WEBVTT 00:00:05.000 --> 00:00:07.000 welcome my name is Katherine 00:00:07.000 --> 00:00:09.000 Schmidt and this is -- a 00:00:09.000 --> 00:00:12.000 presentation on rethinking 00:00:12.000 --> 00:00:15.000 writing for first year seminars 00:00:15.000 --> 00:00:17.000 so we'll just get started I'm 00:00:17.000 --> 00:00:18.000 actually gonna begin by having 00:00:18.000 --> 00:00:20.000 you reflect on your own past 00:00:20.000 --> 00:00:21.000 so we're gonna do what I call 00:00:21.000 --> 00:00:23.000 taking inventory and I going to have 00:00:23.000 --> 00:00:24.000 you think back to your your 00:00:24.000 --> 00:00:26.000 time as a college student and 00:00:26.000 --> 00:00:27.000 what kinds of writing did 00:00:27.000 --> 00:00:29.000 your teachers assign in other 00:00:29.000 --> 00:00:30.000 words what comes to mind when 00:00:30.000 --> 00:00:32.000 you think of school writing and 00:00:32.000 --> 00:00:33.000 so if you don't something to write 00:00:33.000 --> 00:00:34.000 with I actually want you to write 00:00:34.000 --> 00:00:35.000 and I'm give you like maybe 00:00:35.000 --> 00:00:37.000 a minute to a minute and a half to 00:00:37.000 --> 00:00:39.000 write just make a list when you say 00:00:39.000 --> 00:00:42.000 write is typing - typing is totally are you 00:00:42.000 --> 00:00:44.000 kidding that's a great question 00:00:44.000 --> 00:00:45.000 typing complete and a phone 00:00:45.000 --> 00:00:49.000 works too yeah okay so finish 00:00:49.000 --> 00:00:51.000 up your whatever item that 00:00:51.000 --> 00:00:52.000 you're on and should you you 00:00:52.000 --> 00:00:53.000 should have at least three 00:00:53.000 --> 00:00:55.000 does everybody have three okay right 00:00:55.000 --> 00:00:56.000 where we need to do is turn 00:00:56.000 --> 00:00:57.000 the person next to you and 00:00:57.000 --> 00:00:60.000 share your list really quickly 00:01:00.000 --> 00:01:02.000 so I should hear talking 00:01:02.000 --> 00:01:07.000 and Shaun can be alone yeah I 00:01:07.000 --> 00:01:10.000 yeah 00:01:10.000 --> 00:01:11.000 okay the wrap up your 00:01:11.000 --> 00:01:14.000 conversation perfect and so 00:01:14.000 --> 00:01:16.000 I'm just gonna ask that anybody 00:01:16.000 --> 00:01:17.000 would like to volunteer you 00:01:17.000 --> 00:01:19.000 can actually just give me maybe 00:01:19.000 --> 00:01:20.000 two or three things you talked 00:01:20.000 --> 00:01:21.000 about this really quickly what 00:01:21.000 --> 00:01:22.000 are the things that come to 00:01:22.000 --> 00:01:23.000 mind when you think of school 00:01:23.000 --> 00:01:25.000 writing again as a student 00:01:25.000 --> 00:01:26.000 Daniel what did you come up 00:01:26.000 --> 00:01:30.000 first thing I though of this was citations yeah 00:01:30.000 --> 00:01:33.000 good what else so I just want to 00:01:33.000 --> 00:01:34.000 share with Ray and I kind of 00:01:36.000 --> 00:01:38.000 writing how much writing we did 00:01:38.000 --> 00:01:41.000 in college that we'd forgotten we did 00:01:41.000 --> 00:01:42.000 yeah I forgot to mention which were 00:01:42.000 --> 00:01:44.000 for personal property right 00:01:44.000 --> 00:01:47.000 and I mentioned something else oh right 00:01:47.000 --> 00:01:48.000 yeah definitely good 00:01:48.000 --> 00:01:51.000 well I had lots of music papers 00:01:51.000 --> 00:01:53.000 I remember one particularly 00:01:53.000 --> 00:01:56.000 hideous group paper 00:01:56.000 --> 00:01:58.000 yeah with each other -- haha 00:01:58.000 --> 00:01:60.000 summaries and I said blue books 00:02:00.000 --> 00:02:05.000 books because that was my 00:02:05.000 --> 00:02:07.000 and we I remember sometimes 00:02:07.000 --> 00:02:09.000 as we did pre-writes and a lot 00:02:09.000 --> 00:02:10.000 of reflection yeah that's good 00:02:10.000 --> 00:02:13.000 short essays and note taking 00:02:13.000 --> 00:02:16.000 okay and Shaun what about you -- I 00:02:16.000 --> 00:02:18.000 had book reviews -- essays 00:02:18.000 --> 00:02:20.000 and my my undergraduate thesis 00:02:20.000 --> 00:02:21.000 you have good Erin what about 00:02:21.000 --> 00:02:25.000 you -- so I wrote an honors 00:02:25.000 --> 00:02:26.000 thesis as an undergraduate we 00:02:26.000 --> 00:02:29.000 talk about that and then -- 00:02:29.000 --> 00:02:30.000 we discovered that I have an 00:02:30.000 --> 00:02:31.000 all consuming need for external 00:02:31.000 --> 00:02:33.000 validation because I was 00:02:33.000 --> 00:02:35.000 telling Daniel about a paper I 00:02:35.000 --> 00:02:36.000 wrote in a class where I worked 00:02:36.000 --> 00:02:38.000 really hard at it when I got 00:02:38.000 --> 00:02:42.000 back it said great job on the title page 00:02:42.000 --> 00:02:47.000 but that was all it said so I did not feel validated 00:02:47.000 --> 00:02:48.000 right I'm sure you didn't okay 00:02:48.000 --> 00:02:50.000 so when we're thinking of school 00:02:50.000 --> 00:02:51.000 writing I try to think of 00:02:51.000 --> 00:02:53.000 everything I did to annotated 00:02:53.000 --> 00:02:56.000 bibliographies outlines 00:02:56.000 --> 00:02:59.000 blue book grammar sheets your 00:02:59.000 --> 00:02:62.000 traditional formal paper your 00:03:02.000 --> 00:03:06.000 lab report style guides right 00:03:06.000 --> 00:03:07.000 so a lot of times when we're 00:03:07.000 --> 00:03:08.000 thinking back to our school 00:03:08.000 --> 00:03:09.000 writing we're thinking about 00:03:09.000 --> 00:03:11.000 assignments that were actually 00:03:11.000 --> 00:03:13.000 used to gauge our comprehension 00:03:13.000 --> 00:03:15.000 or to determine grades right 00:03:15.000 --> 00:03:18.000 and so are students see writing 00:03:18.000 --> 00:03:20.000 the same way a lot of times 00:03:20.000 --> 00:03:22.000 that writing is this it's an 00:03:22.000 --> 00:03:24.000 endpoint it's destination point 00:03:24.000 --> 00:03:26.000 and so as you're thinking -- 00:03:26.000 --> 00:03:27.000 and then and then our teachers 00:03:27.000 --> 00:03:28.000 red pens which we call you know 00:03:28.000 --> 00:03:30.000 we bloody up so at least you 00:03:30.000 --> 00:03:32.000 didn't get it bloodied up right it was 00:03:32.000 --> 00:03:33.000 just one comment no validation but 00:03:33.000 --> 00:03:34.000 but the red pens really have 00:03:34.000 --> 00:03:35.000 an effect on students over 00:03:35.000 --> 00:03:37.000 time especially if you seen 00:03:37.000 --> 00:03:39.000 papers that every line 00:03:39.000 --> 00:03:42.000 has something marked -- so 00:03:42.000 --> 00:03:43.000 from students then we become 00:03:43.000 --> 00:03:46.000 teachers and often times if 00:03:46.000 --> 00:03:47.000 we don't learn new ways to 00:03:47.000 --> 00:03:49.000 use writing we do exactly as 00:03:49.000 --> 00:03:50.000 was done to us right and so 00:03:50.000 --> 00:03:52.000 it's not a bad thing but it 00:03:52.000 --> 00:03:53.000 just means that you're going 00:03:53.000 --> 00:03:55.000 to love this presentation 00:03:55.000 --> 00:03:56.000 all right what I want to do today 00:03:56.000 --> 00:03:58.000 is help you to develop a dual 00:03:58.000 --> 00:03:59.000 consciousness about writing 00:03:59.000 --> 00:03:61.000 in school now this is what we 00:04:01.000 --> 00:04:02.000 just looked at on the previous 00:04:02.000 --> 00:04:04.000 screen this is writing to 00:04:04.000 --> 00:04:07.000 communicate so what does that mean 00:04:07.000 --> 00:04:09.000 you have an audience yeah 00:04:09.000 --> 00:04:11.000 right you have an audience 00:04:11.000 --> 00:04:13.000 who is going to be probably 00:04:13.000 --> 00:04:15.000 evaluating whatever your 00:04:15.000 --> 00:04:17.000 pictures you're certain genres 00:04:17.000 --> 00:04:18.000 expected you have a purpose 00:04:18.000 --> 00:04:20.000 in mind things like that so 00:04:20.000 --> 00:04:21.000 often times is to measure 00:04:21.000 --> 00:04:22.000 comprehension in determining 00:04:22.000 --> 00:04:24.000 grade and the evaluator is your 00:04:24.000 --> 00:04:26.000 audience now in the real world 00:04:26.000 --> 00:04:28.000 it looks more like this here's 00:04:28.000 --> 00:04:29.000 an officer's case report right 00:04:29.000 --> 00:04:31.000 so as a police officer I was 00:04:31.000 --> 00:04:32.000 a former police officer and it 00:04:32.000 --> 00:04:33.000 took me months and months and 00:04:33.000 --> 00:04:35.000 months and writing hundreds of 00:04:35.000 --> 00:04:38.000 case reports to understand the 00:04:38.000 --> 00:04:39.000 genre so I could do it really quickly 00:04:39.000 --> 00:04:41.000 so my first ones would 00:04:41.000 --> 00:04:42.000 be really messy at first like 00:04:42.000 --> 00:04:44.000 in my little book where I took 00:04:44.000 --> 00:04:45.000 my notes and I would transform 00:04:45.000 --> 00:04:47.000 into then written but I'd 00:04:47.000 --> 00:04:48.000 have to multiple drafts to get 00:04:48.000 --> 00:04:49.000 feedback so it took time for me 00:04:49.000 --> 00:04:52.000 to actually do this in my sleep 00:04:52.000 --> 00:04:54.000 here's a memo for Rex Fuller 00:04:54.000 --> 00:04:56.000 this is taking me sixteen 00:04:56.000 --> 00:04:57.000 years to figure out what goes 00:04:57.000 --> 00:04:58.000 into that very quickly right 00:04:58.000 --> 00:04:60.000 so so this is what it looks 00:05:00.000 --> 00:05:01.000 like in the real world this 00:05:01.000 --> 00:05:04.000 writing to communicate now let's 00:05:04.000 --> 00:05:06.000 go to writing to learn this is 00:05:06.000 --> 00:05:08.000 the other side and so writing 00:05:08.000 --> 00:05:09.000 to learn looks like this was 00:05:09.000 --> 00:05:11.000 real student work it can be 00:05:11.000 --> 00:05:14.000 handwritten or typed who knew 00:05:14.000 --> 00:05:16.000 it can look just as messy 00:05:16.000 --> 00:05:19.000 and the purpose of this is to discover 00:05:19.000 --> 00:05:21.000 shape meaning and reach understanding 00:05:21.000 --> 00:05:23.000 so if the audience over here is 00:05:23.000 --> 00:05:25.000 the evaluator who do you think 00:05:25.000 --> 00:05:29.000 the audience is over there - the student 00:05:29.000 --> 00:05:32.000 yes so the student and in the 00:05:32.000 --> 