The 6 Traits of Writing: an Elearning Module

The 6 Traits of Writing: An eLearning Module

Portland State University Capstone Proposal

Kim M Shealy 2008 6 Traits: eLearning Module 4/26/2018

Contents

Abstract 3 Introduction 3

Parts of Proposal Method Background 5 Module Design Discussion 6 Development of Prototype Audience 6 eLearning Platform 7 Module Lesson Overview 8 Available Resources 9 Evaluation and Testing 10 Module Evaluation System 10 Pilot Testing 10 Module Promotion 10

Management Plan 10

References 11

Appendix A Module Lesson Mapping 12

Appendix B Module Instructional Resources and Links 21

Appendix C How the Module Works: Internet URL Listings 27

Appendix D Instructional Analysis Flowchart 28

2 6 Traits: eLearning Module 4/26/2018

Abstract

This module is presented in an eLearning instructional format to meet the continuing educational needs of K-12 educators with a blended approach utilizing technology tools,

Internet links, and communication devices beyond their classroom instruction.

The ability to navigate in a diverse “global village” will be a key skill for 21st century citizens (Kleeman 2002). During the 2004 NetDay, over 160,000 students stated that they want technology that will allow them to visit virtual worlds, take online classes, and work digitally (Stubbs 2005).

Statistics have shown that these strategies warrant modification with 21st century technology. Professional development that is linked to content and technology is more powerful and beneficial for both teachers and students (Write Traits 2008).

Introduction

“Today we are in the middle of a new revolution in both technology and culture; a revolution in which our children are often in the vanguard. For they are the first generation that is truly growing up digital” (Wartella, O’Keefe, & Scantlin 2000).

In claiming that, “change will not take place on a large scale until teachers make it happen in their own classrooms, rethinking their daily routines in order to integrate technology into curriculum” (Lee 2007), continuing education courses must be redesigned to blend proven techniques with technology embedded into the instructional presentation. In 1994, the U.S. Congress, announced that training facilitating teachers to use technology effectively may be the most important step to ensuring that current and future investments in technology are fulfilled (U.S. Congress1995). Since 1994, a review of literature and research revealed that both the National Education Technology

Standards and the National Council for Accreditation for Teacher Education expect new teachers to teach with technology through advanced methods, and yet the majority of our pre-service teachers are not prepared to do so (Stubbs 2005). In her study, Stubbs surveyed teachers five years after leaving their formal educational settings and asked the following question:

Is a teacher preparation program that is characterized by a more technology integrated environment, associated with: an increase in readiness and expertise to use technology for complex student projects, an increase in teacher proficiency with using technology, more student-centered instructional practices, an increased ability to locate resources and/or assistance for using technology, and a decreased perception of obstacles to technology use?

Stubbs discovered the same findings that Lee surmised in 2007, “Although U.S. public schools now boast an average of one computer to every 3.8 students, the statistics show that many teachers are not taking advantage of this technology to maximize student learning.” These current statistics sadly point to the fact that the needs, as stated below, are not likely to be met unless teachers are introduced, encouraged, and trained to “blend” technology into their instructional design.

In 2003, the National Commission on Writing in America’s Schools and Colleges stated simply, “If students are to make knowledge their own, they must struggle with the details, wrestle with the facts, and rework raw information and dimly understood concepts into language they can communicate to someone else. In short, if students are to learn, they must write.” 21st century students are writing across the content areas and for national and state mandated assessments. On an average, today’s students are spending more hours outside of school “texting” messages to their friends, than any of the previous generations spent writing letters to be posted. So why is there little to no enthusiasm for writing in an educational setting?

What better way to address these needs than by “blending” face-to-face writing

instruction with the technology that today’s students are already using. Around the globe, universities and businesses are providing education online through distance learning environments. High school students across America are now being given the option to take required courses online if there isn’t enough room for them in the classroom. Area Educational Service Districts are encouraging educators to transform originally sponsored courses into instructionally designed eLearning modules for educators. This module will meet the needs, as outlined above, for precisely those types of 21st century educators and students.

Method Background

In addition to providing common writing assessment across grade levels and curriculum areas, the six traits provides teachers and students with a common vocabulary to discuss writing

(Write Traits 2008). Matching this proven method for teaching effective writing strategies with inspiring writing examples ensures student success.

