tag:blogger.com,1999:blog-63142630232803569462024-02-18T19:52:46.786-08:00SDAWP Summer Institute 2010'Thinking deeply about what we are doing leads us to ask better questions, break out of fruitless routines, make unexpected connections and experiment with fresh ideas.' Ron BrandtChristinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.comBlogger16125tag:blogger.com,1999:blog-6314263023280356946.post-56751328085938724512010-07-20T19:19:00.000-07:002010-07-20T21:29:15.075-07:00NWP Survey for Summer Institute Fellows<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4Kq-Rvhitxn8JxPGUHSDfc3CnuettTG2m8imwwMSLBNWJ8yx-EtkpJkVkefcOYDVR5vylDsRM7Z-KcjNC1xcYBNa511v6-4xNjwcRLVBhf3bd5M18ZfzOVw-GI39TmMu0oByUslUdF2gt/s1600/n126582340034_6375.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 200px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4Kq-Rvhitxn8JxPGUHSDfc3CnuettTG2m8imwwMSLBNWJ8yx-EtkpJkVkefcOYDVR5vylDsRM7Z-KcjNC1xcYBNa511v6-4xNjwcRLVBhf3bd5M18ZfzOVw-GI39TmMu0oByUslUdF2gt/s400/n126582340034_6375.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5496211855918951810" /></a><br /><br /><span style="font-weight:bold;">INSTRUCTIONS FOR COMPLETING THE<br />2010 SURVEY FOR SUMMER INSTITUTE FELLOWS</span><br /><br />The survey will take about 20 minutes to complete. To be on the safe side, set aside 30 minutes.<br /> <br />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. <br /><br />Use the tabs and directional arrows to move through the survey. Do not hit “return” or “enter.” <br /><br />Access the survey at:<br /> <a href="http://www.inverness-research.org/NWP-SI-surveys.html ">http://www.inverness-research.org/NWP-SI-surveys.html </a> <br /> <br />Survey Validation Code: writer <br /><br />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. <br /><br />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. <br /><br />If you have any questions or concerns, contact Judy Hirabayashi jhirabayashi@inverness-research.org.Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com1tag:blogger.com,1999:blog-6314263023280356946.post-83423140534141453412010-07-20T17:09:00.000-07:002010-07-20T17:17:21.570-07:0050 Years of Writing Research<a href="http://www.youtube.com/watch?v=mrcq3dzt0Uk&feature=channel"><span style="font-weight:bold;">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.</span></a><br /><br /><br /><object width="500" height="405"><param name="movie" value="http://www.youtube.com/v/mrcq3dzt0Uk&hl=en_US&fs=1?color1=0x2b405b&color2=0x6b8ab6&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/mrcq3dzt0Uk&hl=en_US&fs=1?color1=0x2b405b&color2=0x6b8ab6&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="500" height="405"></embed></object>Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com5tag:blogger.com,1999:blog-6314263023280356946.post-40601057501052131682010-07-19T15:38:00.000-07:002010-07-20T17:07:39.617-07:00NWP's Latest Research Results<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt9SI-RkWFh3S8plXdlZqcdzjG9_VRJLUmfW473keiBo1o_VqQk8ctoZZWZeaVrG6tpsgczi-vQ4-EolYPpvkH38seztlL4BeH-ywxgNiT2BWYV-kigjH9-DjoYL0S4ft9q6ZpD0URVZkJ/s1600/iStock_Library.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 265px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt9SI-RkWFh3S8plXdlZqcdzjG9_VRJLUmfW473keiBo1o_VqQk8ctoZZWZeaVrG6tpsgczi-vQ4-EolYPpvkH38seztlL4BeH-ywxgNiT2BWYV-kigjH9-DjoYL0S4ft9q6ZpD0URVZkJ/s400/iStock_Library.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5495751334009003698" /></a><br /><br /><br /><a href="http://www.nwp.org/cs/public/print/resource/3208"><span style="font-weight:bold;">Writing Project Professional Development Continues to Yield Gains in Student Writing Achievement</span></a><br /><br /><span style="font-weight:bold;">Date</span>: July 15, 2010<br /><br /><span style="font-weight:bold;">Summary</span>: 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.<br /><br /><span style="font-weight:bold;">Key Findings</span><br />In 16 studies conducted in seven states, 103 of 112 comparisons show positive results in writing achievement favoring students in classrooms of NWP participants.