ccss 3 5-2016

Improving Historical Writing Providing Meaningful FeedbackScott M. PetriCCSS 55th Annual Conference March 5, 2016

“Good writing is the expression of good thinking. Stating ideas clearly in writing is a key element of literacy, but it is a skill that takes constant practice to learn.

- TCI Bringing Learning Alive

1. Purposes/Types of Writing2. Effectiveness feedback on

writing:a. Self Evaluation / Peer

Reviewb.Robo-graders paired with

Self/Peer Reviewc. Revision Memosd.Audio and Video Feedback

Today’s Topics

Purposes and Types

of Writing

Purposes of Writing● Argument

○ Focused on discipline-specific content○ Develop Claims and distinguish claims from alternate or opposing

claims○ Support Claims with logic reasoning and textual evidence

● Informative / Explanatory○ Provide New Knowledge○ Summarize Information○ Develop a Concept○ Define or Detail Components○ Explain a Process

● Narrative○ Tell a Story or Biography○ Account of an Event○ Provide an Anecdote

Types of WritingCategory Description Evaluation / Feedback Method

Routine Writing

Focused Freewrites and Quiz Writing - Discussion starters, focus questions, brainstorming, exit slips, 3/2/1 lists, getting ideas down on paper. This includes writing for quick assessments as well as writing to learn activities in a learning notebook.

Participation, on task check, check for correct answers. These are writings that can be checked in a variety of ways. They can be checked for completion, correct answers, a brainstorm, thoughts, idea generating etc... Conventions, organization and style are less important than completion or correct answers.

Papers / Essays

Papers / Essays - Informative and Explanatory essays provide a summary and/or explanation about a particular topic. While Argument papers make a claim and provide text-based evidence. Narrative writing tells a story or narrates events. These assignments can be completed during the course of a class period or could be drawn out during multiple days of instruction and become a more publishable product.

Graded according to Rubric aligned to the Common Core State Writing Standards / State Standards. Content teachers will emphasize the comprehension of material, but students will be held accountable for development of ideas, organization, style and conventions.

Research Project /

Paper

Research projects - Research papers should take 1-2 weeks of instruction and focus on the research process. Students research independently or as part of a group and create a product that reflects inquiry and reflection. This may result in a product that is publishable in form.

Graded according to Rubric aligned to the Common Core State Writing Standards / State Standards. Content teachers will emphasize the comprehension of material, but students will be held accountable for development of ideas, organization, style and conventions. Rubrics may also include elements that focus on the steps of the research process.

Essay Feedback

• Feedback is information (provided by a teacher) regarding aspects of one’s performance or understanding.

• It occurs typically after

instruction that seeks to provide knowledge and skills or to develop particular attitudes.

Hattie & Timperley (2007) recommend three major feedback questions:

1.Where am I going? 2.How am I going? 3.Where to next?

Summary of Effect Sizes Relating to Feedback Effects Social

Science researchers

generally interpret

effect sizes as:

(small = .20; medium

= .50; and large = .80)

What Students Say About Instructor Feedback

1. Almost 1/3 of teachers take more than 13 days to provide feedback on written work.

2. Despite high rates of electronic submission, students did not report receiving feedback electronically.

Effective Feedback: The Numbers

Fact or Fiction

Fact or Fiction

Types of Feedback

Feedback Recommendations1. Comments recorded by

voice or audio may be a time-saving substitute for Face-to-face feedback

2. Provide students with different types of feedback, and evaluate what is helpful for them

3. Modify the definition of effective feedback for your class.

Self Review / Peer Review

Peer ReviewSheet

Essay Criteria Chart

Robo GradersOnline Writing Support Tools

Robo Graders

Robo Graders

Robo Graders

Robo Graders

Robo Graders

Robo Graders

Robo Graders

Robo Graders

PaperRater

http://www.PaperRater.com

PaperRater

http://www.PaperRater.com

PaperRater

http://www.PaperRater.com

PaperRater

http://www.PaperRater.com

PaperRater

http://www.PaperRater.com

PaperRater

http://www.PaperRater.com

Paper Rater Data (N=116)

Originality Bad Phrase Transitions Sentences Avg Lngth Apprx Wrds Vocab Words Score

88.88 54.59 45.30 32.96 17.86 568.10 55.16 80.83

Revision Memos

Bardine & Fulton (2008)• Revision memos are a great way to help writers

think about what they have just written and begin to plan for future drafts.

• The purpose of revision memos is to help students become critical readers of their own writing.

Content of Revision MemoInclude the following in your revision memo:1. It is addressed to your teacher. 2. It lists the strengths and weaknesses your peers

(and teacher) saw in your draft. 3. It describes your overall impression of the revision

(strengths and weakness). 4. It points out what your focus was on this draft. 5. It details the changes you’ve made from one draft

to the next.

This student has identified three growth areas in his/her writing:1. Citations2. Word Usage3. Transitions

Final Thoughts on Revision Memos

• Goal for the revision memos is to help students recognize their own strengths and weaknesses.

• Revision Memo should focus on the textual choices, considering not only the changes students make, but also the reason for those changes.

• Never grade revision memos. Grading the memos would negatively change the students’ approaches to writing them.

Audio & VideoFeedback

Kaizena

Voxer

Whole Class Feedback

https://www.youtube.com/watch?v=wJMyvwjpm-s

Go from 6 min to 8 min

Next Steps● Integrate Routine Writing Assignments into your daily

lessons and short papers monthly or quarterly● Coach Students through the Writing Process by setting

Focus Correction Areas for Informative, Explanatory, Argument, and Narrative Papers

● Provide Feedback in writing, audio, and/or video● Train Students to effectively conduct Self and Peer

Reviews ● Use Robo Graders to provide students with immediate

feedback on grammar and conventions, which allows teachers to focus on the student's argument /explanation, claims and supports, and organization.

If we truly want to make students college & career ready, we need to dramatically

increase the amount of writing assigned to students across all subjects.

1. Routine Writing Assignments

2. Regular Assignment of Informative, Explanatory, and/or Argument Papers

3. Timely and Meaningful Feedback 4. Coaching Students to Become Better Writers

Recap of Today’s Goals 1.You learned feedback strategies to

coach your students improve their writing.

2.You are leaving with tools that will help up DOUBLE the amount of writing you normally assign in your class without increasing your grading burden.

Scott Petriwww.HistoryRewriter.comscottmpetri@gmail.com@scottmpetri

Thank You

Don’t forget our unconference/EdCamp tomorrow from 8:00 am – 10:00 am in Emerald Bay 2 & 3