Planning Document 4: What If

To deal with "what ifs" a facilitator must be alert, observing the non-verbal cues of fear, boredom, frustration, passion, understanding, connection, that group members are presenting.

What if:

No one wants to talk in a session

• Use wait time. Reemphasize the supportive/beneficial nature of the studio. Refer to the sign-in sheet. Address group members by name and body language. For example, you could say, "Jan let's hear from you first. You said you needed some help with meeting the length requirements for your persuasive essay," as you lean slightly towards her, make eye contact, and give an encouraging smile.
• After the person does share, thank them. Use humor, if appropriate, "See you're still breathing." etc.

One person does not want to participate

• Try to connect with this person by referring to something she may have mentioned at an earlier date. Say something such as, "Jan, I remember you saying you.... "
• Address the quiet student with a specific question, making sure to use inviting body language and a pleasant demeanor.

One person is dominant

• Try to read the person's personality and motives for dominating. (Is she just passionate about the topic? Is this how she normally operates? Is she trying to force her perspective on another?) Respond accordingly, using language you deem appropriate for the situation. You could say, "Jan, I see you feel passionately about this issue. Let's see how others feel?" You could wait for an opportunity to interject presents itself and say "Let's see if anyone else wants to share their ideas on this issue." Have your eyes open for students who look like they wish to interject. You could say something such as, "Marcus, I see you nodding. Would you like to add onto what Jan is saying?"

One person is critical in their language

• Model appropriate group interaction by rephrasing the "critical" students' language using less judgmental, emotionally charged language.
• Remind the "critical" students of the goals of the studio session-to support one another. Tell the student that the group values her input, and ask her to rephrase her statement so that it stings less.
• Say something such as, "What kind of language can we use so that people will better receive what we say?

The group goes off on a tangent

• Use appropriate wait time.(Some side talk is necessary to support the relationships among group members and to allow students time to vent.)Wait for an opening in the talk or for talk that can be tied directly or indirectly back into the topic of the studio session.
• Acknowledge students' feelings by saying something such as, "Sounds like something we all can relate to."
• Remind students of the purpose of the writing studio and the value of the time if the talk gets extensive.

Program Design Document 4: Writing Protocol

Students bring with them a writing assignment to work on.
Students sign in and list specific areas they would like to work on


Facilitators

• Asks students to reflect on the experience of working on their document thus far-identifying feelings, strategies, motives associated with creating the document (How do you feel about what you've written/brainstormed? Tell us about why you chose that particular topic/perspective? How did you go about getting started? etc.) This supports thE students in the use of academic discourse while helping them to reflect on their positions as active producers of knowledge and to reflect on their decision-making process.

• Ask students to state what they would like the group to "listen" out for. Encourage students to free themselves from focusing on surface elements, such as grammar, spelling. (Facilitators might have to model this using their own document/or a sample document in the first session or two. Faciliators may consider creating a list of writing traits with their group that the students can refer to when requesting input from others.)

• Encourage students to read their document aloud, even if it is a brainstorm list, a graphic organizer, a thesis statement, etc.

• When the reading is complete, wait for group members to offer feedback. If no one speaks, the faciliator could:

1. pose a specific question (concerning the reader's concern) to the group to encourage interaction.
2. pose a question (concering the reader's concern) to the reader/author of the document
3. pose a specific question to another individual group member. (Be mindful to "switch up" who you address questions to.)

• Encourage group members to cite specific examples from the reader's text to elucidate their observations.
• Encourage students to offer suggestions for ways of dealing with writing situations. Ask students to share their own personal ways of approaching writing. Encourage talk, such as: "This is how I went about creating my thesis" or "I wanted the reader to connect with me so I chose to start with a personal anecdote", etc
• Listen for connections/patterns between the observations students make. Listen for connections to issues raised in past sessions and how they were dealt with
• Encourage all students to actively take notes during their time in the studio.
• Encourage students to verbally express what they have "gotten from" the session
• Provide some time for writing during the session, if available
• Have writing resources available and encourage the use of the NetBook for searching for information and resources
• Maintain the attendance list

Planning Document 3

Introductory activities

Life Maps concerning educational experiences, followed by discussion
Focused freewrite on writing, followed by discussion
Biopoem about writing in school
Writing/school attitude surveys



Studio session activities

Skits modeling constructive and less constructive ways to give feedback

Reviewing reading and writing protocol

Reviewing sample models

Reviewing assignment sheets and syllabi
Group mini-skits on information from counseling sessions
Completing "My Studio Experience" write ups


Closure-
Completing "My Studio Experience" write up
Writing Attidues Survey
Writing notes to other studio participants "What I've learned from you" or thank you notes"

Program Design Document 3: Conceptual Timeline

Week 1: (Coaches' Training)
Session 1- introductions/explanation of program &program goals
Session 2- studio "practice session"/housekeeping (locations, meeting schedules, technology, reflective one-pagers, list of students, one on one schedules)
Session 3- studio "practice session"/housekeeping field trip to view locations, meeting, schedules, technology, reflective one-pagers, list of students, one on one schedules)
Session 4- technology orientation-Google docs


Week 2: (introductions and reading protocol)
June 28-Introductions/Explanation of program & program goals
June 29- Technology orientation/ Survey of attitudes around writing/reading/school
June 30- Studio Session
July 1- Studio Session (one-pager reflections by coaches followed by staff meeting b/t coaches and mentors)