00:05:34.000 real world this is a lot what 00:05:34.000 --> 00:05:35.000 what we do we'll journal at 00:05:35.000 --> 00:05:37.000 night we can actually sleep 00:05:37.000 --> 00:05:38.000 better when we do that and 00:05:38.000 --> 00:05:44.000 so right writing to communicate is tidy 00:05:44.000 --> 00:05:46.000 writing to learn is messy that's the way 00:05:46.000 --> 00:05:49.000 I think about these two so 00:05:49.000 --> 00:05:50.000 two writing trajectories and you 00:05:50.000 --> 00:05:51.000 have one course for first year 00:05:51.000 --> 00:05:53.000 seminar so the first one is 00:05:53.000 --> 00:05:54.000 that writing to communicate as 00:05:54.000 --> 00:05:56.000 we think about that in terms 00:05:56.000 --> 00:05:58.000 of moving toward the final 00:05:58.000 --> 00:05:59.000 destination project at the end 00:05:59.000 --> 00:05:60.000 of the term whatever that looks 00:06:00.000 --> 00:06:01.000 like because a lot of us have 00:06:01.000 --> 00:06:04.000 some kind of end project and I 00:06:04.000 --> 00:06:05.000 can look something like this so 00:06:05.000 --> 00:06:07.000 in my freshman classes I will 00:06:07.000 --> 00:06:09.000 have them write a group script 00:06:09.000 --> 00:06:12.000 and then create a digital product 00:06:12.000 --> 00:06:13.000 and I put things up here from 00:06:13.000 --> 00:06:15.000 her sociology class and so 00:06:15.000 --> 00:06:17.000 it's a curators exhibit and so 00:06:17.000 --> 00:06:18.000 students create a poster and then 00:06:18.000 --> 00:06:20.000 a curator statement so again 00:06:20.000 --> 00:06:23.000 these are endpoints so you've 00:06:23.000 --> 00:06:24.000 got this line going and this is 00:06:24.000 --> 00:06:27.000 the line that a lot of people if 00:06:27.000 --> 00:06:28.000 they use it they're not using 00:06:28.000 --> 00:06:29.000 it strategically and they don't 00:06:29.000 --> 00:06:31.000 understand the power of it and 00:06:31.000 --> 00:06:32.000 that's writing to learn this 00:06:32.000 --> 00:06:33.000 lot messiness this is kind of 00:06:33.000 --> 00:06:35.000 what it looks like so students 00:06:35.000 --> 00:06:37.000 write in class and this could 00:06:37.000 --> 00:06:38.000 be a laptop instead just like 00:06:38.000 --> 00:06:39.000 you or could be a phone if 00:06:39.000 --> 00:06:42.000 you're okay with that and then 00:06:42.000 --> 00:06:43.000 what do you see happening right 00:06:43.000 --> 00:06:46.000 after they're talking right 00:06:46.000 --> 00:06:48.000 so navigating students daily 00:06:48.000 --> 00:06:50.000 interactions with you, their 00:06:50.000 --> 00:06:51.000 peers and the content of the 00:06:51.000 --> 00:06:53.000 course by promoting discovering, 00:06:53.000 --> 00:06:55.000 making connections, applying and 00:06:55.000 --> 00:06:57.000 reflecting through writing 00:06:57.000 --> 00:06:58.000 so it's just like what the article 00:06:58.000 --> 00:06:59.000 you just showed me it's all about 00:06:59.000 --> 00:06:61.000 but they forgot to do this part 00:07:01.000 --> 00:07:02.000 this part is super important 00:07:02.000 --> 00:07:04.000 in that article so looks like 00:07:04.000 --> 00:07:08.000 this your turn is a series 00:07:08.000 --> 00:07:10.000 of it and to make it even 00:07:10.000 --> 00:07:13.000 better you put those in to get 00:07:13.000 --> 00:07:17.000 you there too okay so here's 00:07:17.000 --> 00:07:18.000 what writing to learn looks like 00:07:18.000 --> 00:07:20.000 we can call it lots of things 00:07:20.000 --> 00:07:22.000 it's thinking on paper it's 00:07:22.000 --> 00:07:25.000 it's exploratory it's informal 00:07:25.000 --> 00:07:30.000 personal unfinished unedited 00:07:30.000 --> 00:07:32.000 ungraded low-takes so a lot of 00:07:32.000 --> 00:07:33.000 students or a lot of teachers 00:07:33.000 --> 00:07:35.000 and students know this that all 00:07:35.000 --> 00:07:37.000 of this this is this is ready 00:07:37.000 --> 00:07:38.000 to learn and you would never 00:07:38.000 --> 00:07:39.000 use any of these terms for 00:07:39.000 --> 00:07:42.000 reading communicate products 00:07:42.000 --> 00:07:45.000 this belongs to that messiness 00:07:45.000 --> 00:07:47.000 so Daniel would you read 00:07:47.000 --> 00:07:49.000 WTL reflects what we know about learning 00:07:49.000 --> 00:07:51.000 learning is not linear or sequential 00:07:51.000 --> 00:07:54.000 but instead involves false starts and tentative explorations 00:07:54.000 --> 00:07:56.000 yes so for my students are mistaken 00:07:56.000 --> 00:07:57.000 by thinking what to think for 00:07:57.000 --> 00:07:58.000 for first before I can write 00:07:58.000 --> 00:07:60.000 like what no you can think 00:08:00.000 --> 00:08:02.000 through your writing that's how 00:08:02.000 --> 00:08:03.000 you can come to your ideas and 00:08:03.000 --> 00:08:04.000 I'll talk more about this 00:08:04.000 --> 00:08:06.000 you want to read Erin sure great 00:08:06.000 --> 00:08:09.000 WTL requires an atmosphere of trust 00:08:09.000 --> 00:08:11.000 where risk taking is encourage 00:08:11.000 --> 00:08:12.000 what does that mean 00:08:12.000 --> 00:08:14.000 a student has to feel as though 00:08:14.000 --> 00:08:17.000 they're free to say the wrong 00:08:17.000 --> 00:08:19.000 thing or they're not going to 00:08:19.000 --> 00:08:22.000 be held to some standard that they 00:08:22.000 --> 00:08:24.000 don't necessarily understand 00:08:24.000 --> 00:08:25.000 or that doesn't relate to that 00:08:25.000 --> 00:08:27.000 working right yes and when we're 00:08:27.000 --> 00:08:28.000 talking about writing it also 00:08:28.000 --> 00:08:31.000 means that we are serious when 00:08:31.000 --> 00:08:33.000 we say in this context your 00:08:33.000 --> 00:08:34.000 grammar doesn't matter your 00:08:34.000 --> 00:08:36.000 spelling doesn't matter your 00:08:36.000 --> 00:08:37.000 organization doesn't matter and 00:08:37.000 --> 00:08:40.000 we actually stick to it that 00:08:40.000 --> 00:08:42.000 Tim can you read for me 00:08:44.000 --> 00:08:45.000 teachers assigns writing 00:08:45.000 --> 00:08:47.000 assignments but does not 00:08:47.000 --> 00:08:49.000 provide explicit instruction 00:08:49.000 --> 00:08:51.000 in writing skills writing is 00:08:51.000 --> 00:08:52.000 a tool for learning content 00:08:52.000 --> 00:08:55.000 material rather than an end in itself 00:08:55.000 --> 00:08:57.000 this is so exciting this should free you right here 00:08:57.000 --> 00:08:59.000 so you will not be teaching 00:08:59.000 --> 00:08:60.000 anything about writing you're 00:09:00.000 --> 00:09:02.000 going to use it as a vehicle 00:09:02.000 --> 00:09:06.000 to learn so exciting and then 00:09:06.000 --> 00:09:08.000 finding and elaborating on 00:09:08.000 --> 00:09:10.000 meeting matters most so again 00:09:10.000 --> 00:09:12.000 we're focusing on the learning 00:09:12.000 --> 00:09:14.000 not on the writing the writing 00:09:14.000 --> 00:09:16.000 will help the learning but 00:09:16.000 --> 00:09:19.000 again we focus on the learning 00:09:19.000 --> 00:09:20.000 so WTL helps students 00:09:20.000 --> 00:09:22.000 develop as learners even more 00:09:22.000 --> 00:09:24.000 than writing to communicate 00:09:24.000 --> 00:09:25.000 so those big projects you 00:09:25.000 --> 00:09:27.000 have students do those are 00:09:27.000 --> 00:09:28.000 awesome but the learning happens 00:09:28.000 --> 00:09:30.000 really here the long term like 00:09:30.000 --> 00:09:32.000 learning and that is probably 00:09:32.000 --> 00:09:34.000 because eventually they focus 00:09:34.000 --> 00:09:35.000 on the writing instead of the 00:09:35.000 --> 00:09:38.000 learning for the big projects 00:09:38.000 --> 00:09:39.000 and it applies to all content areas 00:09:39.000 --> 00:09:42.000 super exciting okay so why 00:09:42.000 --> 00:09:45.000 we do it I write to discover 00:09:45.000 --> 00:09:47.000 what I know we write to 00:09:47.000 --> 00:09:49.000 discover what we think there's 00:09:49.000 --> 00:09:50.000 a big difference there I asked 00:09:50.000 --> 00:09:51.000 you what you knew about your 00:09:51.000 --> 00:09:54.000 inventory right but also I can 00:09:54.000 --> 00:09:55.000 ask you something right now 00:09:55.000 --> 00:09:56.000 and I will soon that you don't 00:09:56.000 --> 00:09:58.000 know but you will by the end of 00:09:58.000 --> 00:09:63.000 writing you come into ideas so 00:10:03.000 --> 00:10:04.000 when we as teachers sometimes 00:10:04.000 --> 00:10:06.000 or you maybe experienced this as a 00:10:06.000 --> 00:10:09.000 student -- you read five pages 00:10:09.000 --> 00:10:10.000 when you get to the fifth page 00:10:10.000 --> 00:10:11.000 at the end the last paragraph 00:10:11.000 --> 00:10:13.000 you'll be like gosh why didn't 00:10:13.000 --> 00:10:16.000 you begin here and then you'll 00:10:16.000 --> 00:10:17.000 even put that comment or a 00:10:17.000 --> 00:10:18.000 teacher has done that to you and a 00:10:18.000 --> 00:10:20.000 lot of times it's because they 00:10:20.000 --> 00:10:21.000 waited until the last minute 00:10:21.000 --> 00:10:23.000 they've written writing to 00:10:23.000 --> 00:10:24.000 learn style and they finally 00:10:24.000 --> 00:10:26.000 came to where they should 00:10:26.000 --> 00:10:27.000 have started and if they had 00:10:27.000 --> 00:10:28.000 started two weeks earlier they 00:10:28.000 --> 00:10:30.000 could have started there began 00:10:30.000 --> 00:10:34.000 again you see so this is why 00:10:34.000 --> 00:10:36.000 you sometimes get the point on 00:10:36.000 --> 00:10:40.000 page five Lars would read that yes 00:10:40.000 --> 00:10:41.000 meaning is not what you start out 00:10:41.000 --> 00:10:43.000 with but what you end up with 00:10:43.000 --> 00:10:44.000 think of writing then not as a 00:10:44.000 --> 00:10:46.000 way to transmit a message but 00:10:46.000 --> 00:10:47.000 as a way to grow and cook a 00:10:47.000 --> 00:10:51.000 message love that it's so true okay 00:10:51.000 --> 00:10:52.000 so another reason why we do 00:10:52.000 --> 00:10:53.000 that and this was in the article 00:10:53.000 --> 00:10:55.000 that you just showed me -- 00:10:55.000 --> 00:10:56.000 you have to