<br /><br />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.<br /><br />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.<br /><br />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.<br /><br /><a href="http://www.nwp.org/cs/public/print/resource/3208"><span style="font-weight:bold;">Click to read full article</span></a><br /><br /><br />*******************************************************************************************************************************<br /><br /><a href="http://www.eschoolnews.com/2010/07/18/technology-a-key-tool-in-writing-instruction/print/"><span style="font-weight:bold;">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</span><br /></a><br />By Maya T. Prabhu, Assistant Editor<br /><br />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.<br /><br />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.<br /><br />“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.<br /><br />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.<br /><br />“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.<br /><br />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.<br /><br />First, every student needs one-on-one access to computers or mobile technology in classrooms.<br /><br />“Technology can’t have an impact on children if they don’t have access,” Eidman-Aadahl said.<br /><br /><a href="http://www.eschoolnews.com/2010/07/18/technology-a-key-tool-in-writing-instruction/print/">Click here for full article</a>Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com7tag:blogger.com,1999:blog-6314263023280356946.post-5008143535134801552010-07-12T23:18:00.000-07:002010-07-13T22:26:45.991-07:00SDAWP Protocols<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUCpn3vjSzAA3XZagrUxZCPdQLdpyC86HZPYk7wT4mWL-PhR8bMTiTB2JaZE1duKpB_OnvA5HbPgOq0lsCTJ0IVADna8-kYy3Gz0AbZB4Oaira1iZj5mD8oXbSHDlsLfBQUgNAhgYpAcMZ/s1600/discussing.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 309px; height: 310px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUCpn3vjSzAA3XZagrUxZCPdQLdpyC86HZPYk7wT4mWL-PhR8bMTiTB2JaZE1duKpB_OnvA5HbPgOq0lsCTJ0IVADna8-kYy3Gz0AbZB4Oaira1iZj5mD8oXbSHDlsLfBQUgNAhgYpAcMZ/s400/discussing.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5493272039654498626" /></a><br /><br />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.<br /><br />The following protocols were used during the SI 2010 and are linked here for your convenience: <br /><br /><a href="http://www.nsrfharmony.org/protocol/doc/affinity_mapping.pdf">Affinity Mapping</a><br /><br /><a href="http://www.nsrfharmony.org/protocol/doc/block_party.pdf">Block Party</a><br /><br /><a href="http://www.nsrfharmony.org/protocol/doc/final_word.pdf">Final Word</a><br /><br /><a href="http://www.alliance.brown.edu/pubs/changing_systems/teach_to_student/ChalkTalk.pdf">Chalk Talk</a><br /><br /><a href="http://opd.mpls.k12.mn.us/sites/daf1e7b3-5a92-4df1-9b5c-67189b22643f/uploads/103007-DESCRIPTIVE_REVIEW.pdf">Descriptive Review</a><br /><br />Mini Descriptive Review (See Reader)<br /><br />Four S's <br /><br />Dual TextChristinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com14tag:blogger.com,1999:blog-6314263023280356946.post-59378467699079250392010-06-30T00:09:00.000-07:002010-06-30T00:15:25.495-07:00Connections to the Reader (Articles)<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHx4vEApWRJTtXlnP8PfsNMMr9YdfcwkIQroyDck5pKgsqIjdNKHd-pwTaINDQsoD1icv_AelrhHJPYhYjZJulknnSRnDYG3ekpPV6loouaKHhzGEJdUBlKNgGAxTtqD-iQlRKBTD-m7aq/s1600/book-9066.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHx4vEApWRJTtXlnP8PfsNMMr9YdfcwkIQroyDck5pKgsqIjdNKHd-pwTaINDQsoD1icv_AelrhHJPYhYjZJulknnSRnDYG3ekpPV6loouaKHhzGEJdUBlKNgGAxTtqD-iQlRKBTD-m7aq/s400/book-9066.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5488461314882454706" /></a><br /><br />What are your thoughts/opinions/comments and connections to the article(s) in the reader?Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com5tag:blogger.com,1999:blog-6314263023280356946.post-84908698018119486972010-06-29T23:54:00.001-07:002010-06-29T23:58:21.323-07:00Our Recommended Reading List<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcBW-_rVHK7QqdLFG0YMY0Yav-kNGiOmxkO9JQvSP3RARKGS5goVP3iZm3nNYPm1sYndXkHnDeIPVigFmD60IAEKgxdZOsb2HEK-AatHvPoJJsaYiDpOQGY2J7vOpGh55POUYSQRRbwKoT/s1600/books.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 353px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcBW-_rVHK7QqdLFG0YMY0Yav-kNGiOmxkO9JQvSP3RARKGS5goVP3iZm3nNYPm1sYndXkHnDeIPVigFmD60IAEKgxdZOsb2HEK-AatHvPoJJsaYiDpOQGY2J7vOpGh55POUYSQRRbwKoT/s400/books.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5488457499824537874" /></a><br />What books, articles, journals, blogs, websites etc. would you recommend? Why?Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com18tag:blogger.com,1999:blog-6314263023280356946.post-35182014149110990222010-06-29T23:46:00.000-07:002010-06-29T23:54:06.085-07:00Connections to Summer Institute 2010<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_4r_3WLGbcOT0JNwBTZYm_1ezhMWvi8heB9-I3ufjTkKtQHTegkdxBqaU7QSSMDoXoL70DXSaBTSIdzuGkIzEqkbE0_l0kDICC3Y3tNfSNsdUQxVnn5djWLJw4jBNhGDD6waJI8QxexO3/s1600/BQcDAAAAAwoDanBnAAAABC5vdXQKFjRJMWlCRmZ6M2hHMXJ1cFhNRXkzTmcAAAACaWQKAXgAAAAEc2l6ZQ.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_4r_3WLGbcOT0JNwBTZYm_1ezhMWvi8heB9-I3ufjTkKtQHTegkdxBqaU7QSSMDoXoL70DXSaBTSIdzuGkIzEqkbE0_l0kDICC3Y3tNfSNsdUQxVnn5djWLJw4jBNhGDD6waJI8QxexO3/s400/BQcDAAAAAwoDanBnAAAABC5vdXQKFjRJMWlCRmZ6M2hHMXJ1cFhNRXkzTmcAAAACaWQKAXgAAAAEc2l6ZQ.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5488456161083940274" /></a><br />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.<br /><br />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.<br /><br />"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."<br /><br />What are your thoughts on your SDAWP Summer Institute 2010?Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com4tag:blogger.com,1999:blog-6314263023280356946.post-83711336769097551102010-06-12T06:50:00.000-07:002010-06-12T08:25:41.962-07:00Newkirk Chapters 2 & 8<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwT8pyabt5-nhU6ShG-VsXTtt94D_6Eonj_KG_rlcIRz1q5JK1wBACqJdZsG0RjPbOAY8qeRyKH9rZh4ZUo9EVUzWKgEt4jLFphEVCHUg1eUkttLyYY5_yJQyB1LMdHwa3GoRfxLurYrQm/s1600/bigstockphoto_zen_garden_2200222.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 299px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwT8pyabt5-nhU6ShG-VsXTtt94D_6Eonj_KG_rlcIRz1q5JK1wBACqJdZsG0RjPbOAY8qeRyKH9rZh4ZUo9EVUzWKgEt4jLFphEVCHUg1eUkttLyYY5_yJQyB1LMdHwa3GoRfxLurYrQm/s400/bigstockphoto_zen_garden_2200222.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5481906754910546610" /></a><br /><br />The abundant research on medical decision making illluminates the responses of doctors and nurses who (like teachers) find themselves in complex environments that require far more than the <span style="font-style:italic;"> application of research.</span> In other words, each situation is, to a considerable degree, a unique experience that can't be anticipated by a preset procedure. Professionals often work in environments where "problems are interconnected, environments are turbulent, and the future is indeterminate" (Schon 1983,16). Classroom teachers will recognize this description. Classrooms are complex environments-"messes"- in which teachers must deal with uncertainty, instability, uniqueness, and completing values. It is little wonder that teachers are skeptical of guidelines and prescriptions that fail to account for this complexity.