"Connecting Speaking and Writing: Using Scaffolded Discussion Drills to Enhance Student Discussion Skills and Build Complexity in Written Expression" (Sarah Press, Dagny Dingman, Christy VanBeek)
Many writing instructors value discussion as a way to deepen student understanding of a text, and therefore build complexity in their writing. However, many students fear "the dreaded circle" that signals a class discussion, and struggle with developing the concrete skills they need to fully reap the benefits of a fruitful academic discussion. 9-10 English teachers Dagny Dingman, Sarah Press, and Christine VanBeek developed a format for running “discussion drills” to build student confidence in academic discussion through repeated, supported, low stakes activities. Our structure makes visible the “moves” students are expected to make in a discussion (questioner, first responder, devil’s advocate, builder, inter-textualizer, etc) , and allows them to build fluency with those moves before they engage in a high stakes discussion. In addition, we created “discussion move cards” that explicitly teach students the language structures associated with each move. In this workshop, we will demonstrate how we use our discussion move cards to play "discussion Uno" in order to scaffold academic, text-based discussion skills. Participants will experience this lesson first hand, reflect on how discussion informs writing in their classrooms, and experience video of an actual student discussion.
"For the Love of Wobble: Building Compassionate Narratives of Our Classrooms" (Emily Wilkinson)
Taking a dialogical approach to teaching and learning, this workshop focuses on using narration to examine the emotionally charged moments of our classroom, incorporating the voices of our students, past and future selves, and society to see these events in more holistic and affirming ways. Participants will be invited to journal about a wobble moment—a moment in our classroom marked by tension and uncertainty—and examine the emotions present and how the identities of the room might shape perspectives and relationships. We will apply a lens of creative compassion to these narratives and tell them from the imagined perspectives of others (e.g., students, colleagues, our past and future selves). Finally, participants will blend these perspectives in dialogic narratives, working to build better interpersonal and instructional relationships that may extend to our personal and professional lives. Ideally, the dialogic narrative process will allow all participants to see these wobble moments as touchstones of growth within our larger teaching stories.
"Ignite, Express, Connect: Launching the School Year with Identity Writing Projects" (Liz Bennett)
The start of the school year is a crucial period for teachers to establish expectations, acquaint themselves with their students, and promote an environment that supports identity reflection. Initiating a Unit 0 Writing project allows educators to build a sense of community and belonging, while also establishing the norms and expectations for the year.
Learn from Liz Bennett's success with the "Hello World" Identity Project, where students express their identities through various formats like monologues, raps, spoken word, or poems. This approach enables students to discover their voice as a powerful expression tool, using mentor texts and examples from past students for inspiration. During this session, you’ll receive planning resources and you’ll have time to collaborate with others as you work to plan an impactful first writing project
Session Goals:
1. Discuss how a beginning-of-year writing project can boost student writing confidence in your ELA classroom. Learn how BOY writing assignments can empower student voices through the written word, even for our reluctant and apprehensive writers.
2. Identify ways to have students meaningfully engage and explore who they are as people today and who they will become in the future. Find ways to embed student identity-based projects over the course of the year.
3. Plan for your own Unit 0 writing project - prioritizing a writing assignment that allows students to explore an aspect of their own identity. Leverage this Unit 0 writing project to build investment in the writing process as you are teaching the steps in an authentic piece of writing.
"Intrapersonal Narratives and Inclusion: Mind the Map" (Susan Varnot)
The focus of this workshop would be on harnessing learner expertise and creating a culture of rapport among peers during the first weeks of any writing course. The goal of the activity is to celebrate diverse identities, languaging, and experience and to value empowerment as an action-entry-point for writing courses. The workshop comes from an inquisitive place as an instructor: What can I do to get students to take themselves seriously as thinkers and writers rather than seeing themselves as reiterating what they think others want them to say or write or jumping through composition hoops? How can I get students to realize they are already a part of a research university experience and are not imposters? In this workshop, we will examine strategies to create an open and inclusive classroom culture as well as an authentic and dynamic approach to writing for all. Based on behavioral theories linking culture, inclusion, decision-making, and “sensemaking” (Glazer and Karpati, 2014, p. 23), this workshop will include prompts, feedback loops, and discussions that allow students to become a central text and participant in multiple areas of the course (from writing to decision-making and rubric-creation).
"Developing Student Voice Through Found Poetry and Having Fun in the Process" (Kate Moore)
Explore the surprising mathematics of found poetry: Poetry + Middle School = Empowered Voice. Who knew?
Entering the world of found poetry can be an exciting venture for middle school students, allowing them to recognize and embrace the power of their words in new ways. In this interactive session, we’ll look at empowering methods for adding word play and language-rich risk-taking in a safe, supportive environment. We’ll share relevant passages and strategies that engage students and turn them into poets. Student work samples created through a cross country "Poem Pals" project will be shared and discussed.. We promise that your students will learn to love poetry as much as you do. (And if you’re a reluctant poet/poetry teacher, this session will help you recognize and embrace your poetry gifts too!)