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PAPER LOAD
What do you see in your mind when you read these two words? How do you feel?
Free write in response to the words, the questions, or some other trigger related to the topic.
Goals of the Workshop
To connect writing and reflection in meaningful ways
To provide teachers of writing with tools to make students accountable
To encourage teachers to make reflective thinking a priority
Workshop Questions
Why is reflective practice important?
How can reflection make students more accountable for process?
How can I use reflective practice to assess my students without adding to my paper load?
Theories of Writing
Writing as a Product
Writing as a Process of Stages
Writing as a Recursive Process
Theory of Reflection
Reflection occurs in a series of stages.(Dewey, 1933 - Suggestion, Intellectualization, Hypothesizing, Reasoning, Testing)
The learner need not progress through stages in a linear way.
Through reflective thinking, learners become aware of what they know and what they need to know. They actively participate in the learning experience.
The Connection
“Writing is thinking.”Hillocks, 2002
Process and Product Content and Form
Reflection Defined
"looking forward to goals we might attain, as well as casting backward to see where we have been" (p.6)
PROJECT and REVIEW
Yancey (1998)
Reflection Defined (cont.)
For writing, the processes of reflection include:
– goal-setting, revisiting, and refining – text-revising in the light of retrospection – the articulating of what learning has taken place
Yancey (1998)
Key Point #1: Reflection is important.
“A kind of formative feedback the learners give themselves…. Such self-evaluation is essential to a [learner’s] growth toward confidence and mastery, in fact is the very stuff of learning.”
Lucas, “Introduction: Writing Portfolios – Changes and Challenges” from Portfolios in the Writing Classroom
Key Point #2: Teachers cannot do all the work.
“Probably the most crucial change is the need for the teacher to learn to read papers quickly and to respond in a way that helps students revise their work.”
Newkirk, “Read the papers in class” from How to Handle the Paper Load, 1979, p. 35.
Reflection as Assessment: Making Students Accountable
Knowledge of Course Content– Build a community of reflective thinkers through
low-stakes (level 1 or 2) reflective activities.
Development of Writing Ability– Use three stages of reflection in level 2 and 3
writing tasks.
Knowledge of Course Content
Essential Questions
Writing to Learn
Sample Essential Questions
American Literature (10th grade)– How has prejudice led to oppression and how
have oppressed people resisted through literature?
– What voices have I not heard and why?
– Where am I now, where have I been, and where am I going?
Workshop Questions
Why is reflective practice important?
How can reflection make students more accountable for the process of learning?
How can I use reflective practice to involve my students in assessment?
Creating a community of reflective thinkers by using writing as a tool for learning
– Reflective journals
– One pagers
– Mid term self assessment
Reflective Journals
Rubric for individual journals
Taking it online– www.nicenet.org– Sample
Assessment– Peer and Self Evaluation
Rubric for individual journals
T– www.nicenet.org– Sample
Assessment– Peer and Self Evaluation
One Pagers
Rubric
Mid-term Self Assessment
Demonstrate the content knowledge you have gained in this course by answering the essential questions. You may use any form of writing that best helps to convey your knowledge.
Were you able to answer the questions to
your own satisfaction? If not, why?
The Point…
Reflection is best achieved when it is habitual.
Not all writing must be graded or even read.
Development of Writing Ability
Based on Yancey (1998): Stages of Reflection – making the processes explicit
– Reflection-in-actionReview, revision, and hypothesizing that occurs in a single composing event or learning experience
– Constructive reflection Takes place over multiple composing events or learning experiences
– Reflection-in-presentationPublic and evaluative assessment of the learner
REFLECTION-IN-ACTION
Talk Back
Writer’s Memo
STOP. THINK. PROJECT or REVIEW.
Talk Back
Writer’s Talk Back
Writer’s Memo
Writing Task Reflection
Peer Group Memo
CONSTRUCTIVE REFLECTION
This ‘n That
Quarterly Portfolio
Revision with Track Changes
This ‘n That
Students take the time to compare two assignments – the content, the genre, the score received, etc. They make a judgment about their growth across the assignments.
Graphic Organizer
Quarterly Portfolio
Sample Assignment
Students examine the work accomplished during the quarter. They document their growth and their goals for the next term.
Sample Rubric
Revision with Track Changes
Quarterly Revision Assignment with Rubric
Markup in Word
REFLECTION-IN-PRESENTATION
Final Exam
End-of-year portfolio
Final Exam
In a letter to yourself, reflect upon your growth as a reader, writer, and thinker by revisiting your journals, class notes, homework assignments, projects and other work from throughout the year. Refer to specific work as you document your learning.
End-of-year Portfolio
Assignment/Process
A chance for students to answer the essential questions by examining the work they have done, realizing what they know, and documenting their understandings.
Sample Rubric
FINAL REFLECTION
Imagine:
It is the end of June. Students have exited your classroom for the year. Your exams are graded. Your desk is clear. And you have time for some annual reflection. You decide to share with your administrator the knowledge you took from this workshop into your teaching by answering the essential questions of the workshop and providing artifacts from your work that speak to your continued understanding. What artifacts do you have available to you? How has your understanding of reflection developed? What would you still like to learn?
References
Dewey, J. (1933). How we think. Lexington, MA: DC Heath.
Hillocks, G. (2002). The testing trap. NYC: Teachers College Press. Stanford, G. (Ed.). (1979). How to handle the paper load. Urbana, IL:
NCTE.
Yancey, K. B. (1998). Reflection in the writing classroom. Logan, UT: Utah State University Press.
Yancey, K. B. (Ed.). (1992). Portfolios in the writing classroom. Urbana, IL: NCTE.
Wiggins, G. & McTighe, J. (1998). Understanding by Design. ASCD.