wait to confirm 00:10:56.000 --> 00:10:57.000 we have the same students 00:10:57.000 --> 00:10:59.000 who are always contributing right 00:10:59.000 --> 00:10:63.000 they dominate and so a lot 00:11:03.000 --> 00:11:04.000 of us don't stop to think 00:11:04.000 --> 00:11:05.000 that there are a lot of other 00:11:05.000 --> 00:11:07.000 students who would participate if 00:11:07.000 --> 00:11:10.000 they processed more quickly -- 00:11:10.000 --> 00:11:12.000 sometimes we have so many tabs 00:11:12.000 --> 00:11:14.000 open our head we can't like 00:11:14.000 --> 00:11:16.000 we have too much to say -- or 00:11:16.000 --> 00:11:18.000 if it might be that again it's 00:11:18.000 --> 00:11:19.000 just a matter of processing 00:11:19.000 --> 00:11:20.000 we have one student who can 00:11:20.000 --> 00:11:21.000 think really quickly and 00:11:21.000 --> 00:11:22.000 they're always dominating it's 00:11:22.000 --> 00:11:24.000 going to do a disservice like 00:11:24.000 --> 00:11:25.000 students will not be able to 00:11:25.000 --> 00:11:27.000 participate if you do not give 00:11:27.000 --> 00:11:28.000 them enough time to process 00:11:28.000 --> 00:11:30.000 and writing to learn gives you 00:11:30.000 --> 00:11:33.000 that time and the final one 00:11:33.000 --> 00:11:35.000 your quiet students so if you 00:11:35.000 --> 00:11:37.000 have had habitually quiet and 00:11:37.000 --> 00:11:38.000 shy students what this does 00:11:38.000 --> 00:11:40.000 for those students when they 00:11:40.000 --> 00:11:42.000 write in class it gives them need 00:11:42.000 --> 00:11:44.000 to read so they can participate 00:11:44.000 --> 00:11:45.000 they can actually read directly 00:11:45.000 --> 00:11:46.000 from what they've written on 00:11:46.000 --> 00:11:48.000 the computer instead of having 00:11:48.000 --> 00:11:50.000 to impromptu lead and contribute to 00:11:50.000 --> 00:11:51.000 the discussion and so it really 00:11:51.000 --> 00:11:53.000 serves them well and even 00:11:53.000 --> 00:11:54.000 though you still have to call 00:11:54.000 --> 00:11:59.000 on them they will contribute 00:11:59.000 --> 00:11:61.000 okay Sue your turn 00:12:01.000 --> 00:12:03.000 from Forsman's writing to learn means 00:12:03.000 --> 00:12:05.000 learning to think isn't that a great title 00:12:05.000 --> 00:12:08.000 as teachers we can choose 00:12:08.000 --> 00:12:09.000 between sentencing students the 00:12:09.000 --> 00:12:12.000 faultless mechanical operations 00:12:12.000 --> 00:12:14.000 and facilitating their ability 00:12:14.000 --> 00:12:16.000 to think if students' readiness 00:12:16.000 --> 00:12:18.000 for more involved thought 00:12:18.000 --> 00:12:20.000 if students readiness 00:12:20.000 --> 00:12:21.000 for more involved thought 00:12:21.000 --> 00:12:23.000 processes is bypassed in 00:12:23.000 --> 00:12:24.000 favor of jamming more facts and 00:12:24.000 --> 00:12:26.000 figures into their heads, they 00:12:26.000 --> 00:12:28.000 will stagnate at lower levels 00:12:28.000 --> 00:12:30.000 of thinking but if students are 00:12:30.000 --> 00:12:32.000 encouraged to try a variety 00:12:32.000 --> 00:12:34.000 of thought processes in class 00:12:34.000 --> 00:12:35.000 they can develop considerable 00:12:35.000 --> 00:12:37.000 mental power writing is one 00:12:37.000 --> 00:12:39.000 of the most effective ways to 00:12:39.000 --> 00:12:43.000 develop thinking yeah thank you 00:12:43.000 --> 00:12:45.000 so even in the natural sciences 00:12:45.000 --> 00:12:47.000 research shows that writing 00:12:47.000 --> 00:12:48.000 like this has been -- helps 00:12:48.000 --> 00:12:51.000 learners work -- work through 00:12:51.000 --> 00:12:53.000 highly complex ideas more 00:12:53.000 --> 00:12:54.000 effectively by writing about 00:12:54.000 --> 00:12:56.000 them so writing to learn asks 00:12:56.000 --> 00:12:58.000 students to do something with 00:12:58.000 --> 00:12:59.000 their new knowledge in class 00:12:59.000 --> 00:12:62.000 this is the idea to make 00:13:02.000 --> 00:13:04.000 something of it to connect 00:13:04.000 --> 00:13:06.000 it with things they know and 00:13:06.000 --> 00:13:08.000 order to reflect on its value 00:13:08.000 --> 00:13:09.000 in their lives and this is 00:13:09.000 --> 00:13:11.000 what is going to foster the 00:13:11.000 --> 00:13:13.000 critical thinking the new ways 00:13:13.000 --> 00:13:14.000 of seeing and help them just 00:13:14.000 --> 00:13:17.000 to shape meaning for themselves 00:13:17.000 --> 00:13:20.000 so you all recognize this 00:13:20.000 --> 00:13:22.000 Bloom's taxonomy all right 00:13:22.000 --> 00:13:24.000 so in a traditional classroom 00:13:24.000 --> 00:13:26.000 model the instructors transmit 00:13:26.000 --> 00:13:29.000 new material the students and 00:13:29.000 --> 00:13:30.000 then out of class students are 00:13:30.000 --> 00:13:31.000 responsible for homework on 00:13:31.000 --> 00:13:33.000 these levels and not a lot of 00:13:33.000 --> 00:13:34.000 times it it really does kind 00:13:34.000 --> 00:13:35.000 of look like our writing 00:13:35.000 --> 00:13:37.000 to communicate projects you 00:13:37.000 --> 00:13:38.000 know this you have to grapple 00:13:38.000 --> 00:13:39.000 with a lot outside but when 00:13:39.000 --> 00:13:42.000 we flip it the out of class 00:13:42.000 --> 00:13:43.000 new materials introduced to students 00:13:43.000 --> 00:13:46.000 as homework students and 00:13:46.000 --> 00:13:47.000 instructors work together on 00:13:47.000 --> 00:13:48.000 these levels of learning in the 00:13:48.000 --> 00:13:50.000 classroom that's where class 00:13:50.000 --> 00:13:52.000 the class gets super exciting 00:13:52.000 --> 00:13:53.000 so information dispenser to 00:13:53.000 --> 00:13:55.000 learning facilitator that's 00:13:55.000 --> 00:13:56.000 what we're gonna be doing in 00:13:56.000 --> 00:13:58.000 the seminars all right so 00:13:58.000 --> 00:13:59.000 have you do another quick 00:13:59.000 --> 00:13:62.000 write -- and so I did create a 00:14:02.000 --> 00:14:07.000 prompt so it's not confusing 00:14:07.000 --> 00:14:09.000 consider what you know right 00:14:09.000 --> 00:14:11.000 now about writing to learn just 00:14:11.000 --> 00:14:12.000 what you've learned in the last 00:14:12.000 --> 00:14:15.000 fifteen minutes which metaphor 00:14:15.000 --> 00:14:18.000 is most appropriate for writing 00:14:18.000 --> 00:14:21.000 to learn would be fabric or 00:14:21.000 --> 00:14:23.000 the block so I want you to write 00:14:23.000 --> 00:14:24.000 you have about two minutes 00:14:24.000 --> 00:14:26.000 which one is more appropriate 00:14:26.000 --> 00:14:31.000 do you think fabric or 00:14:31.000 --> 00:14:33.000 it could be the threads in the fabric 00:14:33.000 --> 00:14:35.000 or would it be the blocks and 00:14:35.000 --> 00:14:37.000 if you don't know what to write 00:14:37.000 --> 00:14:39.000 right I don't know I don't know 00:14:39.000 --> 00:14:41.000 I don't know or relax relax 00:14:41.000 --> 00:14:45.000 relax until something comes 00:14:45.000 --> 00:14:48.000 so my favorite -- discussion 00:14:49.000 --> 00:14:51.000 however I'm gonna put you in 00:14:51.000 --> 00:14:53.000 groups of two so it's even 00:14:53.000 --> 00:14:55.000 I'm so talk really quickly 00:14:55.000 --> 00:14:58.000 and find consensus which 00:15:08.000 --> 00:15:09.000 okay so who wants to start 00:15:09.000 --> 00:15:12.000 who's willing to take a risk 00:15:12.000 --> 00:15:14.000 and so the question was again 00:15:14.000 --> 00:15:15.000 which one is more appropriate 00:15:15.000 --> 00:15:16.000 to represent writing to learn 00:15:16.000 --> 00:15:19.000 Shaun so I get to speak for 00:15:19.000 --> 00:15:20.000 myself and Tim 00:15:20.000 --> 00:15:22.000 we we went on two different 00:15:22.000 --> 00:15:23.000 directions I know I heard 00:15:23.000 --> 00:15:26.000 you so -- so I picked the 00:15:26.000 --> 00:15:28.000 my immediate impulse was fabric 00:15:28.000 --> 00:15:29.000 because the idea kind of 00:15:29.000 --> 00:15:30.000 threading things together from 00:15:30.000 --> 00:15:33.000 different directions -- and 00:15:33.000 --> 00:15:35.000 then Tim articulated something 00:15:35.000 --> 00:15:36.000 that I found interesting I 00:15:36.000 --> 00:15:37.000 had not thought about which is 00:15:37.000 --> 00:15:39.000 the to me the block metaphor 00:15:39.000 --> 00:15:41.000 seem very linear but Tim 00:15:41.000 --> 00:15:42.000 pointed out you can also easily 00:15:42.000 --> 00:15:44.000 deconstruct the blocks and built it back up 00:15:44.000 --> 00:15:45.000 which makes it not linear 00:15:45.000 --> 00:15:48.000 and I had not see it that 00:15:48.000 --> 00:15:51.000 way until he shared his perspective 00:15:51.000 --> 00:15:53.000 so yeah do you want to add to that 00:15:53.000 --> 00:15:54.000 no that's good 00:15:54.000 --> 00:15:57.000 so notice so Shaun started 00:15:57.000 --> 00:15:59.000 somewhere and then changed his 00:15:59.000 --> 00:15:61.000 mind by talking to someone else 00:16:01.000 --> 00:16:05.000 I didn't say that well you're willing to entertain it 00:16:05.000 --> 00:16:08.000 you're willing to entertain it right yes you saw it from different 00:16:08.000 --> 00:16:10.000 perspective this is what's key 00:16:10.000 --> 00:16:11.000 to writing to learn it's not 00:16:11.000 --> 00:16:12.000 just about writing for yourself 00:16:12.000 --> 00:16:14.000 it's about then sharing because 00:16:14.000 --> 00:16:15.000 all the sudden everything's 00:16:15.000 --> 00:16:17.000 challenged and and you might 00:16:17.000 --> 00:16:19.000 persuade another person but 00:16:19.000 --> 00:16:20.000 if the discussion it's having 00:16:20.000 --> 00:16:22.000 written first and having 00:16:22.000 --> 00:16:23.000 a discussion a meaningful 00:16:23.000 --> 00:16:24.000 discussion where both of you 00:16:24.000 --> 00:16:26.000 have something valid to say 00:16:26.000 --> 00:16:29.000 that's a great example of just 00:16:29.000 --> 00:16:32.000 what I'm talking about okay who else 00:16:32.000 --> 00:16:34.000 I think Daniel and I started out kind of 00:16:34.000 --> 00:16:36.000 different in a different way 00:16:36.000 --> 