<br /><br />Teachers' resistance to research and that which is termed <span style="font-style:italic;">theory</span> by academicians comes not from a belief that this work is inaccurate-only that it is too <span style="font-style:italic;">general</span> to be useful in the situations they find themselves. It exists at a level of abstraction that they fail to find useful as they deal with the complex "messes" of classroom life. To do their work requires a particularized, situated, child-specific, class-specific, day-specific, school-specific form of knowledge-often intuitive and unarticulated- that is rarely considered to be <span style="font-style:italic;">theory</span> at all. In the hierarchical models of professional knowledge, this localized knowledge never has the status accorded to research or abstract theorizing. The teachers' place at the bottom of the hierarchy is secure- they deliver instruction. (pages 27-29)<br /><br />Newkirk continues (in chapter eight) to consider a counter-narrative to the "heroic, exemplary self-sacrificing" teacher narrative portrayed in the media outlets such as in the movie <span style="font-style:italic;">Stand and Deliver</span>. From a psychoanalytic perspective, these narratives present a very <span style="font-style:italic;">narcissistic </span> image of teaching, an inflated self-presentation, even self-admiration-that leave teachers vulnerable to psychological pain when they receive criticism or experience difficulty (or feel emotions) incompatible with this self-image. And to the extent that, as a culture, we treat these depictions of selfless teaching as an ideal, those (like me) who fall short also feel inadequate, and I will argue, lose some pleasure that might come from a more realistic vision of teaching, with its small victories and small advances. (pages 159-160)<br /><br />The term <span style="font-style:italic;"> resonate</span> will be used throughout the Summer Institute as a term that refers to "what strikes a chord with you". What do you agree with and what do you push back against? What <span style="font-style:italic;">resonates</span> with you regarding Newkirks' statements on the practical applications of research/theory in the classroom and/or the "heroic, exemplary self-sacrificing" teacher narrative?<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3Rm5knUzi8IdOgDhd2nnlSM44jlUq_j6k_ZQagGLKDg1O8SEw22lkyTISmiLBD0A0d7MLxF8ma9Cnaaf_hRl6xDk-DgHaROmetemC8aKLMwqyErSD5zecvq7xIXEaHPTD_N8WNl66lF6W/s1600/leaf-heart.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 266px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3Rm5knUzi8IdOgDhd2nnlSM44jlUq_j6k_ZQagGLKDg1O8SEw22lkyTISmiLBD0A0d7MLxF8ma9Cnaaf_hRl6xDk-DgHaROmetemC8aKLMwqyErSD5zecvq7xIXEaHPTD_N8WNl66lF6W/s400/leaf-heart.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5481905204584871330" /></a>Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com17tag:blogger.com,1999:blog-6314263023280356946.post-67476135340031953352010-06-11T20:52:00.000-07:002010-06-11T20:53:48.217-07:00SDAWP Summer Institute 2010_Updated June 11, 2010<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPv4W-sjHVhqON3v89IZawUPU26gOn-qq1na0pQIbhNf_EocKcu8MThB24KD3IZVTSHPC5cBN2LkpFrPE6Y-vcoa1uS5wn4RPvxxrM3s5sHgEBwRYgNp0sbnQQVt6rIZSsem5aG-In4_vx/s1600/SDAWP+Demo+Calendar+2010.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 309px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPv4W-sjHVhqON3v89IZawUPU26gOn-qq1na0pQIbhNf_EocKcu8MThB24KD3IZVTSHPC5cBN2LkpFrPE6Y-vcoa1uS5wn4RPvxxrM3s5sHgEBwRYgNp0sbnQQVt6rIZSsem5aG-In4_vx/s400/SDAWP+Demo+Calendar+2010.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5481730406411788402" /></a>Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com0tag:blogger.com,1999:blog-6314263023280356946.post-60841516685494949202010-05-31T15:44:00.000-07:002010-06-02T21:39:08.849-07:00Newkirk Chapters 1 & 7<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjibBvQOmCJaGhnPm63aaoALdmW7CMPwNMewrL9zTqMa1s6h6t5EH0xMyu_-zF_Dj9kdToh4BL6QimybQa_d757-d1SEm8hTDemRzzFw-luVLAp9JoIU84j8Ikb3U1JkYD-KAHHx3RTCaAn/s1600/1010-pen_PjHua_48.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 200px; height: 122px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjibBvQOmCJaGhnPm63aaoALdmW7CMPwNMewrL9zTqMa1s6h6t5EH0xMyu_-zF_Dj9kdToh4BL6QimybQa_d757-d1SEm8hTDemRzzFw-luVLAp9JoIU84j8Ikb3U1JkYD-KAHHx3RTCaAn/s200/1010-pen_PjHua_48.