Designing Purposeful and Engaging Arcs of Writing Instruction in an Era of Remote Learning
Troy Hicks
As we continue to live and learn in unprecedented times and move to remote learning and with some successes to celebrate, yet many challenges made clear and inequities laid bare we have an opportunity to reimagine English language arts instruction, particularly the teaching of writing. During this interactive webinar, we will focus on three key questions, with teaching moves and applicable tech tools shared in the process: What principles of teaching writing still hold true, whether face-to-face, online, or in hybrid spaces? What patterns of writing, response, and revision can still be accomplished over an arc of instruction lasting from a few days to a few weeks? Which technology tools can help us maintain relationships and build community with our writers, as well as expand their opportunities for writing into multimodal forms? Together, we will create arcs of instruction that utilize effective teaching practices across physical and virtual spaces.
A Digital, Participatory Writing Process for Adolescents
Emily Howell
In this discussion, the presenter will discuss writing from the perspectives of new media literacies and multiliteracies, analyzing how writing is defined in a digital age. The presenter will then discuss the writing process and how this has developed with the advance of digital tools. Finally, the presenter will discuss which digital tools adolescent teachers have used with their students and how these tools may address new media literacy skills for writing.
Concerning Conferring
Justine Marie Bruyère
Would you like to assessing student authoring and providing targeted individualized instruction at the same time? Would you like to differentiate and connect with your students on a biweekly basis? If you answered yes to these two questions then you're probably interested in learning more about how conferring might work for your (remote) classroom. Writing conferences are authoring because they provide opportunities for teachers to mentor, provide feedback, and connect with students individually. Conferring provides immediate feedback students can use right away. With the support of authoring conferences, students can see where they are going with new focus and motivation.
Writing Strategy Instruction
Zoi Apostolia Traga Philippakos
Writing, is an important and necessary literacy outcome; Through writing in K to 12 academic continua and in college, students demonstrate understanding across a variety of subject areas, express their inner thoughts when writing in journals, and share their imagination and creativity. A thorough understanding about genres and writing strategies is necessary for learners to be able to accurately respond to academic and/or career demands. This understanding can also support reading comprehension and writing about reading. The session will share the effects of an instructional and professional development (PD) approach that combines strategy instruction and dialogic pedagogy on K to 8 student's academic performance and on teacher's confidence. Principles of genre-based strategy instruction will be explained; During the session we will engage in practices for collaborative drafting as well as online evaluation for self-evaluation and peer review.