00:16:37.000 from Tim and Shaun we were sort of 00:16:37.000 --> 00:16:38.000 an agreement with each other 00:16:38.000 --> 00:16:39.000 for that that's the reason that 00:16:39.000 --> 00:16:42.000 we felt like blocks you can you 00:16:42.000 --> 00:16:44.000 can move them around so if you 00:16:44.000 --> 00:16:45.000 you know you can change and 00:16:45.000 --> 00:16:48.000 yet but then as we had that 00:16:48.000 --> 00:16:50.000 conversation we added new idea 00:16:50.000 --> 00:16:53.000 that we like -- thinking about 00:16:53.000 --> 00:16:55.000 how approachable blocks are 00:16:55.000 --> 00:16:57.000 like you're weaving fabric that 00:16:57.000 --> 00:16:59.000 feels like yet you describe 00:16:59.000 --> 00:16:60.000 like knowing how to use 00:17:00.000 --> 00:17:02.000 a loom whereas even -- a little 00:17:02.000 --> 00:17:05.000 person who can't walk 00:17:05.000 --> 00:17:07.000 can play with blocks so we found 00:17:07.000 --> 00:17:08.000 blocks to be very approachable 00:17:08.000 --> 00:17:11.000 and we like that so that's 00:17:11.000 --> 00:17:12.000 I love how you said that so when you 00:17:12.000 --> 00:17:15.000 think about this who's actually 00:17:16.000 --> 00:17:18.000 blocks and who is creating the 00:17:18.000 --> 00:17:20.000 fabric when asked about this 00:17:20.000 --> 00:17:25.000 writing to learn who is that 00:17:25.000 --> 00:17:27.000 do you mean by using the 00:17:27.000 --> 00:17:29.000 completion date which all 00:17:29.000 --> 00:17:30.000 kind of just going back to 00:17:30.000 --> 00:17:31.000 the metaphors so I'm asking 00:17:31.000 --> 00:17:32.000 you okay which one more aligns 00:17:32.000 --> 00:17:34.000 as a metaphor to writing to 00:17:34.000 --> 00:17:35.000 learn but who's in charge 00:17:35.000 --> 00:17:36.000 of the writing to learn 00:17:36.000 --> 00:17:39.000 I imagined the student 00:17:39.000 --> 00:17:41.000 really hmm 00:17:41.000 --> 00:17:42.000 because I told you what to write 00:17:42.000 --> 00:17:44.000 about right didn't I even 00:17:44.000 --> 00:17:46.000 writing I directed you I 00:17:46.000 --> 00:17:49.000 have a plan so therefore 00:17:49.000 --> 00:17:50.000 who's creating the fabric 00:17:50.000 --> 00:17:53.000 who's building the blocks 00:17:53.000 --> 00:17:56.000 interesting right 00:17:56.000 --> 00:17:59.000 so who's next 00:17:59.000 --> 00:17:62.000 I'm not sure about no no but I 00:18:02.000 --> 00:18:03.000 guess when you're thinking 00:18:03.000 --> 00:18:05.000 about this I want you to think 00:18:05.000 --> 00:18:07.000 about it this is about your 00:18:07.000 --> 00:18:09.000 role with writing to learn 00:18:09.000 --> 00:18:11.000 and how I guess I thought we 00:18:11.000 --> 00:18:15.000 were supplying the blocks and 00:18:15.000 --> 00:18:18.000 and or the tools to make the fabric 00:18:18.000 --> 00:18:20.000 I assumed as we started this 00:18:23.000 --> 00:18:24.000 about you have come to work 00:18:24.000 --> 00:18:26.000 from homework the pieces 00:18:26.000 --> 00:18:27.000 where fabric or blocks those the 00:18:27.000 --> 00:18:28.000 pieces they brought with them 00:18:28.000 --> 00:18:29.000 with the knowledge that they 00:18:29.000 --> 00:18:30.000 should have learned outside 00:18:30.000 --> 00:18:34.000 of class and right so so you 00:18:34.000 --> 00:18:35.000 took it to a whole new level 00:18:35.000 --> 00:18:37.000 yeah so other things because 00:18:37.000 --> 00:18:38.000 then I'll tell you kind of what I 00:18:38.000 --> 00:18:39.000 was thinking and we can call 00:18:39.000 --> 00:18:42.000 this a failed prompt that is totally okay 00:18:42.000 --> 00:18:43.000 that's part of the process 00:18:43.000 --> 00:18:44.000 is part of my rethinking as 00:18:44.000 --> 00:18:46.000 a presenter or teacher right 00:18:46.000 --> 00:18:47.000 it's seeing what works and what 00:18:47.000 --> 00:18:49.000 doesn't but what else so 00:18:49.000 --> 00:18:51.000 just hear from all of you I 00:18:51.000 --> 00:18:53.000 I think I came in thinking 00:18:53.000 --> 00:18:55.000 blocks but -- so yeah and 00:18:55.000 --> 00:18:58.000 I talked about -- the synthetic 00:18:58.000 --> 00:18:59.000 aspect of fabrics make sense 00:18:59.000 --> 00:18:61.000 and also the fact that blocks 00:19:01.000 --> 00:19:04.000 need glue to sort of become 00:19:04.000 --> 00:19:06.000 like relatively stable whereas 00:19:06.000 --> 00:19:08.000 a fabric can sort of be stitched 00:19:08.000 --> 00:19:09.000 together without it sewn 00:19:09.000 --> 00:19:11.000 yes I love that another idea was that 00:19:11.000 --> 00:19:13.000 idea was that the threads 00:19:13.000 --> 00:19:14.000 are different pieces of the 00:19:14.000 --> 00:19:16.000 knowledge acquired in the 00:19:16.000 --> 00:19:19.000 process but also they becoming inter 00:19:19.000 --> 00:19:22.000 dependent yes it's an ecology right 00:19:22.000 --> 00:19:25.000 flexible and manual interest yes 00:19:25.000 --> 00:19:26.000 are you gonna take her answer now 00:19:26.000 --> 00:19:29.000 well we had a discussion okay good 00:19:29.000 --> 00:19:32.000 I just shied immediately away from the blocks 00:19:32.000 --> 00:19:34.000 I mean this is a technical world that I come 00:19:34.000 --> 00:19:36.000 from the architecture thinking development blocks 00:19:36.000 --> 00:19:39.000 and all of that yeah and yet Sue 00:19:39.000 --> 00:19:40.000 went down the path that she saw 00:19:40.000 --> 00:19:43.000 the block as providing structure 00:19:43.000 --> 00:19:45.000 format which is that I saw the 00:19:45.000 --> 00:19:47.000 fabric as open soft flexible 00:19:47.000 --> 00:19:50.000 pliable and to me if it the 00:19:50.000 --> 00:19:52.000 the model more of writing to 00:19:52.000 --> 00:19:55.000 learn which I saw more of a 00:19:55.000 --> 00:19:57.000 as I was telling her her a lean forward 00:19:57.000 --> 00:19:59.000 on the back kind of tasks as 00:19:59.000 --> 00:19:61.000 opposed to your other writing 00:20:01.000 --> 00:20:03.000 to communicates it would be like 00:20:03.000 --> 00:20:05.000 like a very much lean in to 00:20:05.000 --> 00:20:07.000 the work yeah definitely so 00:20:07.000 --> 00:20:09.000 to me the cloth is seen to be much 00:20:09.000 --> 00:20:12.000 better fit the way our discussion 00:20:12.000 --> 00:20:14.000 about why we chose each path 00:20:14.000 --> 00:20:16.000 exactly and that's what matters right 00:20:16.000 --> 00:20:18.000 go ahead so when I saw it I had 00:20:18.000 --> 00:20:20.000 I chosen the blocks because the 00:20:20.000 --> 00:20:22.000 fabric is very gem and 00:20:22.000 --> 00:20:24.000 what I really this is my how 00:20:24.000 --> 00:20:25.000 how I think and how I write 00:20:25.000 --> 00:20:26.000 this I was trying to simplify 00:20:26.000 --> 00:20:28.000 things first figure out what 00:20:28.000 --> 00:20:29.000 the underlying structure is 00:20:29.000 --> 00:20:31.000 and then I'll layer things on 00:20:31.000 --> 00:20:32.000 top of it yeah and so for me 00:20:32.000 --> 00:20:34.000 the blocks worked because the fabric 00:20:34.000 --> 00:20:37.000 is just too complex to be 00:20:39.000 --> 00:20:40.000 me the fact that that's just 00:20:40.000 --> 00:20:42.000 me yeah the fabric would be 00:20:44.000 --> 00:20:46.000 product sure okay note these 00:20:46.000 --> 00:20:51.000 are all amazing answers and so 00:20:51.000 --> 00:20:52.000 so I'll just tell you 00:20:52.000 --> 00:20:56.000 what I thinking so 00:20:56.000 --> 00:20:58.000 so when I put this up I thought 00:20:58.000 --> 00:20:59.000 I'm gonna tell them what what 00:20:59.000 --> 00:20:60.000 these mean and I thought why 00:21:00.000 --> 00:21:02.000 why would I do that why 00:21:02.000 --> 00:21:03.000 not let you explore what this 00:21:03.000 --> 00:21:05.000 means when we think about 00:21:05.000 --> 00:21:07.000 writing to learn it should 00:21:07.000 --> 00:21:09.000 be infused into your course 00:21:09.000 --> 00:21:10.000 the ecology of your course 00:21:10.000 --> 00:21:11.000 so all the activities are 00:21:11.000 --> 00:21:14.000 interdependent correct so so 00:21:14.000 --> 00:21:16.000 first is the idea of an add-on 00:21:16.000 --> 00:21:18.000 so a lot of people do writing 00:21:18.000 --> 00:21:20.000 as add-ons in their course and 00:21:20.000 --> 00:21:21.000 not as foundational because 00:21:21.000 --> 00:21:22.000 it's much different when you see 00:21:22.000 --> 00:21:24.000 a foundation and then building 00:21:24.000 --> 00:21:26.000 on that but the idea of well I'm 00:21:26.000 --> 00:21:27.000 gonna go ahead and add writing 00:21:27.000 --> 00:21:28.000 into what I'm doing it's very 00:21:28.000 --> 00:21:30.000 different and so this is about 00:21:30.000 --> 00:21:32.000 intentionality and it's really 00:21:32.000 --> 00:21:33.000 complex it's actually very 00:21:33.000 --> 00:21:34.000 difficult to do and it'll take 00:21:34.000 --> 00:21:36.000 you several times to do it well 00:21:36.000 --> 00:21:40.000 but it doesn't mean you shouldn't do it 00:21:40.000 --> 00:21:41.000 let's look at what those features look 00:21:41.000 --> 00:21:42.000 like so you're all right you're 00:21:42.000 --> 00:21:44.000 all wrong it just depends on 00:21:44.000 --> 00:21:45.000 where you're standing right 00:21:45.000 --> 00:21:48.000 okay so I have most basic 00:21:48.000 --> 00:21:50.000 component it's focused freewriting 00:21:50.000 --> 00:21:52.000 you have the students keep 00:21:52.000 --> 00:21:53.000 their fingers moving whether 00:21:53.000 --> 00:21:55.000 it's on a keyboard or it's on 00:21:55.000 --> 00:21:57.000 a phone or it's writing and 00:21:57.000 --> 00:21:58.000 there's no concern for spelling 00:21:58.000 --> 00:21:60.000 organization or grammar now if 00:22:00.000 --> 00:22:03.000 they stop writing my students 00:22:03.000 --> 00:22:04.000 know that I do this I'll go 00:22:04.000 --> 00:22:05.000 you stopped writing you can't be done 00:22:05.000 --> 00:22:07.000 just like I did to you Shaun and 00:22:07.000 --> 00:22:09.000 and then if they have I'll say 00:22:09.000 --> 00:22:12.000 no so if if they've run out of 00:22:12.000 --> 00:22:13.000 ideas then you say I don't know 00:22:13.000 --> 00:22:14.000 