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We need to intentionally design writing experiences that help our students take ownership of their writing. 

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We need to intentionally design writing experiences that help our students take ownership of their writing. 

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-Joy

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Jillian

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Students are EVERYTHING! Also, try to go into the year knowing that I cannot implement everything I have learned (as much as I would like).

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My one big potato is that I need to get my students to have more buy-in for writing assignments. I can do that through providing opportunities for student choice and thinking about feedback as a conversation between reader and writer.

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This experience has helped to emphasize the importance of multiple exposures--for vocab, writing, and reading. My students need MORE in order to have a greater chance to leave feelin' good and empowered.

-Taylor

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Close Reading and Writing should be emphasized in the math classroom.

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Close Reading and Writing should be emphasized in the math classroom.

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KAAAAAHHHHHNNNN!!!!!!

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Jillian

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My big potato is that writing is a conversation, students need to be writing more and we should be responding conversationally rather than as a "godlike" figure. Small Talk vs. Authentic Conversation

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Writing is a conversation-- I need to give students a chance to respond to the world, and I need to respond to writing in a way that continues a conversation for that student.

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Importance of building a community.   Exposing students to different writing genres.

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Students should be writing AND reading every day- Kiersti

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Students should be writing AND reading every day- Kiersti

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Daily routines for including writing and reading in our sometimes already jam-packed curriculum in a way that makes sense

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Daily routines for including writing and reading in our sometimes already jam-packed curriculum in a way that makes sense

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Jillian

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Writing Groups!

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-Kiersti

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That writing feedback needs to focus on the big picture of developing the student as writer. I need to guard against getting distracted with fixing conventions. Thanks Catherine!

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How to slowly integrate writing groups into the classroom community... Lauren touched upon this in our group (doing it month 2, not right away), but I would love more information!

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(not writer's groups, but a similar style grouping/meeting) -Kiersti

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I really want to try Catherine's responding to writing technique-- I think I'm going to have students ask specific questions in the comments part of google drive, and then I'll respond to their comments, rather than give random comments.

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First, Let me look at my thousand and one sticky notes real quick...: )

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First, Let me look at my thousand and one sticky notes real quick...: )

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One thing I want to try is Writer's and Reader's notebooks/journals.

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I want to work implementing a variety of feedback strategies - throughout the process of writing.  I usually do verbal feedback but I want to try voice recorded feedback on a shared document. I also want my students to write a cover letter requesting help with...X...

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Guided notes with close reading as a start to lessons/notes.

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Guided notes with close reading as a start to lessons/notes.

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KAAAAAHHHHHHNNNNNN!!!

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Making comprehensible text structures (Gretchen Bernabei)

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Making comprehensible text structures (Gretchen Bernabei)

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Mary B.

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How to introduce/set up book clubs and writing groups.

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How to introduce/set up book clubs and writing groups.

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-Joy

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One thing I want to know more about is how to integrate writing groups in the classroom.

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I am really obsessed with speaking strategies-- which don't always seem like "writing project" topics, but when my students can speak about what is important to them, they have a much easier time writing.

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Keep going back to Choices and Menu...thanks Chris!

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Keep going back to Choices and Menu...thanks Chris!

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John

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Stories are life. This month (with all of you great people) has reinforced the need to teach history through stories. I will start my school year having students examine their lives and their family's history and broaden to current stories and broaden further to world history and the stories found there. Thank you!

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Stories are life. This month (with all of you great people) has reinforced the need to teach history through stories. I will start my school year having students examine their lives and their family's history and broaden to current stories and broaden further to world history and the stories found there. Thank you!

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-virginia

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-Joy

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There is an approach to writing instruction that is evidence-based, engaging, and challenging for students beyond the stereotypical academic prompt.

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There is an approach to writing instruction that is evidence-based, engaging, and challenging for students beyond the stereotypical academic prompt.

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Mary B.

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We're gonna do this.

-Taylor

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Chris

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Probably the most important thing that I will take away from this experience is the concept of QUANTITY. Students need a greater quantity of writing time, reading options, conversation partners, everything.

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KAAAAAAAAHHHHHHHHHHHHNNNNNNNNN!!!!!!!!!KAAAAAAAHHHHHHHHHHHHNNNNNNNNNNN!!!!!!