Week 3: (Studio sessions/Writing Protocol)
July 5- Studio Session and introduction to writing protocol
July 6-Studio Session
July 7- Studio Session
July 8- Studio Session (one-pager reflection by coaches followed by staff meeting b/t coaches and mentors)

Week 4: (Studio Sessions and 1 "Counseling Issues" session)
July 12- Reflective writing and discussion on "My Studio Experience" so far
July 13- Studio session, possible counseling issue session
July 14- Studio session, possible counseling issue session
July 15- One on one session (one-pager reflection coaches followed by staff meeting b/t coaches and mentors)

Week 5: (Studio Sessions and 1 "Counseling Issues" session)
July 19- Studio session, possible counseling issue session
July 20-Studio session, possible counseling issue session
July 21- Studio session, possible counseling issue session
July 22- Studio session, possible counseling issue session (one-pager reflection by staff meeting b/t coaches and mentors)

Week 6 (Portfolio creation)

July 26-Studio session, portfolio support
July 27- Studio session, portfolio support
July 28-Studio session, portfolio support
July 29-One on one session (one-pager reflection by staff meeting b/t coaches and mentors)

Week 7 (Portfio Creation and Closure)
August 3-Reflective writing and discussion on "My Studio Experience"
August 4-Studio Session
August 5-Studio Session and Survey of attitudes around reading/writing/and school/return of netbooks
August 6 Closing Writing Acitivity/Discussion/Goodbyes (one-pager reflection by staff meeting coaches and mentors)

mentor/facilitator responsibilities

Mentor:

conduct meetings with facilators to discuss Studio meetings
help provide facilitators with any documents/resoures they will find useful
help provide facilitators with a theoretical framework for Writing Studio
celebrate successes of facilitators and help support them when they run into challenges
track and make sense of data using feedback from students and facilitators




Facilitators:

communicate the purpose/method of Writing Studio
facilitate Writing Studio sessions
maintain records of sessions
ensure each student has a chance to discuss his/her work
keep track of time during sessions
ensure that groups run in a collborative manner
help create and maintain a supportive/nonjudgmental atmosphere where each member feels valued
help students to see patterns in their own writing and the writing of others
help students to gain further insight into secondary Discources used at Kean and within disciplines of study
encourage students to provide valuable feedback to one another
help students to create and give voice to goals for their own development as students
support students as they interact with faculty
help provide with or direct students to any necessary resources/documents
provide reflections of sessions

Planning Document 1

First draft of necessary documents to plan our program:

a mission statement for the program
Kean's plagiarism policy
coaches' job description/duties
meeting schedule for groups and for coaches and mentors
examples of plagiarized work
samples of work from past EEO classes
syllabi/assignment sheets/grading criteria, etc.
course descriptions
model essays from different genres
handbooks for citation
grammar handbooks/style guides
contact information for coaches
list of helpful web sites (OWL Purdue, easybib, etc.)
attendance record sheets
ice-breaker/getting to know you activity list
"script" to help facilitators conduct meetings
copies of counselors' presentation handouts (time-management, etc.)
Post session evaluation sheet/document/feedback form

Program Objectives

The central objectives for the summer EEO program are as follows:

1. to help students succeed in their content areas by filling in gaps in content knowledge:

2. to help students acquire and/or strengthen their ability to navigate/master academic life

To accomplish the first goal, "filling in gaps in knowledge", students will need to hone their ability to navigate academic life by understanding the Discourse (values, behaviors, expectations, language) of the institution, in general, and major of study, in particular.

1. building knowledge of the way academia works

- understanding plagiarism rules
- knowing the roles/ locations/ and ways to communicate with the
different institutional offices (financial aid/accounts, registrar,
advisors, deans, health/counseling services, student affairs)
- awareness of resources available (library, computers labs, study
groups, tutoring services, clubs) and how to use them for their benefit
- knowing the purpose of syllabi and how to read them
- knowing expectations of faculty as well as their own expectations

2. building personal practices to help improve as students.

- effective time management (maintaining schedules, prioritizing assignments)
- organizational skills (creating folders on computers, to do lists, priority lists,)
-communication skills (ways of working successfully within small groups, how to contribute to class discussions, how and when to communicate with professors)
-overcoming "lack of resources" (knowing when and how to use resources)
-note-taking (how to engage with texts beyond comprehension, outlines, marking texts, questioning texts, inferential thinking)
-forming alliances with classmates (how to form study groups, e-mail lists, etc.)
-how to use manipulate language/use voice to accomplish different purposes or to engage with different audiences
-how to find resources to support
-ways to assess and meet own needs (best way to take notes in class (creating visuals, recording lectures), how to use the text effectively, schedule classes, finding best environment and times to study/read, best method (alone/with others, etc.)
-receiving/processing constructive feedback
-knowing and utilizing the basic "elements" of writing (theses, introductions, conclusions, citation, paragraph structure,etc.)
-knowing/developing and utlizing strategies for generating ideas (pre-writing) and developing ideas for writing assignments, improving organization and focus (drafting)
- learning/developing and utlitizing strategies for revision and editing/proofreading
-how to choose an academic major "mentor" and a faculty "mentor"
- using technology for academic purposes