Now that’s a Project: Technology Tools for the Collaborative Classroom
When students work in groups oriented toward a particular task, their teachers often encourage them to pay attention to their group collaboration skills. A checklist can be helpful as students reflect on how well they worked together and whether they were able to get the job done well. This Goal 18 checklist is an example. Students discuss each of the elements on the chart, award themselves up to 3 points for each area of the chart, and then add the points as a means of reflecting on their collective skills working with each other.
Read more here.
A blog by Jodi Sorensen featuring an interview with me about project management in the secondary grades:
My 6th grade son came home from school last week, agonizing about a group project that’s due later in the semester. “I always end up doing all the work and <insert slacker kid’s name here> will pretend he’s doing things – and we both get the same grade. I hate team projects.” Read more…
Increasingly, students are held accountable for the accuracy of what they write by their teachers, by state and national standards, and on assessments of their learning. This article outlines three approaches to accuracy in writing that go beyond spelling and punctuation. New expectations include the use of sources to inform writing in many discourse modes. Digital environments have the potential to improve the accuracy of student writing. This article proposes that students learn to read digital and traditional materials in order to inform their written work, use digital tools to interact with peers during writing processes, and double-check their work for accuracy.
Wolsey, T. D. (2014). Accuracy in digital writing environments: Read up, ask around, double-check. Voices from the Middle, 21(3), pp. 49-53)
Common Core State Standards Webinars and Webinar Guides
Not only are a series of six webinars recorded and available on the TextProject YouTube channel, but we have created webinar guides to help focus discussions teachers might have in professional learning communities, on their social media pages, and in the faculty lounge. Teacher educators may find these guides useful as an activity as they work with students preparing to become teachers. Three guides are currently available, and more will be in the coming weeks as the webinar series on the CCSS continues.
Lapp, D., Wolsey, T.D., & Moss, B. (2013). Visualizing the argument with graphic organizers. IRA e-ssentials collection: Rigorous real-world teaching and learning. Retrieved from http://www.reading.org/general/Publications/e-ssentials/e8036 doi: 10.1.598/e-ssentials.8036 Link
Lapp, D., Wolsey, T.D., & Shea, A. (2012). Blogging helps your ideas come out. California Reader, 46(1), 14-20.
Click the link: Blogging
Grisham, D. L., & Wolsey, T.D. (2011). An interview with Gary Soto. California Reader, 44(2), 37-39.
Click the link: Interview with Soto
Wolsey,T. D. & Faust, M. (2013). Getting started with disciplinary literacy. California Reader, 46(3), 22-29.
Click the link: Getting Started with Disciplinary Literacy
Visit the California Reader Home Page here.
Abstract: Teachers often feel intimidated by the technologies available to them and simultaneously frustrated by the lack of availability of useful technologies. Those teachers characterized by a popular metaphor as digital immigrants may feel marginalized or unable to contribute to the larger dialogue. In this article, the authors argue that teachers, even those who consider themselves as outsiders or digital immigrants, have much to contribute to thoughtful application of technology as a means of learning and as a form of literacy. Four principles for effective technology use are explored, and the editors suggest new metaphors, digital tourists and ambassadors, to promote twenty-first century literacy.
Wolsey, T. D. & Grisham, D. L. (2011). A nation of digital immigrants: Four principles [online editorial]. The California Reader Online, 44(2), 1-9.