Tuesday, July 20, 2010
INSTRUCTIONS FOR COMPLETING THE
2010 SURVEY FOR SUMMER INSTITUTE FELLOWS
The survey will take about 20 minutes to complete. To be on the safe side, set aside 30 minutes.
You must complete the survey in one session. Once you hit the SUBMIT button at the bottom of the survey, you will not be able to go back to add to or change your survey.
Use the tabs and directional arrows to move through the survey. Do not hit “return” or “enter.”
Access the survey at:
Survey Validation Code: writer
Be sure to provide your name and an email address at the bottom of the survey because Inverness Research will send a short follow-up survey to everyone in April or May next year.
All responses will be summarized and reported anonymously. Inverness Research will not use names or email addresses for any purpose other than the spring 2011 follow up.
If you have any questions or concerns, contact Judy Hirabayashi firstname.lastname@example.org.
Three of the world's leading scholars in the field of writing instruction and research (Peter Elbow, Charles Bazerman and George Hillocks) examine the state of knowledge in the field and its relevance to questions about teaching and learning writing at all levels of education.
Monday, July 19, 2010
Writing Project Professional Development Continues to Yield Gains in Student Writing Achievement
Date: July 15, 2010
Summary: NWP's latest research results demonstrate that professional development programs designed and delivered by NWP sites have a positive effect on the writing achievement of students across grade levels, schools, and contexts.
In 16 studies conducted in seven states, 103 of 112 comparisons show positive results in writing achievement favoring students in classrooms of NWP participants.
Student results are strong and favorable in those aspects of writing that the NWP is best known for, such as development of ideas, organization, and stance.
Students in Writing Project classrooms gained more often than their peers in the area of conventions as well, suggesting that basic skills also benefit from the NWP approach to teaching writing.
In the overall or holistic measure, in every case the improvement of students taught by teachers who participated in NWP programs exceeded that of students whose teachers were not participants.
Click to read full article
Technology a key tool in writing instruction: Students should have an opportunity to write for a real audience and collaborate on writing projects, experts say—and the internet can help
By Maya T. Prabhu, Assistant Editor
While there are still many obstacles facing teachers in implementing technology, teachers play a critical role in driving the use of technology to teach writing, says a recent report by the National Writing Project (NWP) and the College Board.
In the report, “Writing, Learning, and Leading in the Digital Age,” nine teachers—selected for their commitment to excellence and for a diverse set of disciplines, locations, kinds of schools, and student populations they represent—were observed by a writer for one day and then interviewed.
“The best way to make the case for technology and writing was to show how technology is being used,” said Alan Heaps, vice president for advocacy at the College Board.
The report found that the use of Web 2.0 tools such as blogs, podcasts, wikis, and comics-creating software can heighten students’ engagement and enhance their writing and thinking skills in all grade levels and across all subjects.
“The experience of these nine teachers reminds us of the central role they play in true education reform. It’s teachers who are the technology drivers, seeking out digital tools, learning them, testing them, and finally implementing them successfully in their classrooms,” said Sharon J. Washington, executive director of NWP.
The College Board and NWP recommend that three things be done to meet the challenges of teaching and learning in the digital age at all levels of education, said NWP co-director Elyse Eidman-Aadahl.
First, every student needs one-on-one access to computers or mobile technology in classrooms.
“Technology can’t have an impact on children if they don’t have access,” Eidman-Aadahl said.
Click here for full article
Monday, July 12, 2010
Protocols foster educational and social equity in the classroom by empowering all learners to work collaboratively in reflective democratic communities that create and support powerful learning experiences for everyone.
The following protocols were used during the SI 2010 and are linked here for your convenience:
Mini Descriptive Review (See Reader)
Wednesday, June 30, 2010
Tuesday, June 29, 2010
Berkeley, CA, June 1, 2010 – More than 3,000 kindergarten-through-college teachers across the country will dedicate four weeks this summer to learning new strategies to improve their students' writing skills.
The teachers were selected to attend National Writing Project (NWP) Summer Institutes held at the more than 200 NWP sites located on college campuses in all 50 states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands. Co-directed by university faculty and classroom teachers, the institutes allow teachers in all subject areas to study the latest research on the teaching of writing and share knowledge, expertise, and effective classroom practices.
"Teachers who attend the Summer Institute will return to their classrooms next fall equipped with proven strategies for teaching young people how to write and how to use writing to learn," said Sharon J. Washington, NWP Executive Director. "Writing continues to be the signature means of communication in the digital age, and these institutes provide valuable continuous learning opportunities for teachers across the country."
What are your thoughts on your SDAWP Summer Institute 2010?