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5477576357928410818" /></a><br /><br /><span style="font-style:italic;">Standardization</span> and <span style="font-style:italic;">standards</span> seem so linguistically close that one shades into the other. It may be that there is something aesthetically pleasing in uniform action-the pleasure of watching a drill team, for example. Yet standardization only leads to sameness, not necessarily quality, and rarely to excellence. This book, then, will challenge a growing trend in education that requires teachers to work in preestablished (invariably "research-based") systems that sharply limit their capacity to make decisions about curriculum and students. Schools are not factories; students are not products. (page 9-10)<br /><br />The history of writing instruction in this country is really a history of <span style="font-style:italic;">writinglike</span> activities (particularly spelling, grammar instruction) taking the place of writing itself. <br /><br />A related force that works against writing (and to some extent reading) is commodification- the tendency to think of education in terms of products and materials. Schools don't develop programs or create them- they purchase them. From the standpoint of marketability, writing instruction is a poor bet. If, as Donald Murray argued, the main texts in writing classes are the ones students are producing, the only real market is for blank paper. One might argue that these skills materials and workbooks teach the "building blocks" for writing, but too often these building blocks simply substitute for actual writing, displacing it altogether for students in lower tracks (one prominent researcher estimated that some disadvantaged students may write no more than five hundred words of actual writing in a year). <br /><br />As James Moffett notes, one tactic used by producers of materials is mystification- the implied argument that writing is so technical a subject, so tangled with complex alignments to standards and research, so intricate in its sequence of skills development, so integrated with lessons in punctuation/grammar/genres, so dependent on complex assessments, that no single teacher could possibly construct his or her own system. A teacher would feel naked indeed to presume to teach writing without the support of these systems. (page 137-139)<br /><br /><span style="font-weight:bold;">What writing curriculum materials impact your writing instruction? What are your thoughts on the "mystification" of writing and how you were taught to write or teach writing to others? </span><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOtnyjQhYfdpp2iIjk_CQOuO0o6s4Uer1X_4h83_Z2M51PLrdwQLvtgpzBazSlR4AGYFvBQKwuAs0Ze4rHTgxxvw3rCRB7wIr4dzEQGeaNDtffnM5bHMO-H50f1aKM5Cre7mchaZQnYccv/s1600/2905028074_dc05ddefd7.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 200px; height: 177px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOtnyjQhYfdpp2iIjk_CQOuO0o6s4Uer1X_4h83_Z2M51PLrdwQLvtgpzBazSlR4AGYFvBQKwuAs0Ze4rHTgxxvw3rCRB7wIr4dzEQGeaNDtffnM5bHMO-H50f1aKM5Cre7mchaZQnYccv/s200/2905028074_dc05ddefd7.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5477576541526154802" /></a>Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com19tag:blogger.com,1999:blog-6314263023280356946.post-91783003256560701782010-05-06T06:36:00.000-07:002010-05-08T06:29:03.381-07:00Newkirk Chapter 4 & 5<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUw6uOdJOUB3nqMRxV-4QFc_7MjWI3-FkaLYKFQ_XOL_aEdz25xWz0oT4z9I1rD9XY58UgatVP065xbxcm1ELzf9-nGQ4ktF_42NtlhhvQyODWlyW4d6pyYFSfDLwymTtkJ3TghOKBMaB0/s1600/BunchOfBoysReading.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 200px; height: 134px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUw6uOdJOUB3nqMRxV-4QFc_7MjWI3-FkaLYKFQ_XOL_aEdz25xWz0oT4z9I1rD9XY58UgatVP065xbxcm1ELzf9-nGQ4ktF_42NtlhhvQyODWlyW4d6pyYFSfDLwymTtkJ3TghOKBMaB0/s200/BunchOfBoysReading.