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I want to do a "walk through" of his daily routine.

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I would like to know more about successful student strategies for properly vetting research, particularly for an informative essay. - Chris

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I want to try planting "seeds" with my students to get them writing frequently in a variety of different genres and situations.

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-Daniela

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So, I'm going to try out several strategies picked up this summer: writing portfolios with grammar workbook acknowledgments, writing groups, Sheridan Blau's commentary, and kernel essays. Yes, that's kind of a lot, but they're all connected to the same idea that I've been experimenting with for years, which is revamping my writing instruction. So, I'll let you all know how it goes.

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I want to infuse more of the strategies that I use during Reader's & Writer's workshop into my Math and Social Studies instruction. (for example text structures, feedback, quickwrites, ...)

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Writing Groups and Book Club and Author's Crap...sorry that was Taylor, I meant "Craft"...Notebooks!
Thanks Catherine!

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I want to know more about Kelly Gallagher's daily routine and unit design.

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I am happy to report that I have something from EVERY presentation I will be incorporting (minimum goal/stretch goal, tell me something good Tuesday, portfolios, student feedback, graphic organizers, flipgrid...all to name a few) I'm also going to be trying some of the daily dialogue techniques. Thank you to all of you for your generosity and best practices. I hope I was able to contribute something useful to this awesome community of teacher scholars. 

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I am happy to report that I have something from EVERY presentation I will be incorporting (minimum goal/stretch goal, tell me something good Tuesday, portfolios, student feedback, graphic organizers, flipgrid...all to name a few) I'm also going to be trying some of the daily dialogue techniques. Thank you to all of you for your generosity and best practices. I hope I was able to contribute something useful to this awesome community of teacher scholars. 

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-virginia

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El potato es mi mejor amigo y es mi familia

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El potato es mi mejor amigo y es mi familia

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Poetry activities to go along with the daily readings...

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A structure for reflecting on what is working and what isn't and what things to reflect about.

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A structure for reflecting on what is working and what isn't and what things to reflect about.

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Mary B.

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How can I get kids to be brave enough to ask their questions, say their pieces, speak their minds? Especially my Latinx girls are so quiet and don't value their own voices.

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Professional Development experiences for teachers should, in many ways, mirror the beliefs we have about student learning . . . there should be excitement community building, teacher directed learning, and moments in which our thinking is disrupted and we question our practice.

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I'm curious about more peer editing techniques. Are there short cuts? I'm bound to the history curriculm and meeting assessment dates set by my team, so peer editing, although extremely meaningful, is time consuming.  I'm lost in how to implement a meaning 'short cut' peer editing experience. 

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I'm curious about more peer editing techniques. Are there short cuts? I'm bound to the history curriculm and meeting assessment dates set by my team, so peer editing, although extremely meaningful, is time consuming.  I'm lost in how to implement a meaning 'short cut' peer editing experience. 

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-virginia

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I would like to delve deeper into the levels of questioning.

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Scott

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I want to do a "walk through" of his daily routine.

*I agree!! (Joy)

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Scott

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Using flip grid to foster an environment filled with community and fun- and to create meaningful ways of allowing students to engage with each other and have voice.

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Using flip grid to foster an environment filled with community and fun- and to create meaningful ways of allowing students to engage with each other and have voice.

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How to create an environment that emphasizes the evolution of thinking, rather than the end product.

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Authentic peer audiences lead to authentic product. When students know that their peers are listening, they will be more willing to produce a quality product

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Providing more opportunities for students to have a voice/choice in their writing, reading, class discussions, projects, etc., and spending more time investing in the students' lives and building a safer/closer classroom community.

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I want to try writing groups. Maybe not for an entire semester, but I think a 4-5 week cycle might be a reasonable amount of time to test it

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I want to know more about how teachers implement writing groups, writer's notebooks, and the specific routines they use

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I really loved the Flipgrid tool, "Tell me something good Tuesday", Responding to Student Writing (facilitative v. directive), Student and Personal portfolio

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Book Club/Lit Circles, ELD Text sets, iSearch paper, etc

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I want to help my students see history as a narrative and take the heavy content and transform it to a kernel and take it easy. :)