Implementing SIWI itinerant model - rit.edu
Transcript of Implementing SIWI itinerant model - rit.edu
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Implementing SIWI itinerant model
Rachel Saulsburry, Ph.D., University of Tennessee Joan Weir, University of Connecticut
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Purpose:Share findings from current research related to writing instruction with Deaf and Hard of Hearing (d/hh) students and present best practices for writing instruction that work across different educational settings including an itinerant model
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Learning objectives:Participants will be able to:
● Identify the 3 guiding principles of writing instruction and explain their importance
● Identify a NIP-it lesson and explain its application
● Explain how the principles of SIWI can be embedded into various writing curriculum
to increase the writing outcomes of d/hh students
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SIWI... What is it?
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It IS...
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1. A framework for approaching writing instruction2. Situated in context
3. Supported by research4. Versatile in meeting d/hh students’ diverse
language and writing needs
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Guiding principles
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Principle 1:Strategic
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Strategic Instruction● Grounded in cognitive theories of composing (Applebee, 2000;
Flower & Hayes, 1981; Hayes, 1996, 2006; Hayes & Flower, 1980; Scardamalia & Bereiter, 1986)
○ Four beliefs:■ Wr i t i ng i s ma de up of di s t i nc t t hought pr oc e s s e s■ The s e pr oc e s s e s c a n be e mbe dde d wi t hi n e a c h ot he r■ Wr i t i ng i s goa l - di r e c t e d by t he wr i t e r■ Wr i t e r s ha ve bot h hi gh a nd l ow l e ve l goa l s
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Strategic Instruction● Goal: model and make explicit for students the processes
of “expert writers”
● Students are taught strategies for the process of expert writers, genre - specific structures and expectations, and sentence - and discourse - level writing skills.
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SupportingPrinciple 1:Mentor Texts
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“Mediocre writers borrow, great writers stea
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Ways to use mentor Text:● Read- alouds● Book hooks● Pair with NIPits and send students on a search● Show don’t tell● Demonstrate language and genre features● As “writing coaches”● Deconstructing text● Enjoyment!
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Instructional VideoCLIP: 4/6/15: 7:22-10:13
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Mentor text list
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SupportingPrinciple 1:
NIPit Lessons
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Nip-it lessonsNotice - The teacher notices a problem
Instruction- Teacher provides explicit instruction
Practice- Student is held accountable for the new knowledge and encouraged to try it out with scaffolded support
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Nip-it lessonsASL Expressions NIPit (1 min. 55)
Life map (2 min. 29)
Itinerant CLIP (5/20/15: 14:30-18:56) “the” and “a”
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Principle 2:Interactive
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Interactive Instruction● Based on sociocultural theories of teaching & learning● Vygotsky - learning is a social activity & interactive● Dialogic inquiry - learning as apprenticeship
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Interactive Instruction● Goal: make the internal process of expert writers visible
and accessible and that teachers gradually transfer the control of constructing text to the students
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Principal 3: Linguistic & Metalinguist
ic
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Linguistic & Metalinguistic Instruction● Based on theories of second language learning● Jackendoff - language acquisition theory● Krashen - Second language research
○ language acquisition (implicit) & learning (explicit)
● Linguistic Instruction (implicit)● Metalinguistic Instruction (explicit)
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Linguistic & Metalinguistic Instruction● Goal: develop students’ expressive language● Ample opportunities to see native - like language models
○ English & ASL● Both explicit & implicit language opportunities● Student - centered
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Supporting Principle:Authentic
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Authentic Instruction● Audience - and purpose - focused writing
● Goal: give meaning & value to students’ work and increase motivation
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Supporting Principle:Balanced
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Balanced Instruction● Discourse - and sentence - level writing objectives just
beyond what students can do alone● Students know their goals and focus on them during guided
writing with support
● Goal: Full writing improvement
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PluralsPluralsLevel 3 orientation
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Outcomes
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7 areas of improvement in writing instruction Itinerant teaching● More appropriate pace of instruction● Better identification of student needs● More attention to building background knowledge● Engaging in meaningful discussion● Targeting vocabulary needs● Timely Responsive, explicit instruction ● Creating an environment that establishes a rapport
with students that results in taking risks practicing new skills
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Siwi is a flexible fram
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Resources
For more information on the study or interest in participating, please contact;
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Questions
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