2-4-13

2-13-13 ~ Meeting Summary

Members Present: Dorothy Small, Margaux Files, Joanna Hopkins, Paul Deagle, and Dave Evans Topic: Type 1 review Protocol Used: Individual Reading/Thinking Time, Group Share, Discussion, Student Work, Group Share, Refection Key Points of Discussions: What is a Type 1 assignment? Decisions Made:

General Minutes: Paul shared his Type1 writing that he was unable to share before. Paul is working on a form to work with when asking for Type 1 and 2 writing. Paul actually shared writing from three different lessons. Paul has created a form that does what he needs to do and follows Collins.

Margaux and Dorothy handed out material and explained the committee felt we needed to step back and review "What is Type 1?" It was explained that the last session of Type 1 sharing was all over the place in that students were asked to fill out short answer worksheets and questions, short essays on information they should have learned in a lesson, etc.

**The format is a means to an end, not the end.** It is risk free and not bound by format. It helps divergent thinkers organize themselves to a more organized piece for later. Type 1 because it is no risk where it is about getting ideas down. The time protocol is the only restraining element.

**Skipping lines** helps with revisions, editing, readability but is worth doing to help later on.

One teacher did not see the validity of what we are doing today. Why did we not pull folks out and deal with just them. He would rather see more examples of what others are doing. How do we know what is right and what is wrong? He felt he hit the target if he did not just tell him. It was felt that the guy said **keep it simple and now we are complicating it**. I thought the goal was to get them writing and once we did that find what we need to work on Go with what the guy says and don't alter, just mimic what he set up instead of complicating it.

**Kids don't want to write in my class. We are here to do this subject not write.** I have to be very carful when I ask kids to write. I hate to give up instruction time to do this.There are not many places where writing fits in well. A lot of what we do is not verbal, in some ways you want to pull them away from being verbal because it restricts them from what they are doing. Too structured and goes against our daily program or this is not structured the way I need it to be structured.They get tired of doing this in all their classes.

I have used Type1 before so when we did this assignment I did not use the format to a T since we had already done this. But now I feel **I should try to follow the format** more fitting it in when it works well with the lesson.

It will not take time out of your lesson Not a lot of correcting time Not a lot of risk on part of students
 * Selling point of this was **

Great for teachers who do not teach writing

Great to do when transition from stuff. We have built questions into the lesson that are Type 1

Looking at the examples

Math example is more of a Type 2. It is not a free write, there is a right/wrong answer Drawings "I do not like the flashcard vs the triple entry." Kids get confused with the format. It was cleared up that the pictures was a type 1 outside the box because they are telling a story, getting ideas moving, no risk. It is a type 1

Frosty the snowman retelling is more of Type 2 because the is a right/wrong. To Retell a Story is a quiz or Type 2

Computer Art 1 - You are guessing but there is a right/wrong answer **after doing the unit.**. Teh approach is a Type 1 because they are asking them to say waht they know about it.

Movie prompt is a type 1. There is a time limit, number of lines and just asked **What do you prefer?**

Piece of Plastic **#7 does seem to be a Type 1.**

Macromolecules is a pure Type 1

Reflection: From reading the outline from Collins and looking at the samples are there any quesitons

Skip lines Open ended, no right or wrong Open format Number of lines Timed Not supposed to be a drag, supposed to be quick and easy to do
 * Things to remember:**

It was shared that this writing program is an answer to the feeling that the iWalkThroughs showed we doing a lot of passive learning. This writing addresses the passive issues.