As every good teacher of reading or writing knows, middle schoolers are often fascinated and amused by picture books we might not think to share because they seem too

“unsophisticated,” but often, a picture book makes just the point you wish to make and does it in both a concise and entertaining fashion (Spandel 2001). What better way to teach powerful writing than to model a ten-minute “Read-To.” The traits are easy to spot within a picture book because the text is short, the leads hook you into reading beyond the first page, precise and delicious words carry the story’s plot, there is logical organization with fluid sentencing, and each story has the power of a unique and inspiring voice.

Within a picture book, students can be lead to recognize-discuss-debate and practice the type of word play, which engages a reader to “want” to read. Student’s writing gets stronger

once they learn “what” good writers do. If we want them to practice writing good leads, let them investigate those picture books that have outstanding leads. You know the ones that beg you to continue the story, well that is what any state/national scorer will be wanting student’s papers to do….inviting them to read more. When students get stuck in their writing, educators can simply encourage them to go to the picture books for ideas and examples.

Module Design Discussion

Constructivist theories and active learning theories have helped educators understand the way learners actively create meaning by exploring, experimenting, testing, and applying knowledge in self-directed and collaborative fashions (rather than in a predetermined course of study). Use of learning objects will empower online learners in unprecedented ways (Longmire

2000). In an eLearning environment, educators have the opportunity to practice instructional design with technology tools. The “real time” discussions provides instant feedback as the educator is engaged in the designing phase. Teachers who use technology more are also the teachers that take more initiative in learning how to plan activities involving computers. They were more likely to say that they have seen how other teachers use computers in their classrooms or speak with other teachers to share ideas about this (Lee 2007). As Wilson & Wright suggested in their 2007 findings, bridging the gap that lies between technology tools and classroom instruction will be found through distance learning courses where educators will be provided innovative outcomes, technologies and skills, modeling of examples, “tough love” of cutting them loose to develop and implement their “own” version of these assignments.

Audience

Educators K-12. New educator’s who are inexperienced with the 6 Traits of Writing, continuing educator’s who wish to update and modify their instructional

methods/presentations, and seasoned language arts instructors who wish to add

technology to their 6 Traits of Writing presentations.

These educators most likely will be enrolling in this course for the following reasons:

 They are seeking continuing education credits through the local ESD provider  They are meeting professional goals in the area of language arts and the state requirement for a working knowledge of the 6 Traits of Writing  Their building and/or district is sponsoring their training as a representative for future on-site “mini” workshops with co-workers

These students will have a wide range of experience with technology:

Experience With: Working Knowledge of Technology: Beginner: Open/send emails; cut/paste information to word documents; post grades; send attendance; perform interest-level web searches; create/save lesson documents Intermediate: Conduct research using the Internet for lesson design purposes; create power point presentations; download/upload items for lesson presentations; ELMO is used with their instructional computer for classroom presentations; college/online course experience Proficient: Use various technology tools as instructional tools; students are encouraged to use computer skills/knowledge as presentation tools; personal experience with web design/wiki/blogs/moodle formats

ELearning Platform

This module will blend online and classroom learning components and experiences. The

eLearning instructional website will provide a Synchronous and Asynchronous learning

approach with learning activities that are both formal and informal. The learning purpose

is scaffolded in order to achieve performance improvement by the educator’s application of

the content covered in the course (introducing skills, teaching the skills with technology,

and transferring the eLearning techniques and methods in the educator’s learning

environment). Technology will be used in the following ways:

Technology: Users of Technology: Purpose: eLearning Website Module Facilitator  Course Content (Asynchronous) Module Educators  Discussion Board (Asynchronous) assigned reading responses; assigned Internet investigations; assignment self-evaluations  Assignment postings and feedback  Surveys and evaluations  Horizonwimba instruction (Synchronous)  Skype book discussion (Synchronous)  Tutorial help/clarification

Educator Website & Wiki Module Facilitator  Experience Journaling Module Educators  Projects; assignments; lesson plans; student samples  Peer evaluations and feedback  End of course instructional video Educator Blog Module Facilitator  Student homework lessons Module Educators with  Student surveys and lesson evaluations students  Student Internet links  Student 6 Trait book evaluations  Student updates Module CD Tutorials Module Educators  Web design tutorial  Wiki design tutorial  Blog design tutorial  Horizonwimba tutorial Educator Final Module Facilitator  Evaluation of learner application Presentation Video Module Educators

Module Lesson Overview

Purpose: Since educators are life-long learners and since their certificates must continually be updated with new course work, it is my belief that courses offered to educators must now be “blending” technology into the presentation and the instructional design of these continuing education offerings. I believe that if we provide our educators with “the tools in which they can access, assess, build lessons upon, and strengthen their lessons with they will eagerly adapt what is working with their students with what is needed for 21st century learners.” Given the need for continued 6 Trait writing instruction, in order to meet the national and state requirements for assessment, blending what works with what technology is available will help refresh and inspire new levels of writing abilities and instructional options for students.

