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Objectives
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What
tasks, strategies, instruments
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How
the processes, how often
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Why
How do the selected tools support the learning goals and the learning principles guiding the design?
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| To enable continuous/frequent feedback between instructor and the educators |
Observations:
Monitor for Questions
Create a FirstClass email conferernce
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Listening to group discussions- daily
Questioning educators - throughout workshop
Available 24-7
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Provides constant data and feedback that will allow monitoring of progress and alteration of instruction if needed.
Provides a source for monitoring and guidance
Will allow for communication among participants and support
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| To encourage educators to reflect on their learning progress and achievement |
Questioning
Consensogram
Affinity Diagram
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Ask questions throughout Refer to consensogram and affinity diagram throughout the workshop and use consensogram at end so each participant can indicate their perceived growth
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Provides a source for monitoring and guidance
Provides the educators with a resource to judge their own progress.
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| To determine colleagues needs for implementing a system for monitoring the effectiveness of their integration efforts |
Survey |
Create a survey to be taken online through FirstClass |
Provides feedback from teachers on their needs and the perceived effectiveness of their integration efforts |
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Goals
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Sub-Goals (Objectives)
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Type of Learning
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Feedback Strategy |
Student Goals:
Know and comprehend the methodology of the Six Traits of Writing and be able to apply these instructional strategies in the classroom |
- Identify each of the Six Traits and their characteristics
- Know instructional strategies and how to apply them in teaching each of the traits
- Understand why each of the traits are important as a separate entity and still overlap to create a whole
- Know how to use a rubric as a teaching and evaluation tool
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Cognitive (Knowledge)
(Comprehension)
(Application)
Psychomotor
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Question for understanding
Journal - self assessment
Rubric
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verbal Written - Share/discuss in small groups the contents of the journals
Will allow educators to practice writing and using a rubric.
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| Understand why and how they’re going to use literature in teaching the Six Traits of Writing |
- Identify the quality in the book that exemplifies one or more of the traits
- Comprehend how to help students recognize each of the traits as they are listening to and discussing literature
- Identify and select an appropriate book to use for a lesson on Six Traits
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Cognitive (Knowledge)
(Comprehension, Analysis)
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Observation
Group assessment using peer feedback by summarizing and sharing what they have learned with each other in small groups
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verbal
verbal from peers
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| The rubric below will be used to assess the practice writing activity in which educators will participate. The activity will allow them to experience using the 6 Traits in writing and then to practice evaluating theirs and others writing in a non-threatening environment. The trait stressed is "Word Choice."
Learning Goals:
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Know and comprehend the methodology of the Six Traits of Writing and be able to apply these instructional strategies in the classroom
Learning Objectives:
- Know instructional strategies and how to apply them in teaching each of the traits
- Know how to use a rubric as a teaching and evaluation tool
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Rubric Made Using:
RubiStar ( http://rubistar.4teachers.org )
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6+1 Trait Writing Model : 6 Traits - Word Choice
Activity
Teacher Name: _____________________________
Student Name: ________________________________________
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Writer uses vivid words and phrases that linger or
draw pictures in the reader's mind, and the choice and placement of the
words seems accurate, natural and not forced.
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Writer uses vivid words and phrases that linger or
draw pictures in the reader's mind, but occasionally the words are used
inaccurately or seem overdone.
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Writer uses words that communicate clearly, but the
writing lacks variety, punch or flair.
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Writer uses a limited vocabulary that does not
communicate strongly or capture the reader's interest. Jargon or cliches
may be present and detract from the meaning.
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The introduction is inviting, states the main topic
and previews the structure of the paper.
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The introduction clearly states the main topic and
previews the structure of the paper, but is not particularly inviting to
the reader.
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The introduction states the main topic, but does not
adequately preview the structure of the paper nor is it particularly
inviting to the reader.
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There is no clear introduction of the main topic or
structure of the paper.
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The conclusion is strong and leaves the reader with a
feeling that they understand what the writer is "getting at."
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The conclusion is recognizable and ties up almost all
the loose ends.
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The conclusion is recognizable, but does not tie up
several loose ends.
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There is no clear conclusion, the paper just ends.
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| © 2001, 2002, 2003 High Plains Regional Technology in Education
Consortium HPR*TEC |
To view
information about the Privacy Policies and the Terms of Use, please go to the
following web address:
http://rubistar.4teachers.org/index.php?screen=TermsOfUse |
| The rubric below will be used to assess the practice writing activity in which educators will participate. The activity will allow them to experience using the 6 Traits in writing and then to practice evaluating theirs and others writing in a non-threatening environment. The trait stressed is "Voice." |
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Rubric Made Using:
RubiStar ( http://rubistar.4teachers.org )
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6+1 Trait Writing Model : Voice Practice
Activity
Teacher Name: ________________________
Student Name: ________________________________________
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The writer seems to be writing from knowledge or
experience. The author has taken the ideas and made them "his own."
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The writer seems to be drawing on knowledge or
experience, but there is some lack of ownership of the topic.
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The writer relates some of his own knowledge or
experience, but it adds nothing to the discussion of the topic.
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The writer has not tried to transform the information
in a personal way. The ideas and the way they are expressed seem to belong
to someone else.
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The reader's questions are anticipated and answered
thoroughly and completely.
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The reader's questions are anticipated and answered to
some extent.
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The reader is left with one or two questions. More
information is needed to "fill in the blanks".
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The reader is left with several questions.
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The writer successfully uses several reasons/appeals
to try to show why the reader should care or want to know more about the
topic.
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The writer successfully uses one or two
reasons/appeals to try to show why the reader should care or want to know
more about the topic.
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The writer attempts to make the reader care about the
topic, but is not really successful.
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The writer made no attempt to make the reader care
about the topic.
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| © 2001, 2002, 2003 High Plains Regional Technology in Education
Consortium HPR*TEC |
To view
information about the Privacy Policies and the Terms of Use, please go to the
following web address:
http://rubistar.4teachers.org/index.php?screen=TermsOfUse |
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