|
|
Writing Training Module
Agenda & Activities - Kick-off
Meeting, Day 1
 Session
I-1-A: Introduction (45 min.)
Objectives
- Listen to varied viewpoints on literacy through video and discussion
- Clarify and obtain consensus on what literacy in writing means
- Introduce participants/learn names
Materials
Activity A: Play PDK video from "Voices from the Field": Views
of Adult Literacy
Questions for Discussion
- What is literacy and what is the place of writing in the literacy
classroom?
- What views are expressed during the video?
- Make list of where writing fits in the classroom
- Tape competed list to wall for duration of session. Refer back
to list periodically and at end of day/workshop to discuss
Activity B: Alternate Exercise, if time permits
- Ask participants to draw their classrooms.
- How do they see what they do? Where does writing take place?
- Post drawings around room.
Questions for Discussion
- Ask someone other than the artist to interpret the drawings.
What do they see?
- How might this room be perceived by students who are completing
a writing exercise. What barriers and gaps exist?
- Ask group to reflect on different views of the classroom. What
questions might a visitor ask?
Session I-1-B: Challenging Assumptions About Teaching Writing (30 min.)
Objectives
- Help teachers reflect on the effect student assumptions have on their
approach to writing.
- Bring possible issues to the surface using an opinion poll.
- Make connections between teaching writing and learning to write.
Materials
Opinion Poll: See handouts for copy
Activity
- After teachers fill out the poll, have them break into groups. Ask
each group to choose the assumption that they think is the biggest
barrier to student
progress.
- Use briefing chart to record what teachers think about how their
students view writing.
- Why does it matter what learners think? How can you find out?
Session I-2-C: Challenging Assumptions About Learning to Write (30 min.)
Objective
- Help teachers remember their own experience with writing
Materials
- Paper and pen
- Observation data sheet
Activity
In this session, the focus is on the individual learning
to write.
- Use the opening questions as a starting point, and ask teachers
to choose one that they wish to answer in writing.
- Break teachers into pairs. As one teacher writes, the other takes
notes on what s/he sees following the observation
sheet.
- Each pair reports
what they
noticed.
Questions for Discussion
- What did this exercise teach you?
- Do all writers have different needs, and approach the task in various
ways?
- What does this mean for teaching writing?
Session I-1-D: What do other teachers and learners
think about writing? (45 min)
Objectives
- To provide teachers with a common experience of teaching writing
for analysis
- Focus attention on the purpose for teaching writing
Materials
- PDK CD/Video. Video is better for this purpose, since it is clearer.
- Article: Project Based Learning: What is it?
- Be sure to review the whole video previous to the presentation so
you can answer questions about it.
Activity: PDK Jane’s video
The video should be stopped at predetermined intervals to discuss or write
answers to the questions on Handout.
Questions for Discussion
- What do you think of her teaching style?
- What does she do well?
- Will project-based learning work in your classrooms? Have you
used it?
- What can we learn from Jane?
Following the video, teachers should have a small group discussion
on what kinds of questions led Jane to change her teaching
style.
Session I-1-E: Forming Questions
The strength of this model is in its focus on the questions
that a teacher might have about her practice. The emphasis is on
providing guidance on how she might investigate them looking closely
at her
own classroom.
Use the list of sample questions from other teachers (see in handouts)
to generate
discussion about how teachers might phrase their questions and how
they might investigate.
Objectives
- Provide guidance on forming questions for investigation
- Review questions other teachers have asked
Materials
Activity - Part 1
- Pass out list of sample questions.
- Have teachers break into
groups by the writing topic (GED, Mechanics, ABE, ESL,
etc.) that they are most interested in investigating.
- Ask each group to choose what questions on the list are close
to those they are interested in.
Activity - Part 2
- Create sample questions of their own using guidelines.
- List questions on briefing chart.
Session
I-1-F: Introduction to the Investigative Model : First Steps (60 min.)
Objectives
- To aid participants in selecting a topic for classroom inquiry
- To narrow the focus of the selected topic
- To help participants understand
the process
Materials
Activity
- Use one of the questions on the chart as you work through this
model.
- See powerpoint for details.
Wrap-up
for Day 1
- Reflection
- Homework: Formulate questions for investigation and outline possible
steps to be taken
|