I don't know until something 00:22:14.000 --> 00:22:16.000 comes and it always does a 00:22:16.000 --> 00:22:17.000 relax relax relax but if they 00:22:17.000 --> 00:22:18.000 think they're actually done then 00:22:18.000 --> 00:22:19.000 then I we read it together they'll 00:22:19.000 --> 00:22:21.000 read it to me while everyone 00:22:21.000 --> 00:22:22.000 else is still writing but you'll 00:22:22.000 --> 00:22:24.000 see I once you develop a culture 00:22:24.000 --> 00:22:26.000 where this is happening all the 00:22:26.000 --> 00:22:28.000 time they don't stop writing 00:22:28.000 --> 00:22:29.000 you a stop when you tell them 00:22:29.000 --> 00:22:32.000 to stop so writing to learn is 00:22:32.000 --> 00:22:35.000 frequent it's habitable so they 00:22:35.000 --> 00:22:36.000 should be at least once every 00:22:36.000 --> 00:22:39.000 class I've been known to do 00:22:39.000 --> 00:22:41.000 it six times in a class so and 00:22:41.000 --> 00:22:43.000 I'll see how that works -- they're 00:22:43.000 --> 00:22:46.000 short brief exploration so 00:22:46.000 --> 00:22:48.000 look at how much time you spent 00:22:48.000 --> 00:22:50.000 writing it wasn't more than 00:22:50.000 --> 00:22:53.000 probably three minutes at most 00:22:53.000 --> 00:22:54.000 and I stopped you I gave you 00:22:54.000 --> 00:22:56.000 lead time to finish your sentence 00:22:56.000 --> 00:22:59.000 okay let's get started and 00:22:59.000 --> 00:22:60.000 when students first start doing 00:23:00.000 --> 00:23:01.000 this it's much safer to talk 00:23:01.000 --> 00:23:03.000 to each other first than to talk 00:23:03.000 --> 00:23:06.000 to a whole group writing is followed by 00:23:06.000 --> 00:23:08.000 sharing so it's pairs, small groups 00:23:08.000 --> 00:23:09.000 and whole class and I will do 00:23:09.000 --> 00:23:10.000 a combination of all all of 00:23:10.000 --> 00:23:11.000 them depending on what we're 00:23:11.000 --> 00:23:13.000 doing but again when I first 00:23:13.000 --> 00:23:15.000 started doing it in a class 00:23:15.000 --> 00:23:16.000 it's always in the pairs or 00:23:16.000 --> 00:23:18.000 small groups and now we move 00:23:18.000 --> 00:23:21.000 out and say okay now that Shaun 00:23:21.000 --> 00:23:22.000 has considered another point 00:23:22.000 --> 00:23:26.000 of view now let's talk you 00:23:26.000 --> 00:23:27.000 have a ritualized space for the 00:23:27.000 --> 00:23:29.000 writing so what does that look 00:23:29.000 --> 00:23:32.000 like so it could be traditional 00:23:32.000 --> 00:23:33.000 writing like some of you were 00:23:33.000 --> 00:23:35.000 doing but it shouldn't be 00:23:35.000 --> 00:23:36.000 something loosely if it should 00:23:36.000 --> 00:23:37.000 be something where they know 00:23:37.000 --> 00:23:38.000 where to find it every time 00:23:38.000 --> 00:23:40.000 when class starts it could be 00:23:40.000 --> 00:23:41.000 on a laptop if they bring a 00:23:41.000 --> 00:23:43.000 laptop to class it could be on 00:23:43.000 --> 00:23:44.000 the phone if you're okay with 00:23:44.000 --> 00:23:47.000 that again students do a lot of 00:23:47.000 --> 00:23:49.000 have students who write fiction on 00:23:49.000 --> 00:23:50.000 the phones anyway I'm still 00:23:50.000 --> 00:23:52.000 not excited about that but 00:23:52.000 --> 00:23:55.000 they do it the most ideal is 00:23:55.000 --> 00:23:56.000 to be in a computer lab we're 00:23:56.000 --> 00:23:57.000 doing this all the time you can 00:23:57.000 --> 00:23:59.000 use a computer for everything 00:23:59.000 --> 00:23:60.000 again that's not we don't 00:24:00.000 --> 00:24:01.000 have a lot of computer labs 00:24:01.000 --> 00:24:03.000 on campus so you can have a mix 00:24:03.000 --> 00:24:04.000 of all three or you can decide 00:24:04.000 --> 00:24:05.000 to do it the traditional way 00:24:05.000 --> 00:24:08.000 to say look we going to do it on paper and 00:24:08.000 --> 00:24:10.000 they'll be fine with it and then prompts 00:24:10.000 --> 00:24:12.000 are always provided that's 00:24:12.000 --> 00:24:14.000 really important you don't 00:24:14.000 --> 00:24:15.000 start off and say how are you 00:24:15.000 --> 00:24:16.000 feeling today unless there is a reason 00:24:16.000 --> 00:24:18.000 to do that you don't just 00:24:18.000 --> 00:24:20.000 write endlessly instead very 00:24:20.000 --> 00:24:22.000 strategic this is strategy 00:24:22.000 --> 00:24:23.000 on your part and again it goes 00:24:23.000 --> 00:24:26.000 back to the fabric strategy 00:24:26.000 --> 00:24:27.000 it's not an add-online we're supposed to write today 00:24:27.000 --> 00:24:29.000 today so let's write about 00:24:29.000 --> 00:24:31.000 something okay so now I'm 00:24:31.000 --> 00:24:34.000 gonna give you some examples 00:24:34.000 --> 00:24:36.000 so taking inventory I had to 00:24:36.000 --> 00:24:37.000 do that today how do I have to 00:24:37.000 --> 00:24:40.000 do that yeah it just listing 00:24:40.000 --> 00:24:44.000 things that you already knew about 00:24:44.000 --> 00:24:45.000 doing is giving you time to 00:24:45.000 --> 00:24:48.000 recall that's it so actually I 00:24:48.000 --> 00:24:50.000 took yours Erin the zombie 00:24:50.000 --> 00:24:53.000 idea and so taking inventory is 00:24:53.000 --> 00:24:54.000 a really good thing to do at the 00:24:54.000 --> 00:24:56.000 start of a course or the start 00:24:56.000 --> 00:24:58.000 of a project because you want 00:24:58.000 --> 00:24:60.000 the students to first recall 00:25:00.000 --> 00:25:02.000 what they know and so like the 00:25:02.000 --> 00:25:03.000 zombie the mass extinction 00:25:03.000 --> 00:25:05.000 course I would assume you're 00:25:05.000 --> 00:25:07.000 gonna ask your students so 00:25:07.000 --> 00:25:08.000 what do you all know about 00:25:08.000 --> 00:25:10.000 zombie list the rules that 00:25:10.000 --> 00:25:12.000 you know for someone like me 00:25:12.000 --> 00:25:13.000 I'm a I don't know anything 00:25:13.000 --> 00:25:14.000 about zombies except they 00:25:14.000 --> 00:25:16.000 can't swim I mean that's all 00:25:16.000 --> 00:25:17.000 I would be able to write I 00:25:17.000 --> 00:25:18.000 can write maybe other things 00:25:18.000 --> 00:25:24.000 I know from movies or okay right 00:25:24.000 --> 00:25:25.000 so it's good to begin somewhere you 00:25:25.000 --> 00:25:26.000 can't assume everybody knows 00:25:26.000 --> 00:25:27.000 everything about the obvious 00:25:27.000 --> 00:25:28.000 right so you would find out 00:25:28.000 --> 00:25:30.000 right there that oh wow Katherine 00:25:30.000 --> 00:25:31.000 doesn't know and so I know 00:25:31.000 --> 00:25:33.000 I have to fill in some gaps 00:25:33.000 --> 00:25:34.000 knowledge-wise before we 00:25:34.000 --> 00:25:36.000 can even begin the project 00:25:36.000 --> 00:25:37.000 so taking inventory just 00:25:37.000 --> 00:25:38.000 what your students know just 00:25:38.000 --> 00:25:40.000 like we did at that informal 00:25:40.000 --> 00:25:41.000 I don't have to do anything 00:25:41.000 --> 00:25:44.000 like extreme so Laurie and I are team 00:25:44.000 --> 00:25:45.000 teaching a course on how your 00:25:45.000 --> 00:25:46.000 food choices impact your world 00:25:46.000 --> 00:25:48.000 and I've been imagining how 00:25:48.000 --> 00:25:49.000 to start to get what do I need 00:25:49.000 --> 00:25:50.000 to take inventory on of course 00:25:50.000 --> 00:25:52.000 I thought okay so I know that 00:25:52.000 --> 00:25:54.000 most families like your average 00:25:54.000 --> 00:25:56.000 family they eat between ten 00:25:56.000 --> 00:25:57.000 and twelve of the same kinds 00:25:57.000 --> 00:25:60.000 of meals all the time they just 00:26:00.000 --> 00:26:02.000 keep doing the same thing as 00:26:02.000 --> 00:26:03.000 so I'm going to begin by probably saying 00:26:03.000 --> 00:26:05.000 think back to your childhood I mean give 00:26:05.000 --> 00:26:06.000 me a few minutes to make a list 00:26:06.000 --> 00:26:08.000 what are the foods that you ate 00:26:08.000 --> 00:26:09.000 the most of your family what 00:26:09.000 --> 00:26:10.000 did they prepare for you when 00:26:10.000 --> 00:26:12.000 you were little just list it and 00:26:12.000 --> 00:26:13.000 they're gonna like they haven't 00:26:13.000 --> 00:26:16.000 thought about that ever and so it'll 00:26:16.000 --> 00:26:17.000 be you know who knows what 00:26:17.000 --> 00:26:18.000 would yours be you're probably 00:26:18.000 --> 00:26:20.000 thinking right now -- so from 00:26:20.000 --> 00:26:21.000 now we're going to begin a 00:26:21.000 --> 00:26:24.000 discussion about food and where 00:26:24.000 --> 00:26:26.000 and how ingredients and we talk 00:26:26.000 --> 00:26:27.000 about what we're doing anyway 00:26:27.000 --> 00:26:30.000 you see my point okay so make 00:26:30.000 --> 00:26:32.000 an observation so in a freshman 00:26:32.000 --> 00:26:34.000 class I had students read the 00:26:34.000 --> 00:26:36.000 basic concept of education 00:26:36.000 --> 00:26:38.000 struggle with that and so what 00:26:38.000 --> 00:26:40.000 I did was the night that it 00:26:40.000 --> 00:26:41.000 was going to be assigned I 00:26:41.000 --> 00:26:42.000 have them at the end of class 00:26:42.000 --> 00:26:44.000 I said okay before you go put 00:26:44.000 --> 00:26:46.000 your I call them JR's 00:26:47.000 --> 00:26:49.000 quick write just observe what 00:26:49.000 --> 00:26:50.000 I'm doing here that's what I 00:26:50.000 --> 00:26:51.000 did was I brought in a little 00:26:51.000 --> 00:26:53.000 plant and I had a glass of 00:26:53.000 --> 00:26:55.000 water or just glass and all I 00:26:55.000 --> 00:26:56.000 did was I took the bottle of 00:26:56.000 --> 00:26:59.000 water and a poured the water 00:26:59.000 --> 00:26:61.000 into the plant then it poured 00:27:01.000 --> 00:27:03.000 into the cup I said all I want you to do 00:27:03.000 --> 00:27:05.000 is observe so right for about 00:27:05.000 --> 00:27:07.000 three minutes so they wrote as 00:27:07.000 --> 00:27:08.000 after I said okay talked about it 00:27:08.000 --> 00:27:10.000 real quickly and they talked about 00:27:10.000 --> 00:27:12.000 it the okay with reading and 00:27:12.000 --> 00:27:13.000 they went home to the reading I 00:27:13.000 --> 00:27:15.000 have a new prompt for them for 00:27:15.000 --> 00:27:16.000 the reading but what do you think 00:27:16.000 --> 00:27:17.000 they did when they read the 00:27:17.000 --> 00:27:21.000 basic concept of education 00:27:21.000 --> 00:27:22.000 if you haven't read it 00:27:22.000 --> 00:27:23.000 then you don't have to answer 00:27:23.000 --> 00:27:27.000 they said they ate like they did before 00:27:27.000 --> 00:27:29.000 bill a vessel verses I'm the 00:27:29.000 --> 00:27:32.000 the food scrub yeah right so yes and 00:27:32.000 --> 00:27:34.000 so so it gives them some kind 00:27:34.000 --> 00:27:36.000 of like structure to bring two 00:27:36.000 --> 00:27:38.000 very tough reading and there 00:27:38.000 --> 00:27:39.000 is the feeling a little bit 00:27:39.000 --> 00:27:40.000 even empowered because like 00:27:40.000 --> 00:27:42.000 I totally got it like I got 00:27:42.000 --> 00:27:43.000 that in the right activity and 00:27:43.000 --> 00:27:44.000 I'm applying it to this and even 00:27:44.000 --> 00:27:46.000 though it's still confusing I 00:27:46.000 --> 00:27:47.000 think I can go back to class 00:27:47.000 --> 00:27:50.000 and talk so I do a lot of 00:27:50.000 --> 00:27:51.000 genre analysis in my classes 00:27:51.000 --> 00:27:52.000 because I make the students 00:27:52.000 --> 00:27:55.000 make things so my students 00:27:55.000 --> 00:27:56.000 it depends on the class but 00:27:56.000 --> 00:27:58.000 I'll have them do a PSA so a public 00:27:58.000 --> 00:27:61.000 digital piece no more than 00:28:01.000 --> 00:28:02.000 sixty seconds and I do this very 00:28:02.000 --> 00:28:03.000 informally where they do with 00:28:03.000 --> 00:28:05.000 the phones but they have to write 00:28:05.000 --> 00:28:06.000 a quick script but to be able 00:28:06.000 --> 00:28:08.000 to do that they have to know 00:28:08.000 --> 00:28:11.000 what a PSA looks like what are 00:28:11.000 --> 00:28:12.000 the meet the mainn moves that 00:28:12.000 --> 00:28:15.000 PSA does and so -- so we have 00:28:15.000 --> 00:28:16.000 to observe or watch a PSA 00:28:16.000 --> 00:28:18.000 and then the write down okay 00:28:19.000 --> 00:28:20.000 watched three of them what do 00:28:20.000 --> 00:28:22.000 they all share and then they 00:28:22.000 --> 00:28:23.000 can go out reproduce that 00:28:23.000 --> 00:28:25.000 using the same genre elements 00:28:25.000 --> 00:28:27.000 and again the PSA for me would 00:28:27.000 --> 00:28:28.000 have been about writing and 00:28:28.000 --> 00:28:29.000 college students and they have 00:28:29.000 --> 00:28:31.000 a lot of fun with that you can 00:28:31.000 --> 00:28:32.000 do with anything but observe 00:28:32.000 --> 00:28:33.000 the genre first before you 00:28:33.000 --> 00:28:37.000 ask for it okay recalling so 00:28:37.000 --> 00:28:38.000 you might have had an amazing 00:28:38.000 --> 00:28:40.000 class lecture or not a lecture 00:28:40.000 --> 00:28:41.000 let's talk about discussion 00:28:41.000 --> 00:28:44.000 and so the next class period 00:28:44.000 --> 00:28:45.000 they're all quiet until you 00:28:45.000 --> 00:28:47.000 begin by okay you know it does 00:28:47.000 --> 00:28:48.000 open up your JR's and I want you 00:28:48.000 --> 00:28:49.000 to write for two minutes what 00:28:49.000 --> 00:28:51.000 do you recall us talking about 00:28:51.000 --> 00:28:54.000 last class and you start there or what 00:28:54.000 --> 00:28:55.000 do you remember is that what's 00:28:55.000 --> 00:28:57.000 the most important thing that 00:28:57.000 --> 00:28:58.000 you learned last time we got 00:28:58.000 --> 00:28:59.000 together like what stands out 00:28:59.000 --> 00:28:63.000 for you or I gave you that reading 00:29:03.000 --> 00:29:04.000 to do and something you might 00:29:04.000 --> 00:29:06.000 not have thought about who was 00:29:06.000 --> 00:29:08.000 the target audience for that 00:29:08.000 --> 00:29:09.000 again you start there and if if 00:29:09.000 --> 00:29:11.000 making them apply like something 00:29:11.000 --> 00:29:12.000 they hadn't even thought 00:29:12.000 --> 00:29:14.000 about out there reading but it 00:29:14.000 --> 00:29:15.000 adds a whole new layer to the 00:29:15.000 --> 00:29:17.000 discussion that's about to 00:29:17.000 --> 00:29:20.000 ensue making connections so I 00:29:20.000 --> 00:29:22.000 made you do that and I really 00:29:22.000 --> 00:29:23.000 didn't have a right answer 00:29:23.000 --> 00:29:28.000 how you really thinking yeah 00:29:28.000 --> 00:29:29.000 connections between X and Y 00:29:29.000 --> 00:29:30.000 so if you're learning about 00:29:30.000 --> 00:29:32.000 concepts have them figure out 00:29:32.000 --> 00:29:34.000 how to pull them together 00:29:34.000 --> 00:29:35.000 you can have agreement like 00:29:35.000 --> 00:29:37.000 figure out agreements between 00:29:37.000 --> 00:29:40.000 or disputes between authors 00:29:40.000 --> 00:29:43.000 that you've read so I take very 00:29:43.000 --> 00:29:44.000 three very different authors 00:29:44.000 --> 00:29:46.000 and like okay guess what you're gonna do 00:29:46.000 --> 00:29:47.000 you're going to put them in 00:29:47.000 --> 00:29:49.000 a coffee shop what happens 00:29:49.000 --> 00:29:50.000 and I want to see that you 00:29:50.000 --> 00:29:52.000 read like show me just main 00:29:52.000 --> 00:29:53.000 elements don't spend your time 00:29:53.000 --> 00:29:55.000 on fluff don't don't even greet 00:29:55.000 --> 00:29:56.000 each other just get started and 00:29:56.000 --> 00:29:57.000 so and it's so much fun with 00:29:57.000 --> 00:29:58.000 the even the people don't like 00:29:58.000 --> 00:29:60.000 doing it get into it because 00:30:00.000 --> 00:30:02.000 after recall the information 00:30:02.000 --> 00:30:03.000 and put out a different way 00:30:03.000 --> 00:30:05.000 and make it accessible in 00:30:05.000 --> 00:30:06.000 a coffee shop manner -- so 00:30:06.000 --> 00:30:08.000 again this is all I mean you 00:30:08.000 --> 00:30:09.000 can really think outside the 00:30:09.000 --> 00:30:10.000 box with these but they're 00:30:10.000 --> 00:30:11.000 super informal and the students get 00:30:11.000 --> 00:30:15.000 really engaged you can ask students like 00:30:15.000 --> 00:30:17.000 only gosh what's significant 00:30:17.000 --> 00:30:20.000 about the conclusion like why 00:30:20.000 --> 00:30:21.000 does it matter sometimes the 00:30:21.000 --> 00:30:22.000 questions that students 00:30:22.000 --> 00:30:25.000 don't ask and so those create 00:30:25.000 --> 00:30:29.000 the best discussions okay you 00:30:29.000 --> 00:30:31.000 can brainstorm ideas generate 00:30:31.000 --> 00:30:32.000 ideas in class this is so 00:30:32.000 --> 00:30:34.000 exciting that's one of the best things you can do 00:30:34.000 --> 00:30:36.000 so I'm going to have you do it right now 00:30:36.000 --> 00:30:38.000 right now I want you to imagine 00:30:38.000 --> 00:30:40.000 your first year seminar class 00:30:40.000 --> 00:30:42.000 and we're in September what 00:30:42.000 --> 00:30:44.000 is one thing that you could 00:30:44.000 --> 00:30:46.000 ask students to write about 00:30:46.000 --> 00:30:48.000 the first or second day with 00:30:48.000 --> 00:30:49.000 regard to their inventory so 00:30:49.000 --> 00:30:52.000 think about your content and 00:30:52.000 --> 00:30:53.000 what is it that you need to 00:30:53.000 --> 00:30:54.000 know that they know or don't 00:30:54.000 --> 00:30:56.000 know so write about it right 00:30:56.000 --> 00:30:58.000 now that's one thing you could 00:30:58.000 --> 00:30:60.000 ask them say I need you to 00:31:00.000 --> 00:31:02.000 think about best start listing 00:31:02.000 --> 00:31:05.000 now remember these crowbars 00:31:05.000 --> 00:31:07.000 they're jumpstart's that's it 00:31:07.000 --> 00:31:08.000 all it's supposed to do is get 00:31:08.000 --> 00:31:10.000 you thinking or you're starting 00:31:10.000 --> 00:31:12.000 it's unfinished you will never 00:31:12.000 --> 00:31:15.000 be finished in these so what 00:31:15.000 --> 00:31:16.000 you gonna do with with your 00:31:16.000 --> 00:31:17.000 partner and again I like to 00:31:17.000 --> 00:31:19.000 do threes but we're gonna do twos 00:31:20.000 --> 00:31:23.000 too so what you need to do 00:31:23.000 --> 00:31:24.000 this talk through quickly 00:31:26.000 --> 00:31:27.000 the content of course really 00:31:27.000 --> 00:31:29.000 quickly but more importantly if 00:31:29.000 --> 00:31:31.000 you don't like what you wrote 00:31:31.000 --> 00:31:32.000 like you're like oh I can do 00:31:32.000 --> 00:31:33.000 something so much better I just have 00:31:33.000 --> 00:31:34.000 to think about that they want 00:31:34.000 --> 00:31:35.000 to begin there by saying I do 00:31:35.000 --> 00:31:37.000 not like what I wrote I'm gonna share 00:31:37.000 --> 00:31:38.000 this idea with you but help 00:31:38.000 --> 00:31:40.000 me think of something better 00:31:44.000 --> 00:31:46.000 so I'm going to give you about one more minute 00:31:46.000 --> 00:31:57.000 okay let me have your attention 00:31:57.000 --> 00:31:59.000 so so I'd love to have a few 00:31:59.000 --> 00:31:61.000 people to share -- you can 00:32:01.000 --> 00:32:02.000 share your their original 00:32:02.000 --> 00:32:03.000 idea or maybe it's more 00:32:03.000 --> 00:32:05.000 after talking so who would 00:32:05.000 --> 00:32:06.000 like to share what would 00:32:06.000 --> 00:32:11.000 you ask your students to 00:32:11.000 --> 00:32:12.000 I'm going to call on someone 00:32:12.000 --> 00:32:14.000 whose not looking at me 00:32:14.000 --> 00:32:19.000 I'll share okay we talked about social issues and taking 00:32:19.000 --> 00:32:20.000 a few social issues during the 00:32:20.000 --> 00:32:22.000 course and exploring them 00:32:22.000 --> 00:32:23.000 from different perspectives 00:32:23.000 --> 00:32:26.000 including human data yeah so the the 00:32:26.000 --> 00:32:28.000 three questions one free social 00:32:28.000 --> 00:32:30.000 issue I've identified number one 00:32:30.000 --> 00:32:32.000 what are ways that people die 00:32:32.000 --> 00:32:35.000 