Student Voice: Students and Teachers as Partners in Learning

By Linda Ashida

Nicole Holubec & Nathan Beltran lead an Institute Day Session

Over the course of the last few years, it has become more routine for us to include students in our Collab Lab's Professional Learning experiences––not just to participate, but also to plan and lead sessions with teachers.  Whether for our Teaming on Tuesday Workshops, Virtual Learning Cohort, Peer Observations, Institute Days, whenever we partner with students we learn so much from their perspectives: how they learn best and what motivates them in their learning. Their insight and thoughtful questions provoke us to reflect more deeply and make shifts in our practice based on their feedback.

At the same time, the students learn from the teachers and why we make the decisions we do. We build mutual understanding that contributes in an important way to the culture of learning of the school. And, after all, the students are the reason we're all here, so it only stands to reason that they should have voice in what learning looks like for them!

Nathan started our Weekly Quote Wall

To ensure that student voice is more routinely embedded in all that we do, this year we have invited two students, Freshman Natalia Habas and Senior Nathan Beltran, to join our Collab Team of teachers. In addition to joining us for scheduled meetings, they often drop by simply to see what's new, offer to help with our latest learning ventures (often inviting more students to join us), share insight from their classroom or external learning experiences, or share a new inspirational "Weekly Quote"  on our Whiteboard wall (totally their idea!).  It's becoming a genuine partnership.

In all of these shared experiences, we become learners together.  We walk the walk of one of our favorite Collab Lab mantras: "We are all teachers, we are all learners." Together we stretch our thinking, problem solve, explore possibilities––and we have fun, too!

Wonder what it all looks like? Sounds like? Read on!

Students lead Institute Day sessions.

Matt, Ryan, Mike and Zoe share insight on learning in their
Athletic Performance class.

To Learn more about what our Institute Days look like, check out this Collab Blog post:  Construction Zone: Drafting Blueprints for Learning

Students join Instructional Coaching sessions and Peer Observation Experiences.  
Following class visits they ask probing questions and offer feedback. 
They really do make us reflect more deeply on why we do what we do.

Nathan asks probing questions of Mark Heintz following a visit to his AP World
History Class. He inquired about how Mr. Heintz decided student groups, how he
knew if the students learned, and how he followed up when they needed support.

To learn more about what we learn from students when they join us for class visits and follow-up conversations, check out the following Collab Blog posts:   #214EdPrep: Collaborating in Professional Learning; Students Giving Teachers Feedback

Students share their perspectives with teachers across District 214 and beyond 
via Zoom in our Virtual Learning Cohort focused on Student Voice in Learning.

Nathan and Autumn share insight with Ms. Frazier from Grove Jr. High in CCSD59,
Mr. Loch, and Ms. Ashida from EGHS

Learning is serious business, but it's fun, too!

Check out the video clip below from a recent Virtual Learning Cohort conversation. 
Nathan and Autumn share examples of how their teachers foster a classroom culture 
that helps them learn.

To learn more about our Virtual Learning Cohort, check out the following Collab Blog post:  A New Way to Connect and Learn Across Schools

Teachers invite students to share feedback and help plan future lessons.

Students give Mr. Heintz feedback on his plans for upcoming lessons
in AP World History

To read more about how Mark Heintz solicits feedback from students, check out his weekly Collab Blog posts: A Year in AP: Student Feedback and Reflection.

Students join us for Teaming on Tuesday workshops.

The photo above is from a Teaming on Tuesday conversation with a panel of students who joined us to talk about the purpose of school and learning in their classes. To learn more about the insight the shared, check out this blog post:  What is the Purpose of School: Students Perspective

Students collaborate with Principal Paul Kelly to explore possibilities to broaden student voice school-wide via an Advisory Group. They visited Maine South High School to exchange ideas with Principal Ben Collins and students.

Natalia and Nathan listen and learn from Maine South HS students and then present their ideas to the group.

Students share their learning experiences via Twitter.

Nathan shares Institute Day experience with shout out to teachers.

Nicole shares Institute Day experience participating in a session
facilitated by English teacher Kim Miklusak and a panel of students.

Natalia encourages and congratulates teachers and students at
Friendship Junior High School for their community service.

Nathan shares experience reading with elementary school students.

Natalia retweets with comment to share her experience joining teachers
in the Collab Lab's Virtual Learning Cohort

Students share their learning experiences as guest writers for the Collab Blog, publishing 
posts that reach hundreds of readers in the Elk Grove Community and beyond.

