1-14-13Type+1

1-14-13 ~ Meeting Summary

Members Present: Margaux Files, Dave Martin, Gordon Small, Dorothy Small, Joanna Hopkins, and Dave Evans

Topic: Sharing samples of Type One Writing

**Consensus from this group would be to choose a format and focus for the next Type 1 and to do another Type 1 before moving on.**
Protocol Used: Each PLG member will briefly address the following points

Key Points of Discussions
 * What was the purpose of the prompt (whatresponse were you hoping to elicit)?
 * How did you design the prompt (for example the number of lines requested, time limit, etc.)?
 * What questions or uncertainties arose as you prepared or implemented the writing prompt?
 * An overview of the student responses
 * Your analysis of the prompt – both positive and negative
 * Ideas about how the prompt might be modified or improved

Decisions Made: One participant from each group will be asked to record any questions, concerns, or needs that may arise during the presentations. PLG facilitators will review the recorded information and use it to guide future meetings.

General Minutes:

We shared templates created by Paul Deagle and Brad Cyr. We would like to look at making a webpage to route us to these downloadable files. We need to share the templates for all to use. Brad's and Gordon's gives the double lines but the second line is voided to keep them out of it Do we have focus areas with Type 1?
 * Parking lot questions/resources**

Dave Martin Dave shared that this was not really a type 1 problem but it did, when done, help him know where to focus. The word problems would not be included and it would not be this many questions. Next time he will be sure to have focus areas listed. It served the purpose but given more time it would have been more planned/formatted.

Gordon Small The purpose of the prompt was to see what their weakness was in the area of geometric figures and to get a response on it. It went well, he did not give a lot of directions since in the Math department they have a pat set of directions. The experience was positive and Gordon felt like he gathered some useful information. This prompt was beneficial in that it was not recall it was sharing what they know and don't know. They did not have to study to answer. Gordon feels this is kind of the difference between Type 1 and 2.

Joanna Hopkins Joanna chose two paintings with similar subjects but very different 'classes of people' Aristocrates vs Regular folk. She asked them to take a close look at what/who was in both pictures. Students had very specific questions such as "Who is hunting? Why are they hunting? What is going on in background? Part of it is responding to basic information but looking at what they have observed and what they feel about what they have seen. Joanna feels a lot of the kids do not want to do this and therefore write resistantly to it. When asked if they could just write open ended without questions she felt that they would not look as deeply at the art as they should. Joanna also read other people's reactions to the student that let students know how others might respond. Sometimes when students see something different they shut down but this 'forced observation' helps them learn to observe.

Margaux Files Margaux took a prompt they use for Career and College Prep. They needed to respond to a prompt that has key terms they have used throughout the semester. This prompt tied them back into why they are creating portfolios with resumes and all that. Margaux did not specify they needed to skip lines, she will do this next time. After the quick write she shared a copy of the quote from Covey's book. Next time she will skip lines and require them to have at least 4 lines This prompt did help her see what she was looking for and students were for the most part engaged and responded appropriately. Next time she will work more with formatting.

Dave Evans Students had five minutes to answer a question over the "Boston Massacre; Massacre or Riot You Decide." They had to have 5 lines, skip lines, decent mechanics, etc. He gave them 5 bonus points they could put on any quiz, assignment etc. Kids were cooperative but also when asked if they have done this kind of thing few of them stated that they had done this Type 1 writing in other classes so we still need to be encouraging this school wide to be all on the same page.