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5468159213089654226" /></a><br /><br />The most compelling argument for a new valuation of popular culture in children's writing comes in the profoundly important line of research carried out by Ann Haas Dyson (1997, 2003) in urban, and often low-income, schools. The core ethical theme running through Dyson's work concerns access: If these cultural resources are dismissed for whatever reason (too exploitative, too commercial, too tied to television, to "low class"), if the middle/professional-class type of book culture is perceived as the only useful literacy experience, the result is profoundly alienating and inequitable. (p. 96)<br /><br />There are consequences to this censorship. <br /><br />The facts of literacy development are plain for all to see: boys fall dramatically behind girls in reading, and particularly writing, by the third grade. Those boys who have the experience of being behind, of not being good at literacy - and they number in the millions - soon turn a <span style="font-style:italic;">difficulty into an identity</span>. <br /><br />They begin to believe that they are just not good at words, at least printed ones. Such an identity provides security because there is no longer a need to really try, for any attempt just exposes a deficiency. And because we all have a stake in the identities we assume (even when they work against us), they are much more impervious to instruction. <br /><br />These students are the ones who claim that "reading is stupid", the ones who perfect avoidance strategies, who are always breaking their pencils, who manage to write only a few primer-level sentences in writing period, and who later manage to pass English with the help of Sparknotes. <br /><br />Thus we have a negative cycle: Boys experience difficulty and, early on, come to avoid reading and writing- and because they avoid it, they experience even greater difficulty, to the point where faking it is the only reasonable solution. I would suggest that the consequences of opting out of reading and writing - in an "information age" where <span style="font-style:italic;">work</span> involves working with texts more than raw materials- are severe indeed. (p. 105-106)<br /><br /><span style="font-weight:bold;">Newkirk argues for a wider view of literacy and literate practices in school. In your own experience and/or opinion how can we find ways to bridge the literacies from boys (and girls who don't identify with "school literacy") lives with the literacies we would like them to practice, valuing both equally?</span><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQcBqSAAYZWb643nKclUnGub7IiHDd_Y3JsTJWLPTvPMpua9XIPkmtf1SI-n5dpe7sCaQlJsITyR-MkD2jBi2TmoaBH6z82uJv4H5cfwqfrJrD3LwOHD9s8yWylrhyphenhyphenQUher68xBKrGRXmq/s1600/boyWrite_1550262c.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 200px; height: 125px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQcBqSAAYZWb643nKclUnGub7IiHDd_Y3JsTJWLPTvPMpua9XIPkmtf1SI-n5dpe7sCaQlJsITyR-MkD2jBi2TmoaBH6z82uJv4H5cfwqfrJrD3LwOHD9s8yWylrhyphenhyphenQUher68xBKrGRXmq/s200/boyWrite_1550262c.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5468159333074490418" /></a>Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com17tag:blogger.com,1999:blog-6314263023280356946.post-16238765770262980722010-04-11T21:10:00.000-07:002010-05-08T06:34:12.758-07:00Newkirk Chapters 3 & 6<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq9FUheihLkM5Sy44FVlJkzEa24xe1JxDzH4pNJdiU6iohk9yKaiV6CuKU2ZaKTaI3IdV9jl1P-XN8pfqWnxmwDy-XNd7OFLq1VDHRL96hDqksebl6zZsM8fQNrgueAX5ZyTHak1bMoRKm/s1600/9780325021232.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 178px; height: 267px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgq9FUheihLkM5Sy44FVlJkzEa24xe1JxDzH4pNJdiU6iohk9yKaiV6CuKU2ZaKTaI3IdV9jl1P-XN8pfqWnxmwDy-XNd7OFLq1VDHRL96hDqksebl6zZsM8fQNrgueAX5ZyTHak1bMoRKm/s320/9780325021232.