that's good wow we're gonna talk 00:32:35.000 --> 00:32:37.000 about mortality and stuff number two 00:32:37.000 --> 00:32:39.000 why do people leave one 00:32:39.000 --> 00:32:41.000 country and come to another 00:32:41.000 --> 00:32:42.000 immigration is one of the 00:32:42.000 --> 00:32:45.000 issues and what factors go into 00:32:45.000 --> 00:32:47.000 determining your pay 00:32:47.000 --> 00:32:50.000 my gosh those are good so but 00:32:50.000 --> 00:32:52.000 I never thought to ask those 00:32:52.000 --> 00:32:53.000 broad questions beginning just 00:32:53.000 --> 00:32:55.000 to see the thinking yeah oh my 00:32:55.000 --> 00:32:57.000 gosh so after each question 00:32:57.000 --> 00:32:59.000 are you imagining so you you 00:32:59.000 --> 00:32:61.000 then they'll discuss and then 00:33:01.000 --> 00:33:03.000 three weeks later I ask the 00:33:03.000 --> 00:33:04.000 next question I was going to 00:33:04.000 --> 00:33:06.000 say yeah that's a lot like 00:33:06.000 --> 00:33:08.000 but that's perfect what a way 00:33:08.000 --> 00:33:09.000 to kind of gauge what they 00:33:09.000 --> 00:33:10.000 know what you need to do and 00:33:10.000 --> 00:33:12.000 it gets them thinking without 00:33:12.000 --> 00:33:14.000 they have to think about it 00:33:14.000 --> 00:33:16.000 yeah good what's another one 00:33:16.000 --> 00:33:18.000 thank you for sharing and it 00:33:18.000 --> 00:33:23.000 does not have to be that good 00:33:23.000 --> 00:33:25.000 okay I'm going to be teaching a class 00:33:25.000 --> 00:33:27.000 called Play Is Not Just For Kids 00:33:27.000 --> 00:33:28.000 so this is all about play 00:33:28.000 --> 00:33:29.000 play theory across the 00:33:29.000 --> 00:33:33.000 lifespan and so I was thinking 00:33:33.000 --> 00:33:37.000 about as brainstorming or 00:33:37.000 --> 00:33:39.000 making connections after they 00:33:39.000 --> 00:33:40.000 do the recall part which is a 00:33:40.000 --> 00:33:42.000 history of play looking back at 00:33:42.000 --> 00:33:45.000 their life is to describe how 00:33:45.000 --> 00:33:47.000 play has changed over their 00:33:47.000 --> 00:33:52.000 lifespan and why and then also 00:33:52.000 --> 00:33:54.000 to describe because part of 00:33:54.000 --> 00:33:56.000 the goal is for them to write 00:33:56.000 --> 00:33:57.000 letters to them you know each 00:33:57.000 --> 00:33:61.000 selves about play -- so how 00:34:01.000 --> 00:34:02.000 they would change or add a new 00:34:02.000 --> 00:34:04.000 habit a new play into their 00:34:04.000 --> 00:34:07.000 lives if they choose to so what's 00:34:07.000 --> 00:34:08.000 interesting is that I have an eleven 00:34:08.000 --> 00:34:10.000 year old and she -- that the 00:34:10.000 --> 00:34:11.000 neighbor kids are much younger 00:34:11.000 --> 00:34:13.000 than her and I watched a shift 00:34:13.000 --> 00:34:15.000 in her and I thought when did 00:34:15.000 --> 00:34:17.000 I stop playing and I thought 00:34:17.000 --> 00:34:19.000 about that and I remember 00:34:19.000 --> 00:34:21.000 distinctly it was when I was 00:34:21.000 --> 00:34:22.000 about twelve and a half I made 00:34:22.000 --> 00:34:24.000 the decision to stop playing 00:34:24.000 --> 00:34:26.000 when I usually played and I 00:34:26.000 --> 00:34:28.000 became whatever I became and 00:34:28.000 --> 00:34:30.000 so what's interesting is like 00:34:30.000 --> 00:34:31.000 even have students think like 00:34:31.000 --> 00:34:34.000 that so you can undo the stop 00:34:36.000 --> 00:34:37.000 was a stopping point so you can 00:34:37.000 --> 00:34:41.000 open that up that's great yeah 00:34:41.000 --> 00:34:42.000 you just brought back a memory 00:34:42.000 --> 00:34:43.000 for me what is it this is very 00:34:43.000 --> 00:34:45.000 similar I remember I reached a 00:34:45.000 --> 00:34:47.000 certain age where I decided I 00:34:47.000 --> 00:34:48.000 am too old to play with dolls 00:34:48.000 --> 00:34:50.000 yes me too from now on 00:34:50.000 --> 00:34:52.000 I don't play with dolls but 00:34:52.000 --> 00:34:54.000 I would say I was about I was 00:34:54.000 --> 00:34:55.000 older than the other kids who 00:34:55.000 --> 00:34:56.000 had quit playing with dolls 00:34:56.000 --> 00:34:58.000 yeah and I became aware of 00:34:58.000 --> 00:34:59.000 that so I'm gonna say I was 00:34:59.000 --> 00:34:61.000 twelve see all you need 00:35:01.000 --> 00:35:02.000 to do is harness one memory 00:35:02.000 --> 00:35:03.000 like that for every student 00:35:03.000 --> 00:35:04.000 and then you've got your class 00:35:04.000 --> 00:35:12.000 started so good do you have another one 00:35:12.000 --> 00:35:14.000 I'm teaching a class on comedy so I 00:35:14.000 --> 00:35:16.000 think it'll be about like the 00:35:16.000 --> 00:35:17.000 comedy people been exposed 00:35:17.000 --> 00:35:18.000 to comedy they've seen live 00:35:18.000 --> 00:35:19.000 I can't wait to hear a prompt 00:35:19.000 --> 00:35:21.000 yeah what was so that's it 00:35:21.000 --> 00:35:23.000 so it's like that -- -- what 00:35:23.000 --> 00:35:25.000 comedy what are some examples 00:35:25.000 --> 00:35:27.000 a comedy seen live -- what are 00:35:27.000 --> 00:35:28.000 comedy genres that you're aware of 00:35:28.000 --> 00:35:29.000 I might not use the work genres in 00:35:29.000 --> 00:35:32.000 the two types of -- and then 00:35:35.000 --> 00:35:37.000 don't enjoy certain types 00:35:37.000 --> 00:35:39.000 of comedy great which brings 00:35:39.000 --> 00:35:41.000 the question of what makes 00:35:41.000 --> 00:35:43.000 something funny right yeah 00:35:43.000 --> 00:35:44.000 you might begin there yeah 00:35:44.000 --> 00:35:46.000 what makes something funny because that's a 00:35:46.000 --> 00:35:48.000 really like that brings all of 00:35:48.000 --> 00:35:50.000 the really rich conversation 00:35:50.000 --> 00:35:54.000 isn't it that a whole course I know what 00:35:54.000 --> 00:35:55.000 yeah but they can be really 00:35:55.000 --> 00:35:57.000 simple like that word students 00:35:57.000 --> 00:35:61.000 there is not a right answer 00:36:01.000 --> 00:36:04.000 any others 00:36:04.000 --> 00:36:05.000 you see the possibilities right oh 00:36:05.000 --> 00:36:07.000 my gosh I mean day one 00:36:07.000 --> 00:36:09.000 your course is going 00:36:09.000 --> 00:36:10.000 to start on a new trajectory 00:36:10.000 --> 00:36:12.000 if you start like this so the 00:36:12.000 --> 00:36:13.000 final one I'm sharing but this 00:36:13.000 --> 00:36:15.000 is not what they're limited 00:36:15.000 --> 00:36:16.000 to is reflecting on thinking 00:36:16.000 --> 00:36:18.000 and learning and predicting 00:36:18.000 --> 00:36:19.000 making predictions about what 00:36:19.000 --> 00:36:21.000 you're learning so some of you 00:36:21.000 --> 00:36:22.000 probably already do this what's 00:36:22.000 --> 00:36:23.000 the most important thing you 00:36:23.000 --> 00:36:24.000 learned today what why do you 00:36:24.000 --> 00:36:26.000 think so what surprised you 00:36:26.000 --> 00:36:28.000 today why what do you want to 00:36:28.000 --> 00:36:29.000 learn more about why because 00:36:29.000 --> 00:36:31.000 those are traditional but what 00:36:31.000 --> 00:36:33.000 maybe made you curious today how 00:36:33.000 --> 00:36:35.000 does learning feel different 00:36:35.000 --> 00:36:37.000 when you're curious when were 00:36:37.000 --> 00:36:38.000 you most creative today and 00:36:38.000 --> 00:36:40.000 why do you think that is 00:36:40.000 --> 00:36:42.000 these are really good questions 00:36:42.000 --> 00:36:44.000 you wouldn't ask them everyday though 00:36:44.000 --> 00:36:45.000 when were you at your best in 00:36:45.000 --> 00:36:48.000 class and why assuming we were 00:36:48.000 --> 00:36:49.000 planning to continue today's 00:36:49.000 --> 00:36:51.000 discussion and you could decide 00:36:51.000 --> 00:36:53.000 and have access to anything 00:36:53.000 --> 00:36:54.000 where would you start for our next 00:36:54.000 --> 00:36:57.000 class session why what can 00:36:57.000 --> 00:36:58.000 or should you do with what 00:36:58.000 --> 00:36:62.000 you've learned so far now again 00:37:02.000 --> 00:37:04.000 fabric so don't just have them 00:37:04.000 --> 00:37:07.000 write it's okay thanks instead 00:37:07.000 --> 00:37:08.000 build in the time so they have 00:37:08.000 --> 00:37:09.000 three minutes to talk really 00:37:09.000 --> 00:37:10.000 quickly so they exit and 00:37:10.000 --> 00:37:11.000 or somebody else contributes 00:37:11.000 --> 00:37:13.000 to what they're thinking 00:37:13.000 --> 00:37:15.000 okay Ray please read why the 00:37:15.000 --> 00:37:17.000 brain actually benefits from 00:37:17.000 --> 00:37:20.000 reflection is a matter of neurology 00:37:20.000 --> 00:37:22.000 but the extensive research is 00:37:22.000 --> 00:37:24.000 clear prediction reflection 00:37:24.000 --> 00:37:28.000 and metacognition 00:37:28.000 --> 00:37:31.000 are pillars for this the 00:37:31.000 --> 00:37:32.000 thoughtful classroom perhaps 00:37:32.000 --> 00:37:34.000 most crucially by shifting 00:37:34.000 --> 00:37:36.000 their reflection from content 00:37:36.000 --> 00:37:38.000 to thought students have the 00:37:38.000 --> 00:37:40.000 chance to put themselves back 00:37:40.000 --> 00:37:41.000 at the center of the learning 00:37:41.000 --> 00:37:45.000 process thank you yeah okay 00:37:45.000 --> 00:37:46.000 so remember when you're doing 00:37:46.000 --> 00:37:48.000 writing to learn purpose always 00:37:48.000 --> 00:37:49.000 matters fillers as soon as 00:37:49.000 --> 00:37:50.000 your creating fillers students see 00:37:50.000 --> 00:37:54.000 right through it no fillers you 00:37:54.000 --> 00:37:55.000 can go out and find a list of 00:37:55.000 --> 00:37:56.000 activities for writing to learn 00:37:56.000 --> 00:37:58.000 they're all out there remember 00:37:58.000 --> 00:37:59.000 it's not the technique that 00:37:59.000 --> 00:37:62.000 matters it's your intention 00:38:02.000 --> 00:38:03.000 and your strategic placement 00:38:03.000 --> 00:38:05.000 of these things and how you're 00:38:05.000 --> 00:38:06.000 actually engaging with in 00:38:06.000 --> 00:38:08.000 class so there's