12-3-12

12-3-12 ~ Meeting Summary

Members Present: Margaux Files, Dorothy Small, Paul Deagle, JoAnna Hopkins, Dave Martin, Dave Evans, and Gordon Small

Topic: __Our discussion question__: How should we go about implementing what we learned from the Collins workshop at our grade level and within our content area?

Protocol Used: Ping Pong (Modified)

Key Points of Discussions: Need to see more examples in our subject area
 * Positives............................................................
 * This is cool cause it fits what we already do
 * A lot of stuff on our Moodle is Type 1 and 2
 * This gave us the framework(FCA) easier to manage
 * Type 1 is invaluable to get a handle on what and how the kids are doing
 * no penalty
 * first thoughts come out on paper, can easily assess how kids are understanding material
 * T1 can help form a working outline
 * T2 is a great quiz where they must put data down. More specific with expectations and a focused exercise. (Parameters and good questions are needed)
 * Great springboards
 * easy method to allow non-ela content areas to assign writing
 * Low risk for students and teachers
 * do not have to correct everything
 * all working from the same pool of tools
 * || Negatives.......................
 * sounds like same old thing revisited
 * Will this be forgotten like everything else
 * This will take practice to get it so it is the minimal time 'out of content area'
 * Left us with a lot of questions
 * Very similar to past things we have been asked to do ||
 * Will use the Type 1 for test prep. Give out essay question in T1 with a time limit. If every kids tries to answer in 5 minutes and then have them share to
 * More training could be helpful but with just focusing on T1 and T2 it should not be as necessary.
 * Science spent time in summer coming up with these 'quick writes' so they saw the easy fit for T1 and T2
 * consultant and options level students are only asked to write when it is high stakes. If we were to do more T1 and T2 writing with them they would have more fluency and less anxiety.
 * Paul has been tracking a group of kids and finds that the higher level classes are writing way more
 * Probably more important to do it when we can but writing process is so similar to the drawing process that it is not critical to have them write.
 * Great WS, Did we get enough information and modeling to make this successful. We get these things but then are left on our own.

Decisions Made: We need to meet in departments and decide where this will fit in and how we can support each other. Time to meet and come up with the 'Quick Writes' T1 and T2 Curriculum We need to share ways to use T1 and T2 as a way of preparing for higher stakes writing We need to come up with or be clear with the Common Language to be sure kids know what we want from them We need to start bringing in lessons

General Minutes:

Anaolgy T1 writing is like stretching T2 you have to get the weight in the air

Please buy the charts for all students