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Preservice Teachers' Writing Presentation at TESOL 2017

Colloquium with Drs. Catherine Crosby, Lynn Goldstein, Ditlev Larsen and Brian Morgan. Discussing how future teachers learn to write within their PST programs.

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Preservice Teachers' Writing Presentation at TESOL 2017

  1. 1. Teaching Teachers to Write: Assignments and Approaches in Preservice Programs Kate Mastruserio Reynolds, Ed.D. Title III Grant Curriculum Designer, Missouri State University katerey523@gmail.com
  2. 2. Can we teach educators to write through analyzing and structuring their writing assignments? • “Closely linked to what teachers should learn is the actual process by which their learning occurs—the “how” of their learning—which includes the instructional practices that facilitate this learning…Such learning in a teacher education program can be facilitated by carefully structuring and scaffolding learning experiences, helping teachers learn in the context of classroom practice, and providing many opportunities for reflection and collaboration with others (Hammerness et al., 2005).” (Conklin, 2009)
  3. 3. Guiding Questions • What are the writing task demands of prek-12 educators? • What do they write on a regular basis? • What are the expectations for their writing? • How do these tasks and expectations differ in professional practice?   Content Points Discussion of Best  Practice in ESL Methodologie s Mentioned Beliefs  linked to  SLA theory Evidence from  observations  and readings  cited Methodological  Stance 200- 180 Writer describes his/her perspective of best practice in ESL in an outstanding, well- informed manner. Various techniques, the 4 skills plus, and assessment are appropriately mentioned in an inclusive detailed manner. Writer always discusses his/her methodological stance by appropriately mentioning names of methodologies which describe his/her stance Writer's describes beliefs about best practice are well linked to SLA theory Evidence from observations and readings cited appropriately and frequently which significantly adds to the paper's discussion. Writer chooses a methodological stance that is contemporary and/or does not only comply with an out-moded or discredited methodology. Style Field terminology used  appropriately Formal  language  used  APA  guidelines  followed  Appropriate field terminology used correctly at all times. Used frequently enough to aid the reader's comprehension of the text. Compliance with all formal, academic writing conventions APA used excellently   Points 200- 180 Rubric for Methodological Stance Paper
  4. 4. Audiences University Professional Organizations CommunitySchool
  5. 5. Types of Writing Tasks/Products by Audience • University – Professors • research papers, theoretical/ teaching philosophy, lesson plans, assignments, online discussions assessments, curriculum plans, reflections – University accreditors • research papers, theoretical/ teaching philosophy, lesson plans, assignments, assessments, curriculum plans/maps, reflections, initial educator portfolio
  6. 6. Types of Writing Tasks/Products by Audience • School – Self • lesson plans, notes, reflections – Colleagues/peers/co-teachers • lesson plans, assessment comments, curriculum map – principal/observers • objectives, lesson plans, initial educator portfolios, assignments, assessments
  7. 7. Types of Writing Tasks/Products by Audience • Community – ELLs • objectives, on board writing (e.g., explanations, demonstrations, diagrams, maps, labels), assignments, assessments, feedback • Ex: feedback/assessment letter – Parents • e correspondence, notes home, assignments, assessments, feedback, possibly objectives, letters, summary of performance on grade reports
  8. 8. Types of Writing Tasks/Products by Audience • Professional Organizations – Peers • presentations, articles, research, online discussions, emails https://www.google.com/url? sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwiroYX_v6bSAhVCOyYKH cJbBZgQjBwIBA&url=https%3A%2F%2Fwww.llnl.gov%2Ffile%2F24066%2Fdownload %3Ftoken %3DU1xTxuS4&bvm=bv.148073327,bs.2,d.eWE&psig=AFQjCNF6selqe2Z2WosfisSi0 6DDfF34nw&ust=1487948964759084
  9. 9. Writing for Teacher Prep vs. Teaching Teacher Prep Writing Tasks • assessments* (quizzes, tests, performance assessments) • assignments* & online discussions • curriculum plans/maps • e correspondence and letters • journal articles • presentations • pre-service educator portfolio • reflections • research papers, essays • theoretical/ teaching philosophy** • units and lesson plans with objectives and materials Writing Tasks when Teaching • assessments*, assessment comments/feedback, and summary of performance on grade reports • assignments*, online discussions • curriculum plans/maps • e correspondence and letters • initial educator portfolios • notes home and to colleagues, postcards • on board writing (e.g., explanations, demonstrations, diagrams, maps, labels, objectives for learners and observers), • reflections • unit and lesson plans with objectives and materials
  10. 10. Unique Written Tasks/Products by Environment T Prep •Homework •Journal articles/ summaries •Research papers, essays •Theoretical/teaching philosophy* Both •Assessments, assignments •Curricular plans/maps •E correspondence, letters •Educator Portfolios •Online discussions •Units, lesson plans, objectives Teaching •Assessment feedback •Grade reports •Notes home and to colleagues; postcards •On board writing
  11. 11. Style Expectations • Vary according to the audience • Range from casual to professional following style guidelines; simplified for ELs • Range of politeness and hedging strategies to soften or persuade – Collaborative – Directive and firm without being offensive – Professional without being too erudite/opaque/obscure using jargon or being too aloof • Expected to know which style when without need for explicit instruction
  12. 12. Three Take-Aways 1. Teacher educators teach some explicit expectations for writing – formal expectations/ APA style in research papers – informal expectations/ reflections. 1. When in-service teachers (ISTs) engage in research, publication and presentation, the expectations for writing mirror the nature of the academic writing in university coursework.
  13. 13. Three Take-Aways 3. Many writing tasks duplicate teaching tasks; however they are expected to be modified by knowledge base (i.e., pre-service(PST)/ in-service (IST)) and readership (audience- professor, EL, parent, colleague, principal). – In-service teachers bemoan the fact that “lesson plans” for PSTs’ are markedly different from those in practice. – Writing tasks are employed for different purposes for PSTs and ISTs. • Ex: Lesson plans to teach process, instructional formatting, and scripting with PSTs. – Little is done to make explicit the differences in expectations or to clarify the differences for PSTs when they move into service. – Models of in-service lesson plans can be taught.
  14. 14. Questions? Comments? Teaching Teachers to Write: Assignments and Approaches in Preservice Programs Kate Mastruserio Reynolds, Ed.D. Title III Grant Curriculum Designer, Missouri State University katerey523@gmail.com
  15. 15. References • Conklin, H. G. (2009). Purposes, practices, and sites: A comparative case of two pathways into middle school teaching. American Educational Research Journal, 46(2): 463 – 500. DOI. 10.3102/0002831208326558

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  • BivekGhimire1

    Apr. 2, 2017

Colloquium with Drs. Catherine Crosby, Lynn Goldstein, Ditlev Larsen and Brian Morgan. Discussing how future teachers learn to write within their PST programs.

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