Natalia served as our student Collab Lab rep to write a blog post about and
EG student leadership experience at Grove Junior High School

Hannah wrote a Collab Blog post to share her teaching experience in the
Ed Prep program

Here are a few links to some of the student-authored Collab Blog posts:

• Student Voice: Business Incubation and App Creation
• #214EdPrep: Karolina Shares Her Experience
• #214EdPrep: Nicole Reflects on Her Experience 
• Student Leaders Mentor in the Junior High: A Fun Day of Learning For All! 

Feedback from both staff and students on the impact of all of these learning experiences has been overwhelmingly positive. In the future we plan continue to make it even more the norm to Connect-Learn-Share with students––to partner even more in our learning together!

Back to Basics: Connecting with Parents/Guardians in the New Semester

By Kim Miklusak 

For many schools the new semester is upon us or rapidly approaching.  For some this means all new classes; for others it means possibly some new students.  Either way it makes me think about the importance of connecting with parents and guardians throughout the year--not just during the opening days.

It's easy to get bogged down with the hustle of the new semester.  At the beginning of the year, we make our agendas and materials available to students through our LMS or by other means.  We may hand out syllabi or send home welcome letters.  But what do we do mid-year?  Do we make regular contact with parents/guardians just to keep everyone up-to-date?

One parent's perspective: 
Although we may not always hear back from parents, or we may be frustrated if we receive "Undeliverable" emails, many parents do receive the message and are grateful for it!  One parent, who has a current senior student and one graduated student from our school, responded:

"I truly appreciate communication from the teachers through Infinite Campus.  Even though my daughter was very organized and very few assignments were completed last minute, I felt it was beneficial for us knowing about the big projects or reports coming due so we had an idea of the stresses she would be under and to encourage her to make the right choice when other social opportunities arose that would take time away from working on her assignments.   I realize she should be responsible for her work, but it helps parent encourage and teach their children how to time manage."

One teacher's perspective: 
In order to reach out to parents and guardians of students who are missing assignments--and to reach out again to remind students of their own work--Psychology teacher Melissa Curtis uses the "Message Center" screen on Infinite Campus to send form emails to students, parents, and guardians two weeks before the end of the quarter to fill everyone in on missing work!

Once she has the template saved, it is easy for her to send out messages to students who have any assignments that are marked as missing in the grade book.  The automated email fills in the blanks below with the students' names, the names of missing assignments, and directs them to the portal for more information!

If any teachers would like more information on sending out templated emails like this one, be sure to contact us, and we can show you how and connect you with other teachers who are doing the same!   Or if you have other ways you reach out to parents and guardians throughout the year, leave us a comment below!

Using Google Slides Q&A Interactive Feature

By Kim Miklusak

I had a presentation in my grad school class last night, and while preparing for it, I actually Googled "How to make Google Slides more interesting"...and that's how I got here.  Did you know that you can turn on an interactive Q&A option when you're presenting in Google Slides?

Here's are quick steps:
Step 1: The option to turn it on is found in 2 places: either under "present" or when you're already presenting, in the toolbar screen on the bottom.

Step 1, Option 1

Step 1, Option 2

Step 2

Step 2: a small box will pop up on your screen.  From there you will see "audience tool" and "speaker notes" in addition to the running timer, a pause option, and a of your slides.  From this screen you will press "start new" OR, and this is really cool, if you've presented before, it will show you the option to click on the notes from other recent times you've given this presentation.  This is a nice feature because it will allow you to address any questions ahead of time if you feel you need to.

Step 3

Step 3: You will now have the option to select the audience.  Mine defaulted to our district; however, you can turn on so that anyone with the URL can respond.  This is a nice feature because you can choose to toggle this off or own depending on your presentation and what you need.  Once you press this button, the screen will remain like this unless you have audience members writing questions or making comments.  If this happens, a notification will pop up on "audience tools."  Otherwise, you can remain on "speaker notes," if you have them, to continue your presentation.

Step 4

Step 4: One of the nice features about this is that the audience is able to see each other's comments (anonymously or by name).  Therefore, people have the ability to "like" a comment, allowing the presenter to see a popular question.  Additionally, the presenter can click on the "present" button under a comment.  This results in the comment overriding the presentation slide and showing up as its own slide.  This way the presenter can show the comment/question to the whole audience and address it.

