Embedded Files
C.1 | Meaningful Feedback on Writing: Ranking, Evaluating, & Liking (9-12)
Christina Andrade Melly
Room # 313
Writers grow when they enjoy the process of receiving feedback. They want to know that readers like their writing - but also need to learn how to improve. As teachers of writing, we want students to read and use our feedback, not just skim a paper for a grade. How can we make that happen for fifty or one hundred writers at a time? Come to this session for a conversation and miniature writing workshop that breaks our impossible task of evaluating student writing into more manageable pieces for every level.
Christina Andrade Melly teaches sophomore and senior English at Ritenour High School in St. Louis, Missouri. A proud Ritenour grad, she uses writing to engage her students in critical consideration of their world and the ideas around them: they have found success as debaters, job seekers, and published authors through blogs and the NCTE English Journal. She is the 2023 Missouri Teacher of the Year. While she has the microphone, she hopes to amplify the many voices of students, teachers, and a community invested in public education.
Christina Andrade Melly
Room # 313
Writers grow when they enjoy the process of receiving feedback. They want to know that readers like their writing - but also need to learn how to improve. As teachers of writing, we want students to read and use our feedback, not just skim a paper for a grade. How can we make that happen for fifty or one hundred writers at a time? Come to this session for a conversation and miniature writing workshop that breaks our impossible task of evaluating student writing into more manageable pieces for every level.
Christina Andrade Melly teaches sophomore and senior English at Ritenour High School in St. Louis, Missouri. A proud Ritenour grad, she uses writing to engage her students in critical consideration of their world and the ideas around them: they have found success as debaters, job seekers, and published authors through blogs and the NCTE English Journal. She is the 2023 Missouri Teacher of the Year. While she has the microphone, she hopes to amplify the many voices of students, teachers, and a community invested in public education.
C.2 | Using "They Say/ I Say"
(6-12)
Hannah Cunningham & Lindsay Ripplinger
Room # 314
Telling students to just read an article will not encourage them to be active readers nor will it engage them in the task at hand. If students wait until the end of the passage to ask questions, it may be too late. Using the “they say/I say” strategy will help engage your students in all things that they read. It allows them to pick out information or points in the reading and respond to it. And….this is a strategy that is accessible for any student! Hannah and Lindsay will share the “they say/I say” strategy and then model with an article. Participants will then practice on their own using the strategy. We will end the sessions with a brainstorming session where we discuss how we can all incorporate this strategy into our upcoming lessons. If there is time left, the participants will write out a plan of action to use the “they say/ I say” strategy.
Hannah CunninghamI have been teaching science for 22 years in an urban setting. I have been involved with the Gateway Writing Project since 2012. Currently, I teach at University City High school as a Chemistry, Biology and Physical Science teacher. I enjoy participating in any professional development that allows me to learn new things about ways to engage my students in all types of literacy. I have earned a BS. Biology from University of the Ozarks, M.Ed. of Secondary Education and Graduate Certificate of Writing from University of Missouri-St. Louis. As well as a M.S. of Geoscience from Mississippi State University.
(6-12)
Hannah Cunningham & Lindsay Ripplinger
Room # 314
Telling students to just read an article will not encourage them to be active readers nor will it engage them in the task at hand. If students wait until the end of the passage to ask questions, it may be too late. Using the “they say/I say” strategy will help engage your students in all things that they read. It allows them to pick out information or points in the reading and respond to it. And….this is a strategy that is accessible for any student! Hannah and Lindsay will share the “they say/I say” strategy and then model with an article. Participants will then practice on their own using the strategy. We will end the sessions with a brainstorming session where we discuss how we can all incorporate this strategy into our upcoming lessons. If there is time left, the participants will write out a plan of action to use the “they say/ I say” strategy.
Hannah CunninghamI have been teaching science for 22 years in an urban setting. I have been involved with the Gateway Writing Project since 2012. Currently, I teach at University City High school as a Chemistry, Biology and Physical Science teacher. I enjoy participating in any professional development that allows me to learn new things about ways to engage my students in all types of literacy. I have earned a BS. Biology from University of the Ozarks, M.Ed. of Secondary Education and Graduate Certificate of Writing from University of Missouri-St. Louis. As well as a M.S. of Geoscience from Mississippi State University.
Lindsay RipplingerI have been teaching for 18 years. Most of my experience has been in the general education setting, but I have been teaching special education for the past 5 years. I have taught at every level but am currently the special education component for science at University High School. My passion is reading, so I love exposing students to reading and writing given any opportunity.
C.3 | Being "Drawn In" to Life in Your Classroom (PK-8)
Dr. Arionna Raleigh
Room # 315
This professional development will address English Language Arts (ELA) educational objectives. The early learning curriculum is woven into every Drawn In adventure and empowers learners to explore the text in new and exciting ways through comic books. Comic books and graphic novels are considered practical tools to motivate children to read more, increase recall, problem-solving, and reading comprehension, and further enrich the skills of the beginning, accomplished, reluctant, or English-language learners.
This interactive professional development is based on National and Missouri/Illinois Common Core State Standards. The team uses research-based best practices, including English Language Arts (ELA) and Social-Emotional Learning (SEL) fundamentals. Early learning lesson plans and playful learning activities support the framework of Drawn In videos, comic books, and website content.