Goals: Each section of this module is designed to provide educators with the 6 Traits of

Writing insights and instructional design practice. The following instructional goals and targets will address this modules content and context. The modules contextual format with corresponding lesson overviews can be found in Appendix A. The modules content resources can be found in Appendix B. The modules blended Internet sites are described with URL addresses in

Appendix C. Listed below are the five goal oriented areas of instruction:

1. New instructional insights for the 6 Traits of Writing model 2. New resources beyond the classroom: Internet Resources and Instructional Design Tools 3. Quick motivational ideas for writing sessions using the 6 Traits of Writing 4. Read-To Book suggestions for each of the 6 Traits 5. National perspectives that will enhance student learning in a blended writing experience

Targets: Educators will learn, modify, and enhance their current instructional techniques

by completing the following learning targets over the course of up to but no more than 8

months. Each session is designed to provide the most current instructional practices, to

create an advocacy for the educator's support beyond their building (24/7) when they need

direction, and to provide free resources that can be used with students with the added

assurance that other students have been successful with these downloads/templates. The

modules instructional target analysis can be viewed in flowchart format in Appedix D.

 6 Trait Writing Theory and Techniques  6 Trait "Quick Write" lessons  6 Trait "Read To" resources and practice  Writing Aloud (Writing to the students, the teacher is modeling writer thoughts)  Shared Writing (Writing with students, the teacher is the scribe)  Interactive writing (Writing with) technique and practice  Guided Writing (Writing with small groups)  Writing Monitor (Writing by the students, the teacher is the one-one specialist)  Writing Evaluator (Assessment practices, Rubric scoring continuum, Student self-evaluations)

Available Resources Resources To Be Used: Use of Resources: Cost: Educational Service District Continuing education credits and sponsorship for module Free for service Local ESD $10-15 for credits District Site Computer Lab for two face-to-face tech instruction Free District Computer Technicians After school tech support and CD tutorial creation 8 hours pay at state scale CD Tutorials Educator tutorials instructing design for website, wiki, blog Package price through district warehouse Horizonwimba Interactive online environment server Basic = Free http://www.wimba.com Possible instant messaging server $5,000 (school) Headset with mic Educator online instant messaging tool (required) $10-30 educator cost Skype Possible instant messaging server Free http://www.skype.com Survey Monkey Assessment Tool Module assessment tool Basic = Free http://www.surveymonkey.com Educator assessment tool Instructor = $20 Annual = $200 Books, Lessons, Ideas for Required reading for module $20.00 Teaching the Six Traits Educator cost Spandel, Vickie Online purchasing:

ISBN: 0-669-48174-2 http://www.wiredinstructor.net/bookshelf.html Reading To, With, and By Required reading for module $12.95 Children Educator cost Mooney, Margaret E Online purchasing: ISBN: 0-913461-18-0 http://www.amazon.com/Reading-Children-Margaret-E- Mooney/dp/0913461180 6+1 Traits of Writing: The Suggested reading for module $21.99 Complete Guide for Primary Online purchasing: Educator cost Culham, Ruth http://www.wiredinstructor.net/bookshelf.html Using Picture Books to Teach Suggested reading for module $13.59 Writing with the Traits Online purchasing: Educator cost Culham, Ruth http://www.amazon.com/Using-Picture-Books-Writing- Traits/dp/0439556872/ref=pd_sim_b_img_1

Evaluation and Testing

There will be multiple forms for accessing the module effectiveness and success:

 Formative evaluation: The mock module will have an evaluation tool for the PSU: Instructional design students and an evaluation tool for the PSU: Capstone sample educators.  Module evaluation and survey: The module will have a pre/post module survey that will provide correlation and effectiveness feedback of the module’s efficiency.  Educator evaluations and survey: Using Kirkpatrick’s model for assessment, educators will take surveys, post experience journal responses, and peer evaluation for lesson designs with each module (reaction, learning, and transfer assessment). An evaluation for the final video presentation will provide feedback to the educator by the module’s facilitator (impact assessment).