HOW this went in my class: My screen in class wasn't letting me show only the "presenter view," so my whole class was able to see my notes.  This wasn't a problem in the setting I was in, but it would have been a problem if I were given a formal presentation.  I would expand the usage with this from just Q&A and also allow for comments.  I can see many uses for this--especially in classes that are lecture-heavy.

Leave us a comment below if you have other suggestions, uses, or experiences in your class!

#214EdPrep: Collaborating in Professional Learning

This is the first in a series of blog posts discussing the collaboration of the Collab Lab and our EG Ed Prep students.  Please follow along on our journey using the hashtag #214EdPrep or clicking on the label #214EdPrep in the word cloud!

Students in the District 214 Ed Prep Program at EGHS, taught by Kim Sander, have begun collaborating with the Collab Lab on varied professional learning experiences. This previous post explains a workshop we did with the EdPrep students on how to use Social Media to learn, lead, build community, and to expand their professional portfolio. 

Most recently, the EdPrep students joined teachers in a class visit experience. The class was split into four groups, each accompanied by EG teachers, to observe a class for 20 minutes. We visited the classrooms of Persida Bujdei, Mark Heintz, Bonnie Kale, and Kim Miklusak. 

The focus of the class visit was to look for examples of learning target(s) and how they are communicated, and formative feedback (given by the teacher and/or peers). Here is the a document we used to take notes and to facilitate our conversation afterwards.

After the class visits we returned to the EdPrep Classroom to debrief in a jigsaw conversation.  Each group had at least one student from each class we visited, and at least one teacher facilitator. We discussed what we observed and learned in each classroom.

The students shared insight from both their student and future-teacher perspectives. The teachers were inspired, and we learned from them too! Here are some highlights of their observations:

Schoology quizzes before a test help students understand exactly what they know and don't know.  It isn't graded, it is just for learning.  Several students commented on how much they like these kinds of quizzes that they have done in some of their classes, and that they aren't graded.

Teachers gave clear explanations of how to do the practice for the learning targets, and then did a model problem/reading and then students worked in pairs. The modeling really helps. During the pair work the teachers gave feedback and students give each other feedback too.  We talked about how this intentional scaffolding (I do, we do, you do) supports learning.

The whiteboard tables are so good to foster collaboration and feedback. One student said she was so sorry she was "too old" that she missed out on having the whiteboard tables in her English class last year! 

The pros and cons of Quizlet live and Kahoot for feedback.  Quizlet is good at the beginning of the unit as a "hook" and for collaboration, but if your group doesn't finish before the winning group wins, you don't see all of the questions.  Kahoot is good to make sure every student sees all of the questions and gets individual feedback. It can get boring if teachers do them all of time. But they are so good for feedback.

It is helpful it is to plan activities with a model, small group work and time for students to then do it on their own (scaffolding).

We're looking forward to having the EdPrep students join us again for future professional learning experiences.  We have so much to learn from each other! 

You can connect with them too! Follow their Ed Prep journey via #214EdPrep on Twitter.  You can encourage them with a "like", a "retweet" or a comment!  The would LOVE to hear from you!

Argumentation Skills Using Current Events & Gatsby

By Kim Miklusak

This year I have decided to flip the order of how we access The Great Gatsby.  In the past we have read texts that center around the idea of whether The American Dream is accessible to all people at all time and have used supporting text as analysis and comparison.  This year I have decided to start with prior knowledge of The American Dream and wait until the end of the unit to analyze whether it exists today and for all people, using this information to analyze Gatsby rather than applying it to Gatsby as we go.  To begin the unit, students brainstormed and wrote a 1-page response that I hung up on the walls for them to read now and return to later.

Then for 3 weeks (3 days each week) students will work in groups of 3-4 to analyze an article about a given "right."  Some of the rights are more "traditional" such as the right to arms, freedom of religion, freedom of speech.  Other topics are less traditional like the right to select your own gender label, the right to clean drinking water, and the right to quality literacy education.  Each group pulls a random envelope with an article--all recent, all from various political leanings and sources.  The students read and annotate and look up any other information they may need.  They then state the author's argument and analyze the limitations, applications, and implications using sentence starters and guiding questions.


