Notes from Monday, June 18th. ( Belated Blogger's Note: These pictures were actually taken on the 26th, but Pat gave her presentation on the 18th. Pat is - however - in the picture, and that is why these pictures are on this page. The photos were taken during Remy Kaufman's presentation.

Pat Zubal's Sliderocket Presentation Pat's tic tac toe assignment sheet for differentiation:

Pat Zubal's Research Question:Strategies for Motivating Students to Write ReseWriting teachers encounter many stumbling blocks when assisting students in developing as writers but perhaps the largest obstacle of all is the lack of student interest or motivation to write. What can be done to overcome this impediment to progress? Donald Graves explains that the process of writing influences and is influenced by the community in which the writer participates (1994). Writing is a social activity. When students are provided with the opportunity to write about their own experiences with the world and share that writing with peers they develop their own personal voice and the confidence to write about a wide variety of topics. One of the defining characteristics of an effective writing community is the amount and type of conversation that takes place within that community. According to Allington (2004), classroom talk is one of the most important features in effective writing communities. Classroom talk must be respectful, supportive, productive and modeled as well as implicitly taught by teachers. Students cannot be expected to innately know how to interact with each other and their teacher within the writing process. Expectations must be clear and consistent so that students desire to and know how to actively and effectively participate in the writing process within their writing community. An important but often inactive participant in the classroom community is the teacher. Graves (1994) believes that when a teacher demonstrates a willingness to continue to learn through writing, students gain a feeling of trust in the teacher to support their risk taking and exploration within the writing process. Teachers are then able to model the role of writer for the students who in turn are able to learn by example. New (2005) explains that real-world relevance is an important aspect of student motivation. She suggests that teachers find a way to connect the writing to students’ lives. She further explains that students are more motivated when they have the opportunity to see good samples of other students' writing and understand how their writing is assessed. Providing students with choices and variety allows for ownership in their learning while creating a more meaningful and authentic writing experience. This type of learning environment helps students to develop the ability to make independent choices, set goals, and stay committed to reaching those goals (New, 2005). Teachers who provide personalized feedback, teach and model reflective skills and develop positive relationships with their students are the most effective in helping students grow as writers (Spalding and Wilson, 2002). Kelley (2002) recommends that teachers employ the following strategies to improve students’ attitude and motivation to write: · Teacher and peer conferences · Classroom discussion · Collaborative writing tasks · Writing for real audiences and purposes · Student self-assessment · Regular periods of writing · Choice of writing topics · Models of good writing The National Council of Teachers of English (2012) encourages a great deal of reading and writing within specific genres or content areas to improve writing achievement. Students must have many opportunities to use their writing skills and knowledge of conventions within each of the genres if they are to become fluent and comfortable within that genre. The National Writing Project (2002) recommends 10 ideas that NWP teachers have found successful in motivating students to write: Writing need not begin and end at the classroom door · Writing can connect kids to their communities · Kids like to write to other kids. · Students write best about what concerns them most. · Students are motivated to write when good writing is recognized. · Young writers need to do real writing. · Children benefit when parents are part of the literacy loop. · If a school recognizes the importance of writing, so will the students. · A published student writer is a motivated student writer. · With student writing, to celebrate is to motivate. Research has provided teachers with important information about the type of classroom environment and the most effective teaching strategies that can be beneficial in encouraging students to be actively engaged writers. Teachers who translate the research into practice will be rewarded by seeing their students’ writing flourish. References Allington, R. (2002). What I've learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan. National Council of Teachers of English (NCTE) Writing Initiative, (2012) What we know about Writing: Key research concepts. New, Robin. (2005). Motivating students to write about art.School Arts. (105). 3. p. 44-45. Graves, D. H. (1994). A fresh look at writing. Irwin Publishing Co. Ontario, Canada. Kelley, M. C. (2002). "Best practices in writing instruction: Teachers' report of writinginstruction at a high performing elementary school" (Doctoral dissertation, University of Delaware). Spalding, E. & Wilson, A.(2002).Demystifying reflection:A study of pedagogical strategies that encourage reflective journalwriting.Teacher’s College Record.(104). 7. Teaching children to read: An evidence-based assessment of the scientific research literature on Reading and Its Implications for Instruction. Reports of the Subgroups. (2004). Bethesda, MD: National Institute of Child Health and Human Development), p.2–4. National Reading Panel Ten ideas that get kids writing. (2002). The National Writing Project.