Many of Lady M's Magnificent Words are considered Tier Two words that aid in the transference of knowledge beyond English Language Arts. While vocabulary acquisition is central to our mission, the learning goals included with each comic also encompass other ELA standards, such as character, plot, and theme, which build on students' critical-thinking abilities. This professional development was built to be fun, engaging, and learner-centered that focused on student choice during writing. During the Professional development, the educators will be introduced to all four comic books and interactive writing that can be done for all students.
Dr. Arionna Ralleigh is Curriculum Design Manager. Arionna is an educator with over 15 years of experience. She leads work educators around the region. Before Nine PBS, Dr. Ralleigh was English Language Arts and Social Studies Curriculum Coordinator for the largest charter school in St. Louis. She holds an Educational Doctorate in Leadership in Teaching and Learning from Missouri Baptist University, Educational Specialist Degree in Educational Leadership from Webster University, and a Master and Bachelor of Science in Elementary Education from the University of Missouri St. Louis. In addition to her degrees, she is certified as a teacher, reading specialist, and administrator in Missouri.
Dr. Arionna Raleigh
Room # 315
This professional development will address English Language Arts (ELA) educational objectives. The early learning curriculum is woven into every Drawn In adventure and empowers learners to explore the text in new and exciting ways through comic books. Comic books and graphic novels are considered practical tools to motivate children to read more, increase recall, problem-solving, and reading comprehension, and further enrich the skills of the beginning, accomplished, reluctant, or English-language learners.
This interactive professional development is based on National and Missouri/Illinois Common Core State Standards. The team uses research-based best practices, including English Language Arts (ELA) and Social-Emotional Learning (SEL) fundamentals. Early learning lesson plans and playful learning activities support the framework of Drawn In videos, comic books, and website content.
Many of Lady M's Magnificent Words are considered Tier Two words that aid in the transference of knowledge beyond English Language Arts. While vocabulary acquisition is central to our mission, the learning goals included with each comic also encompass other ELA standards, such as character, plot, and theme, which build on students' critical-thinking abilities. This professional development was built to be fun, engaging, and learner-centered that focused on student choice during writing. During the Professional development, the educators will be introduced to all four comic books and interactive writing that can be done for all students.
Dr. Arionna Ralleigh is Curriculum Design Manager. Arionna is an educator with over 15 years of experience. She leads work educators around the region. Before Nine PBS, Dr. Ralleigh was English Language Arts and Social Studies Curriculum Coordinator for the largest charter school in St. Louis. She holds an Educational Doctorate in Leadership in Teaching and Learning from Missouri Baptist University, Educational Specialist Degree in Educational Leadership from Webster University, and a Master and Bachelor of Science in Elementary Education from the University of Missouri St. Louis. In addition to her degrees, she is certified as a teacher, reading specialist, and administrator in Missouri.
C.4 | Let's Chat About Chatbots: An Artificial Intelligence Toolkit
David Brosch
Chamber Room
ChatGPT and other emergent artificial intelligence models have shown their potential to disrupt classroom practices. Where are we now as teachers of writing, and where could this trend? How doesan AI-susceptible writing assignment fail the student? In which rank of Bloom’s Taxonomy will we find robot-proof writing? What are the tools at our disposal to keep emergent technology from upending the traditional writing classroom entirely? In this multidisciplinary interactive talk, David Brosch will demystify the basics of advanced chatbots. He will review the most current thinking on AI’s relationship to composition in the classroom, touching on approaches from mainstream journalism to futurist dreams and determinism. Come learn how your humanity can keep ChatGPT at bay.
David Brosch is the STEM Coordinator at Notre Dame High School in St. Louis where he teaches their AP Computer Science, 3D Design, and robotics lab courses. He is certified in both Technology & Engineering and English, with a MA in Composition from UMSL. His STEM teaching practice stresses the importance of the design process for everything from writing Python scripts to building 3D spaces. David is acommitted advocate for notebooks, sketchbooks, and journaling—digital and analog—across disciplines.
David Brosch
Chamber Room
ChatGPT and other emergent artificial intelligence models have shown their potential to disrupt classroom practices. Where are we now as teachers of writing, and where could this trend? How doesan AI-susceptible writing assignment fail the student? In which rank of Bloom’s Taxonomy will we find robot-proof writing? What are the tools at our disposal to keep emergent technology from upending the traditional writing classroom entirely? In this multidisciplinary interactive talk, David Brosch will demystify the basics of advanced chatbots. He will review the most current thinking on AI’s relationship to composition in the classroom, touching on approaches from mainstream journalism to futurist dreams and determinism. Come learn how your humanity can keep ChatGPT at bay.
David Brosch is the STEM Coordinator at Notre Dame High School in St. Louis where he teaches their AP Computer Science, 3D Design, and robotics lab courses. He is certified in both Technology & Engineering and English, with a MA in Composition from UMSL. His STEM teaching practice stresses the importance of the design process for everything from writing Python scripts to building 3D spaces. David is acommitted advocate for notebooks, sketchbooks, and journaling—digital and analog—across disciplines.
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