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Lacy Manship
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Lacy Manship
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Daily Reflections  - 
 
This was reflection from yesterday!  I am actually going to make this into #clmooc  hack your notebook thing, but I wanted to go ahead and post the thoughts.

I am so very moved by the Open Mic this afternoon.  I mean I should not feel so amazed.  I have sat in this room for ten years.  Ten years in the Writing Project.  And friends (I should tag you all 2014 SIers), this feeling today in the Open Mic... this is the feeling of home to me.  This is the Writing Project.  I could not really describe it to you though I tried to when we first met- I told you about out sites in all 50 states.  I told you about our belief in teachers, in learners, in the process.  I told you about this network.  I told you about Urban Sites and Teacher Research and the Intersection project and Young Writers Camp.  Those are it, but they are not my Writing Project: that is something so much less tangible.  It is a group of writing teachers who live in this world as we are and write about lives, our teaching, theory, and practice in a big tangle that is our lives.  It is people who stand up and name their fears and face their fears by reading them a loud.  It is people in a room who are new teachers like I was my first SI ten years ago and veteran teachers and a thought that is a poem and a reflection that is read with a cadence that has me hanging on every word.  It is no one thing.  A moving force, this Writing Project. #SheWaxesPoetic  
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Emilia Fuentes Grant's profile photo
 
Yes! A moving force indeed. I'm totally feeling this. So grateful to be a part of it. 
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Lacy Manship
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Daily Reflections  - 
 
I am stilling mulling over my wobbling with the rubrics talk from Cindy's demo today.  I sort of feel like rubrics are this rock I have been trying to get out of my shoe for a while.  I think it's gone and then all of a sudden the soft flesh of insole is jabbed the pointy edges.  

So I wonder if I am holding a grudge?  I have basically no use whatsoever for rubrics.  Like none.  I can think of about a million more useful and less harmful ways to go about assessment.  But well, here's that jab again: Cindy, who I know is in the same assessment boat as me, is willing to negotiate with rubric culture some of the time.  I just attempt to make a bubble around myself and any surrounding student writers... I am not sure how great this is either.

So let me try to make the rubric idea strange.  What do I see a chart-y device that creates categories by which to name qualities of writing (or some other product).  The categories are attached to numbers.  Generally the teacher assigns numbers to categories for a given piece of writing.  Sometimes teachers or students make rubrics.  Often rubrics are made by businesses or policy making kind of people.  Who do they benefit?  Well, they can benefit teachers by making assessment easier or less time consuming (it takes a long time to write letters and dialogue with students).  They may benefit students who can see clearly the list of things to do.  They may benefit companies who sell curriculums, tests and software related to their use.  At whose costs?  Teachers and students might miss out on authentic possibilities to dialogue over writing and engage in assessment.  Students and teachers may come to think of writing in terms of static categories and miss opportunities for exploration.  

I guess unexamined rubrics feel sharp and super annoying in my shoe.  With examination I prefer to take the rock from under my foot and figure out how it got there, who named it a rock, and why I am so dang bothered by it.  I don't know where to put it next though.  Throwing it away just seems to continue my separatism. 
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Dorene Alama's profile photoErin Pfahler's profile photoLacy Manship's profile photoCindy Urbanski's profile photo
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yep, becoming more visible in the college classroom with grades is something I have worked on a lot over the last year.  Last semester I wrote to and met with students multiple times throughout the semester to dialogue over their grade.  Here is where you stand... here is why... here is exactly what you can do to maintain or improve.  In the context I was in the end result was only a letter grade so I just couldn't get why I would assign all these numbers that are then remiediated into a letter.  I knew pretty well what grade each students was "earning" at a given moment.  My goal was to then become more open with students along the way about how I was seeing them and how they were representing themselves.  I worked on trying to does qualitatively through dialogue rather than through adding up numbers.  Not to say that is was perfect or worked well all the time. It really didn't but it is something I would keep working at in that context.
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Lacy Manship
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Readings  - 
 
Intended to present a unified front with regard to student writing—and to stress the singular importance of the verbal tools in all areas of life & study, the “writing across the curriculum” programs are being employed in schools across the country, and around the world as the latest attempt to improve student achievement.
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Carla Davis's profile photo
 
This looks great! I'm going to need to spend some more time investigating this.
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Check this website out as links to lots of blogs, resources, articles on creativity and inspiration +Maggie Winkowski +Erin Pfahler +Monica Collazo +Emilia Fuentes Grant +Granville Caldwell +Carla Davis +Dorene Alama and anyone else of course!

http://educatorinnovator.org/
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Granville Caldwell's profile photoMaggie Winkowski's profile photo
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Thank you! I was able to browse some of this during our inquiry part, but I can't wait to go back and look into it deeper and see what I can find to help me.
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Lacy Manship
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Daily Reflections  - 
 
I go through a familiar inner process every time I participate in the Murray Cards activity.  I seem to start out on the first couple of cards full of gusto.  Then on the middle cards I get really lost... wondering what I am writing and why and feel a little held back on sharing, but then in the last card or two things come together into something I actually want to say.  My conversation and growing relationship with +Jessica Schley moved my ideas along.  For each card (particularly in those tricky-for-me middle cards) I saw all kinds of things that Jessica was doing that I wanted to try out and this kept me going onto the next when I was feeling stuck. This really is a great microcosm of my writing process.... the ups and downs of living with a piece of writing and having other writers to hang out with and see it through with me to a closing point.  
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Jessica Schley's profile photoMelvin Hobbs's profile photoMaggie Winkowski's profile photo
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I seem to do the opposite, I always have trouble starting then towards the end its on like Donkey Kong. 
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Lacy Manship

