Program+Observations

[|Writing in the 21st Century Academy] - See book Writing Acad tab for excerpts from Mid Year and End of Year assessments (red stickies and yellow sticky for Use of Technology Tools)
 * Program Observation Visits **

How has the 21st Century Writing Academy, Ed Tech Grant and Technology Classes changed my teaching? "My classroom presentations have progressed from what I considered to be good to extremely exciting because of the many opportunities offered for advanced teacher education through the Writing Academy, Ed Tech Grant and Amphitheater's Technology Classes.
 * Example 1**
 * //Cindy Senn, Wilson K-8 4th grade teacher//**

I cannot begin to describe how my teaching of writing and using technology across the curriculum has escalated through these staff development programs. Often my classroom is like 'Disneyland,' a very magical place to learn. The Writing Academy offered the tools I needed to transport my teaching and student learning to the highest levels. By mid-year, my eight and nine year old students have published [|three-paragraph essays] online through Scholastic.com, completed Webquests, presented their book reports and natural disaster reports through PowerPoint presentations, created brochures, are pros when using the SMART Board, and are not afraid of technology. Technology motivates this generation, and to make the greatest impact on this generation's future, technology has to be the cornerstone! I am able to prepare and excite my students as a very young age to communicate at a higher level in writing using the many classes I have taken offered by Peggy Steffens and her talented staff and collaboration of teachers in these programs." [|Cindy Senn Student Publishing]
 * // Also see pictures and examples in the folder. //**

" A technology club was formed two weeks before Winter break. My Primary ELD students (2- 1st graders, 8- 2nd graders, 1- 3rd, 4th, and 5th grader) are those that are learning English. I have 6 students that came from Somalia this year and have had no experience in a school setting. Two of the 1st graders were crawling and running around, drawing on my computers with pencils and had to learn how to sit quietly, follow directions, and how to take care of property. Let’s just say…it was an interesting beginning! The 2nd grade students are Spanish speaking and are having difficulty reading and writing the English language.
 * Example 2**
 * //Katie Collins - Keeling Elementary School//**

I had them sit and listen to the SmartBoard to get them quieted down. I saw how much they all loved the Brown Bear, Brown Bear and ran with it. We talked about the pattern. We came up with ideas of actions, etc. I grouped the kids into three groups and had a 4th grader and 5th grader take each group and I took the other. I had already spent time with the older ones on how to treat the camera and how to use them while the youngsters were watching another read aloud. I gave them firm directions of making sure that each person in their group got to take one picture of someone else. All in all, they did a really nice job of being leaders.

Because of the constant interaction, speaking, and movement, I have noticed as well as their homeroom teachers that these students willingly set their shyness aside and have become more of a risk taker. We all made mistakes, were able to talk about it, and were able to learn from each other. It really goes to show you that there is no language barrier when it comes to technology. Students of all races, ethnicity, and background display the same hunger and excitement for new learning. Technology is an effective tool to do just that!"

Here were Katie's steps: 1. We read the Brown Bear, Brown Bear What do you see from this site [] 2. Brainstormed and typed down ideas of actions we could take pictures of. 3. Assigned poses and became photographers. 4. Placed photos in Photo Story and did retakes on pictures as we saw fit. 5. Took turns typing the sentences and deciding color and font. 6. Practiced and did final recordings. 7. Completed Photo Story and watched the finished product. 8. Polished up the finished product; redoing the recording, order of slides, motion, etc. 9. Worked on creating the paperback version of the book for us to take home.

"Writing in the 21st Century Academy experience engaged me in the world of change. It began with Chris Potter and her introduction of several writing experts into my writer’s world. Lucy Calkins with her seven books to guide teachers and student into the art of conferencing, using our own writing to model the process and show our students we are willing to take risks in sharing our writing. Calkins has mini lessons that break down the mystery of writing and makes the process doable and meaningful. I am still reading Calkins books and finding new ways to implement her practices. We also have the flexible resource from Ralph Fletcher’s //__Teaching the Qualities of Writing__// and Vicky Spandel’s use of the 6 Traits and assessment with a book full of exemplars that help students recognize the importance of criteria for successful writing using the 6 Traits. With these expert guides and Chris Potter’s immersion of our group into rich writing lessons and strategies, I have evolved my writing instruction to give brief mini lessons, share a model of my writing and move to the important focus of more writing, more writing and more writing. I’ve learned to when conferencing and looking over student work, it is more effective to be brief and to the point. Asking questions like “What are you working on as a writer?” to initiate my young writers to reflect on their writing rather than pointing out what I see as areas of improvement. This change has moved my class from passive writers to refining their thinking about writing and taking ownership in their writing experiences.
 * // See SuperKids Storybook movie from flash drive //**
 * Example 3**
 * //Laurie Burrell - Wilson K-8//**

Chris also shares with us exceptional trade books. Two of them we used recently included //__Hey Little Ant__// by Philip M. Moose. The heated debates we had after reading these picture books made persuasive writing a favorite after implementing Chris’ lesson on perspective. Then using //__Wilfrid Gordon McDonald Partridge__// by Mem Fox, my class was able to weave memories into their stories that were moving and memorable which built on a “small moment” lesson from Calkins earlier in the year. Having a picture book and a strong writing lesson to take back to class the next day has added to the immense collection of writing lessons Chris has gifted our class.