Module Evaluation System

Pilot Testing

 An interactive web site is currently under design construction. Further information will be provided once the site is up and running and pilot testing has been gathered.

Module Promotion

Given that this module will be sponsored by the local ESD provider, the promotion

beyond the educational building and district will be placed on the ESD’s website, catalog,

and calendar which is sent to area districts and then educators (no cost to facilitator).

Flyers will be designed and sent within district mail and will be posted to the facilitator’s

website (flyer cost for district will be at facilitator’s cost). Once educators are scheduled,

the facilitator will send reminders and course updates to their professional or personal

email addresses.

Management Plan

Module management and revision will be the facilitator’s ongoing process in order to ensure continuous improvement in the design’s efficiency. Pilot testing of the modules instructional sites

(Website, Wiki, and Blogs) will provide instructional design revising. The pilot will be assessed by a variety of teachers, librarians, and university students (findings will be added to the final section entitled

Pilot Testing). An added revision source will be gathered from Session 1, after the modules registered

Educators have taken the Pre-Survey located at the module Wiki site. Technology and Internet links will be monitored and updated pre-during-post module’s operating dates. Any technology questions by educators that the module’s facilitator cannot answer will be referred to the module’s tech team with a response within 24-48 hours to the educator. Face-to-face help will be scheduled when needed. Educator’s needs will be addressed on an individual basis through the module’s website email link.

References

Evans, J., & Spero, I. (2005). Visions 2020.2 Student views on transforming education and training through advanced technologies. U.S. Department of Commerce, U.S.Department of Education, NetDay. Retrieved April 2008, from Technology.Gov website: http://www.technology.gov/reports/2005/Visions2020-2.pdf

Kleeman, DW. (2002). One mission, Many screens: A PBS/Markle foundation study on distinctive roles for children’s public service media in the digital age. Retrieved April 2008, from Markle Foundation website: http://www.markle.org/downloadable_assets/omms.pdf

Lee, WT. (2007). The relationship between teachers’ beliefs and perceptions about student use of computers and how they integrate technology into curricular instruction. Retrieved April 2008, from ISTE website: http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2007/Lee_Wend y_Tan_N07.pdf

Longmire, W. (2000, March). A primer on learning objects. Retrieved April 2008, from Learning Circuits: ASTD’s Source for E-Learning website: http://www.learningcircuits.org/2000/mar2000/longmire.html

National Commission on Writing in America’s Schools and Colleges. (2003). The neglected “R”: The need for a writing revolution. Retrieved April 2008, from Writing Commission website: http://www.writingcommission.org/prod_downloads/writingcom/neglectedr.pdf

Spandel, V. (2001). Creating writers through 6-trait writing assessment and instruction. (3rd ed.) Boston, MA: Addison Wesley Longman.

Spandel, V. (2001). Books, Lessons, Ideas for teaching the six traits: Writing in the elementary and middle grades. Wilmington, MA: Great Source Education Group.

Stubbs, K. (2005). Use of technology in teacher preparation programs. Retrieved April 2008, from ISTE website: http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2007/Stubbs_Kar i_N07.pdf

U.S. Congress, O. T. A. (April, 1995). Teachers and technology: Making the connection. Retrieved April 2008, from COEDU website: http://www.coedu.usf.edu/itphdsem/eme7938/ota9541.pdf

Wartella, E., O’Keefe, B., & Scantlin, R. (2000) Children and interactive media: A compendium of current research and directions for the future. Retrieved April 2008, from Markle Foundation website: http://www.markle.org/downloadable_assets/cimcompendium.pdf

Wilson, EK & Wright, VH. (2007). Teacher use of technology: From the teacher education program to the classroom. Retrieved April 2008, from ISTE website: http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2007/Wilson_Eli zabeth_N07.pdf

Write Traits. All teachers can benefit from professional development to help them effectively teach writing. Write Traits: 6-Trait Instruction and Assessment Professional Development Research Base. Retrieved April 2008, from GreatSource website: http://www.greatsource.com/grants/downloads/WT_PD_Research.pdf