Finally, students randomly drew defend/challenge as their stance.  Their task was to respond to the argument and provide convincing evidence and analysis as support in a 1-page written argument.  I was pleasantly surprised at how engaged students were in these discussions: some partners separated their groups to work in secret before sharing their work with "the other side."  Some groups worked together with "the other side" to talk about complexities as they worked.  At times students argued stances other than their own beliefs to respectfully challenge their peers verbally and in writing.  We pushed each other to look at other implications such as states' rights, identity, laws, etc. They also discussed the best ways to frame the argument and how to be most convincing in a short amount of space and time.

We will be broadcasting this lesson via Periscope on Tuesday, February 7th.  Check out our @EGCollabLab Twitter account if you're interested in tuning in.  I will write more about the assessment for the unit and reflections later!

Get Students Writing! Modeling, Peer Collaboration, Argument Towers and More!

By Linda Ashida

Your students need to synthesize information from varied sources--complex texts even--to defend a claim or hypothesis, make an argument, debate an issue, persuade or present a point of view.

How do you get there?

That is just the question that many teachers have been examining recently recently in the Collab Lab.

Some recently scaffold Persicoped lessons from English and Social Science classrooms gave us some ideas.

Then Google Hangouts conversations with some of our D214 colleagues gave us even more ideas! Becky Kinnee and Carrie Mattingly shared a valuable resource that included an "Argument Tower" strategy to scaffold the writing process and to help students "get it" as they synthesize information from multiple texts.
 

You can check out the resource here: Building an Argument Tower (From the AP World History Blog by Jonathan Henderson).

Let's see how Mark Heintz incorporated the strategy in his AP World History class in a series of week-long scaffolded steps to help his students prepare to write a document-based essay.  

Key Steps:

1) Present the Guiding Question:
How did people legitimize their rule between 1450 and 1750?

2) Activate Background Knowledge:  
Mingler Activity: Using key ideas from the upcoming documents, Mark created a "Find someone who . . . "  activity that got students up and moving, connecting with peers, and using vocabulary and important words/concepts that they would encounter in the readings. 

3) Model:  Document #1

Mark started with the first document with a think aloud and questioning with the whole class to help students interpret the key information and isolate evidence that supports the guiding question, or claim. Students annotated their own document on their iPads while one student modeled the notetaking by mirroring her iPad on Apple TV.

Check out this video to see the process in action:

4) Paired Collaboration: Document #2
Following Mark's model with the first document, students worked through the second document with a partner. They helped each other interpret the document, write key evidence (in support of the guiding question) on the whiteboard tables, and make connections to the evidence from the first document.

5) Peer Review, Self-assessment and revision: Documents #2
After writing their own responses, the pairs rotated to another table to give feedback to their peers.  Students were guided to give meaningful feedback based on the DBQ criteria. Then they rotated back to their own tables to review the feedback and make revisions.

6) Repeat steps 4 and 5 with Document #3

7) Argument Towers: Synthesize evidence from Documents #2 & #3
Following the steps in the Argument Tower resource, Mark guided the students to use colored index cards write to write and categorize their thesis, evidence and reasoning to organize their thoughts to write the introductory paragraph for their essay.

This kind of scaffolding takes time, and Mark is continually reflecting and asking students for feedback on the process.  He finds that in this student-centered approach, students are more engaged (he can hear it, and see it, as they work with their partners), and they demonstrate deeper understanding on both the content and the writing process as compared to a teacher-centered approach.

In the student-centered process, students see more models, get ongoing feedback from teachers as well as peers, and they have multiple opportunities for revision.  Students gain deeper understanding and confidence in the writing process, which better prepares them for second semester writing when the scaffolding will be gradually removed and students will write on their own.

Virtual Class Visits & Professional Collaboration Across D214 Schools

By Linda Ashida

Live streaming isn't new, but the Collab Lab has recently been exploring innovative ways to use this technology to expand professional learning connections across schools.

In our first virtual professional learning adventure, we used Periscope and Google Hangout to connect with teachers at Riverside Brookfield High School to live stream from two classes at EG and then debrief with the teachers at both schools.  Even with a few tech glitches, that experience proved to be so valuable, energizing--and FUN!--that we couldn't stop thinking about the possibilities to use the same technologies to expand professional learning connections across our own District 214 schools.

That led to Round 2: Our first D214 Virtual Professional Learning adventure.

Seven teachers from three D214 schools connected with us at EGHS via Persicope to visit Mark Heintz' AP World History class.

Our colleagues connected to our Periscope broadcast, and, just like with Facebook Live, they were able to interact with each other, and me while I live streamed, to make comments and ask questions.

