessons-
When writing minilessons:
TP:  Name the reason, and tell how you will teach.

Teach:  Demo
What?
Step 1
Step 2
Step 3
"Help me..."

Day 5:
Let the written lessons remain.  Create toolkits.   Closely read the conferring and small group sessions.

#TCRWP: Colleen Cruz

My first morning session was with Senior Lead Staff Developer Colleen Cruz.  Her class was titled:

Writing Power Tools:  Teaching Informational Craft and Structure in Writing Workshop and Across the Content Areas (3-5).  

Day 1:

Understanding foundational informational writing 

• Overview of informational writing 
• Initial tools and assessments
• Writing to teach
• Structure takes the lead

What months of the year do we write informational writing?
Getting Ready for the Unit
(Teacher Will:) 
Find Mentor Text
Writing On-Demand
Checklist
Study Rubric
Resources

(Student Will:)
Plan across fingers
Write Long

Informational Writing
1.  Structure
Brainstorm Table of Contents using different structures.
First, let them write out their initial TOC the way they want. (Try it)
Then, brainstorm topic in PARTS.
Brainstorm topic in KINDS/TYPES.
Brainstorm topic in PROS/CONS.
Brainstorm topic in COMPARE/CONTRAST.
Brainstorm topic in CAUSE/EFFECT (If...Then...).

Day 2:  
Exploring thoughts on paper

• Finding connections and disconnections in writing
• Extending thoughts in order to uncover what's hidden underneath
• Pondering the relationship between structure and meaning
• Exploring the power of note-taking with purpose
• The role of research in the early stages  

Refer to page 2 and 3 of Colleen's handouts titled: "Strategies for Writing-to-Learn/Note-taking" and  "Some Possibilities for Informational Writing Structures"

Ideas for Kinesthetic Learners or Tactile:
Building Blocks- "If you were to represent your writing using blocks, each piece of info would be a block, how would you build it?"
Ex. Each sentence is a block that builds a wall (paragraph) same color, can be color-coded

Drafting using Thought Prompts

Most teachers may teach it as a concept.

• Q & A
• B & B
• Index Cards/Post-its (Manipulate)
• Graphic Organizers (Make themselves)
• Annotated Diagrams (sketch and add language)

Day 3:  
Crafting in ways that transform

• Revisiting mentor texts with fresh eyes
• Building go-to informational crafting moves
• Considering the role of facts in craft
• Revising with audience and genre in mind

Colleen suggesting the book Wonderous Words by Katie Wood Ray.

1.  Leaning on Mentor Texts
Take a text.  Try out this chart.

Favorite Parts     What is the Author Doing?    Why?    Name it.    Where have I seen it?     Try it.

2.  Teach High Leverage Moves

• Anecdote
• Twin Sentences
• Comparisons
• Mirror Write

Study a student sample.  Look at what they have done, not what they have not.  Now, write your next part or chapter using this sample.

Refer to page 5 of Colleen's handouts titled "A partial list of revision strategies for informational writing"

Day 4:  
Transforming content area instruction through transference

• Exploring which content calls for writing transference
• Structure as a learning, remembering and knowing tool
• What content has to teach writers about organic structure
• Looking at ways to include informational writing across the year, across curricular areas

 Looked at Bend IV in Grade 3:  Informational Writing Unit book
Which content calls for writing transference?
Took a content unit and did same activity from TOC Structures:  Parts, Kinds, Compare/Contrast, Pros/Cons, Cause/Effect

 Day 5:  
Widening audience, increasing value

• Publication and audience options for informational writing
• Teaching into revising for audience
• Including 21st century know-how in the art of informational writing

Used padlet.com
QR Codes

Elaboration:  Fact Writing

• Knowing my piece helps me find how I want to use my facts
• Sorting facts:  Keep or take out fact?

Ways to publish--
weebly.com---student publish on a website
prezi--digital poster board
kidblog---easy
edublog---advanced
pixabay---pictures
Digital Literacy Matters by Heidi Hayes Jacobs
Troy Hicks

Study Bend III from Research-Based Informational Writing  (grade 6) "Digital Writing Projects:  Sharing Expertise Online"






















 

Purpose

I've decided to start another blog to post pics from school, my finds on Twitter, Pinterest, and links elsewhere for my use in the classroom. I've got to work smarter with all of this technology!  Hope this is helpful to those who stop by!  I know it will help me collect my thoughts.  I'll start off with my learning at TC Writing Institute 2015.  It maybe sketchy, but it's been a couple of weeks.