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Empowering Feedback Writing WorkshopSession 1: Reading student formal writing drafts to give specific, actionable and timely feedback.Presenter: Annette O'Boyce

2Writing Workshop Series•Study student work together to practice identifying strengths and instructional needs•Identify and address next instructional steps•Consider next instructional steps for your whole class, some students or one•Samples from your studentsDiagnosticsInstructional DesignStudent Data in Writing

3Poll•How comfortable are you with teaching writing in history?•How comfortable are you with responding to students’ writing?

4“Reading” Student Work•The most important writing instruction a person gets is the feedback on their own writing. 1.Read a sample together to identify strengths, needs, and next instructional steps using a quick strategy.2.Practice with friends.3.Review some resources included in the curriculum.

5Ultimate Goal: Not Fixing the EssayWe want our students to •be prepared to write formal essays about an event, person, concept or set of ideas that adheres to the practices and conventions of the field of history.•to think deeply about historical concepts and produce coherent retellings and arguments that convey their understanding You are helping them become better cooks, not produce one perfect loaf of bread.

6Informal Writing AND FORMAL WRITING

7Benefits of Formal Writing Opportunities•Demonstrates student understanding of the content•Apprentices students to assuming the voice and style of a historian •Honors the opinions and thinking of students•Writing argument is a basic requirement for engaging in college courses•Writing argument is also one of the most common type of writing for work

8Student Work and ContextIdentifying Feedback for Student RevisionText/s•Complexity•contextualizedInstruction•Experiences•Explicit writing instruction as well as content supportTask•Genre •Rubric/expectations•Revision opportunities•Time Writing Process•Planning/ gathering info•Drafting•Revising •Publishing Final Draft

9Priorities for Feedback1.Mastery of Content: Does the student understand the content?2.Thinking/Writing Like a Historian: Does the student convey that understanding in a form consistent with the conventions of writing in history?3.Conventions: Does the student present that understanding in a way that makes the content and the student’s understanding accessible for the reader?

10Ground Rules for Discussing Work•These samples are real students’ work from one classroom.•We are going to assume this is a draft, maybe even the first draft the student has done.•We are reading for one question: •What can we say, ask, teach, or share that will help this student improve this writing and be better positioned to write the next essay in history?•We know the assignment and the criteria but not the discussions about the assignment.

11Shauna: Mastery of Content?

12Shauna: Thinking Like a Historian?

13Formative Feedback form•Strengths: what the student did well in the essay•Next Steps: 1 or 2 areas the student needs to work on and the teacher will support•Errors: Simple things that the student slipped up on and they can correct independently

14Formative Feedback for Shauna•Strengths: what the student did well in the essay•Next Steps: 1 or 2 areas the student needs to work on and the teacher will support•Errors: Simple things that the student slipped up on and they can correct independently•Write claims

15William

16Breakout Rooms...•Strengths: What the student did well in the essay•Next Steps: 1 or 2 areas the student needs to work on and the teacher will support•Errors: Simple things that the student slipped up on and they can correct independently

17Raise your hand and share your group’s thoughts on:What are the strengths in this sample from William?•Mastery of Content?•Write/Think like a historian?•Conventions?What would be your next instructional steps for William?

18Reflection on the Process•In what ways might this process be applicable in your classroom?•What might your concerns be?

19Jaylynn

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Empowering Feedback Writing Workshop