Mark's lesson offered examples to our virtual visitors of the varied ways he engages students in interpreting primary source documents to find evidence to support a claim, in order to later synthesize information from those complex texts. After working through the first document as a class, with Mark modeling how to interpret and note key evidence, the students worked in pairs to interpret a second document and respond to the prompt on the whiteboard tables.

As students collaborated with their peers, Mark circulated to offer support and feedback, and pause, when necessary to give clarification to the whole class.

After students responded to the prompt, with evidence from document 2, they rotated tables to read another group's response and offer feedback to their peers.

Students then returned to their tables to reflect on the peer feedback and make revisions.  They wrapped up the class by taking photos of their work to continue with new documents and synthesis writing the next day.

Mark's lesson included models of work, student-centered engagement in learning, ongoing feedback, peer assessment, self-assessment and revision. None of the work was graded. It was all part of the formative learning process to build students' reading and interpretation skills and lead to improved quality in their final summative writing assessment.

Following the live stream form Mark's classroom, we connected via Google Hangout with the visiting teachers from the other D214 schools to debrief the lesson, share feedback, and make connections in student learning across disciplines.
                                             

 

Once again we were energized by this kind of collaboration connecting us with colleagues across schools.  Not only did we share teaching strategies and learn from one another, but we also discussed possibilities for future collaboration across all of our schools.

In fact, we've already planned our next live stream from Kim Miklusak's AP English Language class, in which students will be engaging in a writer's workshop. Look for a new post on that soon!

And, based on feedback from the group that visited Mark's class, we have already modified the process. Participants suggested that more teachers would be inclined--and better able--to participate if the the class visit and debrief conversation were shortened and occurred during the same class period. Guided by this advice, we will live stream from Kim's 1st and 2nd hour classes for fifteen minutes and then debrief with our virtual visitors for 20 minutes in a Google Hangout. We will also look for ways to include more student voice in the process, whether it is asking questions directly to students during the class, or asking a few students to join us in the Google Hangout conversations.

We'd like to thank Matt Hamilton, Teri Buczinsky, Erik Hodges, Kate Glass, Jeff Vlk, Becky Kinnee and Carrie Mattingly for joining our Collab Lab tream in this first D214 Virtual Professional Learning experience and sharing their feedback and insight for future collaborations to support our students.

Do you have ideas or suggestions?  Would you like to join us?

We'd love to hear from you!

A Semester of Thanks

By Mark Heintz

As I have been continually inspired by Kim Miklusak, the most recent inspiration was from her latest blog post on her reflections from NCTE.  Since most of what I am reading is concerned with fear, doubt, hate on global events, I wanted to have a positive moment and reflect on the things I am thankful for this year.

The first thing I am thankful for are my students this year. I know how it sounds.  But really, they are great.  I will try to give just one instance.  I have been assigning Schoology checklists for some time, and this quarter I added a new element that was very challenging to my Human Geography students. I took some time to explain to my students how they should view the checklist as an opportunity to receive feedback on their learning and gaps in their understanding. They are very aware of how much I love to talk about education. Anyways, I wanted to instill the idea that if they are struggling, they need to advocate for themselves.  I gave them my email address and had them copy it down.  After that day, I had so many emails from students emailing me when they completed the checklist, asking for quick help, or saying how they were embarrassed to ask for help in person.  I was taken aback by those emails. Those kids should receive a special award for reaching out to me despite their anxiety.  One student emailed me because she was going to miss the day before a summative assessment, and she wanted to ensure she was ready.  This paragraph has gone on much longer than I intended, but my students are great!

Another thanks goes to all the teachers that have allowed me to visit their classroom this year.  I have been in to see graphics arts, math, English, PE, history, and chemistry courses this year.  I am still amazed at how open our school is. Every time I asked a teacher, they have been so willing to share their classroom. An English teacher who is retiring this year opened his door to everyone to showcase how he teaches the writing process. He contributes to a movie blog and he went through the writing process for that blog with each of his classes.  I have been a long time reader of the blog and was fortunate enough to visit his class one of the periods.  I was blown away!  It was amazing to witness how he writes, but also how he included his students in the process. A teacher who could have shut his door in his final year has been so open to sharing ideas and welcoming people into his classroom.  I know I continue to grow because of the exposure to new ideas and dialoguing with peers about student learning.