A Day in the Life  - 
Created with Haiku Deck, free presentation software that’s simple, beautiful, and fun.
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Steve Fulton's profile photoDorene Alama's profile photo
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It has only been two days here at the Summer Institute in Charlotte, NC, and it isn't only the temperature that is heating up.  From our pens to our computers, from our internal thoughts to our lively discussions, our community is starting to getting hotter.  Just look at how much we did the first day.
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Lacy Manship

2014 MC #2 "Memes"  - 
 
Meme-ing it up in Summer Institute today 
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Sheri Edwards's profile photoLacy Manship's profile photoChristopher Butts's profile photo
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She's flocking (improvisational dance to be looked forward to by UNCC WP SIers). Actually only works in a group. Maybe that will be part 2 of movie. I will have to steal additional Lego people from husband and child, but I think it's a good cause. #HowWeRollInCharlotte
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Have her in circles
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Lacy Manship
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Daily Reflections  - 
 
So this morning +Tony Iannone 's dissertation defense really got me thinking about the role of dutifulness in the construction of classroom identities and practices, particularly in digital and online spaces.  So Tony's work showed how even in progressive classrooms where twitter and blogs were used in elementary schools and where there appeared to be lots of choice for students, there was an underlying since of duty that compelled most activity.  So students wrote in certain ways in order to follow unspoken classroom norms to continue their self-representation as kids who are active and legitimate members of the classroom. So even though there is choice in the twitter genre for example, this is limited by the social construction of the classroom twitter as a site of action where you have to behave in certain ways in order to continue to be recognized as viable in the community. Tony also noticed moments of disruption that seemed to offer glimpses into what might happen if disruption was named as useful and perhaps extended.   So, for example, in the twitter feed, most kids just said "We went to gym."  or "We are studying oats."  But one girl invited action, saying, "Our class loves graphic novels!  Donate some!"  

Well.... so this has me wobbling.  If the disruption is named as "good" by the teacher and say she says he looks at this cool thing Morgan did.  It's outside the norm of what we all seem to be doing and what I thought we might do... but what if we use this as an opportunity to ask about what kinds of things we post and see other possibilities.  Well... yes, great!  But do the constraints of the classroom cause even that moment to collapse in on itself as another chance to be dutiful?  

Just like in SI... I encouraged wobbling, which in itself is an act of disruption somewhat.... but now is wobbling just being dutiful?  That feels way to cynical to me.  I would like to err on the side of hopefulness... that we can engage in critique and reflexivity...and keep moving forward and not see every moment as only standing still in the muck that won't let you take a step out.
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Thanks for thinking with me about this! I too choose to remain hopeful!!
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Lacy Manship
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Readings  - 
 
This is the original blog that inspired our idea of grouping peeps into quadblogs for collaborative blogging.  These teachers started this blog together after Summer Institute and have continued every sense. 

http://thirdandrosedale.blogspot.com 
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Monica Belus's profile photoKatie Dulaney's profile photo
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This is a fabulous blog!! I love the points made in the posting about The Uncommon Core - I'll be going back to read this one more closely and find this book - just what I need - another book to my list!!
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Lacy Manship
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Daily Reflections  - 
 
This morning in the revision workshop it took me the whole workshop to get into revising my piece.  It was hard going and a little mechanical in the first few cycles to go through these moves with my writing.  By the last one though I was into going back and digging in and found the good writing spot to keep the piece moving.  And by the time that happened I wasn't whatsoever following the prompt to move things or delete or whatever it was.

So as an adult writer in the position I am in, I take the initiative to ignore the directions.  But having the activity at all is the only thing that drew back into my piece today.  I wasn't feeling it at all, and otherwise would have left it to lie for maybe ever.  And now I am excited about where it is going.  So the activity did and did not work for me.  

I guess it is somewhere in the middle.... the structures of the writing community create enough freedom that I see and use the flexibility of the structure and my connection to the community keeps me enough in the bounds of the structure to remain part of the community.

So what about children/students.  Just because of their youth or perhaps because of their unfortunate social position without much authority in the classroom or as writers does this mean that they do need to go through the motions more forcibly?  Or would this just make the situation of lack of authority and freedom worse and not let the community gel?  Am I being too hard on the idea of structure?  
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Steve Fulton's profile photoEmilia Fuentes Grant's profile photo
2 comments
 
No, I agree! Sometimes structure and discipline are the only thing that bring me back to the work. Structure gets me working, and then it's kind of a treat when I break the little rules that I've put in place for myself... I think structure/breaking structure can function the same way for our students. I'm a big believer in the joy of breaking the rules. I have a theory that it gives students a feeling of ownership over their work. Sure, they're completing an activity I assigned them, but they're doing it their own way. 
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Lacy Manship
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Stuff we Made (that includes writing yo)  - 
Created with Haiku Deck, free presentation software that’s simple, beautiful, and fun.
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Lacy Manship
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Stuff we Made (that includes writing yo)  - 
 
Meme + stop motion
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Granville Caldwell's profile photo
 
Concise and humorous!
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Have her in circles
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