just a list 00:38:08.000 --> 00:38:10.000 like you can find these like 00:38:10.000 --> 00:38:11.000 I said again that doesn't 00:38:11.000 --> 00:38:13.000 matter what matters is your 00:38:13.000 --> 00:38:14.000 intentionality on getting 00:38:14.000 --> 00:38:15.000 students to think outside 00:38:15.000 --> 00:38:17.000 the box talk and then it moves 00:38:17.000 --> 00:38:20.000 forward okay so management I'm 00:38:20.000 --> 00:38:21.000 an end by talking about how 00:38:21.000 --> 00:38:23.000 you manage this so they are a couple 00:38:23.000 --> 00:38:24.000 non negotiables when you do 00:38:24.000 --> 00:38:26.000 something like that you have 00:38:26.000 --> 00:38:27.000 to learn your students names 00:38:27.000 --> 00:38:28.000 immediately if you don't do 00:38:28.000 --> 00:38:29.000 that already it should be day 00:38:29.000 --> 00:38:31.000 one if not day two and if you 00:38:31.000 --> 00:38:33.000 will teach you how to do it 00:38:33.000 --> 00:38:34.000 you have 40 students which 00:38:34.000 --> 00:38:35.000 you won't you'll only have 25 00:38:35.000 --> 00:38:37.000 you can do it okay so 00:38:37.000 --> 00:38:39.000 that you have to do so what 00:38:39.000 --> 00:38:40.000 I'm talking about here though 00:38:40.000 --> 00:38:43.000 is the audience is who 00:38:43.000 --> 00:38:45.000 the student right so so and also 00:38:45.000 --> 00:38:46.000 you how to make this matter 00:38:47.000 --> 00:38:49.000 enriching your class and their 00:38:49.000 --> 00:38:50.000 learning process development 00:38:50.000 --> 00:38:52.000 and they're thinking so 00:38:52.000 --> 00:38:53.000 and again I'll show you how 00:38:53.000 --> 00:38:54.000 to do it you can do with the 00:38:54.000 --> 00:38:55.000 first class period I promise you 00:38:55.000 --> 00:38:57.000 cuz it works second contextualized 00:38:57.000 --> 00:38:60.000 conventions you must explain 00:39:00.000 --> 00:39:02.000 why grammar doesn't matter in 00:39:02.000 --> 00:39:03.000 the writing to learn activities 00:39:03.000 --> 00:39:04.000 but they still matter in other 00:39:04.000 --> 00:39:06.000 contexts you have to say that 00:39:06.000 --> 00:39:08.000 out loud getting credit for 00:39:08.000 --> 00:39:10.000 in class writing so here's one 00:39:10.000 --> 00:39:11.000 avenue and of course you can 00:39:11.000 --> 00:39:13.000 do whatever you want in place 00:39:13.000 --> 00:39:14.000 the reading responding and grading 00:39:14.000 --> 00:39:15.000 writing to learn activities 00:39:15.000 --> 00:39:17.000 instructors have three tasks 00:39:17.000 --> 00:39:18.000 so you're removing your need 00:39:18.000 --> 00:39:22.000 to read respond and grade I'm 00:39:22.000 --> 00:39:23.000 telling the lifting that and throwing that 00:39:23.000 --> 00:39:26.000 out so here's what happens 00:39:26.000 --> 00:39:28.000 number one you take attendance so you 00:39:28.000 --> 00:39:31.000 know who's there you tally the 00:39:31.000 --> 00:39:32.000 number of your writing to learn 00:39:32.000 --> 00:39:33.000 activities for the class session 00:39:33.000 --> 00:39:35.000 so if you did two it's two if you 00:39:35.000 --> 00:39:37.000 did six it's six and then you record 00:39:37.000 --> 00:39:40.000 credit after class that's it 00:39:40.000 --> 00:39:41.000 but I did include pictures down 00:39:41.000 --> 00:39:42.000 here because this is what a 00:39:42.000 --> 00:39:44.000 classroom looks like that is 00:39:44.000 --> 00:39:45.000 doing writing to learn it's at 00:39:45.000 --> 00:39:47.000 the center it's not in line 00:39:47.000 --> 00:39:50.000 and we're facing each other the 00:39:50.000 --> 00:39:51.000 students are facing each other 00:39:51.000 --> 00:39:52.000 so even if you're in aligned 00:39:52.000 --> 00:39:54.000 class take the time and put 00:39:54.000 --> 00:39:56.000 them so they're looking at each 00:39:56.000 --> 00:39:57.000 other and then move it back you 00:39:57.000 --> 00:39:58.000 just build that into your class 00:39:58.000 --> 00:39:60.000 time the management in moodle 00:40:00.000 --> 00:40:02.000 so I'm showing you my first 00:40:02.000 --> 00:40:04.000 ten entries for JR's 00:40:04.000 --> 00:40:05.000 which I call them in 00:40:05.000 --> 00:40:07.000 class JR's and so there they 00:40:07.000 --> 00:40:09.000 are it soon as I get back 00:40:09.000 --> 00:40:10.000 from class of we've done two 00:40:10.000 --> 00:40:12.000 I go ahead and create the two 00:40:12.000 --> 00:40:16.000 JR1 and JR2 and I go 00:40:16.000 --> 00:40:18.000 and I give grades and so what 00:40:18.000 --> 00:40:20.000 we're looking the same 10 what 00:40:20.000 --> 00:40:21.000 you'll notice that when you see 00:40:21.000 --> 00:40:23.000 the red what do you think that 00:40:23.000 --> 00:40:25.000 signifying yeah they're absent 00:40:25.000 --> 00:40:27.000 so essentially you see that 00:40:27.000 --> 00:40:29.000 the Day 1 we did two Day 2 we 00:40:29.000 --> 00:40:31.000 did three next day we did three 00:40:31.000 --> 00:40:32.000 the next day we did two you see 00:40:32.000 --> 00:40:34.000 so on and so you just keep up 00:40:34.000 --> 00:40:38.000 on that and here's my grading 00:40:38.000 --> 00:40:39.000 scale and that's what I'm 00:40:39.000 --> 00:40:40.000 imagining I'm gonna do because 00:40:40.000 --> 00:40:42.000 I do this for every class 00:40:42.000 --> 00:40:43.000 but this is much different 00:40:43.000 --> 00:40:44.000 from my first year seminar the in 00:40:44.000 --> 00:40:45.000 class JR's there were twenty 00:40:45.000 --> 00:40:48.000 five percent and I never read 00:40:48.000 --> 00:40:51.000 them I call on people and I'm 00:40:51.000 --> 00:40:53.000 expecting them to contribute 00:40:53.000 --> 00:40:54.000 and they don't make them up 00:40:54.000 --> 00:40:56.000 because the point is not making 00:40:56.000 --> 00:40:57.000 them up it's being part of the 00:40:57.000 --> 00:40:60.000 discussion that comes out of that okay so 00:41:00.000 --> 00:41:02.000 what's next for you you can 00:41:02.000 --> 00:41:04.000 work one to one to plan for 00:41:04.000 --> 00:41:05.000 the first few weeks the term 00:41:05.000 --> 00:41:06.000 which I would love to do with 00:41:06.000 --> 00:41:07.000 you or maybe your partner right 00:41:07.000 --> 00:41:09.000 now would love to do that with 00:41:09.000 --> 00:41:10.000 you but you can only plan for 00:41:10.000 --> 00:41:12.000 maybe even the first week if 00:41:12.000 --> 00:41:13.000 you don't know what you're 00:41:13.000 --> 00:41:15.000 gonna find so dialogue also 00:41:15.000 --> 00:41:16.000 didn't even think about your 00:41:16.000 --> 00:41:18.000 learning destination projects 00:41:18.000 --> 00:41:19.000 what kind of writing or 00:41:19.000 --> 00:41:20.000 activities can I scaffold 00:41:20.000 --> 00:41:22.000 in to get us there better 00:41:22.000 --> 00:41:24.000 aside from these like daily 00:41:24.000 --> 00:41:27.000 things that are happening also 00:41:27.000 --> 00:41:28.000 for reading responding to in 00:41:28.000 --> 00:41:30.000 getting credit because lots of 00:41:30.000 --> 00:41:32.000 ways of to do it it and it's all out there 00:41:32.000 --> 00:41:35.000 you can read all of them what's 00:41:35.000 --> 00:41:38.000 the point it's for discussion okay 00:41:38.000 --> 00:41:39.000 and if you're some you can 00:41:39.000 --> 00:41:40.000 explore on your own so you have 00:41:40.000 --> 00:41:41.000 to talk to anyone else ever 00:41:41.000 --> 00:41:43.000 again all right that's the end 00:41:43.000 --> 00:41:46.000 do you have any questions so for instance 00:41:46.000 --> 00:41:47.000 I would have them do a reading 00:41:47.000 --> 00:41:48.000 and I do a one paragraph 00:41:48.000 --> 00:41:50.000 summary so like for instance 00:41:50.000 --> 00:41:51.000 they read Debra Grant which is an 00:41:51.000 --> 00:41:53.000 academic article and we've got 00:41:53.000 --> 00:41:54.000 a pre-reading theorists it's kind 00:41:54.000 --> 00:41:56.000 of like the prayer piece 00:41:56.000 --> 00:41:58.000 and and so they would do 00:41:58.000 --> 00:41:59.000 one paragraph summary and then 00:41:59.000 --> 00:41:62.000 I get a really tough question 00:42:02.000 --> 00:42:03.000 and they have to really think 00:42:03.000 --> 00:42:04.000 about it and I tell them grammar 00:42:04.000 --> 00:42:05.000 doesn't matter in this but I 00:42:05.000 --> 00:42:07.000 am expecting I want it to be 00:42:07.000 --> 00:42:08.000 formatted it's typed and I'm 00:42:08.000 --> 00:42:09.000 going to be reading for your 00:42:09.000 --> 00:42:11.000 thinking you're going to be rewarded for 00:42:11.000 --> 00:42:13.000 your thinking but it still 00:42:13.000 --> 00:42:15.000 needs to be cleaned -- and 00:42:15.000 --> 00:42:18.000 I do I do comment but again so 00:42:18.000 --> 00:42:19.000 when you're looking at that 00:42:19.000 --> 00:42:20.000 did you notice a twenty five 00:42:20.000 --> 00:42:21.000 percent twenty five percent 00:42:21.000 --> 00:42:22.000 so imagining class how many 00:42:22.000 --> 00:42:25.000 do you think we do typically 00:42:25.000 --> 00:42:27.000 two to three to six sometimes 00:42:27.000 --> 00:42:31.000 in one class ten weeks 00:42:31.000 --> 00:42:32.000 right if you're sixty or 00:42:32.000 --> 00:42:33.000 twenty five percent and I 00:42:33.000 --> 00:42:34.000 don't ever read and then 00:42:34.000 --> 00:42:35.000 how many do you think take 00:42:35.000 --> 00:42:39.000 homes that they've done 00:42:39.000 --> 00:42:43.000 take a guess no more about 10 00:42:43.000 --> 00:42:45.000 so think about that 10 for 00:42:45.000 --> 00:42:46.000 twenty five percent but I'm 00:42:46.000 --> 00:42:48.000 actually giving feedback and 00:42:48.000 --> 00:42:50.000 then 60 for twenty five 00:42:50.000 --> 00:42:52.000 percent yeah I have freedom 00:42:52.000 --> 00:42:53.000 only to be there participate 00:42:53.000 --> 00:42:57.000 see her it works I assure you 00:42:57.000 --> 00:42:58.000 I've been doing this for a 00:42:58.000 --> 00:42:62.000 long time yeah so good question 00:43:02.000 --> 00:43:04.000 other questions because I 00:43:04.000 --> 00:43:06.000 think Q. is coming in 00:43:06.000 --> 00:43:09.000 all right thanks for coming