CIS Professional Development - University of Minnesota
CIS Professional Development - University of Minnesota
CIS Professional Development - University of Minnesota
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Updated 1/2012<br />
<strong>CIS</strong> WRITING STUDIO NEW TEACHER WORKSHOP JUNE 21, 2011<br />
Understanding the Context for the <strong>CIS</strong> Writing Studio Course<br />
What is College in the Schools?<br />
o <strong>CIS</strong> video<br />
How is WRIT 1201: Writing Studio different from WRIT 1301: <strong>University</strong> Writing<br />
o 1201 vs. 1301<br />
What is the Department <strong>of</strong> Postsecondary Teaching and Learning?<br />
o mission statement<br />
What is the Entry Point Project and how are its courses different from other <strong>CIS</strong><br />
courses?<br />
o Universal Instructional Design<br />
How is <strong>CIS</strong> Writing Studio designed to fulfill Entry Point Project goals?<br />
Interactive pedagogy<br />
o Sample discussion prompts and small-group assignments<br />
o Survey comments on working with classmates, breaking down barriers<br />
Practice coupled with feedback<br />
o Peer review protocols<br />
o Teacher feedback protocols<br />
o Survey comments on importance <strong>of</strong> feedback from teacher<br />
Critical reflection on learning<br />
o Sharon Ornelas’ action research project: building students’ ability to self-assess<br />
o Irondale photos<br />
o Survey comments on understanding what it means to be a college student<br />
Encouraging “writing that matters”<br />
What matters to us? What would we change if we could? (Lee and Gallagher 62)<br />
What matters to students?<br />
Following one strand in Barbara’s Fall 2006 class:<br />
Writing about harassment and name-calling, using articles from Rethinking Schools<br />
o Pre-reading discussions that prompt writing used in essays<br />
o Post-reading exercises that prompt writing used in essays<br />
o The skeleton <strong>of</strong> Sysouda’s Paper 3: Planning, elaborating, discovering an<br />
argument<br />
o Sysouda’s skeleton compared with Maivue’s: Could Maivue have discovered an<br />
argument?<br />
o Transitioning from Paper 3 to Paper 4: How are earlier topics recycled?<br />
o Who really benefits from the Writing Studio course? How would you assess<br />
Sysouda’s need for the course? Maivue’s need for the course? What issues do you<br />
struggle with in selecting students?
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