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5459099280547736946" /></a><br /><br />Newkirk proposes that the biggest story in literacy development is not that students fail to learn to read and write (though some do and they deserve special attention and help), but that they soon perceive school literacy as alienating work. <br /><br />Students develop "basic" skills but millions don't progress from there. As they move through school, studies show, they do less and less reading and writing voluntarily. Any effort to teach analytic or reflective literacy skill is built on the premise of engagement, for analysis is unpacking of our reactions and involvement. (p.129)<br /><br /><span style="font-weight:bold;">What are your thoughts regarding this assertion by Newkirk?</span><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTL9e_LssPBRxMP-iHPzuUS36byqrzcaDlqvY8FcVJErjkBdQ76Ybkx3l_KrOZWZx6ptwsXIdkwA_DmvN2D4asA6ZCFuM_LBIqmmtl3CjX7M7q0TbTVFlPlT9H89xdqI8hilbL0mINuQWQ/s1600/reader.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 200px; height: 157px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTL9e_LssPBRxMP-iHPzuUS36byqrzcaDlqvY8FcVJErjkBdQ76Ybkx3l_KrOZWZx6ptwsXIdkwA_DmvN2D4asA6ZCFuM_LBIqmmtl3CjX7M7q0TbTVFlPlT9H89xdqI8hilbL0mINuQWQ/s200/reader.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5459237773509245378" /></a>Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com25tag:blogger.com,1999:blog-6314263023280356946.post-16613932391628176572010-03-21T14:16:00.000-07:002010-03-21T21:10:36.974-07:00We Are The World_We Are Your Children<div style="width:425px" id="__ss_3505708"><strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/kealoha2006/we-are-the-world-3505708" title="We Are The World">We Are The World</a></strong><object width="425" height="355"><param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=wearetheworld-100321224041-phpapp02&stripped_title=we-are-the-world-3505708" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=wearetheworld-100321224041-phpapp02&stripped_title=we-are-the-world-3505708" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="400" height="355"></embed></object><div style="padding:5px 0 12px">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/kealoha2006">kealoha2006</a>.</div></div>Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com0tag:blogger.com,1999:blog-6314263023280356946.post-39800876497407293422010-03-11T22:03:00.001-08:002010-06-11T20:47:50.472-07:00SDAWP Summer Institute 2010Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com0tag:blogger.com,1999:blog-6314263023280356946.post-45590516609555475382010-03-11T21:43:00.000-08:002010-03-21T20:30:21.154-07:00Google Email Account & Google DocsPlease create a google account and password at this site:<br /><a href="https://www.google.com/accounts/NewAccount">https://www.google.com/accounts/NewAccount</a><br /><br /><br /><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/2pV4NJTqAEU&hl=en_US&fs=1&color1=0x402061&color2=0x9461ca"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/2pV4NJTqAEU&hl=en_US&fs=1&color1=0x402061&color2=0x9461ca" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="400" height="385"></embed></object>Christinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com0tag:blogger.com,1999:blog-6314263023280356946.post-47604393260087027702010-03-11T21:04:00.000-08:002010-03-21T20:26:42.064-07:00First Time Users of NWP site<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP0It-2cwsvpMn_gCBqwfoNJKFWN10_FEYCmej4m0r41LIvaM9p26SEeHautHfPk6oa6WbDjVm56IP6id01vI5siDdMOUczNXzhFASU2cNPh0iUd1TI_w5U93c9PLupaPmcDooUHGCorGz/s1600-h/55903-bigthumbnail.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 200px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjP0It-2cwsvpMn_gCBqwfoNJKFWN10_FEYCmej4m0r41LIvaM9p26SEeHautHfPk6oa6WbDjVm56IP6id01vI5siDdMOUczNXzhFASU2cNPh0iUd1TI_w5U93c9PLupaPmcDooUHGCorGz/s320/55903-bigthumbnail.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5451199100966948434" /></a><br /><br />Please sign up here for online access to NWPi:<br /><a href="https://www.nwp.org/cs/public/register">https://www.nwp.org/cs/public/register</a><br /><br />If you have questions or concerns please email Christine Kane at kealoha2006@yahoo.comChristinehttp://www.blogger.com/profile/13537163660639874277noreply@blogger.com0