In addition to exceptional writing instruction I found a world of technology possibilities from Peggy Steffens that helped me realize writing is not just limited to paper and pencil or for that matter the classroom. I realize the students can broaden their writing experience by using technology to reach beyond their peers, classroom and **interface with a global community of learners**. It began with a projector when I realized the power of moving our writing instruction to an interactive platform. Students as a group could discuss and move text, revise and share their writing instantly. Tools we worked into this process just kept growing. I learned to use **Del.i.cious**, social bookmarking, to collect writing sites and quickly pull up them up to share with the class. We’ve used **IDEAL** to bring in video streaming. My class used **Kidspiration**, organization software using icons to create a Mind Map. Then Peggy shared with us the power of using Voice Thread and seeing the impact of publishing to a global audience. This really changed the writing motivation in a classroom. My students all wanted to **create their own Avatars** and interact with the authors on **Voice Thread**. The creativity that comes from inspirational use of interactive web opportunities is infective. My class then learned how to use **G-cast** to record their stories and **publish them on line**. They could email their relatives to listen to their pieces and my class began to work hard at becoming published. We also joined the world of **blogging**, sharing our thoughts instantly as a group and learning the power and responsibility that come with increasing our reach as authors. My class also began using the SMARTboard with Notebook during book project presentations. They worked at making their presentations interactive like image mapping to reveal the characters in a novel as students would come up and reveal images symbolizing what the characters were like. We’ve also found ways to promote sharing our work with others using Scholastic site to publish student work and a new site called Writing Fix that asks for student examples from lessons ideas provided by teachers. I am also learning about wikis and how they enhance collaboration.

There is a “to do” list with technology I’m interested in that is continuing to grow each day. I want to learn digital storytelling and work in movie maker. These are two goals I have for the coming year. Once you see the power of integrating technology into writing, you want more and the students crave opportunities to work with creative avenues.

Looking back over my experiences in working with Chris and Peggy has reminded me of so many ways they have changed my writing instruction and I know it will continue to impact my students writing experiences. I can’t thank both of them enough for their inspiration and mentoring during our Writing in the 21st Century Academy."
 * // View Class [|website] and see Pictures from her class in folder. //**

//Mitch Miller - Walker Elementary School//** On [|our class blog] you will find many examples of web 2.0 tools we have used in the classroom. By and large I learned these tools through the Ed Tech grant. The opportunities afforded me in this grant have not only revitalized me as a teacher but have given my students a way to express themselves in a way never open to them before. They realize that they are working for a world wide audience and not just for the teacher inside their four walled classroom. The first thing they want to see each day is the clustrmap of who has seen our blog. The drive is on to get all seven continents and 1500 views. They now ask for things to be posted to the blog because they know it makes an easy communication tool. In addition to student benefits, the grant has allowed me to open my teaching. I have gained many new tools to increase student learning and involvement. The greatest benefit has come as I have learned how to weave these tools into the curriculum. They are no more an add-on than a pencil or paper. I have also been given the opportunity to be a tech trainer for the District and to present at area conferences. None of these would have happened without the Ed Tech grant. My name is Margie Hervert. I have been teaching in the Amphitheater School District since 1986. I currently teach third grade at Rio Vista Elementary.
 * Example 4
 * //See pictures and examples in the folder.//**
 * Example 5**
 * //Margie Hervert Rio Vista Elementary School//**

In 2006, I enrolled in the Writing in the 21st Century Academy. The two exceptional years I spent in this collaborative model monumentally affected my ability to teach my students to become effective communicators. I learned, implemented, evaluated, and refined best practices in writing instruction. Proof, as they say is in the pudding…I was wowed by the writing scores my students achieved on the AIMS test! As a veteran teacher, initially I hesitated making a two year commitment to a topic I had much training and experience. However, I did not have the experience in applying the 21st Century tools. In addition, I have had the pleasure of working with Peggy Steffens and Chris Potter in the past. These two exceptional educators have always made a positive impact in my ability as a teacher. I so appreciated the quality instruction I received in integrating the 21st Century skills with best practices in writing!

As a Rodel exemplary teacher, I now have the opportunity to extend my learning to my student teachers. I have started a writing collaborative within my grade level in which we share our writing strategies. My attendance in the Writing in the 21st Century Academy has made a difference…one that ripples out to positively impact student achievement.


 * Example 6**
 * //Carrie Hollman - AHS Science Teacher//**

Carrie has taken numerous technology Web 2.0 classes and these are examples of what her students did in Google Docs. The __industrialized ag__ file was a whole class ppt. Matt Haverty and I posted and shared the template slide with the whole class, split them into groups and had each group create one slide of the entire ppt. They then presented. It worked well, since now all the students have the complete ppt in their google doc account. The __Notes (A)__ file is the beginning part of chapter 12 (agriculture). We posted the slides with questions in the margins, students went through the slides at their own pace and answered the questions.

The next two files get more interesting…this is where the discussion really took off… The __Notes (B) & Notes (C)__ files ended up being a real time, virtual discussion based on the notes. We split the class into two and had each group start with one of the files. Students had to post questions or comments on the margin. They could also respond to other students, which is what it turned into, more of a discussion. There were pretty much comments/questions on every slide. By the end, students were researching answers and rebuttals on-line and posting urls as well, so they got really into it. We did give a “grade” for participation, so we “required” 10 quality comments/questions; because of this students posted with their names. However, we also said student could post questions anonymously if they were shy about their question. This allowed for questions that students might not have wanted to ask based on social pressures. It turned into a blogging session, based on very specific information presented in notes. //Joan Vandertie and John Fife - Cross Middle School//** As a culmination of a semester-long study of justice and injustice, students showcase their mastery of state social studies, language arts, technology standards, and ISTE standards. Student groups become production teams charged with creating an award-winning documentary telling the story of a modern day injustice within its historical setting including an emotional punch that will appeal to today’s youth, potentially inspiring positive action.
 * // See Google Docs example // **
 * Example 6
 * // See Cross movie example //**