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Kim Sutherland, Zan Walker-Goncalves, & Sophie Degener (Troy!)
Kim Sutherland, Zan Walker-Goncalves, & Sophie Degener (Troy!)
Our Learning Contexts:
Our Learning Contexts:
Provide a brief description of the context in which you work and your learners to help readers better understand the unique work that evolves from your collaboration.
PARTNER 1 CONTEXT & LEARNERS: Kim works with in-service teachers in professional development settings. Her interest lies in helping in-service teachers become more confident writers by participating in authentic writing opportunities and modeled best practices for writing in order to be more confident teachers of writing to students across all content areas.
PARTNER 2 CONTEXT AND LEARNERS: Zan is crafting an introductory activity for pre-service teachers in the Teaching of Writing.
Zan's works at a primarily white institution in rural New Hampshire. More a third of the students are athletes and close 25% are students of color. However, the teacher candidates are primarily young white women. Nearly all the students are seeking certification in primary grades as well as special education.
PARTNER 3 CONTEXT & LEARNERS
Sophie teaches literacy methods courses to pre-service teachers. Her students are often first-generation college students who report a a lack of confidence about their own reading and writing. The project she worked on during SIDL is designed to support her students' engagement around reading and writing while building their understanding of literacy pedagogy AND looking at issues of equity and representation in curriculum.
Inquiry Question: How do we help pre-service and in-service teachers to develop confidence and agency as readers and writers?
Inquiry Question: How do we help pre-service and in-service teachers to develop confidence and agency as readers and writers?
THE PURPOSE OF OUR INQUIRY: In different ways, we are each designing lessons that will engage our students in reading and writing in authentic and meaningful ways. Our overall goal is that our students will develop greater confidence in their own reading and writing, and through that, will have greater agency in creating meaningful and engaging literacy instruction for their students.
LESSON SUMMARY: Write a 1 - 2 sentence overview of your planned learning experience, including both anytime and real-time elements.
Kim: In my introductory workshop, participants will examine and share their own personal views on writing, read and share current research, and participate in authentic writing opportunities. The format will be flexible, so the workshop will be flexible, so the workshop will lend itself to either real-time or anytime learning, with minor modifications to the technology pieces I’ve employed.
Zan: Students in the Teaching of Writing will begin the semester by using 3 memes to introduce themselves as readers and writers--first, as elementary students, second, as college students, and third, their future selves as teachers. Positioning teacher candidates as readers and writers is central to the goals of the class--to teach writing and most importantly, teach their students that they ARE writers, always and already.
Sophie: My students will conduct a personal inquiry on a topic of their choosing about a historical period or event that they either never learned about in school or that they believe was a white-washed version. In brief, they will utilize Wakelet to curate sources on their chosen topic, and they will be offered a choice of options for presenting what they learn: Adobe Spark, podcasting, screen casting, etc.
TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/project/work?
Kim: Real-time practices: Zoom and Zoom breakout room discussions. Anytime and real-time: workshop Wakelet which includes all links to workshop resources which will be used to create memes, collaborate using Padlet, and reflect using Flipgrid or Adobe Spark. The overarching outline for the workshop is provided in a shareable Prezi.
Zan:
Sophie: My students will 1) develop a Wakelet which includes a rich array of multiple sources on a given topic, including books, articles, videos, podcasts, and primary sources; 2) create a presentation in a format of their choosing (Adobe Spark, podcast, screencast, etc.) to teach about their topic and to reflect critically on the difference between learning from a textbook alone vs. through a personal inquiry project by asking questions such as "Whose voice is included or excluded? Why is this a problem? What can teachers do about it?"
LEARNING OUTCOMES: What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project/work?
Kim: Participants will be expected to articulate their views of themselves as writers, and describe common pitfalls that may contribute to any lack of confidence teachers may experience in effectively teaching writing to students. They will produce and share one authentic writing piece and provide a reflection on how they may use the strategies discussed in their own classroom practice. Participants will choose the vehicle for reflection (podcast, video, Prezi, Google Slides, etc.)
Zan:
Sophie: Participants will understand that history texts are not necessarily objective, and that choosing what to include or exclude is a political decision impacted by ideology as well as other factors. Participants will develop capacity for seeking out and evaluating additional sources to better understand multiple perspectives. Participants will synthesize their learning through their choice of digital tools.
TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this lesson.
Kim: Imgflip.com meme creations for illustrating personal views on writing; YouTube for author interviews; Padlet.com for sharing; Wakelet for all workshop resources.
Zan:
Sophie: Wakelet, for gathering and curating sources; Screencast, for providing short tutorials of different digital tools; Adobe Spark, for creating short mini-lessons.
Design Studio Project Planning Guide(s):
Design Studio Project Planning Guide(s):
This Inquiry Plan Template documents our planning and learning this week.
[You may decide to outline key elements of your work below, or you can simply delete the next text box and point readers directly to your inquiry plan. Once your homeroom leader knows how you will work with your partner, they can help create separate inquiry plan templates for each person if needed.]
PARTNER 1
INSPIRE (Anytime):
ENGAGE (Anytime):
CONNECT (Real-time):
CREATE (Anytime/Real-Time):
PARTNER 2
INSPIRE (Anytime):
ENGAGE (Anytime):
CONNECT (Real-time):
CREATE (Anytime/Real-Time):
PARTNER 3
INSPIRE (Anytime):
ENGAGE (Anytime):
CONNECT (Real-time):
CREATE (Anytime/Real-Time):
Kim: Digital Product 1:
Kim: Digital Product 1:
This is the Prezi "outline" of the workshop I have begun to create for Teacher as Writer (in-service teachers). Within this Prezi are hyperlinks to the variety of digital application I'll be using for participants to show their learning.
Anytime Teaching Artifact: https://prezi.com/jugfnug-3e6b/?utm_campaign=share&utm_medium=copy
Sophie: Digital Product 1:
Sophie: Digital Product 1:
This is a screencast I made to orient my students to Wakelet and to explain how to begin curating resources for their inquiry projects. This is just one of many planned teaching artifacts. I have also started (but not completed) an Adobe Spark video to introduce the "A Tale of Two Textbooks" which will be their introduction to the project.
Zan: Digital Product 2:
Zan: Digital Product 2:
In 1-2 sentences, describe the sample LEARNING artifact(s) that you created this week and explain how it will be used in the lesson/project...
Learning Artifact: INSERT/EMBED/LINK HERE
Introduce yourselves.pdfSophie's Learning Artifact: Here I have created a Wakelet that is an example of what my students will do for the first part of their inquiry project, which is to expand their understanding of a topic in US History that they either didn't learn about or learned in an incomplete and often whitewashed way. This one is a collection of sources (books, articles, videos, podcasts, primary sources) about the Trail of Tears. Next steps will include synthesizing their learning, contrasting it with a textbook excerpt on the same topic, and creating a digital representation of this learning.
https://wakelet.com/wake/0Xi4FCQnZCcJ-EUogO2mY
Our Daily Flipgrid Reflections and Feedback
Our Daily Flipgrid Reflections and Feedback
Dyad Partner 1 Reflections
Dyad Partner 2 Reflections
Dyad Partner 3 Reflections
Offer Feedback to this Dyad Here
Offer Feedback to this Dyad Here
Our Overview Reflection Video:
Our Overview Reflection Video:
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