Before this gets too long, I am so thankful for the teacher led institute day.  I sat in on a session led by the 2016 Illinois Teacher of the Year, Ricky Castro.  The things he has accomplished and done for his students are amazing.  How he reaches out to students and parents who do not have an easy access to the school is stunning.  He quickly went through differences on cultural values and traits of different socio economic levels.  I had many take aways from his session and so many questions that have been percolating.  I saw why he was the teacher of the year in just a few minutes.

Finally, the other session I attended was by Emily Mikuzis and Jacqueline Figliulo on Metacognition.  I have struggled, like many other teachers how best to get students to think.  They had such positive stories to tell and I will follow up with a blog post just on that session.  But, for now, it has changed my questioning technique in my classroom.  

These are just a few of the things I am thankful for this semester! 

On Not Grading Notes

By Kim Miklusak

Formative assessment is nothing new; however, so many of us still grade notes and worksheets.  It can get exhausting, overwhelming even.  On top of all that, some people will say, it’s hard to “catch” cheaters.  But at the same time we argue that the practice of grading worksheets and notes helps students learn.  Or perhaps we argue that we need to hold them accountable.  We need to know that they’re learning.

When it comes down to it, though, if we assigned the same task to adult learners, we would allow them different ways of showing what they know.  Take for example chapter 2 of our textbook Everything’s an Argument.  If I were to take notes for this chapter, they would be 4 sentences long.  I get it.  There are big concepts in this chapter, no facts or details.  It’s the application of the theory that’s important, and that’s what we work on immediately after reading the chapter.  Yet up until last year I would “check-in” that students did notes as a completion grade to “show” that they were doing the reading.  Did that increase quiz scores?

This year I’m doing something different.  I’m marking in the “Notes” column of the quiz on Infinite Campus just the word “notes,” which indicates that the student showed me that they did notes either on paper or digitally.  This, I feel, provides me more information than a grade would have ever shown me.  First of all, fewer students, I believe, are going to “cheat” and copy someone else’s notes because it’s not for points in the first place.  I say to the students, “If you’re reading and not taking notes on this task and doing well, good for you.  If you’re reading and taking notes, and not doing well, we need to have a conversation.  If you’re not doing well and not doing notes, we need to have a conversation.”  And it has become just that: I was able to check in with students who did read and take notes.  We are able to talk about note taking skills and how to determine what’s important and compare note-taking theories across subject areas and texts in order to increase their comprehension of the text.

The next step for me is to do away with quizzes.  Why give a quiz on theories when it’s the application that we as teachers care about?  If students need to apply these concepts, and that’s my goal, then I need to assess that goal instead, not how they got there via theory quizzes.  I’m not there yet—that’s my next step: to make authentic application-based assessments that aren’t down-the-road essays.

Author's Purpose and Thesis Development

By Kim Miklusak and Mark Heintz

Bonnie Kale invited us in to see her sophomores analyze each other's work after the three of us had been talking this year about the purpose of our courses.  We quickly realized each of our classes has been getting students to create arguments and defend them with specific pieces of evidence.  Another point of our courses to have students know that authors use different approaches to getting their arguments across to the reader.  So traditionally we rely on the 5-paragraph paper format because it's easy to teach at younger grades, but we realize it's so limiting as students progress.  Bonnie's class was working on getting students to see these patterns and reflect on their own reading and writing.

Prior to the class we saw, the students read a short story and created an outline for their literary analysis.  The students were tasked with two things in their literary analysis. For the first task, the students attempted to identify the author's main idea. For the second task, the students attempted to identify the organizational approach used by the author.

The students had to include both tasks in their thesis for their literary analysis. For the lesson, Mrs. Kale wanted students to identify if students completed both tasks.  She was not having the students provide feedback to other students.  She wanted to see if students could tell when other students completed the task and their effectiveness in the task.  The students walked around the room and attempted to see if other students completed the task using a graphic organizer on their iPads.

Before allowing students to move on to the actual writing of the literary analysis, Mrs. Kale ensured students knew when they were writing to the task at hand.  There has been so much overlap in the skill, the students are seeing that they are writing to a specific audience and for a specific purpose.  Moreover, they are seeing that authors are writing to a specific audience and for a specific purpose in all disciplines.  Some authors are more effective in their argument than others. That same day, all three of us inadvertently focused on the same skill!

Hopefully as this year's sophomores move into juniors, they will have more background in the foundational and cross-disciplinary approach to crafting arguments and supporting those arguments with specific pieces of evidence.