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The Writing Network Connect discussion Term 2 2022

Join us for the Network Connect session Term 2 2022

A key goal of the Think Forward Writing Network is to open a conversation about writing in the classroom, using research, trialled techniques, assessment and data collection.

Join us for our Term 2 2022 Network Connect Discussion !

In this free, dynamic Professional Learning and Networking opportunity we will delve into the big ideas in writing as well as the incremental small steps that you can use in your classroom every day to make a difference to your students.

Let’s share expertise, discuss best practice, learn from each other!

What do you most hope to get out of this session? Let us know when you register?

Thursday, May 26, 2022

7:45 PM - 8:45 PM Melbourne AEST

Collaborate

This is a growing space to increase your knowledge, bridge the gap between research and practice, and hear the narratives of other educators achieving great things in the teaching of writing.

Connect

Join the movement of schools interested to improve their writing instructional practice and assessment.



Register here

 

Read the blog posts from convenors Jeanette Breen Nathaniel Swain and continue the discussion.

Blog
Why do students write the way they speak?
Why do students write the way they speak?

An overarching problem encountered in many classrooms is having our students write the way they speak. Why do they do this?

Language acquisition is a biologically primary skill, meaning humans will naturally learn how to speak. However, the written word is a skill that must be taught.

Writing Assessment is Hard! How should we report assessments to parents?
Writing Network
Writing Assessment is Hard! How should we report assessments to parents?
Writing Network

What is the best way of reporting assessment information to students & parents? This is a question I hear all the time, and it isn’t easy to answer. What we all want is an assessment system that is (a) accurate, (b) easy to understand, (c) not too time-consuming for staff, and (d) motivating for students. But these principles are all in conflict with each other.

Writing Network
Matching Comparative Judgement Data to the Curriculum
Matching Comparative Judgement Data to the Curriculum
Curiosities from writing practitioners: What works best from whole school to classroom?
Writing Network, Blog
Curiosities from writing practitioners: What works best from whole school to classroom?
Writing Network, Blog
Writing Network, Blog
The Writing Revolution in an Australian context
Writing Network
The Writing Revolution in an Australian context
Writing Network

As a new year begins, with it is the promise and hope of uninterrupted learning in 2022. One of the findings from lockdown that has brought so much clarity to our writing instruction, is the understanding of what explicit teaching can actually achieve. Despite two years in and out of online learning we have made some important discoveries about the building blocks that boost learning in writing and the tools to measure it.

Writing Network
Providing explicit feedback on Writing – What could this look like?
Blog, Writing Network
Providing explicit feedback on Writing – What could this look like?
Blog, Writing Network
Blog, Writing Network
A Question of Genre
Blog, Writing Network
A Question of Genre
Blog, Writing Network

One of the questions we have had from members of the TFE Writing Network has been related to genre teaching. Teaching writing in the context of genres is a common practice in Australia particularly due to our curriculum progressions that specify across several year levels: an expectation that students will be able to produce ‘imaginative, informative and persuasive’ texts. In Victoria this is first mentioned in Year 1.

This was highlighted when a friend recently called me during one of our lockdowns, frustrated at watching her Year 2 daughter cry during an online writing lesson where she was required to come up with a problem, solution and list of characters. Why was this so hard for her and why was I not surprised having seen this many times in an early years classroom? An understanding of genres is important. We know it makes a difference and students need to be able to write about different topics and create specific compositions. So perhaps the problem lies in the way we teach it.

Blog, Writing Network
From “Assigning” to Teaching — How research can reshape writing instruction
Blog, Writing Network
From “Assigning” to Teaching — How research can reshape writing instruction
Blog, Writing Network

I once had a student who loved rhinos. After all, what's not to love? During ‘free choice’ writing sessions (the opportunity for students to engage and communicate across genres of their choice), this student continued to write about rhinos in several formats. There was the narrative on rhinos, the persuasive, the poem – both Acrostic and Haiku.

His writing was engaging, passionate, showed an awareness of purpose and audience, but what niggled at me was that I wasn’t teaching him anything.

Actually, what I found was that my competent writers avoided authorial risks. They wrote texts where the topic was the focus, while writers who found writing challenging, continued to find it so. The struggle to engage was confronting.

Blog, Writing Network

We want to offer educators the opportunity to explore the science behind all the threads that bind together to create a rich writing framework. We want to provide you with practice that will set your students up to be successful writers and creators of quality text.

We look forward to sharing a space for collegiality, curiosity and quality writing practice.

 

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ACT Branch - Patrick Ellis - Canberra & Goulburn Archdiocese

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NSW Branch - Jun 2022 Meeting with Pam Snow