Thursday Workshops with the Greater Madison Writing Project
Culturally Relevant Writing: Putting Students at the Heart
Thursday, October 18, 2018; 12:30 to 4:30 p.m.
The Greater Madison Writing Project will be facilitating half-day preconvention workshops aimed at culturally relevant writing. Registrants will participate in two sessions with the topics of their choice; see options below. Each session will allow registrants to collaborate with other teachers while exploring the session topic. Workshops will take place on the third level of Union South; check-in will be outside the Northwoods & Landmark rooms.
After registering for the Thursday workshops, you’ll receive a follow-up email to select your session topics.
12:45 to 2:30
|1 A: Promoting Student-Centered Classrooms Through Increased Student Questioning
Curiosity – isn’t that what we all want for our students? An innate sense of wonder about the word? It is the reason we have things like Essential Questions driving our teaching. But whose questions are these?
If we want our youth to move from students (passive acceptors of knowledge) to scholars (active generators of knowledge), then we need to help them learn to ask and answer their own questions. This workshop will explore ways you can teach students to ask and answer their own questions – true critical thinking skills.. We will look at specific strategies and classroom structures that support student-centered classrooms where students questions and curiosities drive teaching and learning.
|1 B: Moving Beyond Pro & Con with the National Writing Project’s College, Career, and Community Writers Program (C3WP)
The world we live in has never been more complicated than it is today. How can we help students engage in argument writing as complex and civil discourse about the topics in our classrooms and in their lives? This session will provide teachers with strategies and tools to support authentic inquiry, complex thinking that considers multiple perspectives, and claim making based on deep understanding. Through practice with materials and activities followed by debrief and discussion, participants will leave the session with a variety of ways to support students in crafting debatable, defensible and nuanced argument writing. The content and materials in this session are derived from the National Writing Project’s College, Career, and Community Writing Program (C3WP) which has demonstrated statistically significant effects on four attributes of student argument writing: content, structure, stance, and conventions and supports greater proficiency in the quality of reasoning and use of evidence in student writing.
2:45 to 4:30
|2 A: Aligning Assessment Practices with Our Values
As a writing teachers, we value the entirety of the process. We talk to students about the value of multiple drafts and the importance of revision. We tell students they need to find and develop their own voice and take risks with their writing. And then we pull out the rubric and grade the writing against a laundry list of criteria and mark it on a scale from basic to advanced (or some other similar criteria). Wait, what? Something seems amiss.
Join us for this workshop to explore how we can align our instruction and our assessment practice in the writing classroom. See how assessment reflective of the writing process provides students with a deeper sense of ownership and maximizes student growth and learning.
|2 B: Rise Up & Write: Civically Engaged Writing
Civically engaged writing has the power to bring our students work out of our schools and into the world. In writing about issues that matter and for authentic audiences, civically engaged writing holds the potential to motivate reluctant writers, provide our students the opportunity to feel heard, and inspire other and ongoing forms of civic engagement. How can we help our students engage with complex and sometimes controversial topics? How do we help our students write to their peers, community, and changemakers? This session will focus on a variety of tools and strategies to support civically engaged writing in the classroom.