I. Chapter 5 Discussion
We kicked things off with a lively discussion on Chapter 5, "Fostering Student Writing-to-Learn through App Affordances." Mike posed a question: What are some obstacles of incorporating technology in the classroom, specifically iPads? Our thoughts: budget constraints (attaining the iPads), limited resources (being unable to purchase apps that aren't free), the potential for students to damage equipment, logistics (items not charged, cords missing, etc), and the fact that adding technology sometimes increases the difficulty of the lesson unnecessarily. Although there are challenges, we discussed the many benefits of using technology such as the opportunity to foster collaboration, the chance for everyone to have a voice in a safe environment, and the development of writing and communication skills multi-modally (<-- real word). We transitioned into discussing the evolution of publishing students' work. In the old days, "publishing" a student's work meant printing their essay and stapling it on the bulletin board. Today, students can publish their work virtually through countless websites, programs, and apps and it can reach a much wider audience much faster. To end the conversation, we concluded that we are all students in the continually changing and growing field of technology!
II. Scribe Reports-Session 1
Next, we heard scribe reports from Jeff and Elizabeth S. recapping last session's adventures. They reviewed the lessons, discussions, and yummy lunch we experienced as a group for the first time!
III. Ice Breaker 2-Trading Cards
IV. Guest Speaker-Travel Tips
Dr. Gareth Cordery, gentleman and scholar, arrived to enlighten us with some travel tips for London. Thank you, Dr. Cordery, for spending part of your birthday with us, and thank you for the very useful information! Noteworthy items:
V. Peer Response-Rules & Sharing
Ruie led a discussion on peer response to writing. There are several rules to promote an accepting, safe, and productive environment for peer response, such as sitting in a circle facing one another and not apologizing for or explaining one's work. Writers take turns reading their paper as the responders silently listen and take notes. Next, the members each respond with positive feedback as the writer silently listens and jots down useful comments. After the first round of response, peers may show where they were confused, ask for elaboration, give suggestions, etc. Writers can now respond to questions and there may be a discussion about the writing. Post-response group, writers may consider feedback and make any adjustments to their work.
We were then assigned peer groups for our next assignment. We will compose an essay, then use Dr. Gladhorn's model to construct a response within our groups. The model has prompts the responders may use to provide useful suggestions to the writer as they progress through the paper.
To practice, Ruie provided us with a draft of an essay of her's to review and several members of the group provided feedback. Ruie then listed feedback given by another peer group and how she incorporated their responses into the draft.
VI. Google Docs overview & Peer Mark-Up; Research Feature
Megan gave us a brief tutorial on Google Docs and the difference between using Google Drive and uploading a Word document. The benefit of the latter is the ability to add comments on the text. This could be useful when constructing a peer response.
Sara showed us how to cite resources on Google Docs and encouraged the use of Google Scholar to find legitimate information. If you go through Google Docs>Google Scholar, the source will automatically be cited at the bottom of your page. You can simply drag an image onto your page and it will provide a footnote.
Now that we’d finished our delicious sandwiches and treats (complements of Honey Make Ham Co Catering), it was time to get back to our learning…
The Where I’m From Poem: